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Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic

Author

Listed:
  • María Dolores Díaz-Noguera

    (Department of Didactics and School Organization, Faculty of Education, University of Seville, 41013 Seville, Spain)

  • Carlos Hervás-Gómez

    (Department of Didactics and School Organization, Faculty of Education, University of Seville, 41013 Seville, Spain)

  • Ana María De la Calle-Cabrera

    (Department of Language and Literature Teaching, Faculty of Education, University of Seville, 41013 Seville, Spain)

  • Eloy López-Meneses

    (Department of Education and Social Psychology, Area of School Organization and Didactics, Pablo de Olavide University, 41013 Seville, Spain)

Abstract

This paper proposes a development model of the adaptation capacity of students to digital transformation in university teaching through three constructs: motivations, digital pedagogy, and student autonomy. For this study, an ad hoc scale was created to record the adaptation capacity of students to digital transformation. The sample was 483 students from the University of Seville (Spain), to whom an online survey was administered during the development of online teaching in the period of November 2020 using the Google Forms platform. The findings of this study showed that university student motivation acquired a greater threshold than autonomy, whose threshold in turn, was greater than that of digital pedagogy in the ability to adapt to online teaching and that the capacity of adaptation to the online modality is explained by the perception that university students have of the usefulness, products, and learning outcomes, among others. In conclusion, the lack of adequate and enabled study spaces is key to developing the online model. We consider all these aspects as prospective research objectives.

Suggested Citation

  • María Dolores Díaz-Noguera & Carlos Hervás-Gómez & Ana María De la Calle-Cabrera & Eloy López-Meneses, 2022. "Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(2), pages 1-14, January.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:2:p:654-:d:719483
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    References listed on IDEAS

    as
    1. Emilio José Delgado-Algarra & Ignacio Aguaded & César Bernal-Bravo & Antonio Alejandro Lorca-Marín, 2020. "Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research," Sustainability, MDPI, vol. 12(8), pages 1-20, April.
    2. Alfonso Infante-Moro & Juan C. Infante-Moro & Julia Gallardo-Pérez & Antonio Luque-de la Rosa, 2021. "Motivational Factors in the Use of Videoconferences to Carry out Tutorials in Spanish Universities in the Post-Pandemic Period," IJERPH, MDPI, vol. 18(19), pages 1-11, October.
    3. Kjerstin Thorson, 2012. "What Does It Mean to Be a Good Citizen? Citizenship Vocabularies as Resources for Action," The ANNALS of the American Academy of Political and Social Science, , vol. 644(1), pages 70-85, November.
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    Cited by:

    1. Cristina Gavriluță & Costel Marian Dalban & Beatrice Gabriela Ioan, 2022. "Educational, Emotional, and Social Impact of the Emergency State of COVID-19 on Romanian University Students," IJERPH, MDPI, vol. 19(7), pages 1-20, March.
    2. Carlos Hervás-Gómez & María Dolores Díaz-Noguera & Ángela Martín-Gutiérrez & Gloria Luisa Morales-Pérez, 2023. "Validation of the Attitude Scale on Prospective Teachers’ Perceptions of the Consequences on Their Psychological State: Well-Being and Cognition," IJERPH, MDPI, vol. 20(8), pages 1-14, April.
    3. Xiaolin Zhang & Suyang Cao & Younghuan Pan, 2022. "The Relationship between the Use of Non-Verbal Information in Communication and Student Connectedness and Engagement in Online Design Education," Sustainability, MDPI, vol. 14(23), pages 1-11, November.
    4. Elena Korneeva & Wadim Strielkowski & Raisa Krayneva & Anna Sherstobitova, 2022. "Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(21), pages 1-15, October.
    5. Ángela Martín-Gutiérrez & María Dolores Díaz-Noguera & Carlos Hervás-Gómez & Gloria Luisa Morales-Pérez, 2022. "Models of Future Teachers’ Adaptation to New Post-Pandemic Digital Educational Scenarios," Sustainability, MDPI, vol. 14(21), pages 1-14, November.
    6. Juan Carlos Bustamante & Manuel Segura-Berges & Manuel Lizalde-Gil & Carlos Peñarrubia-Lozano, 2022. "Qualitative Analyses of e-Learning Implementation and Hybrid Teaching during the COVID-19 Pandemic at Spanish Universities," Sustainability, MDPI, vol. 14(19), pages 1-19, September.

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