Reflections on the adaptation to the COVID-19 pandemic in higher education

Nuere, Silvia; Suz, Adela Acitores; Álvarez, Laura de Miguel

doi:10.4324/9781003167594-6

Cited by 2 publications

(4 citation statements)

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“…Coping was significantly related to perceived learning in every analysis, suggesting students could benefit from additional opportunities designed to develop positive approaches to coping. Strongly supporting recent research ( Nuere et al, 2022 ), our results suggest useful coping strategies can influence students’ perceptions of their educational experiences. They also suggested that employing negative strategies were associated with negative outcomes, while positive strategies were associated with positive outcomes.…”

Section: Discussionsupporting

confidence: 91%

“…We found significant positive relationships between self-efficacy, stress, coping and perceived learning, especially in attitudes toward class and ratings of instructors. Similarly to recent work ( Bathallath & Brahimi, 2022 ; Nuere et al, 2022 ), this study provides further evidence that perceived stress and coping are significantly related to learning experiences, evidenced by our correlational results, and in the role of self-efficacy and coping in perceived learning ( Gurung & Stone, 2020 ). These results provide a strong incentive for more robust examination of potential interventions related to these factors, particularly as the COVID-19 pandemic continues.…”

Section: Discussionsupporting

confidence: 90%

“…Inspired by calls to take a holistic approach to examining learning (e.g., pedagogical ecology; Daniel & Poole, 2009), utilize a systemic approach (e.g., Learning Sciences; Sawyer & Dunlosky, 2019), and investigate moderators and mediators of learning (Gurung & Hackathorn, 2018), especially in the unique learning context of pandemic learning, we selected a diverse set of behaviors and attitudes suggested to be important in past research. In light of the increased stress experienced during the COVID-19 lockdowns and the proven role of coping in reducing stress (Gruenewald & Wang, 2019; Nuere et al, 2022), we were especially interested in the roles of both stress and coping on student learning outcomes. Thus, we focused both on student stress and their subjective reports of learning, and measured student study behaviors and student perceptions of their courses and their instructors.…”

Section: Introductionmentioning

confidence: 99%

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I Believe I Can Try: Self-Efficacy, Pandemic Behaviors, Coping, and Learning

Gurung

Byers

Grapentine

et al. 2023

Psychology Learning & Teaching

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While colleges and universities grapple with delivering instruction face-to-face during the pandemic, there is still a lot to learn from remote teaching experiences. The present study aimed to predict self-reported learning during the first year of the pandemic. Building on previous scholarship on the topic, we focus on the moderating effects of self-efficacy, and the mediating effects of coping styles on the relationship between stress and self-reported learning experiences. We also included self-perceptions of class effort, the instructor, and changes in class, personal, professor, and health behaviors. Students ( N = 272) in Introductory Psychology classes participated in an online survey as part of a class research requirement. Analyses demonstrated that self-efficacy predicted differences in many measures associated with learning and predicted learning over and above all other variables entered in a hierarchical regression. The relationship between stress and learning was mediated by coping, but not moderated by self-efficacy. These results suggest student beliefs about their ability to perform online are important to learning outcomes, but coping mechanisms mediate the relationship of stress and learning. Especially while teaching during pandemic times using different modalities, instructors will do well to directly address students’ perceptions of their own ability and build self-efficacy.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

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I Believe I Can Try: Self-Efficacy, Pandemic Behaviors, Coping, and Learning

Gurung

Byers

Grapentine

et al. 2023

Psychology Learning & Teaching

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“…During the Covid-19 pandemic, when all educational institutions were closed and the study process moved to remote environments (Hodges et al, 2020), digital solutions helped to secure the learning process as they allowed synchronous connectivity. This created a situation where the use of digital technologies increased rapidly (Kedraka & Kaltsidis, 2020;Teräs et al, 2020;Jansone-Ratinika et al, 2021;Nuere et al, 2021;Rubene et al, 2021;Hou et al, 2022;Suoranta et al, 2022;Zaimakis & Papadaki, 2022) as did the level of digital skills. Given that this time was largely associated with distance learning, it is worth noting that the literature is sometimes terminologically confused between distance learning and technology-enhanced learning, which have much in common but also much that is different.…”

Section: Introductionmentioning

confidence: 99%

On a Pathway Towards the Digitalisation of Higher Education: The Case of Latvia

Daniela¹,

Ivsiņa²

2022

Human, Technologies and Quality of Education, 2022

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The European project POWERHEAD (Empowering Higher Education in Adopting Digital Learning), involving the Latvian Ministry of Education and Science (project partner) and the Flemish Department of Education and Training (project lead partner), aims to analyse the possibilities of digitising higher education. In order to identify the way forward, digitising higher education in Latvia and Belgium (Flemish Region) was mapped according to the methodology developed in the project, taking into account Laurillard’s model of drivers and enablers. The project aims to develop policy guidelines for partners at two levels: 1) guidelines for a national policy strategy on digital learning in higher education; and 2) guidelines including recommendations for higher education institutions to develop teaching and learning in this format and environment and to plan the next steps in the digitalisation of higher education. To this end, a multi-stage study was carried out to identify the situation in Latvia. The first phase consisted of a series of focus group discussions with higher education stakeholders (students, lecturers, business representatives and policy-makers). The second phase consisted of a survey of academic staff comprising 40 questions, two of which were designed to elicit demographic information, while the remaining questions were open-ended. The results (and related challenges) were analysed using content analysis principles. The key finding is that stakeholders are generally supportive of the digitalisation of higher education but point to a number of challenges that need to be addressed: support for lecturers in learning digital skills, collaboration between lecturers, and digital solution designers to ensure that digital solutions are of high quality and avoid the risks of knowledge fragmentation. It is also important to think about the principles of inclusive education so that the digital learning environment is accessible to everyone.

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Reflections on the adaptation to the COVID-19 pandemic in higher education

Cited by 2 publications

References 0 publications

I Believe I Can Try: Self-Efficacy, Pandemic Behaviors, Coping, and Learning

I Believe I Can Try: Self-Efficacy, Pandemic Behaviors, Coping, and Learning

On a Pathway Towards the Digitalisation of Higher Education: The Case of Latvia

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