Week 9 Article Reflections (March 13th)

Hello from Louisville, KY, where it has been 75 degrees and sunny all week! ☀️ We have been truly spoiled at the start of March. I can't complain though because my birthday was last weekend! Below you will find my thoughts for this week. I look forward to reading yours as well! 

Note: I usually separate my thoughts for each study into different paragraphs, but I wanted to try something different this week since all the studies are on similar topics. I also used ChatGPT this week for the last paragraph, which brings together connections from all three studies. I also had ChatGPT create an image for this post. The inspiration I gave it was, "a cartoon of a college freshman that seems frustrated during the pandemic". I was quite impressed with what it produced! 

This week, our focus was on the COVID-19 pandemic and how it reshaped education worldwide. The pandemic forced teachers and students to adapt rapidly to online and hybrid learning models. The three studies I looked at this week gave us valuable insights into this transition. I appreciated how they explored technology adoption, student self-efficacy, and the ever-evolving perceptions of distance learning. Together, they offer a full view of the challenges and opportunities that arose during this time while highlighting key factors that influenced student success. My first year of teaching was 2020-2021. I did not have students in my classroom until March of that school year, and wow, was it a wild one! 

Technology Adoption during the Pandemic

The first study, Adoption of Learning Technologies in Times of Pandemic Crisis, by Drachsler et al. (2021), examines how schools and universities adopted digital tools during the pandemic. The findings show that while technology was crucial for continuing education, the adoption speed was too quick, which meant that training and support were unavailable for teachers or students. Both groups struggled with platforms they weren't familiar with. Additionally, there were disparities in access to devices and reliable internet, which widened the gap in educational inequities. However, I loved that the study noted that the pandemic accelerated digital literacy. Because of this, it fostered a culture of experimentation and adaptability within education. As a college senior from March 2020 to May 2020, I can attest to this! I was a student teacher in a kindergarten class at the time. My cooperating teacher, kindergarten students, and I were forced to adapt to online schooling. I think back on the end of my undergraduate career and am thankful I was so close to the end of college when the pandemic occurred rather than just starting. It was very different being the one determining how online learning would go (as a teacher) versus deciding how to navigate the new world of online school that I was not used to (as a student). 

The Role of Self-Efficacy in Online Learning

The second study, Enhancing Learning Engagement During COVID-19 Pandemic: Self-Efficacy in Time Management, Technology Use, and Online Learning Environments by Heo et al. (2021), explores how students' confidence in managing their time and using technology influenced their learning engagement. The study found that high self-efficacy correlated with greater persistence and academic performance, while students who doubted their abilities were likelier to disengage. As a teacher, I found this to be 100% true. I had some students who were very independent when it came to getting on our Google Meets every morning. However, I also had students who needed a lot of help to do this, and if help wasn't around at home, they did not attend meetings or complete work. The research underscores the importance of providing students with technical training and self-regulation strategies, as these skills are essential for navigating less structured online environments. 

Perceptions of Distance Learning: Freshmen vs. Advanced Students

The third study, Distance Learning Perceptions During the Coronavirus Outbreak: Freshmen Versus More Advanced Students by Baruth et al. (2021), highlights how students' stage in their academic journey influenced their perceptions of remote learning. Freshmen, lacking prior experience with college-level expectations, reported higher levels of frustration and isolation. In contrast, advanced students, already familiar with academic demands, were better equipped to adapt, though they still did face motivation challenges. As I mentioned in an earlier thought, being a senior during the pandemic was a difficult time, but I'm very thankful I was not a freshman for this exact reason! The study suggests that tailored support systems could help mitigate these disparities. Some examples could be virtual peer mentoring and structured orientation programs that have more of a focus on online learning. Even though the pandemic is over, I'm sure many professors still rely on technology. It would be great to prepare students for this sooner. 

Connecting the Dots: Toward Resilient Learning Systems (ChatGPT assisted with this portion)

Together, these studies clearly show the pandemic’s educational landscape. Technology adoption provided a lifeline for learning continuity, but without adequate support, it widened existing gaps. Student success hinged not only on access to tools but also on personal confidence and adaptive skills. Furthermore, learners’ needs varied significantly based on their experience level, reinforcing the necessity for differentiated support.

These insights can inform more resilient, inclusive learning systems as schools move forward. Investing in ongoing digital literacy training, fostering self-efficacy through targeted interventions, and creating flexible support structures can help bridge gaps and build a future-ready education system. The pandemic disrupted education and revealed pathways for innovation if we choose to follow them.

References

Drachsler, H., Jansen, J., & Kirschner, P. A. (2021). Adoption of learning technologies in times of pandemic crisis. Journal of Computer Assisted Learning, 37(6), 1509–1512.

Heo, H., Bonk, C. J., & Doo, M. Y. (2021). Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environments. Journal of Computer Assisted Learning, 37(6), 1640–1652.

Baruth, O. (2021). Distance learning perceptions during the coronavirus outbreak: Freshmen versus more advanced students. Journal of Computer Assisted Learning, 37(6), 1666–1681.

OpenAI. (2025). ChatGPT (March 13 version).