Students’ Psychological Perceptions Toward Online Learning Engagement and Outcomes during the COVID-19 Pandemic: A Comparative Analysis of Students in Three Different Countries

Zapata-Cuervo, Natalia; Montes-Guerra, Maricela I.; Shin, Hyejo Hailey; Jeong, Mi‐Ae; Cho, Mi-Hea

doi:10.1080/10963758.2021.1907195

Cited by 63 publications

(64 citation statements)

References 69 publications

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“…For this reason, the results found, together with other sources of institutional information such as learning analytics and institutional indicators, will allow authorities and teachers to develop guidelines to promote quality online education. It is also possible that university authorities could consider these preferences to design and create online courses for their students ( Zapata-Cuervo et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

et al. 2022

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Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students’ responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.

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Section: Discussionmentioning

confidence: 99%

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

et al. 2022

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“…The above follows previous research in the United States, South Korea, Colombia, and Indonesia relating to student learning outcomes during pandemic learning. Research in the United States, South Korea, and Colombia showed that online platforms' learning outcomes are pretty effective (Zapata-Cuervo et al, 2021). This condition may be the same as other countries, but there can also be different learning outcomes due to the differences in the characteristics of other countries.…”

Section: Discussionmentioning

confidence: 99%

Innovation on Education and Social Sciences

Maureen¹,

Imah²,

Savira³

et al. 2022

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Concrete structure is a compulsory course in Civil Engineering. The problem that occurs is that students do not understand the basics of structural analysis. A media that connects fundamental structural analysis with concrete structures have not yet been developed. The purpose of this research is to develop interactive IT-based learning media in this subject. This research is development research. The data collection was conducted with testing and questionnaires that were then analyzed by using quantitative descriptive techniques. The results of this study are as follows:(1) the results of student responses get an average score of 45.1 and are in the very good category;(2) the student learning outcomes test has an average value of 74.84; (3) the concrete structure of learning media that needs to be improved is the appearance of the color composition to make it more attractive. CONCLUSIONS ConclusionsBased on the results of research and discussion, it can be concluded as follows.-The results of student responses to the concrete structure learning media got a total score of 1489, with an average of 45.1, which falls in the very good category. -Student learning outcomes test after the application of concrete structure learning media had an average score of 74.84, a minimum score of 60, and a maximum value of 90. -In terms of feasibility, the concrete structure learning media is feasible to use, and what needs to be improved is the appearance of the color composition to make it more attractive. SuggestionsBased on the conclusions above, several things can be suggested, as follows:-Students like learning with interesting media, so they feel happy in learning, for that each subject needs to be have interesting media and make it easier for students to learn. -The institution should provide training in making media, to improve the quality of learning media for each lecturer. -Students should make good use of the advances in technology and media that have been provided with positive things, such as accessing learning materials on the web, e-learning, journals, and e-books, and so on. -Future research should be conducted with more in-depth research on concrete structure learning media in other ranges of material and with a more attractive appearance. REFERENCES

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“…When examining the negative impacts, students primarily focused upon the lack of social connections and communication difficulties associated with engaging in partnership online. This perceived loss of social engagement had a negative impact on the important work of relationship-building and was also evidenced within the broader Teaching and Learning environment (Redmond et al, 2018;Zapata-Cuervo et al, 2021). Similarly, staff expressed discontent with the lack of face-to-face contact, but their primary concerns focused on identifying and getting the most out of online collaboration platforms to enable authentic partnership.…”

Section: (Rq1) How Do Students and Staff Perceive Engaging In Partnership Online?mentioning

confidence: 99%

“…This finding aligns with student and staff responses more broadly to the pandemic-related shift to online learning. Although equity issues related to internet and technology quality have been amplified in the completely online environment (Mupenzi et al, 2020;Zapata-Cuervo et al, 2021), the time and cost savings associated with the elimination of travel time to physical campuses have been viewed positively by students and staff alike (Ali, 2020).…”

Section: (Rq1) How Do Students and Staff Perceive Engaging In Partnership Online?mentioning

confidence: 99%

Learning From the Pandemic: The Impacts of Moving Student-Staff Partnerships Online

Judd

Spinelli

Szucs

et al. 2021

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While numerous studies on the impacts of COVID-19 on university learning and teaching are now emerging, there has been less critical attention focused on the impact of the shift to online engagement on student-staff partnership (SSP) practices. This article analyses the experiences and perceptions of students and staff from an Australian university as they shifted their partnership practices online during the pandemic. It provides valuable insights into the specific positive and negative impacts of online SSP for students and staff, foregrounding both groups’ perceptions of the accessibility and communication aspects of online SSP. The study’s findings lead to the recommendation of a blended approach and will be of use as SSP programs recalibrate for a post-COVID context.

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Students’ Psychological Perceptions Toward Online Learning Engagement and Outcomes during the COVID-19 Pandemic: A Comparative Analysis of Students in Three Different Countries

Cited by 63 publications

References 69 publications

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

Innovation on Education and Social Sciences

Learning From the Pandemic: The Impacts of Moving Student-Staff Partnerships Online

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