The adjustment to emergency remote teaching during the COVID-19 global crisis among diverse students in higher education

被引:2
|
作者
Shraga-Roitman, Yael [1 ]
Hellwing, Ariella [2 ]
Almog, Nitsan [1 ]
Goffer, Ayelet [3 ]
机构
[1] Ono Acad Coll, Dept Educ, Kiryat Ono, Israel
[2] Beit Berl Acad Coll, Dept Educ, Beit Berl, Israel
[3] Eshnav Ltd, Dept Personalized Vocat Intervent, Tel Aviv, Israel
关键词
COVID-19; online learning; higher education; adjustment; learning strategies;
D O I
10.1080/14675986.2022.2090685
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study aims to identify the factors that explain undergraduate students' adjustments to emergency remote teaching (ERT) during the COVID-19 crisis. The participants were 390 undergraduate students from four academic colleges in Israel who responded to the role adjustment to online learning questionnaire and the motivated strategies for learning questionnaire. The quantitative findings showed low adjustment rates to ERT, moderate use of metacognitive strategies, and moderate environmental and personal distractions. Adjusting to ERT was related to gender, age, academic year, environmental and personal distractions, and metacognitive strategies. The findings highlight the different barriers that affected undergraduate students' adjustments to ERT during the first semester after the COVID-19 pandemic began. The rapid changes to teaching-learning educational platforms are challenging higher education institutes (HEIs) to improve their support for diverse students from different backgrounds and academic experiences.
引用
收藏
页码:367 / 379
页数:13
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