Abstract
References
- Abbad, M.M., Morris, D., & de Nahlik, C. (2009). Looking under the bonnet: Factors affecting student adoption of e-learning systems in Jordan. International Review of Research in Open and Distance Learning, 10(2), 1-25.
- Abdullah, F., & Ward, R. (2016). Developing a general extended technology acceptance model for e-learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238-256. Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 Pandemic. Higher Education Studies, 10 (3), 16-25.
- Alipio, M. (2020). Education during COVID-19 era: Are learners in a less-economically developed country ready for e-learning?, ZBW – Leibniz Information Centre for Economics, Kiel, Hamburg.
- Bao, W. (2020). COVID ‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191
- Besser, A., Flett, G.L., & Zeigler-Hill, V. (2020). Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students. Scholarship of Teaching and Learning in Psychology. http://dx.doi.org/10.1037/stl0000198
- Bonanno, G. A., Brewin, C. R., Kaniasty, K., & Greca, A. M. L. (2010). Weighing the costs of disaster: Consequences, risks, and resilience in individuals, families, and communities. Psychological Science in the Public Interest, 11(1), 1-49.
THE RELATIONSHIP BETWEEN UNIVERSITY STUDENTS’ ATTITUDES TOWARD ONLINE EDUCATION AND THEIR STRESS DURING COVID-19 PANDEMIC
Abstract
The aim of the study was to examine the relationship between university students’ stress level and their attitude toward online education forced during the COVID-19 pandemic. Furthermore, it analyzed the relationship between the use of online education instruments and attitude. Two hundred eighty-three university students enrolled in the Turkish universities completed demographic information form, use of online education instruments form, attitude toward online education scale and perceived stress scale. Correlational analyses showed that the frequency of following synchronous and asynchronous lectures, working on online course materials and attending to online discussions and meetings with the lecturers and advisors were positively related to the perceived effectiveness of online education and its perception as a means to feel connected. They also demonstrated that the stress level was negatively related to the perceived effectiveness of online education, its perception as a means to feel connected, the frequency of following synchronous video lectures and the frequency of attending to online discussions. Regression analysis demonstrated the predictive effect of the perceived effectiveness of online education on stress level. These findings were discussed in terms of their implications particularly for future emergency education programs and generally for online education.
Keywords
References
- Abbad, M.M., Morris, D., & de Nahlik, C. (2009). Looking under the bonnet: Factors affecting student adoption of e-learning systems in Jordan. International Review of Research in Open and Distance Learning, 10(2), 1-25.
- Abdullah, F., & Ward, R. (2016). Developing a general extended technology acceptance model for e-learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238-256. Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 Pandemic. Higher Education Studies, 10 (3), 16-25.
- Alipio, M. (2020). Education during COVID-19 era: Are learners in a less-economically developed country ready for e-learning?, ZBW – Leibniz Information Centre for Economics, Kiel, Hamburg.
- Bao, W. (2020). COVID ‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191
- Besser, A., Flett, G.L., & Zeigler-Hill, V. (2020). Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students. Scholarship of Teaching and Learning in Psychology. http://dx.doi.org/10.1037/stl0000198
- Bonanno, G. A., Brewin, C. R., Kaniasty, K., & Greca, A. M. L. (2010). Weighing the costs of disaster: Consequences, risks, and resilience in individuals, families, and communities. Psychological Science in the Public Interest, 11(1), 1-49.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | March 30, 2022 |
| Submission Date | December 18, 2020 |
| Published in Issue | Year 2022 Volume: 23 Issue: 2 |