Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors

Flores, María Assunção; Barros, Alexandra; Simão, Ana Margarida Veiga; Pereira, Diana; Flores, Paulo; Fernandes, Eva; Costa, Luís; Ferreira, Paula Costa

doi:10.1007/s10734-021-00748-x

Cited by 95 publications

(99 citation statements)

References 49 publications

(56 reference statements)

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“…Additionally, noncognitive factors could interfere with true scores since studies have shown differences in stress levels, anxiety, and feelings about online learning and assessment among those who have different levels of experience with online learning (Flores et al, 2021;Pesha & Kamarova, 2020). Those with more experience and who were previously enrolled in online instruction had an easier transition during the pandemic.…”

Section: Equity and Fairness Concerns With Online Assessmentmentioning

confidence: 99%

Considerations for Future Online Testing and Assessment in Colleges and Universities

Middleton

2022

Educational Measurement

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The onset of the coronavirus pandemic forced schools and universities across the nation and world to close and move to distance learning rather immediately. Almost two years later, colleges and universities have reopened, and most students have returned to campuses, but distance learning still occurs at a much higher rate than before the beginning of the pandemic. A few preliminary studies have shown that online assessment results are similar to in-person assessment results. However, as colleges and universities have expanded their online options, new issues have arisen related to best practices, equity, fairness, test security, and test integrity. Paper-and-pencil assessments should not merely be moved to online assessments without careful consideration to how this administration change affects all students. With the switch to more online assessments, educators and researchers should thoroughly evaluate how to provide these assessments in the most secure, fair, and valid manner while also maintaining the test or assessment's integrity and interpretation.

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Section: Equity and Fairness Concerns With Online Assessmentmentioning

confidence: 99%

Considerations for Future Online Testing and Assessment in Colleges and Universities

Middleton

2022

Educational Measurement

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“…A vast number of studies around the globe have considered the emerging educational challenges posed by the COVID-19 pandemic. Even considering the Portuguese reality, several studies have already been produced [9,[14][15][16][17][18][19][20]. However, those studies have focused mainly on the perspective of teachers and schools, which, albeit fundamental, leaves out the fundamental role played by the other denominator in this complex equation: students and parents' perspectives.…”

Section: Introductionmentioning

confidence: 99%

Learning in Troubled Times: Parents’ Perspectives on Emergency Remote Teaching and Learning

et al. 2021

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The COVID-19 pandemic triggered profound social consequences, affecting all aspects of human activity, including education. The process of remote teaching that was implemented in response to this crisis is known as emergency remote teaching and learning (ERTL). The present study focuses on Portuguese parents’ perspectives about this process. Data were gathered through an online questionnaire, answered by 203 parents of preschool, basic, and secondary education students (ages 3–18), focusing on self-perceived digital competence, satisfaction with ERTL, and pedagogical activities developed with their children. Parents were moderately satisfied with ERTL but expressed a marked increase in their workload, particularly those working from home. Parents of children in the second cycle of basic education (ages 10–12) were less satisfied with the process. A variety of activities was promoted, responding to different educational levels’ characteristics. Results show the importance of promoting parents’ digital competence and directing support policies, particularly to parents of younger children (ages 3–12), and raise concerns about equity.

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“…The pandemic caused by SARS-CoV2 forced most sectors to go through a process of adaptation to emerging situations in a context that generated uncertainty ( Flores et al, 2021 ). The emergency situation inevitably affected the education sector and those involved in the learning/teaching process ( Joshi et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

How Presenteeism Shaped Teacher Burnout in Cyberbullying Among Students During the COVID-19 Pandemic

et al. 2021

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The pandemic caused by SARS-CoV2 has had an impact on the education sector, and its stakeholders, such as teachers who had to do remote work from their home, despite many constraints. These professionals tried to perform their teaching functions, despite having to deal with adverse situations, such as cyberbullying among their students, as well as their difficulties related to presenteeism and burnout. In this context, this study aimed to understand whether observing cyberbullying among students can be associated with teachers’ productivity loss due to presenteeism and burnout. This study also proposed to examine the role of productivity loss due to presenteeism in the relationship between observing cyberbullying situations among students and teacher burnout. A random sample of 1,044 (Mage=51.05, SD=7.35; 76.6% female) middle school and high school teachers answered an inventory about their experience working at home during the COVID-19 pandemic, specifically with regards to cyberbullying incidents they observed among their students, their productivity loss due to presenteeism, and their burnout levels. Results from structural equation modeling revealed that observing students engaging in cyberbullying situations was positively associated with productivity loss due to presenteeism and teacher burnout. Also, teacher’s productivity loss due to presenteeism mediated the relationship between observing cyberbullying incidents among their students and their burnout levels. Specifically, the effect of productivity loss due to presenteeism explained the effect of observing cyberbullying incidents on teachers’ burnout levels. These results are innovative and shed light on the importance of teacher wellbeing at their job in the midst of a pandemic, namely, when they observe their students engaging in hostile situations, which may lead them to greater levels of burnout.

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Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors

Cited by 95 publications

References 49 publications

Considerations for Future Online Testing and Assessment in Colleges and Universities

Considerations for Future Online Testing and Assessment in Colleges and Universities

Learning in Troubled Times: Parents’ Perspectives on Emergency Remote Teaching and Learning

How Presenteeism Shaped Teacher Burnout in Cyberbullying Among Students During the COVID-19 Pandemic

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