Journal article 810 views 195 downloads
Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study
Education Sciences, Volume: 11, Issue: 8, Start page: 403
Swansea University Author: Desireé Cranfield
-
PDF | Version of Record
Copyright: © 2021 by the authors. This is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license
Download (3.27MB)
DOI (Published version): 10.3390/educsci11080403
Abstract
The pandemic and subsequent ‘lockdown’ has dramatically changed the educational landscape of higher education institutions. Pre-covid-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the...
Published in: | Education Sciences |
---|---|
ISSN: | 2227-7102 |
Published: |
MDPI AG
2021
|
Online Access: |
Check full text
|
URI: | https://cronfa.swan.ac.uk/Record/cronfa57484 |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
first_indexed |
2021-08-02T09:51:22Z |
---|---|
last_indexed |
2021-08-19T03:32:44Z |
id |
cronfa57484 |
recordtype |
SURis |
fullrecord |
<?xml version="1.0"?><rfc1807><datestamp>2021-08-18T15:44:35.7640602</datestamp><bib-version>v2</bib-version><id>57484</id><entry>2021-07-30</entry><title>Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study</title><swanseaauthors><author><sid>3f8fe4194470d374d18e4738089a6ab1</sid><ORCID>0000-0002-3082-687X</ORCID><firstname>Desireé</firstname><surname>Cranfield</surname><name>Desireé Cranfield</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2021-07-30</date><deptcode>BBU</deptcode><abstract>The pandemic and subsequent ‘lockdown’ has dramatically changed the educational landscape of higher education institutions. Pre-covid-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services had to be migrated to digital platforms, leading to a period of “emergency eLearning”. The full impact of this sudden shift to digital platforms on all cohorts of students is still uncertain. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University’s country and the country’s lockdown rules. This international, comparative, quantitative research project aimed to investigate and understand the higher education students’ perceptions of emergency eLearning during the first wave of COVID-19. Experiences of students at universities in three countries were evaluated in terms of four dimensions: 1) home learning environment, 2) engagement, 3) participation preference, and 4) impact on learning skills. The research revealed significant differences between the participating universities. The most important differences were in the ‘home learning environment’, followed by ‘engagement’ and the perception of ‘impact on learning skills’. The differences in the ‘home learning environment’ can be attributed to the differing economic and digital development of the surveyed countries: South Africa, Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable difference in student engagement, participation, and learning skills.</abstract><type>Journal Article</type><journal>Education Sciences</journal><volume>11</volume><journalNumber>8</journalNumber><paginationStart>403</paginationStart><paginationEnd/><publisher>MDPI AG</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic>2227-7102</issnElectronic><keywords>emergency online learning; higher education teaching; COVID-19; education; student learning experience; student participation; student engagement.</keywords><publishedDay>4</publishedDay><publishedMonth>8</publishedMonth><publishedYear>2021</publishedYear><publishedDate>2021-08-04</publishedDate><doi>10.3390/educsci11080403</doi><url/><notes/><college>COLLEGE NANME</college><department>Business</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>BBU</DepartmentCode><institution>Swansea University</institution><apcterm>Not Required</apcterm><lastEdited>2021-08-18T15:44:35.7640602</lastEdited><Created>2021-07-30T14:16:07.9554870</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Management - Business Management</level></path><authors><author><firstname>Desireé</firstname><surname>Cranfield</surname><orcid>0000-0002-3082-687X</orcid><order>1</order></author><author><firstname>Andrea</firstname><surname>Tick</surname><order>2</order></author><author><firstname>Isabella M.</firstname><surname>Venter</surname><order>3</order></author><author><firstname>Renette J.</firstname><surname>Blignaut</surname><order>4</order></author><author><firstname>Karen</firstname><surname>Renaud</surname><order>5</order></author></authors><documents><document><filename>57484__20666__5584525ff5cf430f9abcec0a547f4127.pdf</filename><originalFilename>57484.pdf</originalFilename><uploaded>2021-08-18T15:43:27.7959510</uploaded><type>Output</type><contentLength>3428525</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>Copyright: © 2021 by the authors. This is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>https://creativecommons.org/licenses/by/4.0/</licence></document></documents><OutputDurs/></rfc1807> |
spelling |
2021-08-18T15:44:35.7640602 v2 57484 2021-07-30 Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study 3f8fe4194470d374d18e4738089a6ab1 0000-0002-3082-687X Desireé Cranfield Desireé Cranfield true false 2021-07-30 BBU The pandemic and subsequent ‘lockdown’ has dramatically changed the educational landscape of higher education institutions. Pre-covid-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services had to be migrated to digital platforms, leading to a period of “emergency eLearning”. The full impact of this sudden shift to digital platforms on all cohorts of students is still uncertain. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University’s country and the country’s lockdown rules. This international, comparative, quantitative research project aimed to investigate and understand the higher education students’ perceptions of emergency eLearning during the first wave of COVID-19. Experiences of students at universities in three countries were evaluated in terms of four dimensions: 1) home learning environment, 2) engagement, 3) participation preference, and 4) impact on learning skills. The research revealed significant differences between the participating universities. The most important differences were in the ‘home learning environment’, followed by ‘engagement’ and the perception of ‘impact on learning skills’. The differences in the ‘home learning environment’ can be attributed to the differing economic and digital development of the surveyed countries: South Africa, Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable difference in student engagement, participation, and learning skills. Journal Article Education Sciences 11 8 403 MDPI AG 2227-7102 emergency online learning; higher education teaching; COVID-19; education; student learning experience; student participation; student engagement. 4 8 2021 2021-08-04 10.3390/educsci11080403 COLLEGE NANME Business COLLEGE CODE BBU Swansea University Not Required 2021-08-18T15:44:35.7640602 2021-07-30T14:16:07.9554870 Faculty of Humanities and Social Sciences School of Management - Business Management Desireé Cranfield 0000-0002-3082-687X 1 Andrea Tick 2 Isabella M. Venter 3 Renette J. Blignaut 4 Karen Renaud 5 57484__20666__5584525ff5cf430f9abcec0a547f4127.pdf 57484.pdf 2021-08-18T15:43:27.7959510 Output 3428525 application/pdf Version of Record true Copyright: © 2021 by the authors. This is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license true eng https://creativecommons.org/licenses/by/4.0/ |
title |
Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study |
spellingShingle |
Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study Desireé Cranfield |
title_short |
Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study |
title_full |
Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study |
title_fullStr |
Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study |
title_full_unstemmed |
Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study |
title_sort |
Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study |
author_id_str_mv |
3f8fe4194470d374d18e4738089a6ab1 |
author_id_fullname_str_mv |
3f8fe4194470d374d18e4738089a6ab1_***_Desireé Cranfield |
author |
Desireé Cranfield |
author2 |
Desireé Cranfield Andrea Tick Isabella M. Venter Renette J. Blignaut Karen Renaud |
format |
Journal article |
container_title |
Education Sciences |
container_volume |
11 |
container_issue |
8 |
container_start_page |
403 |
publishDate |
2021 |
institution |
Swansea University |
issn |
2227-7102 |
doi_str_mv |
10.3390/educsci11080403 |
publisher |
MDPI AG |
college_str |
Faculty of Humanities and Social Sciences |
hierarchytype |
|
hierarchy_top_id |
facultyofhumanitiesandsocialsciences |
hierarchy_top_title |
Faculty of Humanities and Social Sciences |
hierarchy_parent_id |
facultyofhumanitiesandsocialsciences |
hierarchy_parent_title |
Faculty of Humanities and Social Sciences |
department_str |
School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management |
document_store_str |
1 |
active_str |
0 |
description |
The pandemic and subsequent ‘lockdown’ has dramatically changed the educational landscape of higher education institutions. Pre-covid-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services had to be migrated to digital platforms, leading to a period of “emergency eLearning”. The full impact of this sudden shift to digital platforms on all cohorts of students is still uncertain. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University’s country and the country’s lockdown rules. This international, comparative, quantitative research project aimed to investigate and understand the higher education students’ perceptions of emergency eLearning during the first wave of COVID-19. Experiences of students at universities in three countries were evaluated in terms of four dimensions: 1) home learning environment, 2) engagement, 3) participation preference, and 4) impact on learning skills. The research revealed significant differences between the participating universities. The most important differences were in the ‘home learning environment’, followed by ‘engagement’ and the perception of ‘impact on learning skills’. The differences in the ‘home learning environment’ can be attributed to the differing economic and digital development of the surveyed countries: South Africa, Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable difference in student engagement, participation, and learning skills. |
published_date |
2021-08-04T04:13:15Z |
_version_ |
1763753901021986816 |
score |
11.028886 |