STEM Students’ Perceptions on Emergency Online Learning during the COVID-19 Pandemic: Challenges and Successes

Selco, Jodye I.; Habbak, Mariam

doi:10.3390/educsci11120799

Cited by 24 publications

(39 citation statements)

References 15 publications

(48 reference statements)

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“…In general, students more often than schoolchildren note the advantages of distance learning, with advantages being identified by less than 10% of the student group. The results obtained are consistent with the studies [20,38,[46][47][48], indicating that, in general, students perceive distance learning positively.…”

Section: Discussionsupporting

confidence: 90%

Attitude to Distance Learning of Schoolchildren and Students: Subjective Assessments of Advantages and Disadvantages

2022

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Currently, during the pandemic, the forced transition to distance learning carries a number of problems. These problems affect various aspects of education, including the study of students’ attitudes to distance learning. The purpose of this research is to study the features of the subjective attitude of schoolchildren and students to distance learning. This research involved 140 secondary school students (average age M = 10.7, SD = 7.2 (66.3% men)) and 30 university students (average age M = 22.5, SD = 2.4 (20% men)). The methods used were a questionnaire, Chi-square test and Criterion φ*. Fisher angular transformation. The study showed that schoolchildren do not intend to continue studying in the distance form if they choose, with a generally positive attitude towards distance learning. The self-assessment of motivation to study in a distance format has not changed, both among schoolchildren and students. Students are more likely to have a positive attitude to distance learning than schoolchildren. The variety of choices of advantages and disadvantages of distance learning is greater among students than among schoolchildren. The perspective of this study is thus to study the factors that determine the positive and negative attitudes to distance learning.

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Section: Discussionsupporting

confidence: 90%

Attitude to Distance Learning of Schoolchildren and Students: Subjective Assessments of Advantages and Disadvantages

2022

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“…Our study respondents reported not only challenges but also benefits of ERL: Increased flexibility and convenience: Like in many other studies, our surveyed students evaluated positively the flexibility and convenience of online learning and its time and space independence [13,14,24,32,63,[106][107][108][109][110]. They also noted that ERL provided them with a safe and comfortable environment for continuing their learning during COVID-19 [31][32][33]111,112].…”

Section: Benefits Of Erl and Suggestions For Improvementsupporting

confidence: 58%

Emergency Remote Learning in Higher Education in Cyprus during COVID-19 Lockdown: A Zoom-Out View of Challenges and Opportunities for Quality Online Learning

2022

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This study provides a zoom-out perspective of higher education students’ experiences related to the emergency remote learning (ERL) following the first lockdown due to the COVID-19 pandemic as captured by a national, in-depth survey administered to all higher education institutions in Cyprus (different fields of study and educational levels). Quantitative and qualitative analyses of the data collected from 1051 students provide valuable information and insights regarding learners’ prior technology background and level of preparedness for online learning, the challenges and benefits of ERL and how they would like their online learning experience to be improved in case of future ERL. The results underline that students’ knowledge of and self-efficacy in using e-learning tools do not directly equate to being a digital learner equipped with necessary digital skills such as self-regulation to fully benefit from online learning. The educational disparities caused by inequalities in access and accessibility to high-quality education laid bare by the pandemic stressed the need for online environments that would afford quality learning for all learners. Online learning demands are discussed in the article, as well as implications for research, practice and policy making.

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“…? Alangari, (2022) and Selco and Habbak, (2021) emphasize that individual and contextual factors shape perceptions and attitudes of teachers. Therefore, this study specifically examined the relationship between teachers' demographic characteristics, school environment variables and their attitudes towards STEML teaching.…”

Section: What Are the Attitudes Of Ecuadorian Science Teachers Toward...mentioning

confidence: 99%

Attitudes of Ecuadorian Secondary School Teaching Staff towards Online STEM Development in 2022

Velazco

Hinostroza

Moreno

et al. 2022

IJLTER

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Ecuadorian teachers lack experience in the process of teaching and learning science, technology, engineering and mathematics online (STEML). These limitations are evident in the low grades of students in the general unified baccalaureate (GUB) and in the low application of STEM majors in Ecuador. The study aims to describe, elucidate and understand the attitudes of Ecuadorian teachers towards STEM education in GUB using a multi-method or mixed-method approach study. The design was the DEXPLIS sequential explanatory type. The questionnaire was administered to 194 participants and ten teachers who responded to a semi-structured interview. The sampling technique was non-probabilistic participatory sampling. The student's t-test and ANOVA analysis were used for quantitative data analysis and the triangulation technique for qualitative data. Results showed the lack of materials and technological support hinders online activities. Significant differences were found in the attitudes between the teaching staff of public and private institutions and between the different levels of the GUB. Statistical analyses showed that administrative support, professional support, STEML training, teaching and learning time positively influenced the attitudes of STEML teachers.

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STEM Students’ Perceptions on Emergency Online Learning during the COVID-19 Pandemic: Challenges and Successes

Cited by 24 publications

References 15 publications

Attitude to Distance Learning of Schoolchildren and Students: Subjective Assessments of Advantages and Disadvantages

Attitude to Distance Learning of Schoolchildren and Students: Subjective Assessments of Advantages and Disadvantages

Emergency Remote Learning in Higher Education in Cyprus during COVID-19 Lockdown: A Zoom-Out View of Challenges and Opportunities for Quality Online Learning

Attitudes of Ecuadorian Secondary School Teaching Staff towards Online STEM Development in 2022

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