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

Autor/inn/en	Lukina, Valentina; Sidorova, Tuiaara; Okoneshnikova, Nadezhda; Nikolaev, Egor; Shamaeva, Viktoria; Kuznetsova, Irina
Titel	Psychological Difficulties of Adopting Distance Education Technologies in Higher Education during the COVID-19
Quelle	In: Contemporary Educational Technology, 14 (2022) 3, S.376 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lukina, Valentina) ORCID (Sidorova, Tuiaara) ORCID (Okoneshnikova, Nadezhda) ORCID (Nikolaev, Egor) ORCID (Shamaeva, Viktoria) ORCID (Kuznetsova, Irina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Adjustment (to Environment); Distance Education; Educational Technology; Males; COVID-19; Pandemics; School Closing; Student Satisfaction; Barriers; Undergraduate Students; Interaction; Technological Literacy; Russia + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Male; Männliches Geschlecht; School closings; Schule; Schließung; Schließung (von Schulen); Interaktion; Technisches Wissen; Russland
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. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01