"Every morning I take two steps to my desk...": students' perspectives on distance learning during the COVID-19 pandemic.
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| Title: | "Every morning I take two steps to my desk...": students' perspectives on distance learning during the COVID-19 pandemic. |
|---|---|
| Authors: | Chiodaroli, Marco1 marco.chiodaroli@physics.uu.se, Freyhult, Lisa1, Solders, Andreas1, Tarrío, Diego1, Günter, Katerina Pia2,3,4 |
| Source: | Higher Education (00181560). Oct2024, Vol. 88 Issue 4, p1483-1502. 20p. |
| Subject Terms: | *Distance education, *COVID-19 pandemic, *Universities & colleges, Public institutions, Linear models (Communication) |
| Abstract: | During the COVID-19 pandemic, distance learning became the predominant teaching method at most universities, exposing students and teachers alike to novel and unexpected challenges and learning opportunities. Our study is situated in the context of higher physics education at a large Swedish university and adopts a mixed-methods approach to explore how students perceive shifts to distance learning. Quantitative student survey responses comparing distance learning during the pandemic with previous in-person learning are analyzed with k-means cluster analysis and with a random-intercept multilevel linear model. Combined analyses produce a consistent picture of students who report having experienced the greatest challenges. They are on average younger, report being less autonomous in their learning, and find it harder than peers to ask questions to the instructor. They are also less likely to have access to a place where they can study without interruptions. Variation across courses is small with students being largely subjected to the same set of challenges. Qualitative data from semi-structured focus group interviews and open-ended questions supports these findings, provides a deeper understanding of the struggles, and reveals possibilities for future interventions. Students report an overall collapse of structure in their learning that takes place along multiple dimensions. Our findings highlight a fundamental role played by informal peer-to-peer and student-instructor interactions, and by the exchange of what we refer to as "structural information." We discuss implications for teachers and institutions regarding the possibility of providing support structures, such as study spaces, as well as fostering student autonomy. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180153647 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10734-023-01179-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1483 Subjects: – SubjectFull: Distance education Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Universities & colleges Type: general – SubjectFull: Public institutions Type: general – SubjectFull: Linear models (Communication) Type: general Titles: – TitleFull: "Every morning I take two steps to my desk...": students' perspectives on distance learning during the COVID-19 pandemic. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chiodaroli, Marco – PersonEntity: Name: NameFull: Freyhult, Lisa – PersonEntity: Name: NameFull: Solders, Andreas – PersonEntity: Name: NameFull: Tarrío, Diego – PersonEntity: Name: NameFull: Günter, Katerina Pia IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00181560 Numbering: – Type: volume Value: 88 – Type: issue Value: 4 Titles: – TitleFull: Higher Education (00181560) Type: main |
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