Händel M, Stephan M, Gläser-Zikuda M, Kopp B, Bedenlier S, Ziegler A (2020)
Publication Status: In review
Publication Type: Journal article, Original article
Future Publication Type: Journal article
Publication year: 2020
URI: https://www.tandfonline.com/doi/full/10.1080/15391523.2020.1846147
DOI: 10.1080/15391523.2020.1846147
Open Access Link: https://www.tandfonline.com/doi/full/10.1080/15391523.2020.1846147
The current study investigated how ready higher education students were for emergency remote teaching due to the COVID-19 pandemic and how this influenced their socio-emotional perceptions. Results of N = 1,826 higher education students indicate that they seem to be ready for digital learning. A k-means cluster analysis revealed two groups of students that significantly differed with respect to their readiness for digital learning (in terms of technology equipment availability, prior experiences with e-learning, and skills for digital learning). Finally, students’ socio-emotional perceptions, that is, stress-related emotions (worries, tension, joy, and overload) as well as social and emotional loneliness significantly differed due to cluster membership. Hence, the study points a need for support of higher education students in successfully coping with the challenges of emergency remote studying.
APA:
Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2020.1846147
MLA:
Händel, Marion, et al. "Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic." Journal of Research on Technology in Education (2020).
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