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COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

Author

Listed:
  • Karina Cicha

    (Department of Communication Design and Analysis, University of Economics in Katowice, 40-287 Katowice, Poland)

  • Mariia Rizun

    (Department of Informatics, University of Economics in Katowice, 40-287 Katowice, Poland)

  • Paulina Rutecka

    (Department of Informatics, University of Economics in Katowice, 40-287 Katowice, Poland)

  • Artur Strzelecki

    (Department of Informatics, University of Economics in Katowice, 40-287 Katowice, Poland)

Abstract

The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning.

Suggested Citation

  • Karina Cicha & Mariia Rizun & Paulina Rutecka & Artur Strzelecki, 2021. "COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning," Sustainability, MDPI, vol. 13(4), pages 1-20, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:4:p:1889-:d:496653
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    References listed on IDEAS

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    1. Huang, Duen-Huang & Chueh, Hao-En, 2022. "Behavioral intention to continuously use learning apps: A comparative study from Taiwan universities," Technological Forecasting and Social Change, Elsevier, vol. 177(C).
    2. Riccardo Ceccato & Riccardo Rossi & Massimiliano Gastaldi, 2021. "Travel Demand Prediction during COVID-19 Pandemic: Educational and Working Trips at the University of Padova," Sustainability, MDPI, vol. 13(12), pages 1-20, June.
    3. Cascavilla, Alessandro & Caferra, Rocco & Morone, Andrea, 2021. "The green and the dark side of distance learning: from environmental quality to economic inequality," MPRA Paper 110702, University Library of Munich, Germany.
    4. Rocsana Bucea-Manea-Țoniș & Luciela Vasile & Rareș Stănescu & Alina Moanță, 2022. "Creating IoT-Enriched Learner-Centered Environments in Sports Science Higher Education during the Pandemic," Sustainability, MDPI, vol. 14(7), pages 1-25, April.

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