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Self-reported adaptability among postgraduate dental learners and their instructors: Accelerated change induced by COVID-19

It is forecasted that the skills and competencies necessary for post-pandemic success in higher education need to be founded upon adaptability, coping, and Self- Regulated Learning (SRL). It is worth investigating how stakeholders perceived their adaptability and coping with the accelerated change a...

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Autores principales: Otaki, Farah, Amir-Rad, Fatemeh, Al-Halabi, Manal, Baqain, Zaid, Zary, Nabil
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9282474/
https://www.ncbi.nlm.nih.gov/pubmed/35834471
http://dx.doi.org/10.1371/journal.pone.0270420
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author Otaki, Farah
Amir-Rad, Fatemeh
Al-Halabi, Manal
Baqain, Zaid
Zary, Nabil
author_facet Otaki, Farah
Amir-Rad, Fatemeh
Al-Halabi, Manal
Baqain, Zaid
Zary, Nabil
author_sort Otaki, Farah
collection PubMed
description It is forecasted that the skills and competencies necessary for post-pandemic success in higher education need to be founded upon adaptability, coping, and Self- Regulated Learning (SRL). It is worth investigating how stakeholders perceived their adaptability and coping with the accelerated change accompanying Coronavirus Disease of 2019 (COVID-19). Accordingly, the purpose of this study was to assess the self-reported adaptability of postgraduate dental learners and their instructors in the context of abrupt transition to distance learning induced by the pandemic. This study utilized a convergent mixed methods study design. The quantitative and qualitative data were concurrently collected from instructors and learners, using a tailor-made survey of items measured with a Likert-type scale, complemented with open-ended questions. The collected datasets were independently analyzed. Descriptive and inferential analysis were conducted using the quantitative data. Qualitatively, the researchers underwent a multi-staged thematic analysis. The generated information was then integrated using a joint model analysis. The percentage of the total average of self-reported adaptability for both groups of stakeholders was 81.15%. The instructors, with a mean of satisfaction of 17.94 (±1.76), rated their adaptability significantly higher than the learners, with a mean of satisfaction of 15.66 (±2.77) (p = 0.002). The thematic analysis resulted in two interrelated themes: Self and Environment. Within the Self theme, three subthemes surfaced: Cognitions, Emotions, and Behaviors. As for the Environment theme, it encapsulated two subthemes: Enablers and Impediments. The stakeholders perceived themselves to have adapted well to the transition, and SRL appeared as a cornerstone in the adaptation to the accelerated change accompanying COVID-19. There appeared to be an interplay between the cognitions, emotions, and behaviors on the level of the self as part of the adaptation process. Also, building upon existent models of SRL, this study uncovered that the stakeholders considered the environment to play a crucial role in their adaptation process. This highlights the importance of developing a climate that remains, despite external pressures, conducive to attaining learning and teaching goals. It is also crucial for university-level mental health promotion activities to proactively foster, among learners and instructors, adaptability, building ‘academic resilience’.
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spelling pubmed-92824742022-07-15 Self-reported adaptability among postgraduate dental learners and their instructors: Accelerated change induced by COVID-19 Otaki, Farah Amir-Rad, Fatemeh Al-Halabi, Manal Baqain, Zaid Zary, Nabil PLoS One Research Article It is forecasted that the skills and competencies necessary for post-pandemic success in higher education need to be founded upon adaptability, coping, and Self- Regulated Learning (SRL). It is worth investigating how stakeholders perceived their adaptability and coping with the accelerated change accompanying Coronavirus Disease of 2019 (COVID-19). Accordingly, the purpose of this study was to assess the self-reported adaptability of postgraduate dental learners and their instructors in the context of abrupt transition to distance learning induced by the pandemic. This study utilized a convergent mixed methods study design. The quantitative and qualitative data were concurrently collected from instructors and learners, using a tailor-made survey of items measured with a Likert-type scale, complemented with open-ended questions. The collected datasets were independently analyzed. Descriptive and inferential analysis were conducted using the quantitative data. Qualitatively, the researchers underwent a multi-staged thematic analysis. The generated information was then integrated using a joint model analysis. The percentage of the total average of self-reported adaptability for both groups of stakeholders was 81.15%. The instructors, with a mean of satisfaction of 17.94 (±1.76), rated their adaptability significantly higher than the learners, with a mean of satisfaction of 15.66 (±2.77) (p = 0.002). The thematic analysis resulted in two interrelated themes: Self and Environment. Within the Self theme, three subthemes surfaced: Cognitions, Emotions, and Behaviors. As for the Environment theme, it encapsulated two subthemes: Enablers and Impediments. The stakeholders perceived themselves to have adapted well to the transition, and SRL appeared as a cornerstone in the adaptation to the accelerated change accompanying COVID-19. There appeared to be an interplay between the cognitions, emotions, and behaviors on the level of the self as part of the adaptation process. Also, building upon existent models of SRL, this study uncovered that the stakeholders considered the environment to play a crucial role in their adaptation process. This highlights the importance of developing a climate that remains, despite external pressures, conducive to attaining learning and teaching goals. It is also crucial for university-level mental health promotion activities to proactively foster, among learners and instructors, adaptability, building ‘academic resilience’. Public Library of Science 2022-07-14 /pmc/articles/PMC9282474/ /pubmed/35834471 http://dx.doi.org/10.1371/journal.pone.0270420 Text en © 2022 Otaki et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Otaki, Farah
Amir-Rad, Fatemeh
Al-Halabi, Manal
Baqain, Zaid
Zary, Nabil
Self-reported adaptability among postgraduate dental learners and their instructors: Accelerated change induced by COVID-19
title Self-reported adaptability among postgraduate dental learners and their instructors: Accelerated change induced by COVID-19
title_full Self-reported adaptability among postgraduate dental learners and their instructors: Accelerated change induced by COVID-19
title_fullStr Self-reported adaptability among postgraduate dental learners and their instructors: Accelerated change induced by COVID-19
title_full_unstemmed Self-reported adaptability among postgraduate dental learners and their instructors: Accelerated change induced by COVID-19
title_short Self-reported adaptability among postgraduate dental learners and their instructors: Accelerated change induced by COVID-19
title_sort self-reported adaptability among postgraduate dental learners and their instructors: accelerated change induced by covid-19
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9282474/
https://www.ncbi.nlm.nih.gov/pubmed/35834471
http://dx.doi.org/10.1371/journal.pone.0270420
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