The Impact of Distance Learning on the Psychology and Learning of University Students during the COVID-19 Pandemic

Autor/in	Alomyan, Hesham
Titel	The Impact of Distance Learning on the Psychology and Learning of University Students during the COVID-19 Pandemic
Quelle	In: International Journal of Instruction, 14 (2021) 4, S.585-606 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Distance Education; Electronic Learning; COVID-19; Pandemics; Correlation; Undergraduate Students; Student Characteristics; Anxiety; Depression (Psychology); Mental Health; Computer Literacy; Academic Achievement; Foreign Countries; Jordan + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Korrelation; Angst; Psychohygiene; Computerkenntnisse; Schulleistung; Ausland
Abstract	COVID-19 saw the world face a serious global health crisis which had a negative impact on all sectors of life especially education. Educational institutions across the globe were forced to temporarily close and use distance education as an alternative to face-to-face teaching. The current study explored the impact of the sudden transition from face-to-face learning to distance learning on students' psychology and learning. Four hundred and one (N=401) undergraduate students from the University of Petra, Jordan were surveyed using a user-designed online questionnaire. Results highlighted negative impacts of distance education on both participant's psychology and learning during the COVID-19 pandemic. More specifically, results showed that first and second year students and those with lower computer skills reported the highest negative psychological effects (i.e., feeling anxious, bored and nerves). Further first-year students and those with lower computer skill levels reported a negative impact on learning (i.e., experiencing lethargy and laziness when taking online lectures, poor focus and inability of being self-reliant when learning) by distance education when compared with students in their third and fourth year or those with higher and average computer skills. Finally, this paper discusses recommendations and implications for future distance learning. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01