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. 2022 Mar 21;19(6):3732.
doi: 10.3390/ijerph19063732.

Variables Influencing Professors' Adaptation to Digital Learning Environments during the COVID-19 Pandemic

Diego Vergara-Rodríguez  1 , Álvaro Antón-Sancho  2 , Pablo Fernández-Arias  1
Affiliations

Variables Influencing Professors' Adaptation to Digital Learning Environments during the COVID-19 Pandemic

Diego Vergara-Rodríguez et al. Int J Environ Res Public Health. .

Abstract

This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation to digital learning environments (DLE) of a group of 908 university professors. We compared the perceptions of participants who were digital natives (born before 1980) with those of digital immigrants (born after 1980). For this purpose, a validated survey was used and the obtained responses statistically analyzed. The results show a negative correlation between pandemic stress and the digital competence of professors and their adaptation skills to digital environments, which although weak for both of the two groups compared are stronger for digital immigrants. Both self-confidence and digital competence show a positive influence on the perception of adaptation of skills to DLE, and this is weaker in digital natives. Gaps were identified by gender and area of knowledge of the participants; consequently, the need to carry out training actions for university faculty on skills linked to their digital competence in teaching is clear.

Keywords: COVID-19 pandemic; digital competence; digitization process; psychological effects; stress.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Teacher’s skills and competences to cope with COVID-19 pandemic and the virtualization of education.
Figure 2
Figure 2
Digital generations.
Figure 3
Figure 3
Countries participating in the research.
Figure 4
Figure 4
Research objective and variables.
See this image and copyright information in PMC

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