Psychological Difficulties of Adopting Distance Education Technologies in Higher Education During the COVID-19

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Psychological Difficulties of Adopting Distance Education Technologies in Higher Education During the COVID-19. / Lukina, Valentina; Sidorova, Tuiaara; Okoneshnikova, Nadezhda; Nikolaev, Egor; Shamaeva, Viktoria; Kuznetsova, Irina.

In: Contemporary Educational Technology, Vol. 14, No. 3, ep376, 07.2022.

Research output: Contribution to journal › Article › peer-review

Author

Lukina, Valentina ; Sidorova, Tuiaara ; Okoneshnikova, Nadezhda ; Nikolaev, Egor ; Shamaeva, Viktoria ; Kuznetsova, Irina. / Psychological Difficulties of Adopting Distance Education Technologies in Higher Education During the COVID-19. In: Contemporary Educational Technology. 2022 ; Vol. 14, No. 3.

BibTeX

@article{d1d4c849a91447a580f37324b6ad4fce,

title = "Psychological Difficulties of Adopting Distance Education Technologies in Higher Education During the COVID-19",

abstract = "The subject of the study is the psychological difficulties of adopting distance education technologies by university students. The materials of exploratory research obtained on a sample of students from several universities of the Sakha Republic (Yakutia) are presented. The study involved respondents aged 19 to 22 (N = 86), 39% of whom were males. In the research, the unstructured interview method was used, during which we asked students to share in detail about their user experience, describing not only the learning process itself but the whole learning context in general. Considering the results using the TAM model, it can be assumed that students are not satisfied with any of the components. Distance learning technologies are not perceived by students as easy to use, and there is a low assessment of the perceived usefulness of these technologies. The attitude towards technology is also rather negative. From the point of view of student acceptance of technology, it can be said that distance learning causes some difficulties associated with cognitive, and emotional aspects, as well as interaction in a virtual environment, and the learning process. Learning creates anxiety and dissatisfaction with the learning process itself.",

keywords = "distance education, pedagogical communication, psychological difficulties, students, technology adoption model (TAM)",

author = "Valentina Lukina and Tuiaara Sidorova and Nadezhda Okoneshnikova and Egor Nikolaev and Viktoria Shamaeva and Irina Kuznetsova",

note = "Publisher Copyright: {\textcopyright} 2022 by authors.",

year = "2022",

month = jul,

doi = "10.30935/cedtech/12123",

language = "English",

volume = "14",

journal = "Contemporary Educational Technology",

issn = "1309-517X",

publisher = "Bastas",

number = "3",

}

RIS

TY - JOUR

T1 - Psychological Difficulties of Adopting Distance Education Technologies in Higher Education During the COVID-19

AU - Lukina, Valentina

AU - Sidorova, Tuiaara

AU - Okoneshnikova, Nadezhda

AU - Nikolaev, Egor

AU - Shamaeva, Viktoria

AU - Kuznetsova, Irina

PY - 2022/7

Y1 - 2022/7

N2 - The subject of the study is the psychological difficulties of adopting distance education technologies by university students. The materials of exploratory research obtained on a sample of students from several universities of the Sakha Republic (Yakutia) are presented. The study involved respondents aged 19 to 22 (N = 86), 39% of whom were males. In the research, the unstructured interview method was used, during which we asked students to share in detail about their user experience, describing not only the learning process itself but the whole learning context in general. Considering the results using the TAM model, it can be assumed that students are not satisfied with any of the components. Distance learning technologies are not perceived by students as easy to use, and there is a low assessment of the perceived usefulness of these technologies. The attitude towards technology is also rather negative. From the point of view of student acceptance of technology, it can be said that distance learning causes some difficulties associated with cognitive, and emotional aspects, as well as interaction in a virtual environment, and the learning process. Learning creates anxiety and dissatisfaction with the learning process itself.

AB - The subject of the study is the psychological difficulties of adopting distance education technologies by university students. The materials of exploratory research obtained on a sample of students from several universities of the Sakha Republic (Yakutia) are presented. The study involved respondents aged 19 to 22 (N = 86), 39% of whom were males. In the research, the unstructured interview method was used, during which we asked students to share in detail about their user experience, describing not only the learning process itself but the whole learning context in general. Considering the results using the TAM model, it can be assumed that students are not satisfied with any of the components. Distance learning technologies are not perceived by students as easy to use, and there is a low assessment of the perceived usefulness of these technologies. The attitude towards technology is also rather negative. From the point of view of student acceptance of technology, it can be said that distance learning causes some difficulties associated with cognitive, and emotional aspects, as well as interaction in a virtual environment, and the learning process. Learning creates anxiety and dissatisfaction with the learning process itself.

KW - distance education

KW - pedagogical communication

KW - psychological difficulties

KW - students

KW - technology adoption model (TAM)

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UR - https://www.mendeley.com/catalogue/05d4b738-cd10-3f30-b6c4-07e2adeb17c8/

U2 - 10.30935/cedtech/12123

DO - 10.30935/cedtech/12123

M3 - Article

AN - SCOPUS:85132739599

VL - 14

JO - Contemporary Educational Technology

JF - Contemporary Educational Technology

SN - 1309-517X

IS - 3

M1 - ep376

ER -

ID: 96967864