Students' Learning Perception in Engineering, Health and Education during Emergency Remote Education in Chile

Autor/inn/en	Villarroel, Verónica; González, Alvaro
Titel	Students' Learning Perception in Engineering, Health and Education during Emergency Remote Education in Chile
Quelle	In: International Journal of Educational Methodology, 9 (2023) 1, S.41-51 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Villarroel, Verónica) ORCID (González, Alvaro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; College Students; COVID-19; Pandemics; Distance Education; School Closing; Engineering Education; Health Education; Education Majors; Student Attitudes; Learning; Empathy; Interaction; Self Management; Positive Attitudes; Learner Engagement; Learning Strategies; Educational Technology; Ability; Self Concept; Chile + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Ingenieurausbildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Schülerverhalten; Lernen; Empathie; Interaktion; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtsmedien; Fähigkeit; Fertigkeit; Selbstkonzept
Abstract	Higher education institutions around the world had to implement an emergency remote education (ERE) modality due to the COVID-19 pandemic. This study aimed to determine the individual and relational factors that affect the perception of learning in engineering, education, and health students during emergency distance education. Through a quantitative, non-experimental, and correlational study, an online survey was administered to a sample of 929 higher education students regarding their ERE experience. They were surveyed regarding their perceived learning, empathy, classroom interaction, self-regulation of learning, positive agency, student engagement, learning approaches, and use of digital resources. Data was analyzed using quantitative methods, namely correlations, comparisons of means and a linear regression analysis. Education students showed a more positive perception of learning, used a deep learning approach, and rated more positively the empathy shown by their professors and the possibilities for class participation than other students. Engineering students had the lowest scores on perceived learning and on almost all other variables. In general, students with a better perception of learning presented a higher engagement in their studies and a lower use of surface learning approach. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01