Perspectives on Emergency Remote Teaching during COVID-19 Pandemic in a Sample of Greek Undergraduate Students: The Role of Self-Image

Kalliope Kounenou (), Angelos Giannoulas, Aglaia Stampoltzis, Antonios Kalamatianos, Ntina Kourmousi and Christos Pezirkianidis
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Kalliope Kounenou: Department of Education, School of Pedagogical & Technological Education, 15122 Maroussi, Greece
Angelos Giannoulas: Department of Education, School of Pedagogical & Technological Education, 15122 Maroussi, Greece
Aglaia Stampoltzis: Department of Economics & Sustainable Development, Harokopio University, 17676 Athens, Greece
Antonios Kalamatianos: Department of Education, School of Pedagogical & Technological Education, 15122 Maroussi, Greece
Ntina Kourmousi: Department of Education, School of Pedagogical & Technological Education, 15122 Maroussi, Greece
Christos Pezirkianidis: Department of Psychology, School of Social Sciences, Panteion University of Social and Political Sciences, 17671 Athens, Greece

IJERPH, 2022, vol. 20, issue 1, 1-12

Abstract: Emergency remote teaching replaced the in-person education in academic institutions as a result of the COVID-19 pandemic. Students with different personality traits experienced this abrupt change to distance learning in different ways. Thus, this research aims to examine the interplay between several facets of the students’ experience of emergency remote teaching, such as concerns about, tiredness with, and lack of communication during the first Greek lockdown, and their self-image through their core self-evaluations. The study sample consisted of 341 undergraduate students derived from 13 Greek universities, that completed a self-report questionnaire concerning students’ experiences with distance education, as well as the Core Self-Evaluation Scale measuring self-image components. A cross-section design was used and multiple regression and mediation analyses were applied. The results showed that self-image has an effect on students’ feeling of tiredness with distance learning, while female students demonstrated higher tiredness with distance learning and lack of communication. Moreover, except for gender and disability, all other variables along with self-image significantly predicted perspectives on distance learning. On the other hand, only gender, concerns about, and lack of communication significantly predicted students’ e-attendance of theoretical courses. In this transformative era, it is a challenge for universities to create effective online courses concerning students’ self-image. Finally, limitations and future directions are discussed.

Keywords: emergency remote teaching; self-image; core self-evaluation; personality; COVID-19; distance learning (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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