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2022-03-31Zeitschriftenartikel DOI: 10.18452/24766
Austrian Students’ Perceptions of Social Distancing and Their Emotional Experiences During Distance Learning Due to the COVID-19 Pandemic
dc.contributor.authorHeidrich, Franziska
dc.contributor.authorPozas, Marcela
dc.contributor.authorLetzel, Verena
dc.contributor.authorLindner, Katharina-Theresa
dc.contributor.authorSchneider, Christoph
dc.contributor.authorSchwab, Susanne
dc.date.accessioned2022-06-10T13:40:57Z
dc.date.available2022-06-10T13:40:57Z
dc.date.issued2022-03-31none
dc.date.updated2022-04-26T11:24:02Z
dc.identifier.urihttp://edoc.hu-berlin.de/18452/25439
dc.description.abstractThe COVID-19 pandemic has led to far-reaching changes in various aspects of students’ lives. In the particular case of the educational field, classroom teaching was drastically shifted to a distance learning format. Consequently, students needed to deal with a completely different everyday school life. Learning was carried out online, which implied that students could not see some of their regular, important social contacts such as teachers, classmates or friends. It is already proven that such social distancing measures had impacts on students’ emotional experiences during the lockdown. Following a mixed-methods concurrent single-phase design, this study examined students’ perceptions of social distancing and their emotional experiences during the first school lockdown in Austria. Data from an online survey (n = 263 students) and from qualitative interviews (n = 56 students) were analyzed. The results show that distance learning drastically reduced interaction among students and between students and their teachers. Furthermore, the results indicate negative emotional experiences due to less social contact, increased learning pressures, and less structure. However, findings revealed that students also experience and perceived positive emotional experiences during distance learning because of more freedom, autonomy, and to some extent, less performance pressure. Based on the findings, the present study discusses possible perspectives on how to support students during and after distance learning, as well as further lines of research.eng
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY 4.0) Attribution 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectCOVID-19eng
dc.subjectsocial distancingeng
dc.subjectstudents’ emotional experienceseng
dc.subjecthomeschoolingeng
dc.subjectdistance learningeng
dc.subjectmixed-method approacheng
dc.subject.ddc370 Bildung und Erziehungnone
dc.titleAustrian Students’ Perceptions of Social Distancing and Their Emotional Experiences During Distance Learning Due to the COVID-19 Pandemicnone
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/25439-2
dc.identifier.doihttp://dx.doi.org/10.18452/24766
dc.type.versionpublishedVersionnone
local.edoc.pages14none
local.edoc.type-nameZeitschriftenartikel
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
dc.description.versionPeer Reviewednone
dc.identifier.eissn2504-284X
dcterms.bibliographicCitation.doi10.3389/feduc.2022.862306none
dcterms.bibliographicCitation.journaltitleFrontiers in educationnone
dcterms.bibliographicCitation.volume7none
dcterms.bibliographicCitation.articlenumber862306none
dcterms.bibliographicCitation.originalpublishernameFrontiers Medianone
dcterms.bibliographicCitation.originalpublisherplaceLausannenone
bua.departmentZentralinstitut Professional School of Educationnone

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