دورية أكاديمية
Disrupted Distance Learning: The Impact of COVID-19 on Study Habits of Distance Learning University Students
| العنوان: | Disrupted Distance Learning: The Impact of COVID-19 on Study Habits of Distance Learning University Students |
|---|---|
| اللغة: | English |
| المؤلفون: | Aristeidou, Maria (ORCID |
| المصدر: | Open Learning. 2021 36(3):263-282. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Pandemics, Distance Education, School Closing, Study Habits, Undergraduate Students, Foreign Countries, Barriers, Coping, Student Characteristics, Online Courses, Educational Technology, Predictor Variables, Student Responsibility, Interaction, Testing |
| مصطلحات جغرافية: | United Kingdom |
| DOI: | 10.1080/02680513.2021.1973400 |
| تدمد: | 0268-0513 |
| مستخلص: | Despite a growing body of work on understanding how students perceived the impacts of the COVID-19 pandemic, the effects on existing distance learning universities have received less attention. This study aimed to understand changes in distance learning students' study habits (learning, assessment and social activities) and assess the factors associated with negative impacts. An online survey collected information on demographics, study-related information, COVID-19 personal circumstances and changes in study habits from 555 undergraduate students at The Open University, UK. Of the study population, an average of 36% reported negative impacts on their study activities and 15% positive impacts. Logistic regression analysis (n = 269) demonstrated that negative impacts on study habits overall were associated with difficulties in managing workload and limited interaction with other students. Other factors, such as socioeconomic background, study level, limited interaction with tutors, age, personal health, employment issues, and childcare and caring responsibilities, relate to particular study habits. Our findings have implications for how universities with new and existing distance learning practices address these factors and better support ongoing learning activity during COVID-19 and other similar disruptions. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1315677 |
| قاعدة البيانات: | ERIC |
PDF full text from Publisher 
Full Text Finder | تدمد: | 0268-0513 |
|---|---|
| DOI: | 10.1080/02680513.2021.1973400 |