Gender Differences of University Students in the Online Teaching Quality and Psychological Profile during the COVID-19 Pandemic
With the arrival of COVID-19, educational systems have had to adapt to the social and health situation immediately. This led to the appearance of the asynchronous teaching model. Throughout the pandemic, at the educational level, we can distinguish three phases, eminently online, hybrid, and finally...
| Autores: | , , , , , , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2022 |
| País: | Perú |
| Recursos: | Universidad Peruana de Ciencias Aplicadas |
| Repositório: | UPC-Institucional |
| Idioma: | inglês |
| OAI Identifier: | oai:repositorioacademico.upc.edu.pe:10757/668794 |
| Acesso em linha: | https://doi.org/10.3390/ijerph192214729 http://hdl.handle.net/10757/668794 |
| Access Level: | Acceso aberto |
| Palavra-chave: | COVID-19 gender differences hybrid education mental health online teaching https://purl.org/pe-repo/ocde/ford#5.01.00 |
| Resumo: | With the arrival of COVID-19, educational systems have had to adapt to the social and health situation immediately. This led to the appearance of the asynchronous teaching model. Throughout the pandemic, at the educational level, we can distinguish three phases, eminently online, hybrid, and finally, face-to-face. However, the perception of educational quality in these three educational moments, taking into account the psychometric profile and gender, has not been studied. Thus, 1093 university students from Ibero-American countries were analyzed. Through a questionnaire, demographic, academic, and psychological variables were analyzed at three moments during the evolution of the pandemic. Data suggest that, during the lockdown phase, while teaching was eminently online, students presented higher levels of stress and higher difficulty of learning; class attendance, convenience, preferred method of learning, grading score, and motivation were lower, compared to other phases of teaching (hybrid and face-to-face). During this period, females presented higher stress levels than males, as well as higher levels of anxiety and loneliness, without gender differences among the other studied variables. During the hybrid and face-to-face phases, male students presented higher values in the results of difficulty learning and demanding activities. No differences were seen regarding motivation, synchronous class attendance, learning level, grades, convenience, or preferred learning method. The results from the present study suggest that, despite the effect of the pandemic on mental health, asynchronous education is postulated as an effective teaching–learning alternative. Yet, a special focus should be given to female students. |
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