The virtual COVID-19 classroom: surveying outcomes, individual differences, and technology use in college students

Abstract The COVID-19 pandemic caused many colleges to quickly shift to virtual learning, leading students to rely on technology to complete coursework while also experiencing new situations and stressors. The present study explored students’ technology use in their online course in conjunction with...

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Autores principales:	Kara Sage, Sophia Jackson, Emily Fox, Larissa Mauer
Formato:	article
Lenguaje:	EN
Publicado:	SpringerOpen 2021
Materias:	Online classes Digital media Smartphones Postsecondary education Learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/d66c020dd51942d5bb722fbfff2728d6
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spelling	oai:doaj.org-article:d66c020dd51942d5bb722fbfff2728d62021-11-07T12:04:42ZThe virtual COVID-19 classroom: surveying outcomes, individual differences, and technology use in college students10.1186/s40561-021-00174-72196-7091https://doaj.org/article/d66c020dd51942d5bb722fbfff2728d62021-11-01T00:00:00Zhttps://doi.org/10.1186/s40561-021-00174-7https://doaj.org/toc/2196-7091Abstract The COVID-19 pandemic caused many colleges to quickly shift to virtual learning, leading students to rely on technology to complete coursework while also experiencing new situations and stressors. The present study explored students’ technology use in their online course in conjunction with several student outcomes and individual difference measures. Ninety-six undergraduate students were surveyed about devices used and their perceptions of those devices. In addition, the survey measured students’ engagement, motivation, procrastination, perceived stress, and self-efficacy. It also asked students to report their current grade as well as how satisfied and isolated they felt in their course. Relationships emerged in predictable ways between course outcomes and individual difference measures. And though laptops were most used for coursework, more smartphone use related to lower feelings of isolation. Lower feelings of isolation then related to higher grades and less stress. Regression analyses confirmed that smartphone use explained unique variance in feelings of isolation, and further revealed that perceived stress consistently predicted all outcomes. From these results and complementary qualitative survey data, it seems that both laptops and smartphones hold importance for academics in the current context. Educators should further explore the role of device in students’ experience as well as consider this information when designing online courses.Kara SageSophia JacksonEmily FoxLarissa MauerSpringerOpenarticleOnline classesDigital mediaSmartphonesPostsecondary educationLearningSpecial aspects of educationLC8-6691ENSmart Learning Environments, Vol 8, Iss 1, Pp 1-20 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Online classes Digital media Smartphones Postsecondary education Learning Special aspects of education LC8-6691
spellingShingle	Online classes Digital media Smartphones Postsecondary education Learning Special aspects of education LC8-6691 Kara Sage Sophia Jackson Emily Fox Larissa Mauer The virtual COVID-19 classroom: surveying outcomes, individual differences, and technology use in college students
description	Abstract The COVID-19 pandemic caused many colleges to quickly shift to virtual learning, leading students to rely on technology to complete coursework while also experiencing new situations and stressors. The present study explored students’ technology use in their online course in conjunction with several student outcomes and individual difference measures. Ninety-six undergraduate students were surveyed about devices used and their perceptions of those devices. In addition, the survey measured students’ engagement, motivation, procrastination, perceived stress, and self-efficacy. It also asked students to report their current grade as well as how satisfied and isolated they felt in their course. Relationships emerged in predictable ways between course outcomes and individual difference measures. And though laptops were most used for coursework, more smartphone use related to lower feelings of isolation. Lower feelings of isolation then related to higher grades and less stress. Regression analyses confirmed that smartphone use explained unique variance in feelings of isolation, and further revealed that perceived stress consistently predicted all outcomes. From these results and complementary qualitative survey data, it seems that both laptops and smartphones hold importance for academics in the current context. Educators should further explore the role of device in students’ experience as well as consider this information when designing online courses.
format	article
author	Kara Sage Sophia Jackson Emily Fox Larissa Mauer
author_facet	Kara Sage Sophia Jackson Emily Fox Larissa Mauer
author_sort	Kara Sage
title	The virtual COVID-19 classroom: surveying outcomes, individual differences, and technology use in college students
title_short	The virtual COVID-19 classroom: surveying outcomes, individual differences, and technology use in college students
title_full	The virtual COVID-19 classroom: surveying outcomes, individual differences, and technology use in college students
title_fullStr	The virtual COVID-19 classroom: surveying outcomes, individual differences, and technology use in college students
title_full_unstemmed	The virtual COVID-19 classroom: surveying outcomes, individual differences, and technology use in college students
title_sort	virtual covid-19 classroom: surveying outcomes, individual differences, and technology use in college students
publisher	SpringerOpen
publishDate	2021
url	https://doaj.org/article/d66c020dd51942d5bb722fbfff2728d6
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The virtual COVID-19 classroom: surveying outcomes, individual differences, and technology use in college students

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