University College Students’ Experiences with Online Teaching One Year after COVID-19 Lockdown in Spring 2020
The aim of this study was to explore university college students’ experiences with online teaching one year after the lockdown in spring 2021.With quantitative cluster analysis, we have identified a “learning gradient” among students, showing that cluster 1 students have the most positive preference...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-03-01
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| Series: | Social Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-0760/12/3/156 |
| _version_ | 1797608988059107328 |
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| author | Carsten Kronborg Bak Simon Schulin |
| author_facet | Carsten Kronborg Bak Simon Schulin |
| author_sort | Carsten Kronborg Bak |
| collection | DOAJ |
| description | The aim of this study was to explore university college students’ experiences with online teaching one year after the lockdown in spring 2021.With quantitative cluster analysis, we have identified a “learning gradient” among students, showing that cluster 1 students have the most positive preferences towards online teaching and the highest degree of self-regulation and learning outcome, cluster 2 students are mixed (both positive and negative experiences), and cluster 3 students have the most negative preferences and the lowest self-regulation and learning outcome. In this study, we used 5 focus group interviews with 29 students based on their preferences towards online teaching to discuss and reflect on their own study planning, the shift in the learning environment, their perceived learning outcome, and positive and negative experiences from online teaching. The results from this study have shown that students’ self-regulated learning strategies during online teaching environment are important for their learning outcome. Thus, we demonstrate the disjunction between students’ learning outcome and the classroom as a fixed place for learning. |
| first_indexed | 2024-03-11T05:54:23Z |
| format | Article |
| id | doaj.art-7349a3a94ccf45e09c13aa11c56a60a0 |
| institution | Directory Open Access Journal |
| issn | 2076-0760 |
| language | English |
| last_indexed | 2024-03-11T05:54:23Z |
| publishDate | 2023-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj.art-7349a3a94ccf45e09c13aa11c56a60a02023-11-17T13:52:07ZengMDPI AGSocial Sciences2076-07602023-03-0112315610.3390/socsci12030156University College Students’ Experiences with Online Teaching One Year after COVID-19 Lockdown in Spring 2020Carsten Kronborg Bak0Simon Schulin1Department of Social Science and Communication, University College South Denmark, 6705 Esbjerg, DenmarkDepartment of Further Education, University College South Denmark, 6000 Kolding, DenmarkThe aim of this study was to explore university college students’ experiences with online teaching one year after the lockdown in spring 2021.With quantitative cluster analysis, we have identified a “learning gradient” among students, showing that cluster 1 students have the most positive preferences towards online teaching and the highest degree of self-regulation and learning outcome, cluster 2 students are mixed (both positive and negative experiences), and cluster 3 students have the most negative preferences and the lowest self-regulation and learning outcome. In this study, we used 5 focus group interviews with 29 students based on their preferences towards online teaching to discuss and reflect on their own study planning, the shift in the learning environment, their perceived learning outcome, and positive and negative experiences from online teaching. The results from this study have shown that students’ self-regulated learning strategies during online teaching environment are important for their learning outcome. Thus, we demonstrate the disjunction between students’ learning outcome and the classroom as a fixed place for learning.https://www.mdpi.com/2076-0760/12/3/156online teachinglearning approachesself-regulationlearning gradientCOVID-19 lockdown |
| spellingShingle | Carsten Kronborg Bak Simon Schulin University College Students’ Experiences with Online Teaching One Year after COVID-19 Lockdown in Spring 2020 Social Sciences online teaching learning approaches self-regulation learning gradient COVID-19 lockdown |
| title | University College Students’ Experiences with Online Teaching One Year after COVID-19 Lockdown in Spring 2020 |
| title_full | University College Students’ Experiences with Online Teaching One Year after COVID-19 Lockdown in Spring 2020 |
| title_fullStr | University College Students’ Experiences with Online Teaching One Year after COVID-19 Lockdown in Spring 2020 |
| title_full_unstemmed | University College Students’ Experiences with Online Teaching One Year after COVID-19 Lockdown in Spring 2020 |
| title_short | University College Students’ Experiences with Online Teaching One Year after COVID-19 Lockdown in Spring 2020 |
| title_sort | university college students experiences with online teaching one year after covid 19 lockdown in spring 2020 |
| topic | online teaching learning approaches self-regulation learning gradient COVID-19 lockdown |
| url | https://www.mdpi.com/2076-0760/12/3/156 |
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