Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors

The COVID-19 pandemic brought about a global crisis affecting all sectors of society. Higher education is no exception. The closure of higher education institutions has dictated a sudden and unexpected transition from face-to-face to remote teaching to mitigate the spread of the SARS-CoV-2. This pap...

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Bibliographic Details
Published in:Higher education 2022-06, Vol.83 (6), p.1389-1408
Main Authors: Flores, Maria Assunção, Barros, Alexandra, Simão, Ana Margarida Veiga, Pereira, Diana, Flores, Paulo, Fernandes, Eva, Costa, Luís, Ferreira, Paula Costa
Format: Article
Language:English
Subjects:
Adaptation
Beliefs, opinions and attitudes
Closure
College students
Context Effect
Coronaviruses
COVID-19
Distance Education
Distance learning
Education
Education, Higher
Educational aspects
Educational Experience
Educational Resources
Emotional Development
Emotions
Epidemics
Forecasts and trends
Foreign Countries
Higher Education
Individual Characteristics
Internet
Learning
Metacognition
Online Courses
Online education
Online instruction
Pandemics
Portugal
School Closing
Self regulation
Severe acute respiratory syndrome coronavirus 2
Social aspects
Social Development
Student Attitudes
Student Experience
Students
Teaching
Teaching Methods
Technology application
Undergraduate Students
University students
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Summary:The COVID-19 pandemic brought about a global crisis affecting all sectors of society. Higher education is no exception. The closure of higher education institutions has dictated a sudden and unexpected transition from face-to-face to remote teaching to mitigate the spread of the SARS-CoV-2. This paper draws upon a wider piece of research which aimed to understand how higher education students adapted to the closure of their institution and how they looked at their experience of online teaching and learning. In total, 2718 students from different Portuguese higher education institutions participated in the study. Findings showed that both personal and contextual factors explained students’ positive or negative adaptation to online teaching and learning as a result of the closure of higher education institutions. Institutional and pedagogical responses, individual self-regulatory and socio-emotional competencies and adequate resources were factors that led to either a more positive or negative student experience of online teaching and learning in times of COVID-19.
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-021-00748-x