{"title":"The Idea That Digital Remote Learning Can Happen Anytime, Anywhere in Forced Online Teacher Education is a Myth","authors":"Andrej Šorgo, Mateja Ploj Virtič, Kosta Dolenc","doi":"10.1007/s10758-023-09685-3","DOIUrl":null,"url":null,"abstract":"Abstract An involuntary international experiment in which the entire student population was switched to digital remote learning due to the measures to stop COVID-19 put the paradigm of \"anytime, anywhere learning\" to the test. Online survey responses were obtained from 281 preservice primary and subject teachers. Using Structural Equation Modelling, connections were examined by inspection of path coefficients between constructs quality of personal digital technology, satisfaction, health, well-being, motivation, and physical activity. Problems with the quality of personal digital technology had a moderate influence on all constructs except motivation. Satisfaction influenced all constructs, well-being, and health the most. When comparing responses of the bottom and top third students based on the quality of personal digital technology, it was found that students who did not have the appropriate technology and workspace were less satisfied and suffered more. This is reflected in an increased incidence of problems related to health, well-being, and physical activity, along with a decrease in motivation. At least for the technologically deprived, the paradigm of \"anytime, anywhere learning\" is a myth. The study highlights the need for educational institutions to provide adequate technology and workspaces for all students in order to support their well-being and motivation during remote learning.","PeriodicalId":46366,"journal":{"name":"Technology Knowledge and Learning","volume":"72 1","pages":"0"},"PeriodicalIF":3.0000,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Technology Knowledge and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s10758-023-09685-3","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract An involuntary international experiment in which the entire student population was switched to digital remote learning due to the measures to stop COVID-19 put the paradigm of "anytime, anywhere learning" to the test. Online survey responses were obtained from 281 preservice primary and subject teachers. Using Structural Equation Modelling, connections were examined by inspection of path coefficients between constructs quality of personal digital technology, satisfaction, health, well-being, motivation, and physical activity. Problems with the quality of personal digital technology had a moderate influence on all constructs except motivation. Satisfaction influenced all constructs, well-being, and health the most. When comparing responses of the bottom and top third students based on the quality of personal digital technology, it was found that students who did not have the appropriate technology and workspace were less satisfied and suffered more. This is reflected in an increased incidence of problems related to health, well-being, and physical activity, along with a decrease in motivation. At least for the technologically deprived, the paradigm of "anytime, anywhere learning" is a myth. The study highlights the need for educational institutions to provide adequate technology and workspaces for all students in order to support their well-being and motivation during remote learning.
期刊介绍：
Technology, Knowledge and Learning emphasizes the increased interest on context-aware adaptive and personalized digital learning environments. Rapid technological developments have led to new research challenges focusing on digital learning, gamification, automated assessment and learning analytics. These emerging systems aim to provide learning experiences delivered via online environments as well as mobile devices and tailored to the educational needs, the personal characteristics and the particular circumstances of the individual learner or a (massive) group of interconnected learners. Such diverse learning experiences in real-world and virtual situations generates big data which provides rich potential for in-depth intelligent analysis and adaptive feedback as well as scaffolds whenever the learner needs it. Novel manuscripts are welcome that account for how these new technologies and systems reconfigure learning experiences, assessment methodologies as well as future educational practices. Technology, Knowledge and Learning also publishes guest-edited themed special issues linked to the emerging field of educational technology.
Submissions can be empirical investigations, work in progress studies or emerging technology reports. Empirical investigations report quantitative or qualitative research demonstrating advances in digital learning, gamification, automated assessment or learning analytics. Work-in-progress studies provide early insights into leading projects or document progressions of excellent research within the field of digital learning, gamification, automated assessment or learning analytics. Emerging technology reports review new developments in educational technology by assessing the potentials for leading digital learning environments. Manuscripts submitted to Technology, Knowledge and Learning undergo a blind review process involving expert reviews and in-depth evaluations. Initial feedback is usually provided within eight weeks including in progress open-access abstracts and review snapshots.
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