University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA

Küsel, Julian; Martin, Florence; Markic, Silvija

doi:10.3390/educsci10110313

Cited by 58 publications

(66 citation statements)

References 56 publications

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“…In Germany, 90% of schools are public [2] and, in order to conduct classes, they need to fulfill governmental outlines for dealing with the pandemic. Before the pandemic outbreak, distance learning was broadly discussed, while in higher education, online teaching has been used for more than 20 years [4,5]. However, the shift in the teaching process has been forced by the circumstances.…”

Section: Teaching Policies During the Pandemic In Selected Countries mentioning

confidence: 99%

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

et al. 2021

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The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning.

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Section: Teaching Policies During the Pandemic In Selected Countries mentioning

confidence: 99%

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

et al. 2021

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“…In line with Hong and Kim (2018) , the European Council (2006) argues that students should be able to use “computers to retrieve, assess, store, produce, present, and exchange information and to communicate [online]” (p. 13). Indeed, to meet educational aims, students needed abilities to participate in courses that exclusively relied on web-based material and web-based interaction ( Hong and Kim, 2018 ; Küsel et al, 2020 ). For the spring term 2020 in particular, students had to meet these conditions to ensure successful participation in emergency remote teaching.…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors

et al. 2021

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Because of the COVID-19 pandemic in the spring term 2020, students faced a sudden change from on-campus learning to online learning with synchronous and asynchronous online courses (emergency remote teaching). To study successfully, students not only needed to be prepared in terms of digital readiness (workspace, IT equipment, previous online learning experiences, and sharing information online), they also faced challenges that pertained to the self-regulated management of external resources (environment structuring, time management, and help-seeking). In the current study, we investigated students’ digital readiness for the sudden switch to online learning; differences between students’ intended and actual use of external resource management strategies; and the influence of students’ digital readiness on their actual use of resource management strategies. Students enrolled in a full-scale, German university (N = 662) answered two online questionnaires (before and in the middle of the term). Descriptive statistics indicated that students seemed to be ready to study online. However, repeated measures ANOVA showed that students were not able to manage their resources during the term as frequently as intended. Finally, separate regression analyses revealed that availability of workspace and IT equipment predicted the use of environment structuring strategies. Additionally, IT equipment and information sharing behavior predicted students’ help-seeking. Based on the current results, we discuss implications for the promotion of student self-regulated learning (SRL) in online emergency remote teaching based on both external resources and digital readiness.

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“…5 Küsel et al, 2020). For the spring term 2020 in particular, students had to meet these conditions to ensure successful participation in emergency remote teaching.…”

Section: Resource Management In Emergency Remote Teachingmentioning

confidence: 99%

Self-Regulated Resource Management in Emergency Remote Higher Education – Status Quo and Predictors

Naujoks¹,

Bedenlier²,

Gläser‐Zikuda³

et al. 2021

Preprint

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In the spring term 2020, students faced a sudden change from on-campus learning to online learning with synchronous and asynchronous online courses. To study successfully, students not only needed to be prepared in terms of digital readiness, they also faced challenges that pertained to the self-regulated management of external resources. In the current study, we investigated students’ digital readiness for the sudden switch to online learning (workspace, equipment, previous experiences, and information sharing behavior); differences between their intended and actual use of external resource management strategies (environment structuring, time management, and help-seeking); and the influence of students’ digital readiness on their actual use of resource management strategies. Students enrolled in a full-scale, German university (N = 662) answered two online questionnaires (before and in the middle of the term). Results indicate that students seemed to be ready to study online but were not able to manage their resources during the term as frequently as intended. Finally, different indicators of students’ digital readiness revealed connections to different types of resource management strategies. Based on the current results, we discuss implications for the promotion of student self-regulated learning in online emergency remote teaching based on both external resources and digital readiness.

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University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA

Cited by 58 publications

References 56 publications

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors

Self-Regulated Resource Management in Emergency Remote Higher Education – Status Quo and Predictors

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