Distance education amid a pandemic: Which psycho‐demographic variables affect students in higher education?

• Published in: Journal of computer assisted learning Vol. 37; no. 6; pp. 1539 - 1552
• Main Authors: Göksu, İdris, Ergün, Naif, Özkan, Zafer, Sakız, Halis
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Inc 01.12.2021; Wiley; Wiley Subscription Services, Inc
• Subjects: Ambiguity (Context); Anxiety; Asynchronous Communication; Attendance; College Students; Colleges & universities; Correlation; Correlation analysis; COVID-19; Data collection; Demographic variables; Demographics; Demography; depression; Depression (Psychology); Distance Education; Distance learning; Foreign Countries; Higher Education; Instructional Design; Learning Motivation; Learning Processes; Mental depression; Motivation; Multiple Regression Analysis; Multivariate statistical analysis; Nontraditional Education; Online Courses; Online Surveys; pandemic; Pandemics; Psychological Patterns; Regression analysis; Stress Variables; Student Motivation; Students; Synchronous Communication; Teaching Methods; Uncertainty; Turkey
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12544

The Covid‐19 pandemic has led to a rapid transition from face‐to‐face to distance learning. The problems caused by this rapid transition are combined with the negative psychological outcomes of the pandemic, leading to numerous problems and difficulties in the teaching and learning processes. The recentness of these issues and developments requires detailed investigation as to how they affect distance learning. This study aims to investigate the role of psycho‐demographic variables in the motivation and attendance of higher education students in distance education within the context of the Covid‐19 pandemic. In this descriptive study, we collected data from 1494 Turkish university students via an online survey. Quantitative data were analysed using correlation analysis, t test, one‐way ANOVA, multiple linear regression analysis, and structural equation modelling. Stress, anxiety, depression and intolerance of uncertainty were correlated negatively with distance learning motivation and frequency of distance learning attendance. While students who attended distance learning only synchronously joined the courses more frequently, the motivation of those who joined the courses sometimes synchronously and sometimes asynchronously was higher. The strength of the relationships between intolerance of uncertainty and distance learning motivation was significantly increased via anxiety and depression. Findings highlight the need for analysis of psycho‐demographic variables while designing and implementing distance education programmes. Psychological variables including stress, anxiety and depression are related to motivation and attendance during distance education. While using both synchronous and asynchronous distance learning enhances motivation, synchronous learning increases attendance. Lay Description What is currently known about the subject matter? Distance education is becoming a popular instructional method especially after the COVID‐19 pandemic. The quality of distance education and the level of learning can be affected by extraordinary situations such as the pandemic. Social and emotional aspects of distance education can affect the effectiveness of the instruction. What this paper adds to this? Psychological variables including stress, anxiety and depression are related to motivation and attendance during distance education. The strength of the relationships between intolerance of uncertainty and distance learning motivation was significantly increased via anxiety and depression. Implications of study findings for practitioners Attending distance learning is higher among town and urban residents. Women students attend more but men are more motivated in distance learning. While hybrid distance learning increases motivation, synchronous instruction increases attendance.