University College Students' Experiences with Online Teaching One Year after COVID-19 Lockdown in Spring 2020

Carsten Kronborg Bak, Simon Schulin

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

The aim of this study was to explore university college students’ experiences with online
teaching one year after the lockdown in spring 2021.With quantitative cluster analysis, we have
identified a “learning gradient” among students, showing that cluster 1 students have the most
positive preferences towards online teaching and the highest degree of self-regulation and learning
outcome, cluster 2 students are mixed (both positive and negative experiences), and cluster 3 students
have the most negative preferences and the lowest self-regulation and learning outcome. In this
study, we used 5 focus group interviews with 29 students based on their preferences towards online
teaching to discuss and reflect on their own study planning, the shift in the learning environment,
their perceived learning outcome, and positive and negative experiences from online teaching. The
results from this study have shown that students’ self-regulated learning strategies during online
teaching environment are important for their learning outcome. Thus, we demonstrate the
Original languageEnglish
Article number156
JournalSocial Sciences
Volume12
Issue number3
Number of pages13
ISSN2076-0760
DOIs
Publication statusPublished - 2023

Keywords

  • learning, educational science and teaching
  • COVID-19 lockdown
  • learning approaches
  • learning gradient
  • online teaching
  • self-regulation

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