Examining the Social Anxiety of University Students in Synchronous Online Learning Environments

Abstract

This study examines the social anxiety of university students in online live lessons in terms of their digital literacy levels, gender, previous distance education experiences, and the way they interact with the teacher in live lessons. The study was conducted with a causal-comparative and correlational research design. Data was obtained from 167 university students with an online questionnaire. The instruments used in the study were the general information form, the student-teacher interaction subscale of the social anxiety scale in e-learning environments, and the digital literacy scale. The data analysis was carried out with correlation analysis and an independent sample t-test. Results of the research showed that the social anxiety of students in synchronous learning environments has a negative relationship with their digital skills. The social anxiety of female students was found to be higher than male students. Also, students who did not actively listen to the lesson and interact with the teacher through live chat were more anxious. The social anxiety did not differ according to previous distance education experience and the use of microphones in lessons.