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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-236605
DOI: 10.25656/01:23660; 10.26529/cepsj.1147
URN: urn:nbn:de:0111-pedocs-236605
DOI: 10.25656/01:23660; 10.26529/cepsj.1147
| Original Title |
Higher education students’ experience of emergency remote teaching during the Covid-19 pandemic in relation to self-regulation and positivity |
|---|---|
| Parallel title | Izkušnje študentov z izrednim poučevanjem na daljavo med pandemijo covida-19 v odnosu do samoregulacije in pozitivnosti |
| Authors | Jurisevic, Mojca; Lavrih, Lana; Lisic, Amela; Podlogar, Neza; Zerak, Urska |
| Source | CEPS Journal 11 (2021) Special Issue, S. 241-262 |
| Document | full text (343 KB) |
| License of the document | In copyright |
| Keywords (German) | Hochschulbildung; Pandemie; Krise; COVID-19; Coronavirus; Student; Fernunterricht; Wirkung; Selbststeuerung; Selbst gesteuertes Lernen; Bewältigung; Strategie; Positives Denken; Fragebogenerhebung; Slowenien |
| sub-discipline | Higher Education Organisation of Education, Educational Planning, Educational Legislation |
| Document type | Article (journal) |
| ISSN | 2232-2647; 22322647 |
| Language | English |
| Year of creation | 2021 |
| review status | Peer-Reviewed |
| Abstract (English): | The main objective of the present research was to explore students’ experiences of emergency remote teaching during the Covid-19 pandemic. Specifically, we were interested in how strategies for coping with an emergency situation, learning strategies and positivity relate to this experience. A total of 337 university students participated in the study. The data were collected with an online questionnaire. The results show that students used more adaptive coping strategies (positive reappraisal, acceptance and refocus on planning) and fewer maladaptive strategies (blaming others, catastrophising). Furthermore, students reported the frequent use of two self-regulated learning strategies, i.e., environment structuring and goal setting, and the less frequent use of task strategies. Self-regulation and positivity explained a total of 40% of the variance of the students’ experience during the pandemic. Important predictors for more constructive experience were the frequent use of goal setting and environment structuring strategies, more pronounced positivity, and less frequent use of the catastrophising coping strategy. The research findings contribute to a better understanding of students’ emergency remote teaching and learning experience during the pandemic and its correlates. Moreover, the findings could enable academic staff to focus on the essential elements when supporting students to cope with the pandemic. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2021 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 26.11.2021 |
| Citation | Jurisevic, Mojca; Lavrih, Lana; Lisic, Amela; Podlogar, Neza; Zerak, Urska: Higher education students’ experience of emergency remote teaching during the Covid-19 pandemic in relation to self-regulation and positivity - In: CEPS Journal 11 (2021) Special Issue, S. 241-262 - URN: urn:nbn:de:0111-pedocs-236605 - DOI: 10.25656/01:23660; 10.26529/cepsj.1147 |
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