How Did Students with Different Learning Profiles Experience ‘Normal’ and Online Teaching Situation during COVID-19 Spring?

Anna Parpala,Anne Haarala-Muhonen,Henna Asikainen,Nina Katajavuori

doi:10.3390/socsci10090337

Abstract

This study compares university students’ approaches to learning and experiences with the teaching–learning environment in general and during online studying as a result of the COVID-19 pandemic. It examines students’ learning profiles and how students with different learning profiles experienced the teaching–learning environment during COVID-19 as well as their approaches to learning and study-related burnout in general. The participants were 665 first- and second-year students. The profiles were examined using K-means cluster analyses and the differences in learning profiles using one-way ANOVA and the Tuckey Test. The results show changes in students’ approaches to learning and their experiences with the teaching–learning environment and study-related burnout within the different profiles when comparing a normal situation to the COVID-19 pandemic. We suggest that changes in study-related burnout can be different among different study profiles. The results imply that students with a fragmented knowledge base and difficulties in managing time and effort would require special attention in online teaching situations.

Highlights

The COVID-19 pandemic has affected higher education in many ways
This study examines how university students with different learning profiles have experienced the teaching–learning environment before the pandemic and during online studying as a result of the COVID-19 pandemic
The confirmatory factor analyses produced acceptable models concerning students’ experiences with the teaching–learning environment (CFI = 0.920, root mean square error of approximation (RMSEA) = 0.078) and study-related burnout measured based on exhaustion and cynicism (CFI = 0.992, RMSEA = 0.044)

Summary

Introduction

The COVID-19 pandemic has affected higher education in many ways. In spring 2020, universities around the world have been forced to close their doors and move solely to online teaching (Marinoni et al 2020). At the same time students have reported difficulties in motivation and learning, in feeling integrated with the academic community and being worried about their and their family’s wellbeing (Bdair 2021; Baticulon et al 2021; Lovric et al 2020; Petillion and McNeil 2020). Many students report that online learning has had a negative impact on the scheduling of their studies (Bdair 2021; Baticulon et al 2021; Petillion and McNeil 2020) and on their interaction with teachers and other students (Kedraka and Kaltsidis 2020). Students have expressed concern about the assessments (Petillion and McNeil 2020) and their academic achievement (Sundarasen et al 2020)

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Results

Discussion

Conclusion