Digital Readiness and Its Effects on Higher Education Students' Socio-Emotional Perceptions in the Context of the COVID-19 Pandemic

Autor/inn/en	Händel, Marion; Stephan, Melanie; Gläser-Zikuda, Michaela; Kopp, Bärbel; Bedenlier, Svenja; Ziegler, Albert
Titel	Digital Readiness and Its Effects on Higher Education Students' Socio-Emotional Perceptions in the Context of the COVID-19 Pandemic
Quelle	In: Journal of Research on Technology in Education, 54 (2020) 2, S.267-280 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Händel, Marion)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2020.1846147
Schlagwörter	Readiness; Educational Technology; Electronic Learning; COVID-19; Pandemics; Social Influences; Emotional Response; College Students; Psychological Patterns; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Sozialer Einfluss; Emotionales Verhalten; Collegestudent; Ausland; Deutschland
Abstract	The current study investigated how ready higher education students were for emergency remote teaching due to the COVID-19 pandemic and how this influenced their socio-emotional perceptions. Results of N = 1,826 higher education students indicate that they seem to be ready for digital learning. A k-means cluster analysis revealed two groups of students that significantly differed with respect to their readiness for digital learning (in terms of technology equipment availability, prior experiences with e-learning, and skills for digital learning). Finally, students' socio-emotional perceptions, that is, stress-related emotions (worries, tension, joy, and overload) as well as social and emotional loneliness significantly differed due to cluster membership. Hence, the study points a need for support of higher education students in successfully coping with the challenges of emergency remote studying. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01