Predicting the degree of influence of socio-demographic factors and forms of teaching on the experience of negative feelings of university students about their distance education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F71226401%3A_____%2F25%3AN0100961" target="_blank" >RIV/71226401:_____/25:N0100961 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/61384399:31110/25:00060308

Výsledek na webu

<a href="https://www.emerald.com/insight/content/doi/10.1108/JARHE-04-2024-0183/full/html" target="_blank" >https://www.emerald.com/insight/content/doi/10.1108/JARHE-04-2024-0183/full/html</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1108/JARHE-04-2024-0183" target="_blank" >10.1108/JARHE-04-2024-0183</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Predicting the degree of influence of socio-demographic factors and forms of teaching on the experience of negative feelings of university students about their distance education

Popis výsledku v původním jazyce

Purpose The purpose of this study is to predict the extent to which sociodemographic factors and forms of instruction influence university students&#039; emotional experiences of distance education. The need for this research is in designing effective pedagogical methods and educational policies for distance or online education in comparison with studies from international university settings. Design/methodology/approach The research was carried out on an empirical basis using the binary logistic regression method. Data were collected through a questionnaire. A total of 569 respondents participated in the research. The effect of gender, level of education and students&#039; preferred form of teaching (face-to-face or online) on their emotional experience of distance education was predicted. Findings University students are particularly vulnerable to psychological distress due to the COVID-19 era of distance education. Women are more likely to experience negative feelings about distance education than men. The negative feelings of students are caused by online education. Bachelor&#039;s students are more likely to experience negative feelings due to their lack of digital competence. Originality/value This study extends existing knowledge in terms of approaches to working with specific groups of bachelor&#039;s students in distance education. This area has not yet received such attention in universities. This fact makes this study to be original. The study has practical implications for the field of educational quality assurance for digital pedagogy.

Název v anglickém jazyce

Predicting the degree of influence of socio-demographic factors and forms of teaching on the experience of negative feelings of university students about their distance education

Popis výsledku anglicky

Purpose The purpose of this study is to predict the extent to which sociodemographic factors and forms of instruction influence university students&#039; emotional experiences of distance education. The need for this research is in designing effective pedagogical methods and educational policies for distance or online education in comparison with studies from international university settings. Design/methodology/approach The research was carried out on an empirical basis using the binary logistic regression method. Data were collected through a questionnaire. A total of 569 respondents participated in the research. The effect of gender, level of education and students&#039; preferred form of teaching (face-to-face or online) on their emotional experience of distance education was predicted. Findings University students are particularly vulnerable to psychological distress due to the COVID-19 era of distance education. Women are more likely to experience negative feelings about distance education than men. The negative feelings of students are caused by online education. Bachelor&#039;s students are more likely to experience negative feelings due to their lack of digital competence. Originality/value This study extends existing knowledge in terms of approaches to working with specific groups of bachelor&#039;s students in distance education. This area has not yet received such attention in universities. This fact makes this study to be original. The study has practical implications for the field of educational quality assurance for digital pedagogy.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Applied Research in Higher Education

ISSN

2050-7003

e-ISSN

1758-1184

Svazek periodika

17

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

14

Strana od-do

1362-1375

Kód UT WoS článku

001261050200001

EID výsledku v databázi Scopus

2-s2.0-85197458398