Conditioning factors in the remote learning context in higher education

ABSTRACT

With the epidemiological scenario produced by the COVID-19 pandemic, information technologies have increased their importance in education and become even more significant, forcing unforeseen and fundamental adjustments in the organization of work. To ensure that students continue to learn, these developments in educational institutions have led to the increasing use of remote learning. This study investigates the factors that facilitate or condition students' perception of their perceived efficacy and development of soft skills in a remote learning environment during the second COVID-19 blockade in Portugal. Between March 1 and 15, 2021, 258 students (higher education) who were enrolled in remote learning answered a web-based cross-sectional questionnaire. The results of the regression analysis revealed several conditioning factors for this type of learning that can impact on the effectiveness and development of students' competencies technological issues, learning conditions (e.g., autonomy, study materials) and demotivation were significant factors. Given current and future generations of students, the results of this study provide clues for higher education managers and teachers to develop digital strategies to provide innovative, attractive and motivating learning environments.