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

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Summary:The closure of higher education institutions as a result of the COVID-19 pandemic has necessitated a sudden and unexpected transition from face-to-face 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 self-regulation of learning, thereby helping students better adapt to online teaching and learning.
Main Authors:Flores, M. A.
Other Authors:Veiga Simão, Ana; Ferreira, Paula; Pereira, Diana; Barros, Alexandra; Flores, Paulo; Fernandes, Eva Lopes; Gonçalves Costa, Luís Carlos
Subject:Feedback Online teaching and learning Higher education Covid-19
Year:2024
Country:Portugal
Document type:article
Access type:open access
Associated institution:Universidade de Lisboa
Language:English
Origin:Repositório da Universidade de Lisboa

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