Sudden transition to online learning: Exploring the relationships among measures of student experience
Online learning anxiety might be related to how university students perceived their learning and performance during the COVID-19 pandemic, and in course modules with mathematical content, math anxiety may also have come into play. The aim of this study was to examine the relationships between these...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-06-01
|
| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374024000141 |
| _version_ | 1811153616911728640 |
|---|---|
| author | Roser Bono María Isabel Núñez-Peña Carlos Campos-Rodríguez Belén González-Gómez Vicenç Quera |
| author_facet | Roser Bono María Isabel Núñez-Peña Carlos Campos-Rodríguez Belén González-Gómez Vicenç Quera |
| author_sort | Roser Bono |
| collection | DOAJ |
| description | Online learning anxiety might be related to how university students perceived their learning and performance during the COVID-19 pandemic, and in course modules with mathematical content, math anxiety may also have come into play. The aim of this study was to examine the relationships between these types of anxiety, as well as to explore other possible factors associated with students’ experience of sudden transition to online learning in a module with high mathematical content. Participants were 125 psychology undergraduates enrolled in a Research Design module. The main results showed that students reporting greater online learning anxiety found online materials less useful and suffered from greater math anxiety; their self-perceived performance was also worse. In the year following lockdown, online learning anxiety was lower and the perceived usefulness of online material was greater than during lockdown. Finally, analysis of the association between psychological state in the use of e-learning tools during COVID-19 and online learning anxiety revealed that online learning readiness played a mediating role in this relationship. The paper concludes with a series of recommendations regarding how universities might better prepare for future unforeseen disruptions to face-to-face teaching. In particular, there is a need to improve students’ readiness for online learning and to ensure that online materials are perceived as useful. |
| first_indexed | 2024-03-07T23:05:22Z |
| format | Article |
| id | doaj.art-b060887fd3754ffd8aa28c74e99c66c2 |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-03-07T23:05:22Z |
| publishDate | 2024-06-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-b060887fd3754ffd8aa28c74e99c66c22024-02-22T04:53:34ZengElsevierInternational Journal of Educational Research Open2666-37402024-06-016100332Sudden transition to online learning: Exploring the relationships among measures of student experienceRoser Bono0María Isabel Núñez-Peña1Carlos Campos-Rodríguez2Belén González-Gómez3Vicenç Quera4Department of Social Psychology and Quantitative Psychology, Faculty of Psychology, University of Barcelona, Spain; Institute of Neurosciences, University of Barcelona, Spain; Corresponding author at: Department of Social Psychology and Quantitative Psychology, Faculty of Psychology, University of Barcelona, Passeig de la Vall d'Hebron, 171, Barcelona 08035, Spain.Department of Social Psychology and Quantitative Psychology, Faculty of Psychology, University of Barcelona, Spain; Institute of Neurosciences, University of Barcelona, Spain; Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, SpainDepartment of Social Psychology and Quantitative Psychology, Faculty of Psychology, University of Barcelona, SpainDepartment of Social Psychology and Quantitative Psychology, Faculty of Psychology, University of Barcelona, Spain; Institute of Neurosciences, University of Barcelona, SpainDepartment of Social Psychology and Quantitative Psychology, Faculty of Psychology, University of Barcelona, Spain; Institute of Neurosciences, University of Barcelona, SpainOnline learning anxiety might be related to how university students perceived their learning and performance during the COVID-19 pandemic, and in course modules with mathematical content, math anxiety may also have come into play. The aim of this study was to examine the relationships between these types of anxiety, as well as to explore other possible factors associated with students’ experience of sudden transition to online learning in a module with high mathematical content. Participants were 125 psychology undergraduates enrolled in a Research Design module. The main results showed that students reporting greater online learning anxiety found online materials less useful and suffered from greater math anxiety; their self-perceived performance was also worse. In the year following lockdown, online learning anxiety was lower and the perceived usefulness of online material was greater than during lockdown. Finally, analysis of the association between psychological state in the use of e-learning tools during COVID-19 and online learning anxiety revealed that online learning readiness played a mediating role in this relationship. The paper concludes with a series of recommendations regarding how universities might better prepare for future unforeseen disruptions to face-to-face teaching. In particular, there is a need to improve students’ readiness for online learning and to ensure that online materials are perceived as useful.http://www.sciencedirect.com/science/article/pii/S2666374024000141Online learning anxietyMath anxietyCOVID-19 anxietySelf-perceived performanceHigher education |
| spellingShingle | Roser Bono María Isabel Núñez-Peña Carlos Campos-Rodríguez Belén González-Gómez Vicenç Quera Sudden transition to online learning: Exploring the relationships among measures of student experience International Journal of Educational Research Open Online learning anxiety Math anxiety COVID-19 anxiety Self-perceived performance Higher education |
| title | Sudden transition to online learning: Exploring the relationships among measures of student experience |
| title_full | Sudden transition to online learning: Exploring the relationships among measures of student experience |
| title_fullStr | Sudden transition to online learning: Exploring the relationships among measures of student experience |
| title_full_unstemmed | Sudden transition to online learning: Exploring the relationships among measures of student experience |
| title_short | Sudden transition to online learning: Exploring the relationships among measures of student experience |
| title_sort | sudden transition to online learning exploring the relationships among measures of student experience |
| topic | Online learning anxiety Math anxiety COVID-19 anxiety Self-perceived performance Higher education |
| url | http://www.sciencedirect.com/science/article/pii/S2666374024000141 |
| work_keys_str_mv | AT roserbono suddentransitiontoonlinelearningexploringtherelationshipsamongmeasuresofstudentexperience AT mariaisabelnunezpena suddentransitiontoonlinelearningexploringtherelationshipsamongmeasuresofstudentexperience AT carloscamposrodriguez suddentransitiontoonlinelearningexploringtherelationshipsamongmeasuresofstudentexperience AT belengonzalezgomez suddentransitiontoonlinelearningexploringtherelationshipsamongmeasuresofstudentexperience AT vicencquera suddentransitiontoonlinelearningexploringtherelationshipsamongmeasuresofstudentexperience |