ArticleInternational journal of environmental research and public health2022
Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Effects of online collaborative learning and simulation-based learning on pedagogical knowledge and teaching efficacy in digital education.Scientific reports · 2026Article
- Treadmill Exercise Reverses the Adverse Effects of Intermittent Fasting on Behavior and Cortical Spreading Depression in Young Rats.Brain sciences · 2023Article
- Validation of the Attitude Scale on Prospective Teachers' Perceptions of the Consequences on Their Psychological State: Well-Being and Cognition.International journal of environmental research and public health · 2023Article
- Learners' characteristics and the mastery of digital education during the COVID-19 pandemic in students of a medical faculty in Germany.BMC medical education · 2023Article
- Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic.International journal of environmental research and public health · 2022Article
- Educational, Emotional, and Social Impact of the Emergency State of COVID-19 on Romanian University Students.International journal of environmental research and public health · 2022Article
- Learning behavior, digital platforms for learning and its impact on university student's motivations and knowledge development.Frontiers in psychology · 2022Article
- A Delphi method on the positive impact of COVID-19 on higher education institutions: Perceptions of academics from Malaysia.Frontiers in psychology · 2022Article
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Authors and funding
4 authors.
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Abstract
This paper proposes a development model of the adaptation capacity of students to digital transformation in university teaching through three constructs: motivations, digital pedagogy, and student autonomy. For this study, an ad hoc scale was created to record the adaptation capacity of students to digital transformation. The sample was 483 students from the University of Seville (Spain), to whom an online survey was administered during the development of online teaching in the period of November 2020 using the Google Forms platform. The findings of this study showed that university student motivation acquired a greater threshold than autonomy, whose threshold in turn, was greater than that of digital pedagogy in the ability to adapt to online teaching and that the capacity of adaptation to the online modality is explained by the perception that university students have of the usefulness, products, and learning outcomes, among others. In conclusion, the lack of adequate and enabled study spaces is key to developing the online model. We consider all these aspects as prospective research objectives.
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