REMOTE AS MODUS VIVENDI: THE LIFE OF STUDENTS IN THE LIGHT OF MONITORS IN THE CONDITION OF A COVID-19 PANDEMIC QUARANTINE
Inna Haletska
https://orcid.org/0000-0002-9319-2229
Larysa Klymanska
Lviv Polytechnic National University
https://orcid.org/0000-0002-3693-7503
Maryna Klimanska
Ivan Franko National University of Lviv
https://orcid.org/0000-0002-3047-2346
Mariia Perun
Ivan Franko National University of Lviv
https://orcid.org/0000-0003-3334-2579
PDF 60-74 (Українська)

Keywords

distance learning
emergency distance learning
psychological aspects of learning
academic motivation
psychological well - being
adaptation
quarantine
pandemic
students

How to Cite

Haletska, I., Klymanska, L., Klimanska, M., & Perun, M. (2021). REMOTE AS MODUS VIVENDI: THE LIFE OF STUDENTS IN THE LIGHT OF MONITORS IN THE CONDITION OF A COVID-19 PANDEMIC QUARANTINE. PSYCHOLOGICAL JOURNAL, 7(5), 60-74. https://doi.org/10.31108/1.2021.7.5.6

Abstract

The epidemic situation in Ukraine in the autumn of 2020 with regard to the COVID-19 pandemic required the continuation of quarantine restrictions and the educational process in almost all higher education institutions in Ukraine went online.

The aim of the study was to analyze the psychological aspects of students’ learning in the context of emergency distance learning during the quarantine of the COVID-19 pandemic, distance learning satisfaction, and success of adaptation.

The data were collected in November 2020 during the second wave of emergency distance learning. The study involved 448 students of higher education institutions aged 18 to 23. The following questionnaires were used for the data collection: the questionnaire of attitude to distance learning (I. Galetska, V. Mushketa), supplemented by the questionnaire of behaviour in the context of distance learning (M. Klimanska, M. Perun), the questionnaire of people's lives in quarantine «Thermometer-COVID» (I. Haletska, M. Klimanska), The academic motivation scale (R.Vallerand, adaptation by O. Zakharko), Patient Health Questionnaire (modules PHQ-9 and GAD-7), The questionnaire on positive and negative affects (OPANA) (M. Klimanska, I. Haletska), short essays by students about their own experiences of the distance learning situation.

33% of students like to study remotely as opposed to 14% of students who are very dissatisfied with distance learning. The vast majority of students, 65,2%, attend classes and 52,1% prepare for seminars no less than before the announcement of distance learning. Students, in general, like the quality of teaching (33,1%) and the organization of education (28,2%), they declare, that now they have more time (41%). At the same time, 34,7% rate the level of education as the worse. 52,1% of students consider too much homework to be a key problem, 41,7% of respondents feel a constant temptation to do other things, 43,5% of students declare the complexity of self-organization and adherence to the regime, at the same time, a significant proportion of students, 21,8% , note that they have no problems with it.

As the main positives of distance learning, 79% of students indicate savings of travel time, and travel costs 75,1%. 49,3% of students say that due to distance learning there is much more time for communication with friends, 45,8% - more time for independent work. 37,2% of respondents indicated that for them personally the availability of greater opportunities for сheating (copying) during online testing is a significant positive, and 13,7% do not consider it as an important advantage of distance learning for themselves.

Students noted physical discomfort (27%), a great amount of educational tasks (25,7%), the temptation of other things (18%), difficulties in adhering to the regime (11%) as the greatest weaknesses and problems of distance learning.

Three types of adaptation to distance learning were identified with the help of cluster analysis: 1) “Adapted” students (33%), show a high level of satisfaction with distance learning and high efficiency of adaptation to new learning conditions; have successfully adapted to the conditions of distance learning and see the benefits of time saving, increasing freedom of movement in it, as well as opportunities for independent learning ; 2) “Disadapted” students (31%) feel dissatisfaction and disadaptation in the situation of distance learning, which are manifested in the lack of academic motivation and ignoring learning, as well as in a higher level of anxiety, depression and negative affect in general; 3) “Frustrated” students (36%), show above average level of satisfaction with distance learning, a high level of activity in preparation for seminars in combination with a high level of academic maladaptation; despite the high level of academic motivation, they have significant difficulties in self-organization, as a result they are feeling constant distress, which is affecting negatively mental and physical health.

The results of the study show that distance learning has become a catalyst for the exploration of differences in learning motivation and adaptability of students. Therefore, it is necessary to determine the ergonomic conditions for distance learning, as well as to develop recommendations and trainings for the formation of self-regulation and adaptability for students.

PDF 60-74 (Українська)

References

Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: students' perspectives. Online Submission, Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. http://www.doi.org/10.33902/JPSP. 2020261309

Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. doi: 10.1016/j.ijedro.2020.100011

Appolloni, A., Colasanti, N., Fantauzzi, C., Fiorani, G., & Frondizi, R. (2021). Distance learning as a resilience strategy during Covid-19: an analysis of the Italian context. Sustainability, 13(3):1388. https://doi.org/10.3390/su13031388

Burns, D., Dagnall, N., & Holt, M. (2020). Assessing the impact of the Covid-19 pandemic on student wellbeing at universities in the UK: a conceptual analysis. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.582882

Cho, M.H., & Shen, D. (2013) Self-regulation in online learning. Distance education, 34 (3), 290—301. https://doi.org/10.1080/01587919.2013.835770

Delen, E., & Liew, J. (2016). The use of interactive environments to promote self-regulation in online learning: a literature review. European Journal of Contemporary Education, 15(1), 24-33. DOI: 10.13187/ejced.2016.15.24

Gorban, H. O. (2020) Osoblyvosti formuvannia psykholohichnoi hotovnosti zdobuvacha osvity do samoorhanizatsii v umovakh karantynu [Formation of students’ psychological readiness for self-organization in the conditions of quarantine]. Psykholohichne zdorovia personalu orhanizatsii v umovakh pandemii COVID-19: problemy ta tekhnolohii zabezpechennia: materialy KhIV Mizhnarodnoi naukovo-praktychnoi onlain-konferentsii z orhanizatsiinoi ta ekonomichnoi psykholohii, Kyiv – Bila Tserkva, 29-32. [In Ukrainian].

Haletska, I., Klymanska, L., Klimanska, M., & Perun, M. (2021) Tsinnist samovdoskonalennia yak chynnyk efektyvnoi adaptatsii v umovakh dystantsiinoho navchannia v period karantynu pandemii COVID -19 [The value of self-improvement as a factor of effective adaptation in the conditions of distance learning during the quarantine of the COVID-19 pandemic]. Yevropeiski tsinnosti v ukrainskii osviti: vyklyky ta perspektyvy: zb. materialiv Mizhnar. nauk.-prakt. konf, Zaporizhzhia, 41-43. [In Ukrainian]

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause review, 27(1), 1-9.

Holzer, J., Lüftenegger, M., Korlat, S., Pelikan, E., Salmela-Aro, K., Spiel, C., & Schober, B. (2021). Higher education in times of COVID-19: university students’ basic need satisfaction, self-regulated learning, and well-being. Aera Open, 7. https://doi.org/10.1177/23328584211003164

Khlaif, Z. N., Salha, S., & Kouraichi, B. (2021). Emergency remote learning during COVID-19 crisis: students’ engagement. Education and information technologies, 1-23. https://doi.org/10.1007/s10639-021-10566-4

Klimanska, M., Klymanska, L., & Haletska, I. (2020). The lens, frames and patterns of Ukrainians: how perception of threat and risk determines behaviour in the Covid-19 situation. Journal of Education, Culture and Society, 11(2), 444-460. https://doi.org/10.15503/jecs2020.2.444.460

Kobylarek, A. (2021). Post-pandemic challenges for learning communities. Journal of Education Culture and Society, 12(1), 5-11. https://doi.org/10.15503/jecs2021.1.5.11

Kobylarek, A. (2020) Edukacja w czasach zarazy. Przypadek uniwersytetu. Ogrody nauk i sztuk, 10, 7-13. https://doi.org/10.15503/onis2020.7.13

Lee, K., Fanguy, M., Lu, X. S., & Bligh, B. (2021). Student learning during COVID-19: It was not as bad as we feared. Distance Education, 42(1), 164-172. https://doi.org/10.1080/01587919.2020.1869529

Lall, S., & Singh, N. (2020). COVID-19: unmasking the new face of education. International Journal of Research in Pharmaceutical Sciences, 11, 48–53. https://doi.org/10.1080/01587919.2020.1869529

Lockee, B. B. (2021). Online education in the post-COVID era. Nature Electronics, 4(1), 5-6. https://doi.org/10.1038/s41928-020-00534-0

Morales-Rodríguez, F. M., Espigares-López, I., Brown, T., & Pérez-Mármol, J. M. (2020). The relationship between psychological well-being and psychosocial factors in university students. International journal of environmental research and public health, 17(13), 4778. https://doi.org/10.3390/ijerph17134778

Rizun, M., & Strzelecki, A. (2020). Students’ acceptance of the Covid-19 impact on shifting higher education to distance learning in Poland. International Journal of Environmental Research and Public Health, 17(18), 6468. https://doi.org/10.3390/ijerph17186468

The National Agency for Higher Education Quality Assurance (NAQA). (2020). Nadzvychaine viddalene navchannia vs onlain osvita [Emergency remote teaching vs online education]. Retrieved from: https://cutt.ly/9mQ5737 [In Ukrainian]

UNESCO. (2020). UNESCO rallies international organizations, civil society and private sector partners in a broad Coalition to ensure #LearningNeverStops/2020. Retrieved from: https://en.unesco.org/news/unesco-rallies-international-organizations-civil-society-and-private-sector-partners-broad

UNESCO. (n.d.). Distance learning solutions. Retrieved from: https://en.unesco.org/covid19/educationresponse/solutions.

Zakharova, U. S., & Vilkova, K. A. (2020). Sub’ektnost’ studentov v uslovijah ochnogo i distancionnogo obuchenija: vzgljad prepodavatelej [Student agency in traditional and distance learning from their instructors’ perspective]. Sovremennaja zarubezhnaja psihologija, 9(3), 87-96. https://doi.org/10.17759/jmfp.2020090308 [In Russian]

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright Notice

Articles in the Psychological Journal are licensed under a Creative Commons Attribution License International CC-BY that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more detailed information, please, fallow the link - https://creativecommons.org/licenses/by/4.0/