Digital readiness and its effects on higher education students' socio-emotional perceptions in the context of the COVID-19 pandemic. Issue 2 (9th November 2020)

• Record Type: Journal Article
• Authors: Händel, Marion; Stephan, Melanie; Gläser-Zikuda, Michaela; Kopp, Bärbel; Bedenlier, Svenja; Ziegler, Albert
• Is Part Of: Journal of research on technology in education. Volume 54:Issue 2(2022)
• Page Start: 267
• Page End: 280
• Publication Date: 2020-11-09
• Subjects: Readiness for digital learning -- COVID-19 pandemic -- cluster analysis -- socio-emotional perceptions; Computer-assisted instruction -- Periodicals; Educational technology -- Periodicals; Internet in education -- Periodicals; Distance education -- Periodicals; 371.3305
• DOI: 10.1080/15391523.2020.1846147
• Languages: English
• ISSNs: 1539-1523

Abstract

Abstract: 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.