Changes in Core Competencies among Korean University Students Due to Remote Learning during the COVID-19 Pandemic

Abstract

This study aimed to determine the academic performance and learning skills of students who studied through remote teaching methods during the coronavirus disease 2019 (COVID-19) pandemic. It was conducted in February 2021 with 398 university students in South Korea. Data were collected through online surveys. Generalized estimating equations (GEEs) with an autoregressive correlation structure were employed to distinguish differences in core competencies, academic performance, satisfaction, and usefulness of teaching methods before 2019 and after the COVID-19 pandemic. The findings revealed that the overall core competencies of participants were significantly lower in 2020 than before the COVID-19 pandemic. Furthermore, knowledge construction, responsibility practice, and socialization were significantly low during the COVID-19 pandemic, whereas information management and identity value did not show a significant difference. However, problem-solving was higher during the COVID-19 pandemic. Enhancing the core competencies of university students is integral in the new learning environment of the post-COVID-19 era. It is necessary to devise approaches that improve the effectiveness of remote teaching methods and simultaneously augment student satisfaction.

Social jetlag and quality of life among nursing students during the COVID-19 pandemic: a cross-sectional study

“…The coronavirus disease 2019 (COVID-19) pandemic has resulted in dramatic changes in people's daily lives, including systematic changes in the traditional teaching approaches [1]. Since the COVID-19 outbreak, colleges worldwide have completely or partially shifted to an online learning system [2][3][4][5]. Nursing is no exception; as communities, hospitals, and colleges shifted from traditional, in-person nursing education, alternative educational methods such as online learning were applied and their effectiveness was evaluated in South Korea [6,7].…”

Impacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativa

“…En otro estudio realizado en Corea del Sur con estudiantes universitarios, se observó también una disminución en las competencias y el desempeño académico durante el periodo de confinamiento respecto a las puntuaciones un año antes. Sin embargo, las habilidades de solución de problemas mejoraron durante la pandemia (Jang & Lee, 2021).…”

Digitalización de la Universidad por Covid-19: impacto en el aprendizaje y factores psicosociales de los estudiantes

“…Los estratos de población con mayores dificultades de medios digitales fueron: (i) hombres; (ii) mayores o igual a 36 años; (iii) 3º curso de grado; (iv) que regresaron al domicilio familiar; (v) que necesitan beca para poder cursar los estudios universitarios. De modo que reunir uno o más de estos factores fue condicionante de la brecha digital y del acceso limitado a los recursos tecnológicos, lo que supuso una dificultad en su aprendizaje a raíz de la pandemia, siendo la disposición de recursos un factor clave para un mayor rendimiento académico como han destacado estudios previos (Jang y Lee, 2021;Mukhtar et al, 2020).…”

“…Sin embargo, estos hechos han repercutido en el aprendizaje, ocasionando en algunos casos que los estudiantes no hayan estado satisfechos con la educación en línea aplicada durante la pandemia de Covid-19 y presenten la creencia de que ha afectado negativamente a su rendimiento académico (Baltà-Salvador et al, 2021;Mukhtar et al, 2020). Hechos que confirman otros estudios que evidencian un rendimiento académico menor durante la pandemia (Jang y Lee, 2021).…”