Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Crisis-driven digitalization and academic success across disciplines
Swedish Univ Agr Sci, Dept Econ, Uppsala, Sweden..
Jönköping University, Jönköping International Business School, JIBS, Economics.ORCID iD: 0000-0001-8965-1501
2024 (English)In: PLOS ONE, E-ISSN 1932-6203, Vol. 19, no 2, article id e0293588Article in journal (Refereed) Published
Abstract [en]

While the rapid digitalization in higher education, accelerated by the COVID-19 pan- demic, has restructured the landscape of teaching and learning, a comprehensive under- standing of its implications on students' academic outcomes across various academic disciplines remains unexplored. This study, therefore, aims to fill this gap by providing an in-depth examination of the effects of crisis-driven digitalization on student performance, specifically the shift to emergency remote education during the COVID-19 crisis. Lever- aging a panel dataset encompassing 82,694 individual student course grades over a span of six years, we explore the effects of digitalization across nationalities, educational levels, genders, and crucially, academic disciplines. Our findings are threefold: (i) firstly, we note that crisis-driven digitalization significantly impacted students' chances of passing a course and achieving higher course grades in comparison to the pre-crisis period. (ii) Secondly, we found the effect to be heterogeneous across disciplines. Notably, practical disciplines, such as nursing, experienced a negative impact from this sudden shift, in contrast to more theoretical disciplines such as business administration or mathematics, which saw a positive effect. (iii) Lastly, our results highlight significant variations in the impact based on educational levels and nationalities. Master's students had a harder time adapting to the digital shift than their bachelor counterparts, while international students faced greater challenges in less international academic environments. These insights underscore the need for strategic interventions tailored to maximize the potential of digital learning across all disciplines and student demographics. The study aims to guide educators and policymakers in creating robust digital learning environments that promote equitable outcomes and enhance students' learning experiences in the digital age.

Place, publisher, year, edition, pages
Public Library of Science (PLoS), 2024. Vol. 19, no 2, article id e0293588
National Category
Didactics
Identifiers
URN: urn:nbn:se:hj:diva-64069DOI: 10.1371/journal.pone.0293588ISI: 001164173200039PubMedID: 38359011Scopus ID: 2-s2.0-85185241186Local ID: GOA;;949277OAI: oai:DiVA.org:hj-64069DiVA, id: diva2:1855038
Available from: 2024-04-29 Created: 2024-04-29 Last updated: 2024-04-29Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textPubMedScopus

Authority records

Nordén, Anna

Search in DiVA

By author/editor
Nordén, Anna
By organisation
JIBS, Economics
In the same journal
PLOS ONE
Didactics

Search outside of DiVA

GoogleGoogle Scholar

doi
pubmed
urn-nbn

Altmetric score

doi
pubmed
urn-nbn
Total: 62 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf