{"title":"COVID-19封锁期间加拿大大学生对在线学习的压力、情感反应和应对机制","authors":"Stephen Jackson, A. Serenko","doi":"10.1080/1097198X.2023.2235232","DOIUrl":null,"url":null,"abstract":"ABSTRACT This study investigated the sources of stress, affective responses, and coping mechanisms among Canadian university students toward online learning during the COVID-19 lockdown. Based on a survey of 430 undergraduate and graduate students at a Canadian University in Ontario, Canada, it was found that a leading source of student stress is technology unreliability, followed closely by academic experience. The most frequent affective response is disaffection, particularly passive disengagement, as well as feeling distracted and unfocused. Problem-focused coping, especially seeking university help and self-organization, was the dominant approach followed by students in dealing with and trying to overcome the challenges associated with online learning. Institutional managers should dedicate resources to support online services, to offer student training in self-organization techniques, and to invest in reliable learning management systems. Instructors should clearly communicate their academic expectations and avoid ambiguity, encourage students to contact them directly, design course FAQ sections, and allocate extra time to accommodate unexpected technical glitches. Students should embrace the notion of technology unreliability, ambiguity, uncertainty, and other unexpected issues. It is their responsibility to arrange a productive learning environment at home, organize themselves, draw a line between school and home tasks, and secure formal or informal support if needed.","PeriodicalId":45982,"journal":{"name":"Journal of Global Information Technology Management","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Stress, Affective Responses, and Coping Mechanisms of Canadian University Students Toward Online Learning During the COVID-19 Lockdown\",\"authors\":\"Stephen Jackson, A. Serenko\",\"doi\":\"10.1080/1097198X.2023.2235232\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT This study investigated the sources of stress, affective responses, and coping mechanisms among Canadian university students toward online learning during the COVID-19 lockdown. Based on a survey of 430 undergraduate and graduate students at a Canadian University in Ontario, Canada, it was found that a leading source of student stress is technology unreliability, followed closely by academic experience. The most frequent affective response is disaffection, particularly passive disengagement, as well as feeling distracted and unfocused. Problem-focused coping, especially seeking university help and self-organization, was the dominant approach followed by students in dealing with and trying to overcome the challenges associated with online learning. Institutional managers should dedicate resources to support online services, to offer student training in self-organization techniques, and to invest in reliable learning management systems. Instructors should clearly communicate their academic expectations and avoid ambiguity, encourage students to contact them directly, design course FAQ sections, and allocate extra time to accommodate unexpected technical glitches. Students should embrace the notion of technology unreliability, ambiguity, uncertainty, and other unexpected issues. It is their responsibility to arrange a productive learning environment at home, organize themselves, draw a line between school and home tasks, and secure formal or informal support if needed.\",\"PeriodicalId\":45982,\"journal\":{\"name\":\"Journal of Global Information Technology Management\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-07-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Global Information Technology Management\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://doi.org/10.1080/1097198X.2023.2235232\",\"RegionNum\":4,\"RegionCategory\":\"管理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"INFORMATION SCIENCE & LIBRARY SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Global Information Technology Management","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1080/1097198X.2023.2235232","RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
Stress, Affective Responses, and Coping Mechanisms of Canadian University Students Toward Online Learning During the COVID-19 Lockdown
ABSTRACT This study investigated the sources of stress, affective responses, and coping mechanisms among Canadian university students toward online learning during the COVID-19 lockdown. Based on a survey of 430 undergraduate and graduate students at a Canadian University in Ontario, Canada, it was found that a leading source of student stress is technology unreliability, followed closely by academic experience. The most frequent affective response is disaffection, particularly passive disengagement, as well as feeling distracted and unfocused. Problem-focused coping, especially seeking university help and self-organization, was the dominant approach followed by students in dealing with and trying to overcome the challenges associated with online learning. Institutional managers should dedicate resources to support online services, to offer student training in self-organization techniques, and to invest in reliable learning management systems. Instructors should clearly communicate their academic expectations and avoid ambiguity, encourage students to contact them directly, design course FAQ sections, and allocate extra time to accommodate unexpected technical glitches. Students should embrace the notion of technology unreliability, ambiguity, uncertainty, and other unexpected issues. It is their responsibility to arrange a productive learning environment at home, organize themselves, draw a line between school and home tasks, and secure formal or informal support if needed.
期刊介绍:
The Journal of Global Information Technology Management (JGITM) is a refereed international journal that is supported by Global IT scholars from all over the world. JGITM publishes articles related to all aspects of the application of information technology for international business. The journal also considers a variety of methodological approaches and encourages manuscript submissions from authors all over the world, both from academia and industry. In addition, the journal will also include reviews of MIS books that have bearing on global aspects. Practitioner input will be specifically solicited from time-to-time in the form of invited columns or interviews. Besides quality work, at a minimum each submitted article should have the following three components: an MIS (Management Information Systems) topic, an international orientation (e.g., cross cultural studies or strong international implications), and evidence (e.g., survey data, case studies, secondary data, etc.). Articles in the Journal of Global Information Technology Management include, but are not limited to: -Cross-cultural IS studies -Frameworks/models for global information systems (GIS) -Development, evaluation and management of GIS -Information Resource Management -Electronic Commerce -Privacy & Security -Societal impacts of IT in developing countries -IT and Economic Development -IT Diffusion in developing countries -IT in Health Care -IT human resource issues -DSS/EIS/ES in international settings -Organizational and management structures for GIS -Transborder data flow issues -Supply Chain Management -Distributed global databases and networks -Cultural and societal impacts -Comparative studies of nations -Applications and case studies