{"title":"紧急情况下强制疫情电子学习——学生对高等教育管理的反馈","authors":"K. Kulikowski, S. Przytuła, L. Sulkowski","doi":"10.1080/02680513.2021.1942810","DOIUrl":null,"url":null,"abstract":"ABSTRACT The COVID-19 pandemic created many challenges for higher education institutions (HEI), one of the most important being forced e-learning – the involuntary need to move all educational activities to an online environment. In this exploratory study, we aim to learn from students’ feedback on demands created by COVID-19 forced e-learning to provide HEI management with insights helpful in building educational policies that might promote students’ positive perception of distance learning in turbulent times. Based on a convenience sample of more than 600 university students we implemented multiple regression analysis to explore the relationships between e-learning demands experienced by students and the three dimensions of e-learning perception: emotional experience with e-learning, cognitive evaluation of e-learning, and study engagement in e-learning. Our findings have shown that the e-learning demand most strongly related to a negative perception of e-learning was students’ belief that during e-learning the university was plunged into chaos. This suggests that for students who participate in e-learning, the most important aspect of e-learning policy might be not, as we often intuitively think, the cutting edge e-learning platform & technology but rather effective reciprocal communication between HEI and students about the e-learning situation, allowing a perception of order to be created.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02680513.2021.1942810","citationCount":"12","resultStr":"{\"title\":\"Emergency forced pandemic e-learning – feedback from students for HEI management\",\"authors\":\"K. Kulikowski, S. Przytuła, L. Sulkowski\",\"doi\":\"10.1080/02680513.2021.1942810\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT The COVID-19 pandemic created many challenges for higher education institutions (HEI), one of the most important being forced e-learning – the involuntary need to move all educational activities to an online environment. In this exploratory study, we aim to learn from students’ feedback on demands created by COVID-19 forced e-learning to provide HEI management with insights helpful in building educational policies that might promote students’ positive perception of distance learning in turbulent times. Based on a convenience sample of more than 600 university students we implemented multiple regression analysis to explore the relationships between e-learning demands experienced by students and the three dimensions of e-learning perception: emotional experience with e-learning, cognitive evaluation of e-learning, and study engagement in e-learning. Our findings have shown that the e-learning demand most strongly related to a negative perception of e-learning was students’ belief that during e-learning the university was plunged into chaos. This suggests that for students who participate in e-learning, the most important aspect of e-learning policy might be not, as we often intuitively think, the cutting edge e-learning platform & technology but rather effective reciprocal communication between HEI and students about the e-learning situation, allowing a perception of order to be created.\",\"PeriodicalId\":46089,\"journal\":{\"name\":\"Open Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2021-06-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/02680513.2021.1942810\",\"citationCount\":\"12\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Open Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/02680513.2021.1942810\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Open Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02680513.2021.1942810","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Emergency forced pandemic e-learning – feedback from students for HEI management
ABSTRACT The COVID-19 pandemic created many challenges for higher education institutions (HEI), one of the most important being forced e-learning – the involuntary need to move all educational activities to an online environment. In this exploratory study, we aim to learn from students’ feedback on demands created by COVID-19 forced e-learning to provide HEI management with insights helpful in building educational policies that might promote students’ positive perception of distance learning in turbulent times. Based on a convenience sample of more than 600 university students we implemented multiple regression analysis to explore the relationships between e-learning demands experienced by students and the three dimensions of e-learning perception: emotional experience with e-learning, cognitive evaluation of e-learning, and study engagement in e-learning. Our findings have shown that the e-learning demand most strongly related to a negative perception of e-learning was students’ belief that during e-learning the university was plunged into chaos. This suggests that for students who participate in e-learning, the most important aspect of e-learning policy might be not, as we often intuitively think, the cutting edge e-learning platform & technology but rather effective reciprocal communication between HEI and students about the e-learning situation, allowing a perception of order to be created.