Navigating a “New Normal” During the COVID-19 Pandemic: College Student Perspectives of the Shift to Remote Learning

Mollenkopf, Dawn L.; Gaskill, Martonia; Nelson, Rebecca M.; Diaz, Chandra C.

doi:10.18162/ritpu-2020-v17n2-08

Cited by 9 publications

(9 citation statements)

References 11 publications

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“…Attention is a scarce finite resource implicated in a variety of cognitive processes determining individual action and volition ( 1 ) that can be deployed externally (e.g., focus on the shape of a certain stimulus) or internally (e.g., focus on neutral or positive thoughts) ( 2 ). In the digital age, and particularly in the current pandemic era, which has shifted education and employment to remote learning and working, respectively, attentional resources are consistently challenged for engagement ( 3 , 4 ). Concerns have been raised that the increased pressures for digitally juggling remote working with social, recreational, and information demands may be contributing to difficulties maintaining a healthy work-life balance ( 5 ) and the onset of mental health difficulties such as occupational burnout ( 6 , 7 ).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Dimensions of Smartphone Distraction: Development, Validation, Measurement Invariance, and Latent Mean Differences of the Smartphone Distraction Scale (SDS)

et al. 2021

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Background: Distraction is a functional emotion regulation strategy utilized to relieve emotional distress. Within the attention economy perspective, distraction is increasingly associated with digital technology use, performance impairments and interference with higher-order cognitive processes. Research on smartphone distraction and its association with problematic smartphone use is still scarce and there is no available psychometric assessment tool to assess this cognitive and emotive process parsimoniously.Method: The present study reports the development and evaluation of the psychometric properties of the Smartphone Distraction Scale (SDS) through exploratory and confirmatory factor analysis, construct validity, gender invariance, and latent mean differences. The study was conducted in a sample of British university students (N = 1,001; M = 21.10 years, SD = 2.77).Results: The 16-item SDS was best conceptualized in a four-factor model solution comprising attention impulsiveness, online vigilance, emotion regulation, and multitasking. Construct validity was established using relevant psychosocial and mental health measures, with SDS scores being moderately associated with deficient self-regulation and problematic social media use. Gender measurement invariance was achieved at the configural, metric, and scalar levels, and latent mean differences indicated that females had significantly higher means than males across all four SDS latent factors.Discussion: The SDS presents with several strengths, including its theoretical grounding, relatively short length, and sound psychometric properties. The SDS enables the assessment of distraction, which appears to be one of the pathways to problematic smartphone use facilitating overuse and overreliance on smartphones for emotion regulation processes. The assessment of distraction in relation to problematic use in vulnerable populations may facilitate interventions that could encourage metacognition and benefit these groups by allowing sustained productivity in an increasingly disrupted work and social environment.

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Section: Introductionmentioning

confidence: 99%

Exploring the Dimensions of Smartphone Distraction: Development, Validation, Measurement Invariance, and Latent Mean Differences of the Smartphone Distraction Scale (SDS)

et al. 2021

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“…Other technological innovations investigated in Cluster 1 range from “simulation”, “social media” and “telemedicine.” In particular, Facebook and Twitter emerged as the main social media used for “communication” during the quarantine (eg, Greenhow & Galvin, 2020 ; Zarzycka et al., 2021 ). Such online communications were highly impacted by participants' “digital literacy” (eg, De la Hoz et al., 2021 ; Mollenkopf et al., 2020 ). These findings, consistent to previous research on online learning, point to the importance of establishing a sense of community and providing socio‐emotional support tailored to student needs (eg, Fatani, 2020 ; Li & Yu, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19

Zhang

Carter

Qian

et al. 2022

Brit J Educational Tech

131

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This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer-reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic-imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry-based learning, discovery learning, hands-on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed

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“…L'accompagnement prend ici toute sa place, qu'il soit technique ou pédagogique. C'est aussi ce qu'ont préconisé les étudiants inscrits à des cours de formation d'enseignants dans l'enquête de Mollenkopf et al (2020) à savoir : après s'être assurés de l'accès des étudiants aux technologies, proposer des cours qui favorisent l'interaction ainsi que la possibilité de dialogue et d'aide à la compréhension des corrections, et surtout éviter la surcharge de travail en prenant en compte les conditions du travail à distance réalisé dans le cadre familier de l'étudiant. Cela nécessite de la flexibilité de la part de l'enseignant « and be generally prepared for the unexpected 4 » (p. 75).…”

Section: Discussion Conclusiveunclassified

Pédagogie et réseaux sociaux à l’épreuve du confinement

Plateau

2022

RITPU

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Mis en ligne : 11 avril 2022 RésuméLe confinement de mars 2020 a redistribué les configurations pédagogiques du système éducatif de l'école maternelle à l'enseignement supérieur. Nous basons cet article sur les résultats d'un questionnaire dont nous avons extrait 2 193 réponses des acteurs de la formation et de l'enseignement supérieur. Son objectif a été de jauger quelques facettes de cette expérience inédite à partir du ressenti des répondants en décrivant aussi l'usage qu'ils ont fait des réseaux sociaux numériques (RSN). Leur usage amplifié et les difficultés rencontrées avec la formation mise à distance de façon contrainte ont dégradé leur ressenti psychosocial, surtout chez les étudiants.

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Navigating a “New Normal” During the COVID-19 Pandemic: College Student Perspectives of the Shift to Remote Learning

Cited by 9 publications

References 11 publications

Exploring the Dimensions of Smartphone Distraction: Development, Validation, Measurement Invariance, and Latent Mean Differences of the Smartphone Distraction Scale (SDS)

Exploring the Dimensions of Smartphone Distraction: Development, Validation, Measurement Invariance, and Latent Mean Differences of the Smartphone Distraction Scale (SDS)

Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19

Pédagogie et réseaux sociaux à l’épreuve du confinement

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