Online learning, perceived difficulty and the role of feedback in covid-19 times

Detalhes bibliográficos
Autor(a) principal: Flores, M. A.
Data de Publicação: 2024
Outros Autores: Veiga Simão, Ana, Ferreira, Paula, Pereira, Diana, Barros, Alexandra, Flores, Paulo, Fernandes, Eva Lopes, Gonçalves Costa, Luís Carlos
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10451/63212
Resumo: The closure of higher education institutions as a result of the COVID-19 pandemic has necessitated a sudden and unexpected transition from face-toface to online teaching and learning. This paper draws on data from a broader study focusing on higher education students’ perceptions and experiences of online learning during the first lockdown in 2020. In total, 2,718 students from different Portuguese institutions participated in the study. Findings indicate that students who felt they had been provided with more feedback reported less difficulty in online teaching and learning. Students reported more perceived difficulty than perceived feedback in online teaching and learning. Findings point to the importance of feedback in fostering selfregulation of learning, thereby helping students better adapt to online teaching and learning.
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spelling Online learning, perceived difficulty and the role of feedback in covid-19 timesFeedbackOnline teaching and learningHigher educationCOVID-19The closure of higher education institutions as a result of the COVID-19 pandemic has necessitated a sudden and unexpected transition from face-toface to online teaching and learning. This paper draws on data from a broader study focusing on higher education students’ perceptions and experiences of online learning during the first lockdown in 2020. In total, 2,718 students from different Portuguese institutions participated in the study. Findings indicate that students who felt they had been provided with more feedback reported less difficulty in online teaching and learning. Students reported more perceived difficulty than perceived feedback in online teaching and learning. Findings point to the importance of feedback in fostering selfregulation of learning, thereby helping students better adapt to online teaching and learning.Taylor & FrancisRepositório da Universidade de LisboaFlores, M. A.Veiga Simão, AnaFerreira, PaulaPereira, DianaBarros, AlexandraFlores, PauloFernandes, Eva LopesGonçalves Costa, Luís Carlos2024-03-06T13:28:50Z2024-10-012024-02-05T16:47:46Z2024-10-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/63212eng1359-6748https://www.tandfonline.com/action/journalInformation?show=journalMetrics&journalCode=rpce20cv-prod-3511963metadata only accessinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T01:19:18Zoai:repositorio.ul.pt:10451/63212Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:14:26.340695Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Online learning, perceived difficulty and the role of feedback in covid-19 times
title Online learning, perceived difficulty and the role of feedback in covid-19 times
spellingShingle Online learning, perceived difficulty and the role of feedback in covid-19 times
Flores, M. A.
Feedback
Online teaching and learning
Higher education
COVID-19
title_short Online learning, perceived difficulty and the role of feedback in covid-19 times
title_full Online learning, perceived difficulty and the role of feedback in covid-19 times
title_fullStr Online learning, perceived difficulty and the role of feedback in covid-19 times
title_full_unstemmed Online learning, perceived difficulty and the role of feedback in covid-19 times
title_sort Online learning, perceived difficulty and the role of feedback in covid-19 times
author Flores, M. A.
author_facet Flores, M. A.
Veiga Simão, Ana
Ferreira, Paula
Pereira, Diana
Barros, Alexandra
Flores, Paulo
Fernandes, Eva Lopes
Gonçalves Costa, Luís Carlos
author_role author
author2 Veiga Simão, Ana
Ferreira, Paula
Pereira, Diana
Barros, Alexandra
Flores, Paulo
Fernandes, Eva Lopes
Gonçalves Costa, Luís Carlos
author2_role author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv Repositório da Universidade de Lisboa
dc.contributor.author.fl_str_mv Flores, M. A.
Veiga Simão, Ana
Ferreira, Paula
Pereira, Diana
Barros, Alexandra
Flores, Paulo
Fernandes, Eva Lopes
Gonçalves Costa, Luís Carlos
dc.subject.por.fl_str_mv Feedback
Online teaching and learning
Higher education
COVID-19
topic Feedback
Online teaching and learning
Higher education
COVID-19
description The closure of higher education institutions as a result of the COVID-19 pandemic has necessitated a sudden and unexpected transition from face-toface to online teaching and learning. This paper draws on data from a broader study focusing on higher education students’ perceptions and experiences of online learning during the first lockdown in 2020. In total, 2,718 students from different Portuguese institutions participated in the study. Findings indicate that students who felt they had been provided with more feedback reported less difficulty in online teaching and learning. Students reported more perceived difficulty than perceived feedback in online teaching and learning. Findings point to the importance of feedback in fostering selfregulation of learning, thereby helping students better adapt to online teaching and learning.
publishDate 2024
dc.date.none.fl_str_mv 2024-03-06T13:28:50Z
2024-10-01
2024-02-05T16:47:46Z
2024-10-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10451/63212
url http://hdl.handle.net/10451/63212
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1359-6748
https://www.tandfonline.com/action/journalInformation?show=journalMetrics&journalCode=rpce20
cv-prod-3511963
dc.rights.driver.fl_str_mv metadata only access
info:eu-repo/semantics/openAccess
rights_invalid_str_mv metadata only access
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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