Online learning, perceived difficulty and the role of feedback in covid-19 times

Flores, M. A.; Veiga Simão, Ana; Ferreira, Paula; Pereira, Diana; Barros, Alexandra; Flores, Paulo; Fernandes, Eva Lopes; Gonçalves Costa, Luís Carlos

http://hdl.handle.net/10451/63212

Utilize este identificador para referenciar este registo.

Nome:	Descrição:	Tamanho:	Formato:
Flores_et_al_2024_online_learningperceived_difficulty_and_feedback.pdf		464.71 KB	Adobe PDF	Ver/Abrir

Contacte-nos

Autores

Gonçalves Costa, Luís Carlos

Resumo(s)

The closure of higher education institutions as a result of the COVID-19 pandemic has necessitated a sudden and unexpected transition from face-toface to online teaching and learning. This paper draws on data from a broader study focusing on higher education students’ perceptions and experiences of online learning during the first lockdown in 2020. In total, 2,718 students from different Portuguese institutions participated in the study. Findings indicate that students who felt they had been provided with more feedback reported less difficulty in online teaching and learning. Students reported more perceived difficulty than perceived feedback in online teaching and learning. Findings point to the importance of feedback in fostering selfregulation of learning, thereby helping students better adapt to online teaching and learning.

Palavras-chave

Feedback Online teaching and learning Higher education COVID-19

URI

http://hdl.handle.net/10451/63212

Editora

Taylor & Francis

Coleções

FP - Artigos em Revistas Internacionais

Ver registo completo