Distance learning perceptions during the coronavirus outbreak: Freshmen versus more advanced students

Abstract

Background The outbreak of the novel coronavirus (COVID‐19) at the beginning of 2020 forced most higher education institutions to shift immediately from traditional learning to distance learning and emergency remote teaching (ERT). Objectives This research aimed to capture the authentic sounds of this unusual learning experience from the field while it was still fresh and to explore congruence with existing models of online learning success factors. We also aimed to examine the differences between freshman students and more advanced students (second year onwards) with regard to the emerging data and its respective model. Methods During the second semester of 2020, 170 Tel Aviv university students majoring in various fields responded to an online questionnaire consisting of open‐ended questions. Results and conclusions The researchers classified the themes retrieved from 1559 statements into a framework of critical success factors for distance learning. The framework included five dimensions: course, student, instructor, learning environment and institution. Well‐known benefits of distance learning emerged, among them flexibility and personalized learning pace. Nevertheless, the findings revealed that the rapid transition to distance learning posed challenges and difficulties, mainly concerning the readiness of students and instructors for this form of teaching and learning. The number of statements in instructor dimension indicated the importance of providing support and training to instructors and staff. Significant differences were found in students' perceptions according to the year standing. More advanced students made more ‘internal’ references, attributing more statements to student and learning environment dimensions. In contrast, freshman made more ‘external’ references, attributing more statements to instructor and course dimensions than students in their second year and onwards. Major takeaways The results may help in planning and preparing for times of crisis. From a broader perspective, the findings may help in designing ways to incorporate distance learning.

Protective and Educational Effects of Physical Activity Practice on Mental Health in Young Age during COVID-19 Lockdown

“…In addition, the university student population faced high levels of stress and anxiety, mainly caused by the closure of universities and the adoption of distance learning [28,29], and this impact was even bigger on freshmen [30] who were not able to manage the ability to regulate the emotions related to their studies because of the novelty of their studies. Conversely, older students tended to be more confident and reported higher scores in online learning readiness [31,32].…”

Distance Learning as the New Reality in Tertiary Education: A Case Study

“…A plethora of research papers has appeared that have intended to gain insight into the various aspects of ERT. Most of these papers deal with the urgent question of transitioning from face-to-face to emergency online learning (Aranyi et al, 2022;Vargas Barquero et al, 2022;Marshall et al, 2020;Yeigh & Lynch, 2020), the relationship between COVID-19 and remote teaching (Alvarez, 2020;Arefi, 2021;Bacsa-Bán, 2022;Donham et al, 2022;Herrmann, 2020;Schrenk et al, 2021;Toquero, 2020), instructor and student perspectives on remote course delivery (Castañeda-Trujillo & Jaime-Osorio, 2021;Chen et al, 2022), as well as student and teacher perceptions, experiences and attitudes to the unconventional for them mode of education (Baruth et al, 2021;Butic Reyes, 2021;Civelek et al, 2021;Gürler et al, 2020;Hussein et al, 2020;Ironsi, 2022;Juárez-Díaz & Perales, 2021;Martin et al 2021;Melnychenko & Zheliaskova, 2021;Ozfidan et al, 2021;Pylypenko & Kozub, 2021;Valizadeh & Soltanpour, 2021).…”

Adoption of learning technologies in times of pandemic crisis

“…Because the starting students missed all traditional face-to-face introduction sessions by the universities, and were also unable to build up their network of peers due to distancing regulations. Baruth et al (2021) found wellknown benefits of distance learning, like flexibility and personalized learning pace. Nevertheless, the findings revealed that ERT posed challenges and difficulties, mainly concerning the readiness of students and instructors for this form of teaching and learning.…”