Achievement Emotions in Online vs. In-Person Lectures: The Case of Egyptian Undergraduates during the COVID-19 Pandemic

Autor/inn/en	El-Dakhs, Dina Abdel Salam; Masrai, Ahmed; Ahmed, Mervat M.; Altarriba, Jeanette
Titel	Achievement Emotions in Online vs. In-Person Lectures: The Case of Egyptian Undergraduates during the COVID-19 Pandemic
Quelle	In: International Journal of Web-Based Learning and Teaching Technologies, 17 (2022) 1, Artikel 35 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (El-Dakhs, Dina Abdel Salam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-1093
Schlagwörter	Academic Achievement; Psychological Patterns; Electronic Learning; Foreign Countries; Undergraduate Students; COVID-19; Pandemics; Distance Education; Anxiety; Egypt + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Distance study; Distance learning; Fernunterricht; Angst; Ägypten
Abstract	This study compared the achievement emotions of Egyptian undergraduates in online versus in-person classes. A sample of 147 students completed an adapted version of the Achievement Emotions Questionnaire concerning class-related matters. Additionally, 50 students completed written interviews regarding their emotional reactions. The results showed that students experienced higher levels of positive emotions and lower levels of negative emotions in in-person classes as compared to online classes. In terms of in-person classes, students appreciated having direct contact with teachers and other students and enjoyed better understanding of the lectures. However, they did not feel comfortable about asking/answering questions or taking sudden tests/quizzes. In terms of online classes, students appreciated feeling comfortable at home, saving time/effort as they did not commute to the university and having more accessible learning resources. However, they faced several technical problems and did not manage well with the lack of direct interaction with teachers and other students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01