Browsing by Subject "egenförmåga"

Aim. Since the spring of 2020 a large number of students were forced to study from home because of the coronavirus. As a result of the pandemic, a discussion has been raised about contact teaching and the importance of physical interaction on site. The purpose of the study is therefore to develop knowledge about how the relationship between personal, learning and environment-specific factors has changed during the pandemic. There have been divided opinions about whether the pandemic and the new study routine has affected the students perception of the learning environment, the students self-efficacy, the study-related burnout and the academic achievement. Even when you look at the earlier research done on the consequences of the pandemic, it shows varying results. Methods. The survey is based on a quantitative analysis. Data was collected by using the electronic HowULearn questionnaire, administrated by the Centre for university teaching and learning (HYPE). The data was collected at four separate occasions and divided into two groups, pre-pandemic (spring 2018- spring 2019) Npre= 207, and during pandemic (spring 2020- spring 2021) Npand=166. The first group consisted of 141 Swedish speaking social science students and 66 educational students, while all students in the second group were social science students. Although the sample consisted of students from different faculties, the sample was treated as a whole. Using the statistical program SPSS, the collected data was analyzed, using factor analysis, t-test, variance analysis and regression analysis. Results and conclusion. The results showed that the Swedish speaking students experienced their studies in various ways during the coronavirus. In general, the students thought that the education kept a high standard even during the remote teaching period. Also, the feedback that the students received has been considered more rewarding and giving during the pandemic. No differences were found in the students' self-efficacy. As what comes to the possibility for collaboration, the students found it to be more difficult during the pandemic then prior to it. During the pandemic the students considered themselves more emotionally exhausted then before. Based on the regression analysis, the results showed that the academic achievement during the pandemic, unlike before, was affected by only difficulties in learning and cynicism, which reflects the limiting effects of remote learning.