Austrian College Students' Experiences With Digital Media Learning During the First COVID-19 Lockdown
Carrie Kovacs1, Tanja Jadin1, Christina Ortner1
1Faculty of Informatics, Communications and Media, Institute of Communication and Knowledge Media, University of Applied Sciences Upper Austria, Hagenberg, Austria.
Frontiers in Psychology
|February 24, 2022
Summary
The COVID-19 pandemic increased student use of video and web conferencing for distance learning. Students preferred a future blend of online and in-person education, citing flexibility but noting challenges with motivation.
Area of Science:
- Educational Technology
- Online Learning
- Higher Education
Background:
- The COVID-19 pandemic necessitated a rapid shift to 100% distance learning in educational institutions globally.
- This transition presented unprecedented challenges for both educators and students, altering traditional teaching and learning paradigms.
Purpose of the Study:
- To investigate the changes in digital media usage by students during the first COVID-19 lockdown.
- To understand student attitudes and experiences with online learning and their preferences for future educational models.
Main Methods:
- A survey was administered to 874 Austrian students assessing their use of digital media before and during the lockdown.
- Students also provided qualitative feedback on their online learning experiences and future preferences.
Main Results:
- Usage of video, audio, e-assessments, and web conferencing systems significantly increased during the lockdown.
- Engagement with e-mail, social communication tools, wikis, and educational games remained largely unchanged.
- Positive attitudes toward multimedia learning correlated with increased media use.
Conclusions:
- Students recognized online learning's benefits (flexibility, self-directedness) but also its drawbacks (limited social interaction, motivation challenges).
- A majority of students favored a blended learning approach combining online and offline instruction.
- Educational stakeholders should explore optimal combinations of online and face-to-face learning to meet evolving student and teacher needs.
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