Hoss Thomas, Ancina Amancay, Kaspar Kai
Department of Psychology, University of Cologne, Cologne, Germany.
Front Psychol. 2022 Feb 24;13:734160. doi: 10.3389/fpsyg.2022.734160. eCollection 2022.
The COVID-19 pandemic forced German universities to adjust their established operations quickly during the first nationwide lockdown in spring 2020. Lecturers and students were confronted with a sudden transition to remote teaching and learning. The present study examined students' preparedness for and perspective on this new situation. In March and April 2020, we surveyed = 584 students about the of their perceived digital literacy and corresponding formal learning opportunities they had experienced in the past. Additionally, the students reported the direction of changes in key study characteristics they expected from this new situation. Moreover, they reported the extent to which they believe they will be able to master this new study situation successfully. Two categories of independent variables were considered: context-related variables and person-related variables. Our results show that students did not have many learning opportunities to promote their digital literacy, suggesting that they were not appropriately prepared for this new situation. Results for digital literacy vary by competence area. However, there is a positive correlation between past formal learning opportunities and corresponding digital competences. Master students reported more learning opportunities and higher digital literacy only in one competence area compared to bachelor students. Regarding the expected change of key study characteristics, some characteristics were expected to worsen and fewer to improve. A multiple regression analysis explained 54% of the estimated probability of successful remote learning. Students' age, state anxiety, positive state affect, general self-efficacy, the availability of an own workplace, past learning opportunities in digital content creation, and the estimated preparedness of lecturers for remote teaching were significant explaining factors. Our results provide valuable insights into the perspective of students on studying during the COVID-19 pandemic and beyond. We discuss important factors that should be addressed by educational measures in the future.
2020年春季德国首次全国封锁期间，新冠疫情迫使德国大学迅速调整其既定的运营模式。讲师和学生们面临着向远程教学和学习的突然转变。本研究调查了学生对这种新情况的准备情况和看法。2020年3月和4月，我们对584名学生进行了调查，了解他们所感知的数字素养水平以及他们过去所经历的相应正式学习机会。此外，学生们报告了他们期望这种新情况会给关键学习特征带来的变化方向。而且，他们报告了自己认为能够成功应对这种新学习情况的程度。我们考虑了两类自变量：与情境相关的变量和与个人相关的变量。我们的研究结果表明，学生没有太多提升数字素养的学习机会，这表明他们对这种新情况没有做好充分准备。数字素养的结果因能力领域而异。然而，过去的正式学习机会与相应的数字能力之间存在正相关。与本科生相比，硕士生仅在一个能力领域报告了更多的学习机会和更高的数字素养。关于关键学习特征的预期变化，一些特征预计会恶化，而预计会改善的特征较少。多元回归分析解释了成功进行远程学习估计概率的54%。学生的年龄、状态焦虑、积极的状态情绪、一般自我效能感、拥有自己的工作场所、过去在数字内容创作方面的学习机会以及对讲师远程教学准备情况的估计，都是重要的解释因素。我们的研究结果为新冠疫情期间及之后学生的学习视角提供了有价值的见解。我们讨论了未来教育措施应解决的重要因素。
