A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education

This article presents a literature review focusing on international research concerning distance education and students’ study strategies during the last 20 years. As distance education in higher education is a steadily growing trend and in particular because the COVID-19 pandemic has escalated the...

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Autores principales:	Lena Boström, Charlotta Collén, Ulla Damber, Ulrika Gidlund
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	COVID-19 distance education higher education learning strategies study strategies Education L
Acceso en línea:	https://doaj.org/article/707c8336f36e4749acdfa2b5ced9c384
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id	oai:doaj.org-article:707c8336f36e4749acdfa2b5ced9c384
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spelling	oai:doaj.org-article:707c8336f36e4749acdfa2b5ced9c3842021-11-25T17:23:39ZA Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education10.3390/educsci111107212227-7102https://doaj.org/article/707c8336f36e4749acdfa2b5ced9c3842021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/721https://doaj.org/toc/2227-7102This article presents a literature review focusing on international research concerning distance education and students’ study strategies during the last 20 years. As distance education in higher education is a steadily growing trend and in particular because the COVID-19 pandemic has escalated the transition from campus education to different forms of distance education, knowledge about students’ study strategies and appropriate teaching strategies has become highly important. With this research review, we aimed to identify patterns and trends in research on distance education focusing students study strategies before and after the pandemic. The research synthesis identified and interpreted similarities and differences in the studies’ designs and findings, which we analyzed using integrative thematic analysis. Students’ study strategies seem to have changed to some extent during the pandemic, with more emphasis on their own responsibility and the need for a developed teaching strategy to align with the changing framework related to the emergency provision of distance education. We concluded that students have to develop metacognitive strategies, because self-regulated learning and a more flexible pedagogy seem to be important in teachers’ transitions and competence in digitalization. Therefore, more research targeting these aspects is needed.Lena BoströmCharlotta CollénUlla DamberUlrika GidlundMDPI AGarticleCOVID-19distance educationhigher educationlearning strategiesstudy strategiesEducationLENEducation Sciences, Vol 11, Iss 721, p 721 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	COVID-19 distance education higher education learning strategies study strategies Education L
spellingShingle	COVID-19 distance education higher education learning strategies study strategies Education L Lena Boström Charlotta Collén Ulla Damber Ulrika Gidlund A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education
description	This article presents a literature review focusing on international research concerning distance education and students’ study strategies during the last 20 years. As distance education in higher education is a steadily growing trend and in particular because the COVID-19 pandemic has escalated the transition from campus education to different forms of distance education, knowledge about students’ study strategies and appropriate teaching strategies has become highly important. With this research review, we aimed to identify patterns and trends in research on distance education focusing students study strategies before and after the pandemic. The research synthesis identified and interpreted similarities and differences in the studies’ designs and findings, which we analyzed using integrative thematic analysis. Students’ study strategies seem to have changed to some extent during the pandemic, with more emphasis on their own responsibility and the need for a developed teaching strategy to align with the changing framework related to the emergency provision of distance education. We concluded that students have to develop metacognitive strategies, because self-regulated learning and a more flexible pedagogy seem to be important in teachers’ transitions and competence in digitalization. Therefore, more research targeting these aspects is needed.
format	article
author	Lena Boström Charlotta Collén Ulla Damber Ulrika Gidlund
author_facet	Lena Boström Charlotta Collén Ulla Damber Ulrika Gidlund
author_sort	Lena Boström
title	A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education
title_short	A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education
title_full	A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education
title_fullStr	A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education
title_full_unstemmed	A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education
title_sort	rapid transition from campus to emergent distant education; effects on students’ study strategies in higher education
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/707c8336f36e4749acdfa2b5ced9c384
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A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education

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