Emergency Forced Pandemic E-Learning -- Feedback from Students for HEI Management

Autor/inn/en	Kulikowski, Konrad; Przytula, Sylwia; Sulkowski, Lukasz
Titel	Emergency Forced Pandemic E-Learning -- Feedback from Students for HEI Management
Quelle	In: Open Learning, 36 (2021) 3, S.245-262 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kulikowski, Konrad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2021.1942810
Schlagwörter	COVID-19; Pandemics; School Closing; Educational Technology; Technology Uses in Education; College Students; Online Courses; Student Attitudes; Educational Policy; Emotional Response; Foreign Countries; Psychological Patterns; College Administration; Administrator Role; Distance Education; Learner Engagement; Student Characteristics; Barriers; Poland + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Online course; Online-Kurs; Schülerverhalten; Politics of education; Bildungspolitik; Emotionales Verhalten; Ausland; College administrators; Hochschulverwaltung; Distance study; Distance learning; Fernunterricht; Polen
Abstract	The COVID-19 pandemic created many challenges for higher education institutions (HEI), one of the most important being forced e-learning -- the involuntary need to move all educational activities to an online environment. In this exploratory study, we aim to learn from students' feedback on demands created by COVID-19 forced e-learning to provide HEI management with insights helpful in building educational policies that might promote students' positive perception of distance learning in turbulent times. Based on a convenience sample of more than 600 university students we implemented multiple regression analysis to explore the relationships between e-learning demands experienced by students and the three dimensions of e-learning perception: emotional experience with e-learning, cognitive evaluation of e-learning, and study engagement in e-learning. Our findings have shown that the e-learning demand most strongly related to a negative perception of e-learning was students' belief that during e-learning the university was plunged into chaos. This suggests that for students who participate in e-learning, the most important aspect of e-learning policy might be not, as we often intuitively think, the cutting edge e-learning platform & technology but rather effective reciprocal communication between HEI and students about the e-learning situation, allowing a perception of order to be created. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01