Factors that negatively influence students’ transition from the traditional classroom to emergency remote education (ERT)
Universities worldwide had to adopt Emergency Remote Teaching (ERT) because of the COVID-19 pandemic. This abrupt change forced students used to face-to-face classes to adapt to a new reality. However, this transition is different for each student because of personal realities. For example, the stud...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Elsevier
2022-12-01
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| Series: | Computers and Education Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666557322000271 |
| _version_ | 1811207035640872960 |
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| author | Raul Benites Paradeda Heide Vanessa Souza Santos |
| author_facet | Raul Benites Paradeda Heide Vanessa Souza Santos |
| author_sort | Raul Benites Paradeda |
| collection | DOAJ |
| description | Universities worldwide had to adopt Emergency Remote Teaching (ERT) because of the COVID-19 pandemic. This abrupt change forced students used to face-to-face classes to adapt to a new reality. However, this transition is different for each student because of personal realities. For example, the student’s generation, emotional state, and some factors (e.g., tech skills, technological infrastructure, place of study, and perspectives regarding this change) may influence the feelings of optimism and awareness of learning. This work describes a quantitative study conducted before the first ERT academic semester starts with 1011 undergraduate students measuring those factors through questionnaires. In addition, to test whether the measuring factors are consistent with our understanding, the confirmatory factor analysis (CFA) and the statistical reliability analyses were performed. From the results, we identified differences between the participants’ age generations. The mean scores for the Z generation were lower than other generations concerning the measuring factors and feelings. Plus, it was found that students’ emotional states negatively influence their feelings about ERT. Also, the measuring factors influence optimism and awareness of learning. Therefore, we suggest that institutions around the globe should offer innovative distance learning strategies to train the students for this paradigm shift, identify the students’ needs for the Internet and devices, and provide psychologists to aid the student’s emotional state. Thus, helping a better and faster transition and adaptation of students to the change of educational methodology to improve students’ experience in distance education. |
| first_indexed | 2024-04-12T03:56:59Z |
| format | Article |
| id | doaj.art-44a15515adf4487c8a8603c94512e2d3 |
| institution | Directory Open Access Journal |
| issn | 2666-5573 |
| language | English |
| last_indexed | 2024-04-12T03:56:59Z |
| publishDate | 2022-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education Open |
| spelling | doaj.art-44a15515adf4487c8a8603c94512e2d32022-12-22T03:48:48ZengElsevierComputers and Education Open2666-55732022-12-013100098Factors that negatively influence students’ transition from the traditional classroom to emergency remote education (ERT)Raul Benites Paradeda0Heide Vanessa Souza Santos1Corresponding author.; Department of Computer Science, State University of Rio Grande do Norte, Av. Dr. João Medeiros Filho, 3419 - Potengi, Natal, RN CEP: 59.120-200, BrazilDepartment of Biological Science, University of Pernambuco, BR 203, Km 2, s/n, Petrolina, PE CEP: 56328-903, BrazilUniversities worldwide had to adopt Emergency Remote Teaching (ERT) because of the COVID-19 pandemic. This abrupt change forced students used to face-to-face classes to adapt to a new reality. However, this transition is different for each student because of personal realities. For example, the student’s generation, emotional state, and some factors (e.g., tech skills, technological infrastructure, place of study, and perspectives regarding this change) may influence the feelings of optimism and awareness of learning. This work describes a quantitative study conducted before the first ERT academic semester starts with 1011 undergraduate students measuring those factors through questionnaires. In addition, to test whether the measuring factors are consistent with our understanding, the confirmatory factor analysis (CFA) and the statistical reliability analyses were performed. From the results, we identified differences between the participants’ age generations. The mean scores for the Z generation were lower than other generations concerning the measuring factors and feelings. Plus, it was found that students’ emotional states negatively influence their feelings about ERT. Also, the measuring factors influence optimism and awareness of learning. Therefore, we suggest that institutions around the globe should offer innovative distance learning strategies to train the students for this paradigm shift, identify the students’ needs for the Internet and devices, and provide psychologists to aid the student’s emotional state. Thus, helping a better and faster transition and adaptation of students to the change of educational methodology to improve students’ experience in distance education.http://www.sciencedirect.com/science/article/pii/S2666557322000271Adult learningDistance education and online learningPedagogical issues21st century abilitiesCultural and social implications |
| spellingShingle | Raul Benites Paradeda Heide Vanessa Souza Santos Factors that negatively influence students’ transition from the traditional classroom to emergency remote education (ERT) Computers and Education Open Adult learning Distance education and online learning Pedagogical issues 21st century abilities Cultural and social implications |
| title | Factors that negatively influence students’ transition from the traditional classroom to emergency remote education (ERT) |
| title_full | Factors that negatively influence students’ transition from the traditional classroom to emergency remote education (ERT) |
| title_fullStr | Factors that negatively influence students’ transition from the traditional classroom to emergency remote education (ERT) |
| title_full_unstemmed | Factors that negatively influence students’ transition from the traditional classroom to emergency remote education (ERT) |
| title_short | Factors that negatively influence students’ transition from the traditional classroom to emergency remote education (ERT) |
| title_sort | factors that negatively influence students transition from the traditional classroom to emergency remote education ert |
| topic | Adult learning Distance education and online learning Pedagogical issues 21st century abilities Cultural and social implications |
| url | http://www.sciencedirect.com/science/article/pii/S2666557322000271 |
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