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Attitudes towards Digital Educational Technologies among Russian University Students before and during the COVID-19 Pandemic

Author

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  • Irina A. Novikova

    (Psychology and Pedagogy Department, Peoples’ Friendship University of Russia (RUDN University), 117198 Moscow, Russia)

  • Polina A. Bychkova

    (Psychology and Pedagogy Department, Peoples’ Friendship University of Russia (RUDN University), 117198 Moscow, Russia)

  • Alexey L. Novikov

    (General and Russian Linguistics Department, Peoples’ Friendship University of Russia (RUDN University), 117198 Moscow, Russia)

Abstract

The COVID-19 pandemic has dramatically accelerated the digitalization of education around the world. There has been a lot of recent research on university students’ attitudes towards digital educational technologies (DET) in different countries, but much fewer studies examine how these attitudes change during the pandemic. The purpose of the present exploratory study is to compare the attitudes towards DET among Russian university students majoring in psychology before the start of the pandemic and at its different stages. A mixed method research design was used. The quantitative part of the study included The University Students’ Attitudes toward DET Questionnaire developed by the authors, and the qualitative part of this study included percentage and thematic analyses of answers to additional multiple choice and open-ended questions. The main findings of the study confirm significant changes in attitudes towards DET at the very beginning of the pandemic, and their relative stabilization later. Additional analysis based on the literature review revealed that the advantages and disadvantages of DET listed by Russian university students and students from other countries, generally coincide. The data obtained will be useful in the development of digital competence among university students.

Suggested Citation

  • Irina A. Novikova & Polina A. Bychkova & Alexey L. Novikov, 2022. "Attitudes towards Digital Educational Technologies among Russian University Students before and during the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(10), pages 1-18, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:10:p:6203-:d:819510
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    References listed on IDEAS

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    1. -, 2020. "Education in the time of COVID-19," Coediciones, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL), number 45905 edited by Eclac.
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    3. Adam Peruta & Alison B. Shields, 2017. "Social media in higher education: understanding how colleges and universities use Facebook," Journal of Marketing for Higher Education, Taylor & Francis Journals, vol. 27(1), pages 131-143, January.
    4. Chaturvedi, Kunal & Vishwakarma, Dinesh Kumar & Singh, Nidhi, 2021. "COVID-19 and its impact on education, social life and mental health of students: A survey," Children and Youth Services Review, Elsevier, vol. 121(C).
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    1. Hedviga Tkácová & Martina Pavlíková & Eva Stranovská & Roman Králik, 2023. "Individual (Non) Resilience of University Students to Digital Media Manipulation after COVID-19 (Case Study of Slovak Initiatives)," IJERPH, MDPI, vol. 20(2), pages 1-22, January.
    2. Yi Liu & Zhigang Li, 2023. "International Research Review and Teaching Improvement Measures of College Students’ Learning Psychology under the Background of COVID-19," Sustainability, MDPI, vol. 15(9), pages 1-15, May.

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