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Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic
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Abstract
The COVID-19 pandemic had a strong impact on higher education in 2020. Worldwide, universities developed and implemented online courses for distance learning within a relatively short amount of time. The current study investigated how ready students were for this exceptional situation and how their readiness for digital learning influenced their socio-emotional experiences. N = 1,826 students from across all institutional faculties of a German comprehensive university took part in the online survey immediately before the semester began. Results indicate that, on average, higher education students 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 technological equipment, prior experiences with e-learning, and skills for digital learning). Finally, students’ socio-emotional experiences, that is, their perceived stress, their work-life-balance as well as social and emotional loneliness significantly differed due to their cluster membership. Hence, the study points to the need to support higher education students in successfully coping with the challenges of emergency remote studying.
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From Emergency remote teaching in higher education: mapping the first global online semester (2021) · cites this paper as Händel, Bedenlier et al., 2020
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Metadata
- Authors
- Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A.
- Affiliations
- Friedrich-Alexander-Universität Erlangen-Nürnberg (DE)
- Friedrich-Alexander University Erlangen, Nuremberg, Germany
- Corresponding author
- Händel, Marion
- Venue
- Journal of Research on Technology in Education
- Publisher
- Informa UK Limited
- Published
- 2020-11-30
- Volume
- 54
- Issue
- 2
- Pages
- 267-280
- ISSN
- 1539-1523 (ISSN-L)
- 1945-0818
- OpenAlex
- W3110194625
- Cited by
- 292
- References
- 58
- Citations by year
- 2026: 11 · 2025: 19 · 2024: 44 · 2023: 64 · 2022: 79 · 2021: 72 · 2020: 3
- FWCI
- 82.60
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Licence
- cc-by
- Locations
- Journal of Research on Technology in Education (publishedVersion)
- PsyArXiv (OSF Preprints) (submittedVersion, cc-by)
- PsyArXiv (OSF Preprints) (submittedVersion)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › Educational Innovations and Technology
- Social Sciences › Education › E-Learning and COVID-19
- Keywords
- digital readiness, university students, COVID-19 pandemic, emergency remote teaching, online learning, student stress, loneliness, e-learning experience, coping support
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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