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http://hdl.handle.net/10609/147739
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DC Field | Value | Language |
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dc.contributor.author | NIZZOLINO, Salvatore | - |
dc.contributor.author | Canals, Agustí | - |
dc.contributor.other | Universitat Oberta de Catalunya. Estudis d'Economia i Empresa | - |
dc.date.accessioned | 2023-04-11T07:52:11Z | - |
dc.date.available | 2023-04-11T07:52:11Z | - |
dc.date.issued | 2023 | - |
dc.identifier.issn | 1548-3673MIAR | - |
dc.identifier.uri | http://hdl.handle.net/10609/147739 | - |
dc.description.abstract | Recent investigations show how the pandemic has affected learners’ behavioral traits. The results of three semi-structured surveys carried out in a major Italian university: 2020, 1st sem. (n=102); 2022, 1st sem. (n=235); and 2022, 2nd sem. (n=61) under COVID-19 containment measures, manifest deviations in students’ perceptions about social patterns, learning routines, and expectations. During the two-year emergency remote learning, students revealed a progressive downsize of social expectancy and increasing self-management behaviors in relation to a higher degree of independence. The Community of Inquiry principles were adopted to observe student motivation and self-direction in a Moodle-based learning environment. Conversely, the focus on English as a Foreign Language as the main subject represents an uncharted perspective in the research contexts around the Community of Inquiry. Future expansions may enlarge the sample to further education bodies and broaden the range of e-learning tools. | en |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | ca |
dc.publisher | IGI Global | ca |
dc.relation.ispartof | International Journal of e-Collaboration, 2023, 19(1) | - |
dc.relation.ispartofseries | 19;1 | - |
dc.rights | This article published as an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and production in any medium, provided the author of the original work and original publication source are properly credited. | - |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | - |
dc.subject | community of Inquiry | en |
dc.subject | engagement in online education | en |
dc.subject | english as a foreign language | en |
dc.subject | instructional design | en |
dc.subject | self-paced learning | en |
dc.subject | comunidad de investigación | es |
dc.subject | participación en la educación en línea | es |
dc.subject | inglés como lengua extranjera | es |
dc.subject | diseño educativo | es |
dc.subject | educación a su propio ritmo | es |
dc.subject | comunitat d'investigació | ca |
dc.subject | participació en l'educació en línia | ca |
dc.subject | anglès com a llengua estrangera | ca |
dc.subject | disseny d'instruccions | ca |
dc.subject | aprenentatge a autoritme | ca |
dc.subject.lcsh | Web-based instruction | en |
dc.title | Pandemic and Post-Pandemic Effects on University Students’ Behavioral Traits: How Community of Inquiry Can Support Instructional Design During Times of Changing Cognitive Habits Salvatore Nizzolino | ca |
dc.type | info:eu-repo/semantics/article | ca |
dc.subject.lemac | Ensenyament virtual | ca |
dc.subject.lcshes | Enseñanza en línea | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
dc.identifier.doi | http://doi.org/10.4018/IJeC.315783 | - |
dc.gir.id | AR/0000010626 | - |
dc.gir.id | Nizolino, S. & Canals Parera, A. (2023). Pandemic and Post-Pandemic Effects on University Students' Behavioral Traits: How Community of Inquiry Can Support Instructional Design During Times of Changing Cognitive Habits. International Journal of e-Collaboration, 19(1). doi: 10.4018/IJeC.315783 | - |
dc.type.version | info:eu-repo/semantics/publishedVersion | - |
Appears in Collections: | Articles Articles cientÍfics |
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