Students' Achievement Emotions and Online Learning in Teacher Education

Stephan, Melanie; Markus, Stefan; Gläser‐Zikuda, Michaela

doi:10.3389/feduc.2019.00109

Cited by 83 publications

(66 citation statements)

References 50 publications

(81 reference statements)

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“…Furthermore, students' socioemotional perceptions with respect to the COVID-19 pandemic were analyzed. Earlier studies in the context of digital learning (skills, technological equipment, or socio-emotional perceptions with digital learning) usually investigated these variables during and/or after studying (Butz et al, 2015;D'Mello, 2013;Stephan et al, 2019). Due to the distinct situation of the summer semester 2020, the current study adds to earlier research approaches by investigating student readiness for digital distance learning and their socio-emotional perceptions directly before the summer term 2020 started.…”

Section: Aim and Research Questionsmentioning

confidence: 94%

Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic

Händel¹,

Stephan²,

Gläser‐Zikuda³

et al. 2020

Preprint

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The COVID-19 pandemic had a strong impact on higher education in 2020. Worldwide, universities developed and implemented online courses for distance learning within a relatively short amount of time. The current study investigated how ready students were for this exceptional situation and how their readiness for digital learning influenced their socio-emotional experiences. N = 1,826 students from across all institutional faculties of a German comprehensive university took part in the online survey immediately before the semester began. Results indicate that, on average, higher education students 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 technological equipment, prior experiences with e-learning, and skills for digital learning). Finally, students’ socio-emotional experiences, that is, their perceived stress, their work-life-balance as well as social and emotional loneliness significantly differed due to their cluster membership. Hence, the study points to the need to support higher education students in successfully coping with the challenges of emergency remote studying.

show abstract

Section: Aim and Research Questionsmentioning

confidence: 94%

Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic

Händel¹,

Stephan²,

Gläser‐Zikuda³

et al. 2020

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…Furthermore, students' socio-emotional perceptions with respect to the COVID-19 pandemic were analyzed. Earlier studies in the context of digital learning (skills, technological equipment, or socio-emotional perceptions with digital learning) usually investigated these variables during and/or after studying (Butz et al, 2015;D'Mello, 2013;Stephan et al, 2019). Due to the distinct situation of the summer semester 2020, the current study adds to earlier research approaches by investigating student readiness for digital distance learning and their socio-emotional perceptions directly before the summer term 2020 started.…”

Section: Aim and Research Questionsmentioning

confidence: 99%

Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic

Händel

Stephan

Gläser‐Zikuda

et al. 2020

Journal of Research on Technology in Education

Self Cite

154

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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 ¼ 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.

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“…Senkbeil et al, 2019), but rather on two selected scales of self-assessed digital competence. Furthermore, the acceptance of digital media as a possibly important variable for the use of digital media had not been assessed and might produce different results across faculties (Stephan et al, 2019;Venkatesh & Bala, 2008).…”

Section: Limitationsmentioning

confidence: 99%

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape

Handel¹,

Bedenlier²,

Gläser‐Zikuda³

et al. 2020

Preprint

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Across the globe, 2020 terms began under conditions incited by the corona pandemic. Within a relatively short amount of time, universities started to develop and implement online courses for distance learning. These changes in learning and teaching may well have been a challenge for students.The current study is about an online survey at a German full-scale university investigating the unique circumstances under which students began the digital 2020 summer term. Of approximately 38,500 students, N = 5,563 students from across all institutional faculties took part in the survey. Results indicate how well students are equipped with devices for digital learning; what kind of experiences they have already made with online learning; and how competent they reported feeling regarding digital learning. Moreover, group differences between faculties, degrees, and gender were investigated. The study provides important insights into digital higher education during the exceptional pandemic situation. The results are intended to feed into student counselling systems via support by way of access to devices or courses regarding digital key competences, or through counselling for students with special social burdens.

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Students' Achievement Emotions and Online Learning in Teacher Education

Cited by 83 publications

References 50 publications

Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic

Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic

Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape

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