Physical home-learning environments of traditional and non-traditional students during the COVID pandemic: exploring the impact of learning space on students’ motivation, stress and well-being
Tóm tắt
When the COVID-19 pandemic forced higher education institutions to implement their programs in an online setting, different groups of students were influenced to different extents. In many cases, the main locus of learning moved to students' homes, and their learning experiences were suddenly contextualized in their residential situation and immediate physical learning environment. The present study consequently examines the role of physical learning environments on different factors influencing students’ learning when pursuing their study from at home. It contrasts the situation of traditional students in a higher education institution and non-traditional students in an academic continuing education institution, which address target groups with different living conditions and needs in learning support. Data were collected via an online survey sent to students enrolled in these two institutions, with a total of 353 students participating during a timeframe impacted by COVID-related lockdowns. We found that stress and well-being is strongly linked to the quality of the surrounding environment of the learning place, whereas perceived motivation is more strongly related to the quality of the learning place itself. How strongly students are affected by these factors is moderated by their overall socio-spatial context. Academic continuing education students are more resilient to sub-optimal physical learning environment than traditional students. Altering the design of the immediate learning environment consequently can help to mitigate factors that negatively impact students’ well-being and learning motivation, which is particularly important for traditional students, who primarily dedicate their time to pursuing their studies.
Tài liệu tham khảo
Aguilar, M. V., & Torres, G. (2021). Making sense of online classes during quarantine due to the COVID-19 pandemic: Students’ perceptions from a Philippine University. Asia Social Issue, 14, 248066–15.
Alphonse, A., Orellana, A., & Kanzki-Veloso, E. (2019). How online students describe their physical learning environment. Quarterly Review of Distance Education, 20(2), 27.
Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438
Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59, 678–689. https://doi.org/10.1016/j.buildenv.2012.09.016
Baticulon, R., Sy, J., Alberto, N., Baron, M., Mabulay, R., Rizada, L., Tiu, C., Clarion, C., & Reyes, J. (2021). Barriers to online learning in the time of covid-19: A national survey of medical students in the Philippines. Medical Science Educator, 31, 1–12.
Berry, G. R., & Hughes, H. (2020). Integrating work–life balance with 24/7 information and communication technologies: The experience of adult students with online learning. American Journal of Distance Education, 34(2), 91–105.
Bringula, R., Reguyal, J. J., Tan, D. D., & Ulfa, S. (2021). Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic. Smart Learning Environments, 8(1), 1–23.
Bülow, M. W. (2022). Designing synchronous hybrid learning spaces: Challenges and opportunities. In E. Gil, Y. Mor, Y. Dimitriadis, & C. Köppe (Eds.), Hybrid learning spaces. Understanding teaching–learning practice. Cham: Springer. https://doi.org/10.1007/978-3-030-88520-5_9
Chhetri, C. (2020). ‘ I Lost Track of Things’ student experiences of remote learning in the Covid-19 pandemic. In Proceedings of the 21st annual conference on information technology education (pp. 314–319).
Choi, H.-H., van Merriënboer, J. J. G., & Paas, F. (2014). Effects of the physical environment on cognitive load and learning: Towards a new model of cognitive load. Educational Psychology Review, 26(2), 225–244. https://doi.org/10.1007/s10648-014-9262-6
Chung, E., Turnbull, D., & Chur-Hansen, A. (2017). Differences in resilience between ‘traditional’ and ‘non-traditional’ university students. Active Learning in Higher Education, 18(1), 77–87. https://doi.org/10.1177/1469787417693493
Cranfield, D. J., Tick, A., Venter, I. M., Blignaut, R. J., & Renaud, K. (2021). Higher education students’ perceptions of online learning during COVID-19—A comparative study. Education Sciences, 11(8), 403.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
Dill, P. L., & Henley, T. B. (1998). Stressors of College: A comparison of traditional and nontraditional students. The Journal of Psychology, 132(1), 25–32. https://doi.org/10.1080/00223989809599261
Dube, M. C. (2020). Online learning challenges postgraduate certificate in education history students faced during COVID-19 at the University of Zululand. Yesterday and Today, 24, 136–157.
Fleming, D., & Storr, J. (1999). The impact of lecture theatre design on learning experience. Facilities, 17(7/8), 231–236. https://doi.org/10.1108/02632779910270186
Han, H., Moon, H., & Lee, H. (2019). Physical classroom environment affects students’ satisfaction: Attitude and quality as mediators. Social Behavior and Personality: An International Journal, 47(5), 1–10. https://doi.org/10.2224/sbp.7961
Hannay, M., & Newvine, T. (2006). Perceptions of distance learning: A comparison of online and traditional learning. Journal of Online Learning and Teaching, 2(1), 1–11.
Henaku, E. A. (2020). COVID-19 online learning experience of college students: The case of Ghana. International Journal of Multidisciplinary Sciences and Advanced Technology, 1(2), 54–62.
Higgins, S., Hall, E., Wall, K., Woolner, P., & McCaughey, C. (2005). The impact of school environments: A literature review. Design Council.
Johannes Kepler University. (2019). Gender & Diversity Bericht 2019. Johannes Kepler University. https://www.jku.at/abteilung-personalentwicklung-gender-diversity-management/referate/referat-gender-diversity-management/.
Johnson, M. L., Taasoobshirazi, G., Clark, L., Howell, L., & Breen, M. (2016). Motivations of traditional and nontraditional college students: From self-determination and attributions, to expectancy and values. The Journal of Continuing Higher Education, 64(1), 3–15. https://doi.org/10.1080/07377363.2016.1132880
Keser Aschenberger, F., Radinger, G., Brachtl, S., Ipser, C., & Oppl, S. (2022). Physical home learning environments for digitally-supported learning in academic continuing education during COVID-19 pandemic. Learning Environments Research. https://doi.org/10.1007/s10984-022-09406-0
Kibelloh, M., & Bao, Y. (2014). Can online MBA programmes allow professional working mothers to balance work, family, and career progression? A case study in China. The Asia-Pacific Education Researcher, 23(2), 249–259.
Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education Sciences, 10(9), 232.
Lowe, J., & Gayle, V. (2007). Exploring the work/life/study balance: The experience of higher education students in a Scottish further education college. Journal of Further and Higher Education, 31(3), 225–238.
Maharani, A., Intan, S., Mahlani, S. A., & Berlian, C. W. (2020). Flexible working arrangement, stress, worklife balance and motivation: Evidence from postgraduate students as worker. Jurnal Organisasi Dan Manajemen, 16(2), 196–213.
McLaughlin, P., & Mills, A. (2009). Where shall the future student learn? Student expectations of university facilities for teaching and learning. Synergy, 7(1), 8–13.
Ng, C. F. (2021). The physical learning environment of online distance learners in higher education—A conceptual model. Frontiers in Psychology, 4130, 635117.
Ortiz, P. A. (2020). Teaching in the time of COVID-19. Biochemistry and Molecular Biology Education, 48, 201.
Peimani, N., & Kamalipour, H. (2021). Online education and the covid-19 outbreak: A case study of online teaching during lockdown. Education Sciences, 11(2), 72.
Raaper, R., Brown, C., & Llewellyn, A. (2021). Student support as social network: Exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic. Educational Review. https://doi.org/10.1080/00131911.2021.1965960
Rockinson-Szapkiw, A., & Watson, J. H. (2020). Academic-family integration: How do men and women in distance education and residential doctoral programs integrate their degree and family? Online Learning, 24(4), 112–130.
Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in remote learning: Voices of Philippine University students in the wake of COVID-19 crisis. Asian Journal of Distance Education, 15(2), 147–158.
Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.). Information Age Publishing.
Sivunen, M., Viljanen, J., Nenonen, S., & Kajander, J.-K. (2014). Evidence-based design in learning environments: A practical framework for project briefing. International Journal of Facilities Management, 13, 162–174.
Sonnenschein, S., Stites, M., & Ross, A. (2021). Home learning environments for young children in the US during COVID-19. Early Education and Development, 32(6), 794–811.
Stagman, D. (2011). A comparison of traditional and nontraditional college students' stress and its relationship to their time management and overall psychological adjustment. HIM 1990–2015. 1185. https://stars.library.ucf.edu/honorstheses1990-2015/1185.
Wang, C., Zhang, F., Wang, J., Doyle, J. K., Hancock, P. A., Mak, C. M., & Liu, S. (2021). How indoor environmental quality affects occupants’ cognitive functions: A systematic review. Building and Environment, 193, 107647. https://doi.org/10.1016/j.buildenv.2021.107647
Xiong, L., Huang, X., Li, J., Mao, P., Wang, X., Wang, R., & Tang, M. (2018). Impact of indoor physical environment on learning efficiency in different types of tasks: A 3 × 4 × 3 full factorial design analysis. International Journal of Environmental Research and Public Health, 15(6), 1256. https://doi.org/10.3390/ijerph15061256
Zhao, L., Hwang, W.-Y., & Shih, T. K. (2021). Investigation of the physical learning environment of distance learning under COVID-19 and its influence on students’ health and learning satisfaction. International Journal of Distance Education Technologies, 19(2), 77–98. https://doi.org/10.4018/IJDET.20210401.oa4