The emergence of Covid-19 profoundly disrupted the traditional university education model, accelerating a process of digitalisation that, under normal circumstances, would have taken years.
While e-learning and Education 4.0 ensured academic continuity, the transition exposed deep inequalities in access to resources, shortcomings in faculty digital training, and significant shifts in learning dynamics. These challenges have sparked increasing interest in understanding the impact of enforced digitalisation on student performance and well-being.
Previous studies have documented varied effects, ranging from decreased academic performance and heightened stress and anxiety to an increase in autonomous learning. However, further exploration is needed to assess how psychosocial factors such as fear, uncertainty, and motivation have shaped the university experience during the health crisis.
This study examines the impact of university digitalisation on students in Andalusia, addressing three key questions:
- How have psychosocial and learning-related variables influenced sociodemographic factors?
- What impact have these factors had on students’ perceptions of learning and well-being?
- Is there a significant relationship between uncertainty and academic motivation?
Through a quantitative approach, this research seeks to provide empirical evidence to better understand these effects and to inform future educational strategies in times of crisis.
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How to cite: Romero-Rodríguez, J.-M., Hinojo-Lucena, F.-J., Aznar-Díaz, I., & Gómez-García, G. (2022). Digitalisation of the University by Covid-19: Impact on Students’ Learning and Psychosocial Factors. RIED. Revista Iberoamericana de Educación a Distancia, 25(2), 153–172. https://doi.org/10.5944/ried.25.2.32660
