Aprendizaje en línea durante la pandemia de COVID-19: aplicación de la teoría de la autodeterminación en la ‘nueva normalidad’

[Patterns of social behavior among informal workers during extreme events: lessons from social life during the Covid-19 pandemic in Lima, Peru.]

This study analyzes changes in social life during the pandemic and the early stages of the post-pandemic period within a population characterized by high levels of informality in Lima, particularly the textile district of Gamarra, encompassing 89,123 people. A qualitative approach was adopted, based on 62 semi-structured interviews with garment manufacturers, in-store traders, and street vendors. Two distinct moments could be identified: a) experiences confronting the shock induced by the Covid-19 pandemic; and b) experiences of reconfiguring work and daily life, alongside strategies adopted by the population. In conclusion, the study suggests that some elements of daily life acquired during the Covid-19 pandemic may carry over into the future, inducing society to place greater emphasis on preventive measures against emerging risks, including behaviors related to hygiene and health, fostering closer family ties, increased utilization of digitalization and hybrid work models, and the cultivation of enhanced social capital.

Satisfaction of Online University Education during the COVID-19 Pandemic

The rapid global spread of the coronavirus disease affected the education sector, which had to adapt its teaching methodology to an online scenario to curb the increase in infections. This study aimed to determine the satisfaction level of university students regarding the online education they received during the COVID-19 pandemic. A descriptive cross-sectional study was carried out with nursing degree students. Convenience sampling was used because of the accessibility of the sample, estimating 168 as the minimum sample size needed. The satisfaction level was measured using the "Questionnaire on Satisfaction of University Students with Online Training" (CUSAUF). The sample consisted of 215 participants. The overall level of satisfaction was high. Subject content and teaching methodology were the most highly rated aspects, while aspects related to lecturer-student communication and communication among students were rated the worst. The Cronbach's α for the satisfaction scale was 0.94, showing high internal consistency and reliability of the sample. Online education could be considered an alternative methodology for teaching learning modules or complementing face-to-face training in future training programs.

Student engagement during emergency remote teaching: A scoping review

Research on student engagement has recently gained popularity as it can address problems such as early dropout and poor achievement. The growing interest in investigating student engagement during the Covid-19 pandemic is reflected in increased publications addressing this topic. However, no review provided research evidence and an overview of existing literature on student engagement during emergency remote teaching (ERT). We reviewed how student engagement studies were undertaken during ERT from three perspectives: (1) the landscape of studies, (2) methodologies issues, and (3) the strategies used to facilitate student engagement. 42 articles were analysed from an initial pool of 436 search results. The findings illustrate that current studies were predominately undertaken in the United States (36%) and China (22%) with focusing on STEM subjects as a dominant discipline. The literature was largely inconsistent in defining and measuring student engagement. In addition, the majority of studies (57%) investigated students’ engagement from the perspective of students, unlike other stakeholders. The most prominent finding is that ERT promoted several important engagement strategies, including motivational factors, teachers’ facilitation, a hybrid learning model, and using learning technologies to boost students’ engagement.

Changes in university students' behavioral intention to learn online throughout the COVID-19: Insights for online teaching in the post-pandemic era

Many researchers investigated university students' behavioural intention to undertake online courses during COVID. However, few examined how students' intention might change throughout COVID by incorporating their learning capability and approaches. The universities in China went through a process from lockdown in February to reopening in September 2020. It provided a unique context for university students in China to experience emergent online learning for approximately six months before returning to normal face-to-face or blended learning on campus. The researchers conducted a questionnaire survey among 193 Chinese university students to investigate the changes in their behavioral intention to learn online throughout COVID. Additionally, the researchers explored the relationships between the participants' behavioral intention and the factors of learning capability in general, application of specific online learning strategies, online course engagement levels, and academic performance. It was found that the participants' intention to study online significantly increased during COVID and then slightly decreased after the university reopened. The participants' intention of online learning after COVID was predicted by their prior intention, learning capability, application of online learning strategies, and online course engagement. The participants' perceptions about online learning revealed that, when choosing future course delivery modes, they would a) reflect on their own disposition, capability, and needs, b) compare different learning modes, and c) examine course quality and teachers' competency. The participants also shared advice regarding their expectation of future online courses which may help shape university educators' pedagogical practices and provide insights for university online and blended course delivery from learners' perspectives.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s10639-022-11320-0.

Impact of COVID-19 on University Students: An Analysis of Its Influence on Psychological and Academic Factors

The irruption of COVID-19 has had different consequences on mental health in the youth population. Specifically, the sector made up of university students has suffered an abrupt change of teaching modality because of the pandemic. As such, this paper aims to analyze the impact that COVID-19 has had on different personal factors of students: (i) satisfaction with life; (ii) lived uncertainty; (iii) depression, anxiety, and stress, as well as factors related to academic development; (iv) motivation and the creation of teaching and learning strategies during this period; and (v) the perception of the degree of adaptability to the new scenario brought about by the university system. For this purpose, a cross-sectional quantitative design was advocated through the elaboration of an SEM model, which included 1873 university students from Andalusian Universities (Spain). The results reflected the strong negative impact that the pandemic had, especially on the levels of life satisfaction and the indices of depression, anxiety, and stress of the students. Likewise, the findings reflected the relevance of the correct adaptability on the part of the university to these new circumstances. It is necessary for university institutions to focus their efforts on quality attention to students, in order to establish fluid communication with them and to adapt to their academic and personal needs.

Lecturers’ Basic Psychological Needs Satisfaction and Its Relationship with Students’ Disposition towards Studying during Online Teaching in the COVID-19 Pandemic

When examining learning at university, especially in a pandemic context, it is important to analyze the actions taken by lecturers to promote students’ disposition towards studying. The objectives of this research project were to analyze the activities lecturers implement in class to promote their students’ disposition towards studying; examine lecturers’ basic psychological needs satisfaction levels; and determine the relationship between feedback, beliefs, and affect for self-regulation and lecturers’ basic psychological needs satisfaction. A quantitative methodological approach, with a descriptive, correlational, and cross-sectional design was used, with a sample of 97 lecturers from Chilean universities. Data collection took place through a battery of instruments: the promotion of disposition towards studying survey; the feedback scale for self-regulation; the beliefs and affect in self-regulation survey; the satisfaction of basic psychological needs survey; and a sociodemographic questionnaire. The results showed that the promotion of disposition towards studying was a key factor to face social distancing and the loss of self-regulation for learning because of the COVID-19 pandemic. In addition, a positive correlation was found between beliefs and affect in relation to self-regulation and satisfaction levels of basic psychological needs in the participating lecturers.

The Role of Relatedness in the Motivation and Vitality of University Students in Online Classes During Social Distancing

As part of the social distancing measures for preventing the spread of COVID-19, many university courses were moved online. There is an assumption that online teaching limits opportunities for fostering interpersonal relationships and students' satisfaction of the basic need for relatedness - reflected by experiencing meaningful interpersonal connections and belonging - which are considered important prerequisites for student motivation and vitality. In educational settings, an important factor affecting students' relatedness satisfaction is the teachers' behavior. Although research suggests that relatedness satisfaction may be impaired in online education settings, to date no study has assessed how university lecturers' relatedness support might be associated with student relatedness satisfaction and therefore, student motivation and vitality. This study tested this mediating relationship using data collected during the early days of the COVID-19 pandemic. The study also investigated whether the relations were moderated by a high affiliation motive which reflects a dispositional wish for positive and warm relationships. The possible importance of the communication channel selected by the lecturers (video chat yes/no) and the format of a class (lecture/seminar) were also investigated. In a sample of N = 337 students, we tested our hypotheses using structural equation model (SEM). Results confirmed mediation, but not moderation. The use of video chat (video call) seems to facilitate the provision of relatedness support but our data did not show that the format of a class was associated with relatedness. Our findings indicate that both teaching behavior and the technical format used to deliver lectures play important roles in student experiences with online classes. The results are discussed in light of other research conducted during the pandemic.

The Pedagogical Model of Hybrid Teaching: Difficulties of University Students in the Context of COVID-19

The global pandemic caused by COVID-19 has led to changes in many areas, with educational scenarios being affected. In this sense, university education has undergone significant changes owing to the impossibility of following the fully face-to-face mode of teaching. Given this situation, the general objective of this study is to analyze the university educational scenario in the context of COVID-19 and, more specifically, to identify the difficulties perceived by students. Using a mixed quantitative-qualitative methodological approach, an ad hoc questionnaire was designed, and data were collected from a sample of 238 students of the Bachelor's Degree in Teaching during the 2020/2021 academic year. The results obtained have shown that students have experienced numerous difficulties in adapting to the hybrid teaching model. In this sense, it is worth highlighting the decrease in motivation, the feeling of loneliness, technical connection problems, and less interaction with the teaching staff and other students. The degree of satisfaction with the teaching received is also moderate. As a conclusion, it can be stated that the difficulties identified recommend the introduction of actions to improve the application of the teaching model implemented in favor of university excellence.