DISTANCE LEARNING: MINDSET, MOTIVATION, AND ADAPTATION IN THE COVID ERA

Autori

  • Brant von Goble Jilin International Studies University, Jilin, P. R. of China

##semicolon##

https://doi.org/10.46827/ejoe.v7i1.4130

##semicolon##

China##common.commaListSeparator## distance education##common.commaListSeparator## student satisfaction##common.commaListSeparator## higher education##common.commaListSeparator## student wellbeing

Abstrakt

The year 2020 saw a large and rapid COVID-related transition to distance learning, including in countries and institutions that have traditionally been averse to non-traditional instruction delivery options. The effects of this shift have been evaluated in numerous papers; however, most have addressed changes in the educational operation and mindset of students in the developed world. This article examines the self-reported performance and satisfaction of two cohorts of college students in China, the first (Cohort I) recruited from two of the researcher’s courses—Educational Research and Issues in Bicultural Education—both taught at Jilin International Studies University, and consisting of a total of 105 participants out of a possible 137 (76.64% response rate). The second cohort (Cohort II) consisted of 28 participants from higher educational institutions throughout China, collected by way of the snowball sampling method with the assistance of one of the researcher’s students. Participants were given a multi-construct electronic survey of 30 questions. They then submitted these completed surveys as DOCX files by email or by the Tencent WeChat messenger program. These results were compiled and analyzed in Microsoft Excel, using simple statistical methods and percentages. Results for each cohort differed markedly, with considerable overlap of key constructs. Students in Cohort I demonstrated considerably higher levels of satisfaction with distance education and their physically isolated living and study conditions than did those in Cohort II; however, both groups reported generally positive or neutral experiences in distance learning both in absolute terms and relative to their in-person learning experiences. Possible reasons for the differences in these responses and the suggestions for expanding and improving distance learning in China are presented herein.

##submission.authorBiography##

  • ##submission.authorWithAffiliation##
    Brant von Goble, Ed.D., is an associate professor at Jilin International Studies University. His research interests include motivational theory, working memory, and second-language acquisition. He has presented at the annual conferences of the American Educational Research Association (2015) and the Association for Psychological Science (2016).

##submission.citations##

Alpert, W., Couch, K., & Harmon, O. (2016). A randomized assessment of online learning. American Economic Review, 106(5), 378-382.

American Psychological Association. (2022, March). Slightly more than 6 in 10 U.S. adults (61%) report undesired weight change since start of pandemic. https://www.apa.org/news/press/releases/2021/03/march-weight-change

Anderson, B., & Simpson, M. (2012). History and heritage in distance education. Journal of Open, Flexible, and Distance Learning, 16(2), 1-10.

Bachman, J., O’Malley P., Freedman-Doan, P., Trzesniewski, K., & Donnellan, M. (2011). Adolescent self-esteem: Differences by race/ethnicity, gender, and age. Self Identity, 10(4). 445-473.

Cellini, S., & Grueso, H. (2021, May 18) Student learning in online college programs. AERA Open. https://journals.sagepub.com/doi/full/10.1177/23328584211008105

Clemens, V., Deschamps, P., Fegert, J., Anagnostopoulos, D., Bailey, S., Doyle, M., Eliez, S., Hansen, A., Hebebrand, J., Hillegers, M., Jacobs, B., Karwautz, A., Kiss, E., Kotsis, K., Kumperscak, H., Pejovic Milovancevic, M., Christensen, A., Raynaud, J., Westerinen, H. & Visnapuu Bernadt, P. (2020). Potential effects of “social” distancing measures and school lockdown on child and adolescent mental health. European Child & Adolescent Psychiatry, 29, 739-742.

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.

Dimensional Research. (2013, April). Customer service and business results: A survey of customer service from mid-size companies. https://tinyurl.com/yckj29u8

Duckworth, A., Peterson, C., Matthews, M., & Kelly, D. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.

Figlio, D., Rush, M., & Yin, L. (2010, June). Is it live or is it internet? Experimental estimates of the effects of online instruction on student learning. (Working Paper No. 16089). National Bureau of Economic Research. https://www.nber.org/papers/w16089

Garad, A., Al-Ansi, A., & Qamari, I. (2021). The role of e-learning infrastructure and cognitive competence in distance learning effectiveness during the COVID-19 pandemic. Cakrawala Pendidikan, 40(1), 81-91.

Gleason, M. (2017). Families without schools: Rurality, correspondence education, and the promise of schooling in interwar western Canada. History of Education Quarterly, 57(3), 305-330.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, M. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Kelly, R., (2021, May 13). 73 percent of students prefer some courses be fully online post-pandemic. Campus Technology. https://campustechnology.com/articles/2021/ 05/13/73-percent-of-students-prefer-some-courses-be-fully-online-post-pandemic.aspx

Lee, J., Jeong, H., & Ki, S. (2021). Stress, anxiety, and depression among undergraduate

students during the COVID-19 pandemic and their use of mental health services. Innovative Higher Education, 46, 519-538.

Li, C., & Lalani, F. (2020, April 29). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. https://www.weforum.org/ agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/

Liu, H., & Yen, J. (2014). Effects of distance learning on learning effectiveness. Eurasia Journal of Mathematics, Science & Technology Education, 10(6), 575-580.

May, C. (2017, January 31). Most people consider themselves to be morally superior. Scientific American. https://www.scientificamerican.com/article/most-people-consider-themselves-to-be-morally-superior/

Muñoz-Najar, A., Gilberto, A., Hasan, A., Cobo, C., Azevedo, J., & Akmal, M. (2021). Remote learning during COVID-19: Lessons from today, principles for tomorrow. The World Bank. https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic

Ni, A. (2013). Comparing the effectiveness of classroom and online learning: Teaching research methods. Journal of Public Affairs Education, 19(2), 199-215.

Phipps, R., & Merisotis, J. (1999). What's the difference? a review of contemporary research on the effectiveness of distance learning in higher education. Institute for Higher Education Policy. https://eric.ed.gov/?q=ED429524

Pieh, C., Plener, P., Probst, P., Dale, R., & Humer, E. (2021). Assessment of mental health of high school students during social distancing and remote schooling during the COVID-19 pandemic in Austria. JAMA Network Open, 4(6), 1-4.

Schaeffer, K. (2021, October 1). What we know about online learning and the homework gap amid the pandemic. Pew Research Center. https://www.pewresearch.org/fact-tank/2021/10/01/

Truzoli, R., Pirola, V., & Conte, S. (2021). The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID-19 pandemic. Journal of Computer Assisted Learning, 37, 940-952.

von Goble, B. (2017). The Goal-driven, Resilient, and Influential Teens Program in Kentucky high schools: The Impact on social and emotional learning and influencing factors. [Unpublished doctoral dissertation]. Western Kentucky University.

Zhang, W., & Li, W. (2019). Transformation from RTVUs to open universities in China: Current state and challenges. International Review of Research in Open and Distributed Learning, 20(4), 1-20.

Zheng, M., Bender, D., & Lyon, C. (2021). Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: Empirical evidence from a school-wide comparative study. BMC Medical Education, 21, 495.

##submission.downloads##

Publikované

2022-01-24

Číslo

Diel 7 Číslo 1 (2022)

Sekcia

Articles

##submission.license##

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).