Maria Limniou|Tünde Varga?Atkins|Caroline Hands|Marie Elshamaa
Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic
University of Liverpool|University of Liverpool|University of Liverpool|University of Liverpool
time covid19 lockdown spring 2020 universities shifted teaching oncampus blended learning emergency remote fully online approach aim study compare psychology veterinary science undergraduate students academic performance responses selfreported questionnaire regarding digital capabilities individuals characteristics role environment independent learning process first covid19 lockdown period socialcognitive theory adopted conceptualise students behaviour individuals characteristics learning environment academic performance learning framework total 303 students disciplines 133 psychology 170 veterinary science undergraduate students participated study completing online questionnaire following teaching shift blended learning full remote online approach uk university 20192020 academic year differences students responses identified due disciplines curricular structure students study behaviours ie exposed unrelated learning activities students cognitive effort think critically search evaluation managing digital information students high level selfregulation digital capabilities able keep focused engaged lockdown although universities teachers forced shift teaching approach due unfortunate disruption covid19 pandemic students coped changed teaching delivery mode relatively easy minimum guidance however teachers consider digital technologies could enhance students learning flexibility promoting critical thinking