Paetsch Jennifer, Schlosser Anne
Institute for Educational Science, University of Bamberg, Bamberg, Germany.
Front Psychol. 2022 Aug 12;13:894431. doi: 10.3389/fpsyg.2022.894431. eCollection 2022.
The COVID-19 pandemic caused an abrupt change in higher education that had a profound impact on students. Pandemic distance learning required students to regulate their learning more independently and to find new ways of communicating with their peers and instructors. This study focused on how students perceived the learning conditions that they encountered during the first semester that took place online compared to the time before distance learning. The primary aim of this study was to determine whether students' internal resource management strategies, intrinsic motivation, and instruction format (synchronous, asynchronous, and face-to-face) preferences were associated with the perceived changes of the learning conditions. Students enrolled in a German university ( = 330) answered an online questionnaire at the end of the summer term in 2020. Findings from structural equation modeling showed that the regulative resources of attention and intrinsic motivation were significant factors that predicted how students perceived changes in relevance, quality, and support of online instruction compared to the time before distance learning. However, our results show that these factors did not impact perceived changes in social relatedness. Moreover, the results demonstrate that preferences for digital formats were significant related to student perceptions of changes in relevance, quality, and support, whereas preferences for the face-to-face format had significant negative effects on these factors. Only the face-to-face preference had a significant (negative) effect on social relatedness. Finally, the study revealed an indirect effect of attention on students' perceived changes of learning conditions through preferences for lesson formats. This study has important implications for digital integration in higher education and suggests that institutions should implement various methods that foster social interaction and internal regulation strategies.
新冠疫情给高等教育带来了突然的变化，对学生产生了深远影响。疫情期间的远程学习要求学生更加独立地管理自己的学习，并寻找与同龄人及教师交流的新方式。本研究聚焦于学生如何看待与远程学习前相比，他们在第一学期在线学习期间所遇到的学习条件。本研究的主要目的是确定学生的内部资源管理策略、内在动机以及教学形式（同步、异步和面对面）偏好是否与学习条件的感知变化相关。德国一所大学的330名学生在2020年夏季学期末回答了一份在线问卷。结构方程模型的结果表明，注意力的调节资源和内在动机是预测学生如何看待与远程学习前相比在线教学的相关性、质量和支持方面变化的重要因素。然而，我们的结果表明，这些因素并未影响社交相关性的感知变化。此外，结果表明，对数字形式的偏好与学生对相关性、质量和支持方面变化的感知显著相关，而对面对面形式的偏好对这些因素有显著的负面影响。只有对面对面形式的偏好对社交相关性有显著（负面）影响。最后，该研究揭示了注意力通过对课程形式的偏好对学生学习条件感知变化产生的间接影响。本研究对高等教育中的数字整合具有重要意义，并建议院校应实施各种促进社交互动和内部调节策略的方法。
