| Autor: |
Anna Parpala, Nina Katajavuori, Anne Haarala-Muhonen, Henna Asikainen |
| Jazyk: |
angličtina |
| Rok vydání: |
2021 |
| Předmět: |
|
| Zdroj: |
Social Sciences, Vol 10, Iss 9, p 337 (2021) |
| Druh dokumentu: |
article |
| ISSN: |
2076-0760 |
| DOI: |
10.3390/socsci10090337 |
| Popis: |
This study compares university students’ approaches to learning and experiences with the teaching–learning environment in general and during online studying as a result of the COVID-19 pandemic. It examines students’ learning profiles and how students with different learning profiles experienced the teaching–learning environment during COVID-19 as well as their approaches to learning and study-related burnout in general. The participants were 665 first- and second-year students. The profiles were examined using K-means cluster analyses and the differences in learning profiles using one-way ANOVA and the Tuckey Test. The results show changes in students’ approaches to learning and their experiences with the teaching–learning environment and study-related burnout within the different profiles when comparing a normal situation to the COVID-19 pandemic. We suggest that changes in study-related burnout can be different among different study profiles. The results imply that students with a fragmented knowledge base and difficulties in managing time and effort would require special attention in online teaching situations. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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