Transforming habitus and recalibrating capital: University students’ experiences in online learning and communication during the COVID-19 pandemic

Gu, Mingyue; Huang, Corey Fanglei

doi:10.1016/j.linged.2022.101057

Cited by 15 publications

(12 citation statements)

References 21 publications

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“…However, the study does not include studies published after 2020. This means that it does not encapsulate how habitus may have been transformed when teaching and learning is impacted by recent events (e.g., during COVID-19,Gu & Huang, 2022 ). Lastly, the analysis is limited to studies in English but there may be other non-English studies that are accessible to researchers conversant in other languages.…”

Section: Discussionmentioning

confidence: 99%

Typology of habitus in education: Findings from a review of qualitative studies

Tan

Liu

2022

Soc Psychol Educ

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Contextualized in the debate on the (mis)use of habitus in educational research, the present study addresses two research questions: (a) What are the different functions that habitus (i.e., the dispositions underpinning cultural capital that are accumulated through socialization and that guide individuals’ daily practices) serves in students’ educational experiences? and (b) What characterizes the pattern of continuity or discontinuity for habitus across different contexts? Results of the meta-ethnographic review synthesizing findings from 37 qualitative studies show that there was a typology of different functions associated with habitus (academic socialization, motivating learning, facilitating content learning, developing learners’ self-identity and aspirations). These functions transcended cognitive, affective, and social dimensions in students’ present and future learning. However, habitus could also serve as a coping or risk-mitigation mechanism. Furthermore, results show that habitus could be continuous or discontinuous across fields (student, familial, institutional) and sub-fields (educational levels, types of learning, subjects, programs, learners). These results suggest that the prolific use of habitus in research should not be simply dismissed as conceptual infidelity; rather, it enables researchers to clarify how habitus serves different functions in educational experiences of students varying in their learning needs at different stages of their learning and in different contexts. The study contributes to the development of a conceptual framework for habitus that can inform future research. Practical implications for improving disadvantaged students’ learning are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s11218-022-09724-4.

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Section: Discussionmentioning

confidence: 99%

Typology of habitus in education: Findings from a review of qualitative studies

Tan

Liu

2022

Soc Psychol Educ

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“…At the same time, online learning develops specific skills for academic professors and their students. Thorough research on this subject is proposed by Gu and Huang (2022). Some of their findings are that students enrich multimodal digital literacies in online learning and communications and expand habitus and capital by utilizing the affordances of digital technologies (ibid).…”

Section: Literature Reviewmentioning

confidence: 99%

Peculiarities of Bulgarian universities' digitalization during the Covid-19 pandemic

Stoyanova¹,

Angelova²,

Parushev³

2022

JESI

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The COVID-19 pandemic forced the education system to transform quickly from a straightforward traditional process to an online one. Both schools and universities, including their management and administration) were challenged to maintain the quality of the educational service they provided, but this time under completely different conditions and in a new and unfamiliar online environment. In Bulgaria, due to the rules of the systems and the academic autonomy, each university had the opportunity to decide how to deal with these force major circumstances. Along with the technical challenges, professors have to overcome the difficulties related to the motivation and engagement of the students in such a mediated environment. The main objective of the current article is to evaluate the results of the online learning process during the COVID-19 pandemic in Bulgaria. The results from empirical research (N = 140) clearly show that most Bulgarian lecturers prefer face-to-face learning. At the same time, they admit the necessity of specific training for technical skills improvement and different approaches for students' attention and engagement in online learning. According to the professors, the overall assessment for the level of satisfaction from online learning during the COVID-19 pandemic is in the golden mean -3 on a scale of 1 -"not at all effective" to 5 -"it is effective".

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“…Teachers and students must possess self-directed learning skills, technological pedagogical knowledge, digital literacy, and the ability to utilize online tools in order to support online learning (Elshami et al, 2022;Verawati et al, 2022). In addition, digital literacy, self-efficacy for online learning, student emotions (such as enjoyment and boredom), and the quality of interactions between students and content, students and teacher, and between students affect students' engagement and performance in online learning (Gu & Huang, 2022;Wang et al, 2022). Therefore, online learning requires the use of appropriate electronic learning tools to help students comprehend online learning activities and complex materials (Mudjid et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Developing an Android-Based E-Textbook to Improve Learning Media Course Outcomes

Batubara

Sumantri

Marini

2022

Int. J. Interact. Mob. Technol.

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This research aims to develop an Android-based e-textbook for a learning media course to enhance student learning outcomes. The learning media course was selected because students require an e-textbook to improve their comprehension of the criteria and creation techniques of learning media during online learning. This study utilized the research and development method with the 4D model created by Thiagarajan and Semmels. Six learning media expert validators tested the product’s feasibility, and the product’s effectiveness was tested on students through experiment research. Descriptive statistics and an eligibility criteria table were used to determine the product’s feasibility and usability. In addition, an independent sample t-test was used to determine the product’s effectiveness. According to the expert evaluation results, the product validity falls into the "very good" category (4.50 out of 5, or 90%) in aspects of language, presentation, appearance, and usefulness. The effectiveness test results indicated that the Android-based e-textbook significantly affects student learning outcomes. In addition, students’ perceptions of the usefulness, ease of use, and satisfaction of the Android-based e-textbook are also in the "very good" category (4.27 out of 5, or 85%). According to a qualitative data survey, students mentioned that the most useful aspects of the product were the tutorial videos, quizzes, menus, and page markers. Nevertheless, a few students experienced difficulties with their internet connection and reading limitations.

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Transforming habitus and recalibrating capital: University students’ experiences in online learning and communication during the COVID-19 pandemic

Cited by 15 publications

References 21 publications

Typology of habitus in education: Findings from a review of qualitative studies

Typology of habitus in education: Findings from a review of qualitative studies

Peculiarities of Bulgarian universities' digitalization during the Covid-19 pandemic

Developing an Android-Based E-Textbook to Improve Learning Media Course Outcomes

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