A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education
Abstract
:1. Introduction
2. Aim
- (a)
- Identify and classify patterns and trends in the research concerning a holistic perspective of students’ study and learning strategies from 1990 to 2021 in distance education;
- (b)
- Identify and classify patterns and trends in the research concerning students’ study and learning strategies as a result of the COVID-19 restrictions;
- (c)
- Compare and discuss the findings in the previous research;
- (d)
- Suggest a future research agenda.
3. Previous Research
3.1. Distance Education
3.2. Study Strategies
4. Method
4.1. Identification
- “COVID-19” or “corona (SARS)” and “higher education”,
- “COVID-19” and “learning strategies” or “study strategies” and “higher education”, and
- “COVID-19” and “higher education” or “university” and “students”.
Screening
- A focus on higher education students’ distance learning;
- Higher education students’ study and learning strategies in distance learning.
4.2. Eligibility
- Were about the attitudes of students other than those in higher education;
- Focused on teachers’ attitudes towards distance education;
- Did not focus on study or learning strategies.
4.3. Data Analysis
4.4. Validity and Reliability
5. Results
5.1. Contextual Level of Analysis
5.2. Distribution of Themes
5.3. Students’ Study Strategies
5.4. Specific Strategies during the Pandemic
6. Discussion
6.1. Study Strategies
6.2. Changing Conditions
6.3. Implications
- (a)
- There is a greater need than before for students to embrace and develop SRL strategies when studying, connecting to an urgent need to develop digital didactics;
- (b)
- We also believe that there is a need for evaluation of the digital tools used in distance education in relation to students’ study motivation and results, as Boström and Coburn [12] requested in 2013;
- (c)
- More knowledge of students’ strategic learning approaches, including students’ metacognitive strategies, is needed because the boundaries between the academic learning environment and the home are blurred when studies are conducted in the home;
- (d)
- Research on the creation of supportive, responsive, and needs-oriented study environments must increase to sustain students’ self-esteem and well-being.
Author Contributions
Funding
Conflicts of Interest
Appendix A. Reviewed Articles
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- Todri, A.; Papajorgji, P.; Moskowitz, H.; Scalera, F. Perceptions regarding Distance Learning in Higher Education, Smoothing the Transition. Contemp. Educ. Technol. 2020, 13, ep287, doi:10.30935/cedtech/9274.
- Wang, C.-H.; Shannon, D.M.; Ross, M.E. Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Educ. 2013, 34, 302–323, doi:10.1080/01587919.2013.835779.
- Wang, Y.; Peng, H.; Huang, R.; Hou, Y.; Wang, J. Characteristics of distance learners: research on relationships of learning motivation, learning strategy, self-efficacy, attribution and learning results. Open Learn. J. Open Distance e-Learning 2008, 23, 17–28, doi:10.1080/02680510701815277.
- Yip, M.C. Differences between high and low academic achieving university students in learning and study strategies: a further investigation. Educ. Res. Evaluation 2009, 15, 561–570, doi:10.1080/13803610903354718.
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- Öhrstedt, M. Högskolestudenters lärande. Ett lärstrategiskt perspektiv på studier i psykologi. [University students’ learning. A learning strategic perspective on studies in psychology]. Ph.D. Thesis, Stockholms Universitet, Stockholm, Sweden, 2017
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Meaning Unit | Condensed Unit | Subcategory | Category | Objective |
---|---|---|---|---|
Deep and strategic learning approaches positively predicted GPAs, and a mediation analysis showed that the strategic learning approach also partly mediated the effect between a deep learning approach and GPA. | A strategic learning approach positively predicts GPA. | Learning approaches | Learning strategies | …identify and classify patterns and trends in the research concerning a holistic perspective of students’ study and learning strategies from 1990 to 2021 in distance education |
Relevance | Sources N = 46 | % |
---|---|---|
High | 3 | 6.5 |
Medium | 20 | 43.5 |
Low | 23 | 50 |
Years | Sources N = 46 | % |
---|---|---|
2000–2005 | 2 | 4.3 |
2006–2010 | 6 | 13.0 |
2011–2015 | 15 | 32.7 |
2016–2020 | 14 | 30.4 |
2021 | 9 | 19.6 |
Methodological Approach | Sources N = 46 | % |
---|---|---|
Qualitative approach | 16 | 34.8 |
Mixed method design | 6 | 13.0 |
Quantitative approach | 24 | 52.2 |
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Boström, L.; Collén, C.; Damber, U.; Gidlund, U. A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education. Educ. Sci. 2021, 11, 721. https://doi.org/10.3390/educsci11110721
Boström L, Collén C, Damber U, Gidlund U. A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education. Education Sciences. 2021; 11(11):721. https://doi.org/10.3390/educsci11110721
Chicago/Turabian StyleBoström, Lena, Charlotta Collén, Ulla Damber, and Ulrika Gidlund. 2021. "A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education" Education Sciences 11, no. 11: 721. https://doi.org/10.3390/educsci11110721