scholarly journals Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Felicitas Biwer ◽  
Wisnu Wiradhany ◽  
Mirjam oude Egbrink ◽  
Harm Hospers ◽  
Stella Wasenitz ◽  
...  
Keyword(s):  
Online Learning ◽  
Resource Management ◽  
University Students ◽  
Thematic Analysis ◽  
Management Strategies ◽  
Education Students ◽  
Face To Face ◽  
Self Study ◽  
Support Students ◽  
Remote Learning

During the COVID-19 (coronavirus disease 2019) pandemic, universities had to shift from face-to-face to emergency remote education. Students were forced to study online, with limited access to facilities and less contact with peers and teachers, while at the same time being exposed to more autonomy. This study examined how students adapted to emergency remote learning, specifically focusing on students’ resource-management strategies using an individual differences approach. One thousand eight hundred university students completed a questionnaire on their resource-management strategies and indicators of (un)successful adaptation to emergency remote learning. On average, students reported being less able to regulate their attention, effort, and time and less motivated compared to the situation before the crisis started; they also reported investing more time and effort in their self-study. Using a k-means cluster analysis, we identified four adaptation profiles and labeled them according to the reported changes in their resource-management strategies: the overwhelmed, the surrenderers, the maintainers, and the adapters. Both the overwhelmed and surrenderers appeared to be less able to regulate their effort, attention, and time and reported to be less motivated to study than before the crisis. In contrast, the adapters appreciated the increased level of autonomy and were better able to self-regulate their learning. The resource-management strategies of the maintainers remained relatively stable. Students’ responses to open-answer questions on their educational experience, coded using a thematic analysis, were consistent with the quantitative profiles. Implications about how to support students in adapting to online learning are discussed.

Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 215-231
Author(s):  
Mussarat J. Khan ◽  
Seemab Rasheed
Keyword(s):  
Regression Analysis ◽  
Resource Management ◽  
University Students ◽  
Learning Strategies ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Habits ◽  
Good Reliability ◽  
Cognitive Awareness

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

scholarly journals THE INFLUENCE OF ONLINE LEARNING ON STUDENTS' AWARENESS IN DOING ASSIGNMENTS DURING COVID-19 PANDEMIC

Ta dib ◽  
2020 ◽  
Vol 23 (2) ◽  
pp. 171
Author(s):  
Maison Maison ◽  
Dw Agus Kurniawan ◽  
Lika Anggraini
Keyword(s):  
Online Learning ◽  
Mixed Method ◽  
Physics Education ◽  
Virtual Learning ◽  
Total Sample ◽  
Mixed Method Research ◽  
Education Students ◽  
Face To Face ◽  
Abstract Learning ◽  
Analyze Data

Abstract: Learning that initially took place traditionally (face to face) has shifted to virtual learning or online learning. This study aimed to identify online learning's influence on students’ awareness of doing assignments during the Covid-19 pandemic. The mixed-method research with the sequential explanatory design was used to collect and analyze data with a total sample of 305 physics education students at Jambi University. The results showed that students' perceptions and awareness in carrying out tasks online are in a good category. There is a significant effect of online learning on student awareness in doing assignments with a contribution of 72.1%. The remaining 27.9% was influenced by other variables not found in this study. Abstrak: Pembelajaran yang semula berlangsung secara tradisional (tatap muka) telah bergeser ke pembelajaran virtual atau pembelajaran online. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran online terhadap kesadaran mahasiswa dalam mengerjakan tugas selama pandemi Covid-19. Metode penelitian campuran dengan desain eksplanatori sekuensial digunakan untuk mengumpulkan dan menganalisis data dengan jumlah sampel sebanyak 305 mahasiswa Pendidikan Fisika Universitas Jambi. Hasil penelitian menunjukkan bahwa persepsi dan kesadaran mahasiswa dalam melaksanakan tugas secara online berada pada kategori baik. Ada pengaruh yang signifikan pembelajaran online terhadap kesadaran mahasiswa dalam mengerjakan tugas dengan kontribusi sebesar 72,1%. Sisanya 27,9% dipengaruhi oleh variabel lain yang tidak ditemukan dalam penelitian ini.

scholarly journals Taking a Stand against Cyberbullying in Higher Education

2016 ◽  
pp. 197-235
Author(s):  
Margaret Anne Carter ◽  
Marie M'Balla-Ndi ◽  
Ariella van Luyn ◽  
Donna Goldie
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Action Research ◽  
University Students ◽  
Learning Communities ◽  
Higher Education Institutions ◽  
Education Students ◽  
Online Learning Communities ◽  
The Third ◽  
Ongoing Development

As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education.

scholarly journals Online learning - Global Challenges and Opportunities for Students in Higher Education amid the COVID-19 Pandemic: The Libyan Context

2021 ◽  
Vol 3 (2) ◽  
pp. 159-164
Author(s):  
Abdelbasit Gadour
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mode Of Delivery ◽  
Education Students ◽  
Postgraduate Students ◽  
Face To Face ◽  
Challenges And Opportunities ◽  
Students Attitudes ◽  
Changing Times ◽  
High Level

The spread of COVID-19 has had psychological effects on higher education students globally reflected in high level of anxiety associated with worries of failing to complete their studies (Holmes et al., 2020; Sawahhel, 2020). Due to COVID-19 all universities in Libya were closed for ten months causing a massive impact and leaving about quarter a million students without education. However, during this period some universities took preventive measures and maintained functioning from a distance. An attempt was made in this study to explore higher education students’ attitudes toward online learning and appreciate more the advantages and challenges associated with online learning. Of the 100 questionnaires sent out to university students, 58 responded back of whom 40 undergraduate and the remaining postgraduate students. The results of this study suggested that students are more interested in conventional way of learning in favour of face-to-face communication with tutors and peers as opposed to remote learning. For online learning to be successful in Libya, universities ought to upgrade their educational mode of delivery making the learning contents and assessment more desirable and responsive to the needs of the changing times. Furthermore, students must be technically and financially supported with unlimited access to internet.

scholarly journals Jordanian University Students’ Attitudes toward Online Learning during the COVID-19 Pandemic and Lockdowns: Obstacles and Solutions

2021 ◽  
Vol 20 (1) ◽  
pp. 142-159
Author(s):  
Safi Mahmoud Mahfouz ◽  
Wael Juma Salam
Keyword(s):  
Socioeconomic Status ◽  
Online Learning ◽  
University Students ◽  
Student Attitudes ◽  
Quantitative Research ◽  
English Language ◽  
Face To Face ◽  
Language And Literature ◽  
Students Attitudes ◽  
The University

This study aimed to investigate Jordanian university students’ attitudes toward online learning during the COVID-19 pandemic and lockdowns, shed light on the obstacles students encounter in online learning, and suggest possible solutions. A questionnaire designed by the researchers was used to elicit responses from a study sample consisting of 195 students from the Department of English Language and Literature at the University of Jordan – Aqaba. As this is an attitudinal study, the survey questionnaire was designed to elicit student responses on the following domains: gender, seniority level, socioeconomic status, training and orientation for using eLearning platforms, and their attitudes, whether positive or negative, toward online learning. Results of this quantitative research showed that student attitudes toward online learning are generally negative. The majority of the respondents reported that they prefer face-to-face classroom instruction over online learning because it gives them direct contact with the instructors. Furthermore, results revealed statistically significant differences amongst students attributed to their gender, whereas no differences were found with regards to their seniority of study, socioeconomic status, and the eLearning platform they prefer to use. The study concludes by proposing some pedagogical recommendations.

scholarly journals “I Feel Like a Guinea Pig”: Emotional Responses to the Online Pivot

2021 ◽  
pp. 303-311
Author(s):  
Elaine Beirne ◽  
Mairéad Nic ◽  
Mark Brown
Keyword(s):  
Public Health ◽  
Online Learning ◽  
Thematic Analysis ◽  
Positive Emotions ◽  
Emotional Responses ◽  
First Year ◽  
Emotional Experiences ◽  
First Year Students ◽  
Institutional Strategies ◽  
Support Students

This paper reports on the emotional experiences of first year students as they prepared to start their higher education online because of Covid-19 public health precautions. Emotion research holds important insights for the development of pedagogical and institutional strategies to support students adapt to the increased focus on online learning both now and into the future. Students’ responses to a survey embedded at the beginning of an online learning preparatory MOOC were analysed to identify (a) the anticipatory emotions they were experiencing towards online learning, and (b) what they perceived to be the sources of those emotions. Findings revealed that anxiety was the prevailing emotion, although positive emotions, such as excitement and hope, were also reported. A thematic analysis identified seven over-arching sources of those emotions as described by the students. This paper concludes by briefly discussing the implications for educators.

scholarly journals Self-Regulated Resource Management in Emergency Remote Higher Education – Status Quo and Predictors

2021 ◽  
Author(s):  
Nick Naujoks ◽  
Svenja Bedenlier ◽  
Michaela Gläser-Zikuda ◽  
Rudolf Kammerl ◽  
Bärbel Kopp ◽  
...  
Keyword(s):  
Online Learning ◽  
Resource Management ◽  
Time Management ◽  
Help Seeking ◽  
Management Strategies ◽  
Sudden Change ◽  
External Resources ◽  
Self Regulated Learning ◽  
Actual Use ◽  
Education Status

In the spring term 2020, students faced a sudden change from on-campus learning to online learning with synchronous and asynchronous online courses. To study successfully, students not only needed to be prepared in terms of digital readiness, they also faced challenges that pertained to the self-regulated management of external resources. In the current study, we investigated students’ digital readiness for the sudden switch to online learning (workspace, equipment, previous experiences, and information sharing behavior); differences between their intended and actual use of external resource management strategies (environment structuring, time management, and help-seeking); and the influence of students’ digital readiness on their actual use of resource management strategies. Students enrolled in a full-scale, German university (N = 662) answered two online questionnaires (before and in the middle of the term). Results indicate that students seemed to be ready to study online but were not able to manage their resources during the term as frequently as intended. Finally, different indicators of students’ digital readiness revealed connections to different types of resource management strategies. Based on the current results, we discuss implications for the promotion of student self-regulated learning in online emergency remote teaching based on both external resources and digital readiness.

scholarly journals Learning Remotely during a Pandemic: Are Students in a Developing Country Fully Equipped with Tools for Swift Changes?

2021 ◽  
Vol 13 (15) ◽  
pp. 8635
Author(s):  
Eranda Perera ◽  
Kelum A. A. Gamage
Keyword(s):  
Online Learning ◽  
Developing Country ◽  
Rural Areas ◽  
Learning Experience ◽  
Battery Life ◽  
Face To Face ◽  
Resource Limitations ◽  
Online Mode ◽  
Higher Educational ◽  
Remote Learning

Many higher educational institutes are forced to the online mode of lecture delivery without fully understanding students’ perspectives of remote study during COVID-19, and the resource limitations of students to engage successfully in remote learning. The present study aimed to understand this gap and the students’ perspective. We collected and analysed the devices, which used by the students to connect to remote learning in a developing country. It was found that the majority of students are dependent on the laptop-smartphone combination to engage in remote learning, particularly the students in rural areas. The results highlighted the importance of smartphones in the online learning experience, considering their affordability, relatively long battery life, inbuilt internet capabilities, and portability. Although students indicated their willingness for remote learning, they clearly recognised the need for face-to-face teaching return to avoid some of the challenges and disadvantages they face as a part of remote learning.

scholarly journals Efektivitas Penggunaan E-Learning dalam Pembelajaran Daring Selama Masa Pandemi COVID-19

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Nur Kholipah ◽  
Deasy Arisanty ◽  
Karunia Puji Hastuti
Keyword(s):  
Online Learning ◽  
Utility Theory ◽  
Further Education ◽  
Geography Education ◽  
Education Students ◽  
Study Program ◽  
Face To Face ◽  
Multi Attribute Utility Theory ◽  
E Learning ◽  
Face To Face Learning

COVID-19 cepat menyebar diseluruh dunia termasuk negara Indonesia. Hal ini berdampak terhadap berbagai bidang kehidupan masyarakat termasuk bidang pendidikan, sehingga pemerintah menerapkan kebijakan model belajar dalam jaringan atau disingkat daring (online) dari jenjang pendidikan sekolah dasar hingga perguruan tinggi. Penelitian ini bertujuan untuk menganalisa efektivitas penggunaan E-Learning  dalam proses pembelajaran daring terhadap jenis mata kuliah teori dan praktikum oleh Mahasiswa Pendidikan Geografi selama masa pandemi COVID-19. Metode yang digunakan adalahpenelitian survei pendekatan kuantitatif  dengan analisis data menggunakan metode Multi Attribute Utility Theory (MAUT). Hasil dari perhitungan menggunakan metode Multi-Attribute Utility Theory (MAUT) terhadap studi kasus efektivitas belajar daring menggunakan E-Learning  di Program Studi Pendidikan Geografi FKIP ULM menghasilkan pilihan yang lebih objektif dengan penilaian mata kuliah Teori (0.32) sebagai penilaian tertinggi, disusul mata kuliah Praktikum (0.16). Hal ini berarti bahwa pembelajaran daring efektif untuk mata kuliah teori, sementara untuk Mata kuliah praktikum kurang efektif dilakukan secara daring dan lebih efektif jika dibarengi perkuliahan dengan tatap muka.COVID-19 spread rapidly around the world including Indonesia. This matter is impactful on various fields of comunnity life including the field of education, which resulted to government’s implementation of a policy of online learning on primary to further education. This study aims to analyze the effectiveness of the using of E-Learning in the process of online learning for the types of theoretical and practical courses by Geography Education Students during the COVID-19 pandemic. The method used in this study is a quantitative approach with survey as data collection and data analysis using the Multi Attribute Utility Theory (MAUT) method. The results of calculations using the Multi-Attribute Utility Theory (MAUT) method on case studies of the effectiveness of online learning using E-Learning in the Geography Education Study Program, FKIP ULM resulted in a more objective choices with the assessment of the Theory course (0.32) as the highest assessment, followed by the Practicum course (0.16). This result means that online learning is effective for theoretical courses, while practicum courses are less effective and more effective when conducted with face-to-face learning

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