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Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic
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....
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8103204/ https://www.ncbi.nlm.nih.gov/pubmed/33967903 http://dx.doi.org/10.3389/fpsyg.2021.642593 |
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author | Biwer, Felicitas Wiradhany, Wisnu oude Egbrink, Mirjam Hospers, Harm Wasenitz, Stella Jansen, Walter de Bruin, Anique |
author_facet | Biwer, Felicitas Wiradhany, Wisnu oude Egbrink, Mirjam Hospers, Harm Wasenitz, Stella Jansen, Walter de Bruin, Anique |
author_sort | Biwer, Felicitas |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-8103204 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-81032042021-05-08 Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic Biwer, Felicitas Wiradhany, Wisnu oude Egbrink, Mirjam Hospers, Harm Wasenitz, Stella Jansen, Walter de Bruin, Anique Front Psychol Psychology 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. Frontiers Media S.A. 2021-04-23 /pmc/articles/PMC8103204/ /pubmed/33967903 http://dx.doi.org/10.3389/fpsyg.2021.642593 Text en Copyright © 2021 Biwer, Wiradhany, oude Egbrink, Hospers, Wasenitz, Jansen and de Bruin. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Biwer, Felicitas Wiradhany, Wisnu oude Egbrink, Mirjam Hospers, Harm Wasenitz, Stella Jansen, Walter de Bruin, Anique Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic |
title | Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic |
title_full | Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic |
title_fullStr | Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic |
title_full_unstemmed | Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic |
title_short | Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic |
title_sort | changes and adaptations: how university students self-regulate their online learning during the covid-19 pandemic |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8103204/ https://www.ncbi.nlm.nih.gov/pubmed/33967903 http://dx.doi.org/10.3389/fpsyg.2021.642593 |
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