Biwer Felicitas, Wiradhany Wisnu, Oude Egbrink Mirjam, Hospers Harm, Wasenitz Stella, Jansen Walter, de Bruin Anique
Department of Educational Development & Research, School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands.
Department of Psychology, Faculty of Humanities, Bina Nusantara University, West Jakarta, Indonesia.
Front Psychol. 2021 Apr 23;12:642593. doi: 10.3389/fpsyg.2021.642593. eCollection 2021.
During the COVID-19 (coronavirus disease 2019) pandemic, universities had to shift from face-to-face to emergency remote education. Students were forced to study online, with limited access to facilities and less contact with peers and teachers, while at the same time being exposed to more autonomy. This study examined how students adapted to emergency remote learning, specifically focusing on students' resource-management strategies using an individual differences approach. One thousand eight hundred university students completed a questionnaire on their resource-management strategies and indicators of (un)successful adaptation to emergency remote learning. On average, students reported being less able to regulate their attention, effort, and time and less motivated compared to the situation before the crisis started; they also reported investing more time and effort in their self-study. Using a -means cluster analysis, we identified four adaptation profiles and labeled them according to the reported changes in their resource-management strategies: the overwhelmed, the surrenderers, the maintainers, and the adapters. Both the overwhelmed and surrenderers appeared to be less able to regulate their effort, attention, and time and reported to be less motivated to study than before the crisis. In contrast, the adapters appreciated the increased level of autonomy and were better able to self-regulate their learning. The resource-management strategies of the maintainers remained relatively stable. Students' responses to open-answer questions on their educational experience, coded using a thematic analysis, were consistent with the quantitative profiles. Implications about how to support students in adapting to online learning are discussed.
在2019冠状病毒病（COVID-19）大流行期间，大学不得不从面对面教学转向应急远程教学。学生们被迫在线学习，使用设施的机会有限，与同龄人和教师的接触减少，同时又面临更多的自主学习要求。本研究调查了学生如何适应应急远程学习，特别关注学生使用个体差异方法的资源管理策略。1800名大学生完成了一份关于他们资源管理策略以及应急远程学习（未）成功适应指标的问卷。平均而言，学生们报告说，与危机开始前的情况相比，他们在注意力、精力和时间管理方面的能力下降，学习动力也降低；他们还报告说在自学上投入了更多的时间和精力。通过均值聚类分析，我们确定了四种适应类型，并根据报告的资源管理策略变化对它们进行了标注：不堪重负型、放弃型、维持型和适应型。不堪重负型和放弃型学生似乎在精力、注意力和时间管理方面的能力较弱，并且报告说学习动力比危机前更低。相比之下，适应型学生赞赏自主程度的提高，并且能够更好地自我管理学习。维持型学生的资源管理策略保持相对稳定。学生们对关于他们教育经历的开放式问题的回答，通过主题分析进行编码，与定量分析结果一致。文中讨论了关于如何支持学生适应在线学习的相关启示。
