The DOI matches its Crossref record; 57 of the 57 references it cites were found in a registry or an index.
Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students.
Abstract
This cross-sectional study investigated the associations among adaptability to the pandemic, personality, and levels of learning experiences (affective, cognitive, and behavioral) among higher education students required to adapt to an abrupt transition to synchronous online learning due to the global COVID-19 pandemic A sample of 1,217 college students from Israel completed an online questionnaire after transitioning to synchronous online learning during the COVID-19 pandemic Comparisons of reactions to the online condition versus more typical face-to-face learning conditions confirmed that students had pervasive negative reactions to the online condition that became necessary due to the pandemic Moreover, adaptability to the pandemic was associated broadly with more positive reactions across multiple indicators Support was also found for an indirect associations model such that personality traits were associated with specific reactions to online learning via their associations with adaptability Supplemental analyses highlighted the more positive reactions and learning adaptability of students who reported greater feelings of belonging and mattering The current findings attest to the role of adaptability and the significant challenges experienced by college students who experienced changes in their learning and life conditions due to the need to rapidly adjust to the changes and uncertainty brought about by the COVID-19 pandemic (PsycInfo Database Record (c) 2020 APA, all rights reserved)
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Zhu, J., Yuan, H., Zhang, Q., Huang, P.-H., Wang, Y., Duan, S., Lei, M., Lim, E. G., & Song, P. (2022) · Humanities and Social Sciences Communications · doi:10.1057/s41599-022-01355-6 · Cited by 72
New challenges for higher education: self-regulated learning in blended learning contexts
Lobos, K., Cobo-Rendón, R., Bruna Jofré, D., & Santana, J. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1457367 · Cited by 29
Tsai, C.-W., Lin, M. Y.-C., Cheng, Y.-P., Lee, L.-Y., Chyr, W.-L., Lin, C.-H., Lin, J.-W., & Tsai, M.-C. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104849 · Cited by 25
Alruwaili, N. M., Ali, Z., Siddiqui, M. S., Butt, A. H., Ahmad, H., Ali, R., & Alsalem, S. H. (2025) · Sustainability · doi:10.3390/su17146632 · Cited by 7
Metadata
- Authors
- Besser, A., Flett, G. L., & Zeigler-Hill, V.
- Venue
- Scholarship of Teaching and Learning in Psychology
- Published
- 2022-06
- Volume
- 8
- Issue
- 2
- Pages
- 85-105
- ISSN
- 2332-2101 (ISSN-L)
- 2332-211X
- OpenAlex
- W3094162402
- Cited by
- 412
- References
- 57
- FWCI
- 106.95
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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