The adjustment to emergency remote teaching during the COVID-19 global crisis among diverse students in higher education

Shraga-Roitman, Yael; Hellwing, Ariella; Almog, Nitsan; Goffer, Ayelet

doi:10.1080/14675986.2022.2090685

Cited by 3 publications

(8 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similarly, in a study conducted in Israel during the first wave of the pandemic (Feb–May, 2020), higher education students reported low ratings of adjustment to distance learning (Shraga-Roitman et al, 2022). However, students who were more open-minded about the use of the online environment for the teaching-learning process reported a higher degree of satisfaction with the online learning experience during the pandemic (Coman et al, 2020).…”

Section: Distance Learning and Students With Adhd/sldmentioning

confidence: 95%

“…In particular, changes to the learning environment during this period were a source of social distress and loneliness for students with ADHD, and they reported more difficulties and negative experiences in distance learning compared to their peers without disabilities (Kalman-Halevi et al, 2023; Laslo-Roth et al, 2022). At the same time, a study exploring adjustment to distance learning found that while students reported lower rankings of adjustment to the transition, there were no differences between students with and without ADHD (Shraga-Roitman et al, 2022).…”

Section: Distance Learning and Students With Adhd/sldmentioning

confidence: 99%

“…Regarding sex differences, significant differences were found at different developmental stages. For example, female high school students (Liu et al, 2021) and females in higher education reported better adjustment to distance learning than their male counterparts (Aristovnik et al, 2020; Shraga-Roitman et al, 2022).…”

Section: Distance Learning and Students With Adhd/sldmentioning

confidence: 99%

“…Further, the study explored the factors that predict a positive perception of distance learning, comparing students with and without ADHD/SLD. More specifically, the following three hypotheses were posed:H1 - Differences between students with and without ADHD/SLD : Based on the existing literature, we expected students with ADHD/SLD to report lower levels of positive distance learning perception (Laslo-Roth et al, 2022), lower ASE (Mana et al, 2022) and SOC (Ben-Naim et al, 2017; Sharabi et al, 2016), and higher levels of loneliness (Laslo-Roth et al, 2022; Mana et al, 2022) than students without disabilities.H2 - Sex differences : Based on previous studies ( Aristovnik et al, 2020; Liu et al, 2021; Shraga-Roitman et al, 2022), we expected female students to report higher levels of positive distance learning perceptions than male students.H3 - Associations between positive distance learning and study variables : Based on existing studies, we hypothesized that distance learning perception would be negatively correlated with loneliness (Laslo-Roth et al, 2022). Due to a lack of research, we further explored the variables that predict a positive distance learning perception without a particular hypothesis.…”

Section: Study Rationale and Hypothesesmentioning

confidence: 99%

“…H2 - Sex differences : Based on previous studies ( Aristovnik et al, 2020; Liu et al, 2021; Shraga-Roitman et al, 2022), we expected female students to report higher levels of positive distance learning perceptions than male students.…”

Section: Study Rationale and Hypothesesmentioning

confidence: 99%

See 4 more Smart Citations

Positive Distance Learning Perception, Personal Resources, and Loneliness Among Higher Education Students With ADHD and/or SLD

Sharabi,

Shelach Inbar

2024

Learning Disabilities Research & Practice

View full text Add to dashboard Cite

This study assessed the positive perception of distance learning of undergraduate students with and without attention deficit hyperactivity disorder (ADHD) and/or specific learning disorder (SLD), and examined their personal resources (academic self-efficacy [ASE] and sense of coherence [SOC]), and social vulnerability (loneliness) in predicting their positive distance learning perception. Participants were 276 Israeli undergraduates, 138 diagnosed with ADHD/SLD and 138 in a comparison group without disabilities. Students’ positive perceptions toward distance learning, ASE, SOC, and loneliness were assessed via self-report questionnaires. Students with ADHD/SLD reported a less positive perception of distance learning, lower ASE and SOC, and higher loneliness than students without disabilities. In both groups, females had a more positive perception of distance learning than males. ASE uniquely contributed to a positive perception of distance learning only for students with ADHD/SLD. As hybrid learning becomes more and more common in higher education, it is critical to understand the unique needs and adaptation to distance learning of students with ADHD/SLD.

show abstract

Section: Distance Learning and Students With Adhd/sldmentioning

confidence: 95%

Section: Distance Learning and Students With Adhd/sldmentioning

confidence: 99%

Section: Distance Learning and Students With Adhd/sldmentioning

confidence: 99%

Section: Study Rationale and Hypothesesmentioning

confidence: 99%

Section: Study Rationale and Hypothesesmentioning

confidence: 99%

See 3 more Smart Citations

Positive Distance Learning Perception, Personal Resources, and Loneliness Among Higher Education Students With ADHD and/or SLD

Sharabi,

Shelach Inbar

2024

Learning Disabilities Research & Practice

View full text Add to dashboard Cite

show abstract

Application of the Person–Environment–Occupation–Performance Model: A Scoping Review

Bass,

Marchant,

de Sam Lazaro

et al. 2024

OTJR: Occupational Therapy Journal of Research

View full text Add to dashboard Cite

The Person–Environment–Occupation–Performance (PEOP) Model is one of several occupation-based models in occupational therapy. The model describes the transactional nature of person, environment, and occupation factors that support performance (doing), participation (engagement), and well-being (health and quality of life). The purpose of this study was to explore the extent and nature of evidence on the PEOP Model. We used a scoping review to identify and analyze journal articles that used the PEOP Model as a framework for study. The PRISMA extension for scoping reviews (PRISMA-ScR) criteria were used to develop the research methods. We found 109 articles that adopted the PEOP Model as an organizing framework. The studies reviewed represent the breadth of occupational therapy practice and the transactional nature of person, environment, occupation, and performance in the PEOP Model. The PEOP Model is a useful international framework for research and practice across populations, conditions, life circumstances, settings, and areas of practice.

show abstract

Distance Education in Early Childhood Education During the COVID-19 Pandemic: Teachers’ and Parents’ Perspectives and Experiences in Greece

Pliogou,

Zaragas,

Tromara

et al. 2024

View full text Add to dashboard Cite

The unprecedented crisis of the COVID-19 inflicted all spheres of social life and especially education, to which Early Childhood Education (ECE) belongs. ECE had to adapt to an entirely new and unknown situation, including teachers, parents, and children. We qualitatively explored through semi-structured interviews both teachers' and parents' perspectives toward the implementation of distance education in ECE in Greece. Data were triangulated. The aims of this research were to examine: (1) The reactions of teachers and children/parents toward distance education; (2) Advantages and disadvantages of distance education in ECE; (3) Method preferred; (4) Parental involvement. Results indicated that although the shift to online teaching was abrupt, they managed to respond effectively by applying digital tools and teaching strategies to motivate the participation of children. However, they also highlighted the increased demand for teacher's training in ICT, the social impact, the implementation of a holistic approach, material and psychological support to parents and children, and finally, post-pandemic implications.

show abstract

The adjustment to emergency remote teaching during the COVID-19 global crisis among diverse students in higher education

Cited by 3 publications

References 34 publications

Positive Distance Learning Perception, Personal Resources, and Loneliness Among Higher Education Students With ADHD and/or SLD

Positive Distance Learning Perception, Personal Resources, and Loneliness Among Higher Education Students With ADHD and/or SLD

Application of the Person–Environment–Occupation–Performance Model: A Scoping Review

Distance Education in Early Childhood Education During the COVID-19 Pandemic: Teachers’ and Parents’ Perspectives and Experiences in Greece

Contact Info

Product

Resources

About