Izkušnje študentov z izrednim poučevanjem na daljavo med pandemijo covida-19 v odnosu do samoregulacije in pozitivnosti
| Autor: | Lana Lavrih, Neža Podlogar, Mojca Juriševič, Amela Lišić, Urška Žerak |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Coping (psychology)
Correspondence studies Higher education positivity Selbst gesteuertes Lernen cognitive emotion regulation Slovenia Strategy Computer-assisted web interviewing Bew��ltigung Fernunterricht coping strategies Education Task (project management) Wirkung Crisis Questionnaire survey Strategie Pandemic Slowenien Fragebogenerhebung Male student learning strategies L7-991 Hochschulbildung Goal setting Medical education business.industry pandemic Pandemie Questionnaire COVID-19 Education (General) Self-directed learning Krise Coronavirus Distance study strategije spoprijemanja University level of education Autodidacticism Self-regulation Selbststeuerung Positives Denken Student Coping business Psychology |
| Zdroj: | Center for Educational Policy Studies Journal, Vol 11, Iss Special Issue, Pp 241-262 (2021) |
| DOI: | 10.25656/01:23660 |
| Popis: | Glavni cilj raziskave je bil preučiti izkušnje študentov z izrednim uče-njem in s poučevanjem na daljavo med pandemijo covida-19. Zanimalo nas je, v kakšnem odnosu s to izkušnjo so njihove strategije za spoprije-manje z izrednimi razmerami, učne strategije in pozitivnost. V raziskavi je sodelovalo 337 študentov. Podatki so bili zbrani s spletnim vprašalni-kom. Rezultati kažejo, da so študentje uporabljali bolj prilagojene stra-tegije spoprijemanja (pozitivno prevrednotenje, sprijaznjenje in preu-smerjanje k načrtovanju) in manj neprilagojenih strategij (obtoževanje drugih, katastrofiranje). Poleg tega so študentje poročali o pogosti upo-rabi dveh učnih strategij, tj. strukturiranju okolja in postavljanju ciljev, ter o manj pogosti uporabi strategije prilagoditve načina dela. Samore-gulacija in pozitivnost sta skupaj pojasnili 40 % variance študentskih izkušenj med pandemijo. Pomembni napovedniki za bolj konstruktivne izkušnje so bili pogosta uporaba strategij za določanje ciljev in struktu-riranja okolja, izrazitejša pozitivnost in manj pogosta uporaba katastro-firanja kot strategije spoprijemanja. Ugotovitve raziskave prispevajo k boljšemu razumevanju učnih izkušenj študentov z izrednim učenjem in s poučevanjem na daljavo med pandemijo ter njihovih korelatov. Poleg tega visokošolskim učiteljem in sodelavcem omogočajo, da se pri pod-pori študentom za spoprijemanje s pandemijo osredinijo na bistvene elemente. The main objective of the present research was to explore students’ ex-periences of emergency remote teaching during the Covid-19 pandemic. Specifically, we were interested in how strategies for coping with an emer-gency situation, learning strategies and positivity relate to this experience. A total of 337 university students participated in the study. The data were collected with an online questionnaire. The results show that students used more adaptive coping strategies (positive reappraisal, acceptance and refocus on planning) and fewer maladaptive strategies (blaming others, catastrophising). Furthermore, students reported the frequent use of two self-regulated learning strategies, i.e., environment structuring and goal setting, and the less frequent use of task strategies. Self-regulation and positivity explained a total of 40% of the variance of the students’ expe-rience during the pandemic. Important predictors for more constructive experience were the frequent use of goal setting and environment struc-turing strategies, more pronounced positivity, and less frequent use of the catastrophising coping strategy. The research findings contribute to a bet-ter understanding of students’ emergency remote teaching and learning experience during the pandemic and its correlates. Moreover, the findings could enable academic staff to focus on the essential elements when sup-porting students to cope with the pandemic. |
| Databáze: | OpenAIRE |
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