ABSTRACT

The COVID-19 pandemic created many challenges for higher education institutions (HEI), one of the most important being forced e-learning – the involuntary need to move all educational activities to an online environment. In this exploratory study, we aim to learn from students’ feedback on demands created by COVID-19 forced e-learning to provide HEI management with insights helpful in building educational policies that might promote students’ positive perception of distance learning in turbulent times. Based on a convenience sample of more than 600 university students we implemented multiple regression analysis to explore the relationships between e-learning demands experienced by students and the three dimensions of e-learning perception: emotional experience with e-learning, cognitive evaluation of e-learning, and study engagement in e-learning. Our findings have shown that the e-learning demand most strongly related to a negative perception of e-learning was students’ belief that during e-learning the university was plunged into chaos. This suggests that for students who participate in e-learning, the most important aspect of e-learning policy might be not, as we often intuitively think, the cutting edge e-learning platform & technology but rather effective reciprocal communication between HEI and students about the e-learning situation, allowing a perception of order to be created.

摘要

COVID-19 大流行给高等教育机构 (HEI) 带来了许多挑战，其中最重要的挑战之一是强制电子学习——将所有教育活动转移到在线环境的非自愿需求。在这项探索性研究中，我们的目标是从学生对 COVID-19 强制电子学习所产生的需求的反馈中学习，为 HEI 管理层提供有助于制定教育政策的见解，这些政策可能会促进学生在动荡时期对远程学习的积极看法。基于600多名大学生的便利样本，我们实施多元回归分析，探索学生体验的电子学习需求与电子学习感知的三个维度之间的关系：电子学习的情感体验、电子学习的认知评价。学习，并研究参与电子学习。我们的研究结果表明，电子学习需求与对电子学习的负面看法最密切相关的是学生相信在电子学习期间大学陷入混乱。这表明对于参与 e-learning 的学生来说，e-learning 政策最重要的方面可能不是我们通常直觉上认为的尖端 e-learning 平台和技术，而是 HEI 与学生之间关于电子学习情况，允许创建秩序感。