Perceptions of higher education students regarding emergency remote education experience
DOI:
https://doi.org/10.29352/mill0220e.36457Keywords:
emergency remote education; COVID-19; pandemic; higher education; student experience; well-beingAbstract
Introduction: During the COVID-19 pandemic, it was necessary to mitigate the repercussions of the disease, and lockdown measures were implemented, including the transition to emergency remote education.
Objective: Given this dramatic change, it was found pertinent to analyze higher education students' perceptions about emergency remote education through a study conducted at the end of the school year 2020/2021.
Methods: Exploratory qualitative study, using content analysis as a technique for analyzing responses to an open-ended question, asking students to describe their learning experiences during quarantine. A final convenience sample of 438 individuals was questioned, representing 10% of the total population of the higher education institution under study.
Results: The students' experience was mostly described negatively in terms of well-being and academic outcomes, highlighting a lack of motivation, boredom, and stress, as well as learning difficulties, increased workload, and increased pressure. To a lesser extent, they recognized innovation and the convenience of daily routines.
Conclusion: These data allow us to reflect on future remote education practices and the importance of maintaining students' mental health and general well-being during disruptive periods. The limitations of the study arising from this methodological approach must be carefully pointed out, and some level of subjectivity is inevitable.
Keywords: emergency remote education; COVID-19; pandemic; higher education; student experience; well-being
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