Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns

Pozo, Juan Ignacio; Echeverría, María-Puy Pérez; Cabellos, Beatriz; Sánchez, Daniel López

doi:10.3389/fpsyg.2021.656776

Cited by 97 publications

(120 citation statements)

References 61 publications

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“…Thus, focusing more strongly on e-learning—as the momentarily most prominent form of learning—seems to be extremely relevant. In line with this, the COVID-19 pandemic and the resulting transfer to remote e-learning also illustrated, among others, the importance and general need for more computerized learning strategies, for more technological applications or digital technologies while learning, or for more innovative, interactive, and gamified teaching strategies to successfully adapt to the current situation and to successfully move to online teaching (see, e.g., Adedoyin and Soykan, 2020 ; Fergus, 2020 ; König et al, 2020 ; Sarju, 2020 ; Muthuprasad et al, 2021 ; Nieto-Escamez and Roldán-Tapia, 2021 ; Obrero-Gaitán et al, 2021 ; Pozo et al, 2021 ; Yu et al, 2021 ). Future work could accordingly investigate the effects of new technologies and of digital learning on education in general but specifically on the application of normally beneficial tests.…”

Section: Discussionmentioning

confidence: 99%

Learning With a Double-Edged Sword? Beneficial and Detrimental Effects of Learning Tests—Taking a First Look at Linkages Among Tests, Later Learning Outcomes, Stress Perceptions, and Intelligence

Wenzel

Reinhard

2021

Front. Psychol.

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It has often been shown that tests as intentionally hindered and difficult learning tasks increase long-term learning compared to easier tasks. Previous work additionally indicated that higher intelligence might serve as a prerequisite for such beneficial effects of tests. Nevertheless, despite their long-term learning effects, tests were also found to be evaluated as more negative and to lead to more stress and anxiety compared to easier control tasks. Stress and anxiety, in turn, often yield detrimental effects on learning outcomes. Hence, we hypothesized that tests increase later learning outcomes but simultaneously also lead to more stress perceptions. Such increased stress was, in turn, hypothesized to reduce later learning outcomes (thus, stress might serve as a mediator of the beneficial effects of tests on learning). All these assumed effects should further be moderated by intelligence, insofar as that higher intelligence should increase beneficial effects of tests on learning, should decrease stress perceptions caused by tests, and should reduce detrimental effects of stress on learning outcomes. Higher intelligence was also assumed to be generally associated with higher learning. We conducted a laboratory study (N=89) to test these hypotheses: Participants underwent an intelligence screening, then worked on either a test or a re-reading control task, and reported their immediate stress perceptions. Later learning outcomes were assessed after 1week. The results supported all assumed main effects but none of the assumed interactions. Thus, participants using tests had higher long-term learning outcomes compared to participants using re-reading tasks. However, participants using tests also perceived more immediate stress compared to participants that only re-read the materials. These stress perceptions in turn diminished the beneficial effects of tests. Stress was also generally related to lower learning, whereas higher intelligence was linked to higher learning and also to lower stress. Hence, our findings again support the often assumed benefits of tests—even when simultaneously considering learners’ intelligence and and when considering the by tests caused stress perceptions. Notably, controlling for stress further increases these long-term learning benefits. We then discuss some limitations and boundaries of our work as well as ideas for future studies.

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Section: Discussionmentioning

confidence: 99%

Learning With a Double-Edged Sword? Beneficial and Detrimental Effects of Learning Tests—Taking a First Look at Linkages Among Tests, Later Learning Outcomes, Stress Perceptions, and Intelligence

Wenzel

Reinhard

2021

Front. Psychol.

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“…Anxiety disorders are related to disrupted learning in uncertain environments [28,29]. A large-scale longitudinal epidemiologic assessment of college students in China demonstrated that mental health concerns significantly increased throughout the pandemic [30].…”

Section: Protective Factors That Can Contribute To Effective Learning In the Context Of Remote Educationmentioning

confidence: 99%

The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education

et al. 2021

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Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students’ learning and mental health. This study was conducted during four modules of a remote Psychopharmacology course between 5 October and 20 December 2020. We collected data from 28 Psychology undergraduate students at the University of São Paulo, Brazil. We used pre- and post-test multiple-choice questions to obtain a quantitative measure of learning. Students completed an online survey to report demographic information, functional impairment (Work and Social Adjustment scale; WSAS), generalized anxiety (Generalized Anxiety Disorder scale; GAD-7), coronavirus anxiety (Brazilian adapted version of the Coronavirus Anxiety Scale; CAS-BR), and self-perception with the remote lectures’ methodology. In our sample, 42.9% of respondents experienced symptoms of generalized anxiety disorders (GAD-7 ≥ 15), and 53.6% had moderate to severe functional impairment (WSAS > 20). We also observed an overlapping profile of highly anxious and dysfunctional students. A chi-square test of independence revealed a relation between pairs of multiple-choice questions answers and GAD-7 scores, indicating that less anxious students were more likely to perform better in pairs of pre- and post-tests. Intriguingly, the correlational analysis suggested that students with moderate to severe functional impairment (WSAS scores > 20) were less likely to change from an incorrect to a correct answer to pairs of pre- and post-tests. This data suggests that psychological distress and anxiety states might influence students’ ability to coordinate social and work activities and performance during remote learning. Although this study evaluated a small sample of students, our data highlights the importance of investigating anxiety and functional impairment measures as part of the remote-learning curriculum.

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“…In a recent study [24], k-means clustering was applied to classify students according to their physiological health score, in order to study the relation between their mental health and the pandemic. Another paper classified teachers into four profiles according to their use of digital technologies during the COVID-19 lockdown [25]. Previous to the pandemic, a research used the person-centered approach to identify five student profiles in self-regulated learning [26].…”

Section: Learning Strategies and Student Profilesmentioning

confidence: 99%

COVID-19 Emergency Remote Teaching Opinions and Academic Performance of Undergraduate Students: Analysis of 4 Students’ Profiles. A Case Study

Hidalgo

Romero-Portillo

2021

Mathematics

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Distance learning due to the COVID-19 lockdown, commonly called emergency remote teaching (ERT), substantially changed the methodology of teaching and possibly students’ perceptions of the quality of lectures. Students’ opinions should be collected and analyzed jointly with other data such as academic performance to assess the effect of this pandemic on learning. A 20-question, 4-point Likert scale specific questionnaire was designed and validated twice by a panel of experts. The survey was sent to the 365 industrial engineering undergraduate students enrolled in a chemistry course. Responses (n = 233) and academic data were collected, and four student profiles were identified by using the k-means cluster analysis technique: ‘The Lucky’, ‘The Passive’, ‘The Autonomous Learner’ and ‘The Harmed’. Students experienced the ERT differently according to their profile. Undergraduates who were better autonomous learners excelled in academic performance and were more participative in the survey. In general, students preferred face-to-face classes over distance learning. Undergraduates’ learning has been impaired due to the circumstances. However, contrary to their beliefs, the situation has benefited them with respect to grades when comparing their performance with students from previous years. Discovering what challenges students faced to adapt to the situation is key to giving students tools to grow as autonomous learners and to enable educators to apply tailored teaching techniques to improve the quality of lectures and enhance student satisfaction.

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Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns

Cited by 97 publications

References 61 publications

Learning With a Double-Edged Sword? Beneficial and Detrimental Effects of Learning Tests—Taking a First Look at Linkages Among Tests, Later Learning Outcomes, Stress Perceptions, and Intelligence

Learning With a Double-Edged Sword? Beneficial and Detrimental Effects of Learning Tests—Taking a First Look at Linkages Among Tests, Later Learning Outcomes, Stress Perceptions, and Intelligence

The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education

COVID-19 Emergency Remote Teaching Opinions and Academic Performance of Undergraduate Students: Analysis of 4 Students’ Profiles. A Case Study

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