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Social anxiety in E-Learning: Scale validation and socio-demographic correlation study.
- Source :
- Education & Information Technologies; Jul2022, Vol. 27 Issue 6, p8189-8201, 13p
- Publication Year :
- 2022
-
Abstract
- During the ongoing coronavirus disease 2019 pandemic, over 1.5 billion students worldwide have been deprived of access to traditional learning. This situation has necessitated the use of social distancing-based educational methods; consequently, a tremendous shift towards e-learning has been observed. This study assesses medical students' social anxiety levels in e-learning environments. The study was conducted in two phases. In the first phase, the original Turkish Social Anxiety Scale for E-Learning Environments (SASE) was adapted in English and tested for validity and reliability. This instrument has two subscales: social anxiety in learner-learner interaction and in learner-instructor interaction. In the second stage, we explored the associations of gender, age, and perceived academic performance with medical students' social anxiety levels in e-learning environments. A total of 325 responses were analysed. Consistent with the original version, the adapted scale is a reliable and valid measure of social anxiety in e-learning. Social anxiety in e-learning was related to gender (p = 0.008) and age (p = 0.013). Social anxiety levels were higher in students with lower perceived performance during e-learning compared to students with enhanced performance, but the difference was not significant. The SASE is a useful instrument for evaluating social anxiety in e-learning environments across English educational frameworks. Considering the shift in social interaction environments, efforts are required to reduce medical students' social anxiety levels and enhance learning. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 13602357
- Volume :
- 27
- Issue :
- 6
- Database :
- Complementary Index
- Journal :
- Education & Information Technologies
- Publication Type :
- Academic Journal
- Accession number :
- 158693747
- Full Text :
- https://doi.org/10.1007/s10639-022-10919-7