Abstract
This research aims to analyse the self-perception of teachers and students on their digital readiness and their attitudes towards digital and distance learning, as well as the potential influence of other factors. The use of digital technologies is directly linked to the academic performance of students and teachers, while also enabling new modes of the teaching–learning process. Considering the pandemic disruptions, the self-perception of Croatian university students and teachers was analysed, exploring the relationship and differences between groups. The results indicate significant digital readiness gaps, considering gender and the field of study. From a substantive point of view, the use and application of digital tools show a disconnect between expectations of digital transformation in the learning environment and reality. Existing environments and practices are augmented digitally without building new and improved learning systems. The findings of this study provide insights to reduce the existing gaps and improve the digital teaching and learning environment. Higher education institutions have a unique opportunity to increase their antifragility by leveraging new experiences gained during the pandemic, while also valuing their pre-existing institutional agility. The research has practical implications that can assist educators and policymakers in creating a digital learning environment that is more inclusive and beneficial to all participants.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.Data availability
The datasets used and/or analysed during the current study, including the R source code, are available from the corresponding author Git repository (https://github.com/nkkko/research-data/tree/main/2023/perceptions).
References
Ala-Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. Sevilla: Institute for Prospective Technological Studies. https://doi.org/10.13140/RG.2.2.18046.00322
Alemu, B. M. (2015). Integrating ICT into teaching-learning practices: promise, challenges and future directions of higher educational institutes. Universal Journal of Educational Research, 3(3), 170–189. https://doi.org/10.13189/ujer.2015.030303
Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203–220. https://doi.org/10.1080/21532974.2019.1646169
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L.-A., & Otto, A. (2022). Teachers’ digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 8. https://doi.org/10.1186/s41239-021-00312-8
Bastian, M., Heymann, S., & Jacomy, M. (2009). Gephi: An open source software for exploring and manipulating networks. http://www.aaai.org/ocs/index.php/ICWSM/09/paper/view/154
Bawden, D. (2001). Information and digital literacies: A review of concepts. Journal of Documentation, 57(2), 218–259. https://doi.org/10.1108/EUM0000000007083
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 50. https://doi.org/10.1186/s41239-021-00282-x
Boyers, J. M. (2013). Online done right: The importance of human interaction for student success. Elearn, 2013(9), 2524222.2524201. https://doi.org/10.1145/2524222.2524201
Butts, C. T. (2008). Network: A package for managing relational data in R. Journal of Statistical Software, 24, 1–36. https://doi.org/10.18637/jss.v024.i02
Cabero-Almenara, J., Gutiérrez-Castillo, J. J., Guillén-Gámez, F. D., & Gaete-Bravo, A. F. (2023). Digital competence of higher education students as a predictor of academic success. Technology, Knowledge and Learning, 28(2), 683–702. https://doi.org/10.1007/s10758-022-09624-8
Carayannis, E. G., & Morawska-Jancelewicz, J. (2022). The futures of Europe: Society 5.0 and Industry 5.0 as driving forces of future universities. Journal of the Knowledge Economy, 13(4), 3445–3471. https://doi.org/10.1007/s13132-021-00854-2
Chitkushev, L., Vodenska, I., & Zlateva, T. (2014). Digital learning impact factors: Student satisfaction and performance in online courses. International Journal of Information and Education Technology, 4(4), 356–359. https://doi.org/10.7763/IJIET.2014.V4.429
Chmura, M., Malach, J., & Vicherková, D. (2019). The significance of digital competences of university teachers: the views of the teachers and students themselves. In 17th International Conference on E-Society, pp. 135–142. https://doi.org/10.33965/es2019_201904L017
Collins, A. M. (2008). Rethinking Education in the Age of Technology. In B. P. Woolf, E. Aïmeur, R. Nkambou, & S. Lajoie (Eds.), Intelligent Tutoring Systems (pp. 1–2). Springer. https://doi.org/10.1007/978-3-540-69132-7_1
Crittenden, W. F., Biel, I. K., & Lovely, W. A. (2019). Embracing digitalization: Student learning and new technologies. Journal of Marketing Education, 41(1), 5–14. https://doi.org/10.1177/0273475318820895
Daneshmand, A., Harris, M., & Viviani, D. A. (2022). Roadmap to emergency remote teaching. New Directions for Community Colleges, 2022(199), 49–62. https://doi.org/10.1002/cc.20523
del Socorro Torres-Caceres, F., Mendez-Vergaray, J., Gissela Rivera-Arellano, E., Jenica Ledesma-Cuadros, M., Josefina Huayta-Franco, Y., & Flores, E. (2022). Virtual education during COVID-19 in higher education: A systematic review. Tuning Journal for Higher Education, 9(2), 470–499. https://doi.org/10.18543/tjhe.2217
Dontre, A. J. (2021). The influence of technology on academic distraction: A review. Human Behavior and Emerging Technologies, 3(3), 379–390. https://doi.org/10.1002/hbe2.229
Dorfsman, M., & Horenczyk, G. (2021). The coping of academic staff with an extreme situation: The transition from conventional teaching to online teaching. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10675-0
EDUCAUSE. (2021). 2021 EDUCAUSE horizon report. https://library.educause.edu/-/media/files/library/2021/4/2021hrteachinglearning.pdf
Esteve-Mon, F. M., Llopis-Nebot, M. Á., & Adell-Segura, J. (2020). Digital teaching competence of university teachers: A systematic review of the literature. IEEE Revista Iberoamericana De Tecnologías Del Aprendizaje. https://doi.org/10.1109/RITA.2020.3033225
Etikan, I., Musa, S. A., & Alkassim, R. S. (2015). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics. https://doi.org/10.11648/j.ajtas.20160501.11
Fabian, K., Smith, S., Taylor-Smith, E., & Meharg, D. (2022). Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID-19. British Journal of Educational Technology, 53(6), 1915–1936. https://doi.org/10.1111/bjet.13221
Fariani, R. I., Junus, K., & Santoso, H. B. (2023). A systematic literature review on personalised learning in the higher education context. Technology, Knowledge and Learning, 28(2), 449–476. https://doi.org/10.1007/s10758-022-09628-4
Feng, S., Wong, Y. K., Wong, L. Y., & Hossain, L. (2019). The internet and facebook usage on academic distraction of college students. Computers & Education, 134, 41–49. https://doi.org/10.1016/j.compedu.2019.02.005
Gaebel, M., & Zhang, T. (2018). Learning and teaching in the European higher education area.
García-VandewalleGarcía, J. M., García-Carmona, M., Trujillo Torres, J. M., & Moya Fernández, P. (2023). Analysis of digital competence of educators (DigCompEdu) in teacher trainees: The context of Melilla, Spain. Technology, Knowledge and Learning, 28(2), 585–612. https://doi.org/10.1007/s10758-021-09546-x
Gómez-Fernández, N., & Mediavilla, M. (2021). Exploring the relationship between information and communication technologies (ICT) and academic performance: A multilevel analysis for Spain. Socio-Economic Planning Sciences, 77, 101009. https://doi.org/10.1016/j.seps.2021.101009
Gómez-Trigueros, I., & Yáñez, C. (2021). The digital gender gap in teacher education: The TPACK framework for the 21st century. European Journal of Investigation in Health, Psychology and Education, 11, 1333–1349. https://doi.org/10.3390/ejihpe11040097
Grand-Clement, S., Devaux, A., Belanger, J., & Manville, C. (2017). Digital learning: Education and skills in the digital. AgeRAND Corporation. https://doi.org/10.7249/CF369
Guillén-Gámez, F. D., Mayorga-Fernández, M. J., Bravo-Agapito, J., & Escribano-Ortiz, D. (2021). Analysis of teachers’ pedagogical digital competence: Identification of factors predicting their acquisition. Technology, Knowledge and Learning, 26(3), 481–498. https://doi.org/10.1007/s10758-019-09432-7
Ha, L., Joa, C. Y., Gabay, I., & Kim, K. (2018). Does college students’ social media use affect school e-mail avoidance and campus involvement? Internet Research, 28(1), 213–231. https://doi.org/10.1108/IntR-11-2016-0346
Hawkins, A., Barbour, M. K., & Graham, C. R. (2012). “Everybody is their own island”: Teacher disconnection in a virtual school. The International Review of Research in Open and Distributed Learning, 13(2), 124. https://doi.org/10.19173/irrodl.v13i2.967
Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567–1579. https://doi.org/10.1080/03075079.2015.1007946
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, M. (2020). The difference between emergency remote teaching and online learning.
Jafari, E., & Alamolhoda, J. (2023). Lived experience of faculty members of ethics in virtual education. Technology, Knowledge and Learning, 28(1), 387–405. https://doi.org/10.1007/s10758-021-09577-4
Jrc, E. C. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publications Office. https://doi.org/10.2788/52966
Julien, H. (2019). Digital Literacy in Theory and Practice (digital-literacy-in-theory-and-practice) [Chapter]. Https://Services.Igi-Global.Com/Resolvedoi/Resolve.Aspx?Doi=https://doi.org/10.4018/978-1-5225-7659-4.Ch003; IGI Global. https://www.igi-global.com/gateway/chapter/www.igi-global.com/gateway/chapter/215910
Kane, G. C., Phillips, A. N., Copulsky, J., & Andrus, G. R. (2019). The technology fallacy: How people are the real key to digital transformation. https://www.semanticscholar.org/paper/The-Technology-Fallacy%3A-How-People-Are-the-Real-Key-Kane-Phillips/3b5b56ade6c8d962ffef106c07d3840e8eb3874d
Kankaanranta, M. (2001). Constructing digital portfolios: Teachers evolving capabilities in the use of information and communications technology. Teacher Development, 5(2), 259–275. https://doi.org/10.1080/13664530100200139
Karadag, E., Su, A., & Ergin-Kocaturk, H. (2021). Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 18(1), 57. https://doi.org/10.1186/s41239-021-00291-w
Kardum, R. B., & Vukelić, D. J. (2021). The challenges and issues on the university of zagreb during COVID-19 CRISIS. 9.
Kerzic, D., Alex, J. K., Pamela Balbontin Alvarado, R., de Bezerra, D. S., Cheraghi, M., Dobrowolska, B., Fagbamigbe, A. F., Faris, M. E., Franca, T., Gonzalez-Fernandez, B., Gonzalez-Robledo, L. M., Inasius, F., Kar, S. K., Lazanyi, K., Lazar, F., Machin-Mastromatteo, J. D., Maroco, J., Marques, B. P., Mejia-Rodriguez, O., & Aristovnik, A. (2021). Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. PLoS ONE, 16(10), e0258807. https://doi.org/10.1371/journal.pone.0258807
Kim, H. J., Hong, A. J., & Song, H.-D. (2019). The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments. International Journal of Educational Technology in Higher Education, 16(1), 21. https://doi.org/10.1186/s41239-019-0152-3
Kumar Basak, S., Wotto, M., & Bélanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4), 191–216. https://doi.org/10.1177/2042753018785180
Küsel, J., Martin, F., & Markic, S. (2020). University students’ readiness for using digital media and online learning—comparison between germany and the USA. Education Sciences, 10(11), 313. https://doi.org/10.3390/educsci10110313
Laufer, M., Leiser, A., Deacon, B., Perrin de Brichambaut, P., Fecher, B., Kobsda, C., & Hesse, F. (2021). Digital higher education: A divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality. International Journal of Educational Technology in Higher Education, 18(1), 51. https://doi.org/10.1186/s41239-021-00287-6
Lee, J., & Jung, I. (2021). Instructional changes instigated by university faculty during the COVID-19 pandemic: The effect of individual, course and institutional factors. International Journal of Educational Technology in Higher Education, 18(1), 52. https://doi.org/10.1186/s41239-021-00286-7
Lin, M.-H., Chen, H.-C., & Liu, K.-S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564. https://doi.org/10.12973/eurasia.2017.00744a
Mahlow, C., & Hediger, A. (2019). Digital transformation in higher education—buzzword or opportunity? Elearn, 2019(5), 3329488/3331171. https://doi.org/10.1145/3329488/3331171
Marozas, V., & Dumbrava, V. (2010). Motivating the Students to Study the Basics of Digital Signal Processing by using Virtual Learning Environment. Elektronika Ir Elektrotechnika.
Martínez-Cantos, J. L. (2017). Digital skills gaps: A pending subject for gender digital inclusion in the European Union. European Journal of Communication, 32(5), 419–438. https://doi.org/10.1177/0267323117718464
McCoy, B. (2013). Digital distractions in the classroom: Student classroom use of digital devices for non-class related purposes. https://www.semanticscholar.org/paper/Digital-Distractions-in-the-Classroom%3A-Student-Use-McCoy/78611e1fd73d966ce5192d1c2753040355d07efe
McLoughlin, C., & Lee, M. J. W. (2008). Mapping the digital terrain: New media and social software as catalysts for pedagogical change. P. 12.
Mercader, C., & Gairín, J. (2020). University teachers’ perception of barriers to the use of digital technologies: The importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(1), 4. https://doi.org/10.1186/s41239-020-0182-x
Morrison, K., & Camargo-Borges, C. (2016). The Opportunities and Challenges of Using Digital Learning Environments in Educational Organizations. In A. Montgomery & I. Kehoe (Eds.), Reimagining the Purpose of Schools and Educational Organisations: Developing Critical Thinking, Agency, Beliefs in Schools and Educational Organisations (pp. 161–172). Springer International Publishing. https://doi.org/10.1007/978-3-319-24699-4_12
Mubarak Al-Awidi, H., & Aldhafeeri, M. (2017). Teachers’ readiness to implement digital curriculum in Kuwaiti Schools. Journal of Information Technology Education: Research, 16, 105–126. https://doi.org/10.28945/3685
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505. https://doi.org/10.1080/13523260.2020.1761749
Nasution, R. A., Rusnandi, L. S. L., Qodariah, E., Arnita, D., & Windasari, N. A. (2018). The evaluation of digital readiness concept: Existing models and future directions. The Asian Journal of Technology Management (AJTM), 11(2), 94–117. https://doi.org/10.12695/ajtm.2018.11.2.3
Nguyen, L. A. T., & Habok, A. (2022). Tools for assessing teacher digital literacy: A review. Journal of Computers in Education. https://doi.org/10.1007/s40692-022-00257-5
O’Dwyer, L., & Bernauer, J. (2014). Quantitative Research for the Qualitative Researcher. https://doi.org/10.4135/9781506335674
OECD. (2020). Resourcing Higher Education: Challenges, Choices and Consequences. Organisation for Economic Co-operation and Development. https://www.oecd-ilibrary.org/education/resourcing-higher-education_735e1f44-en
Parkes, M., Stein, S., & Reading, C. (2015). Student preparedness for university e-learning environments. The Internet and Higher Education, 25, 1–10. https://doi.org/10.1016/j.iheduc.2014.10.002
Peled, Y. (2021). Pre-service teacher’s self-perception of digital literacy: The case of Israel. Education and Information Technologies, 26(3), 2879–2896. https://doi.org/10.1007/s10639-020-10387-x
Perifanou, M., Economides, A. A., & Tzafilkou, K. (2021). Teachers’ digital skills readiness during COVID-19 pandemic. International Journal of Emerging Technologies in Learning (IJET), 16(08), 238. https://doi.org/10.3991/ijet.v16i08.21011
Prensky, M. (2012). Digital Natives, Digital Immigrants. From Digital Natives to Digital Wisdom: Hopeful Essays for 21st Century Learning (pp. 67–85). Corwin Press. https://doi.org/10.4135/9781483387765
Puljak, L., Čivljak, M., Haramina, A., Mališa, S., Čavić, D., Klinec, D., Aranza, D., Mesarić, J., Skitarelić, N., Zoranić, S., Majstorović, D., Neuberg, M., Mikšić, Š, & Ivanišević, K. (2020). Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-learning during COVID-19 pandemic: A survey. BMC Medical Education, 20(1), 416. https://doi.org/10.1186/s12909-020-02343-7
Redecker, & Punie. (2017). European framework for the digital competence of educators: DigCompEdu (Scientific Analysis or Review, Policy Assessment, Technical Guidance KJ-NA-28775-EN-C (print),KJ-NA-28775-EN-N (online)). Publications Office of the European Union. https://doi.org/10.2760/178382 (print), https://doi.org/10.2760/159770 (online)
Revelle, W. (2023). psych: Procedures for psychological, psychometric, and personality research [Manual]. Northwestern University. https://CRAN.R-project.org/package=psych
Revelle, W., & Zinbarg, R. E. (2009). Coefficients Alpha, Beta, Omega, and the glb: Comments on Sijtsma. Psychometrika, 74(1), 145–154. https://doi.org/10.1007/s11336-008-9102-z
Rodrigues, S., Rocha, A., & Abreu, A. (2018). Needs and expectations faced with the Moodle platform and institutional support available: The case of ISCAP. In 2018 13th Iberian Conference on Information Systems and Technologies (CISTI), pp. 1–6. https://doi.org/10.23919/CISTI.2018.8399409
Rodrigues, A. L., Cerdeira, L., de Machado-Taylor, M. L., & Alves, H. (2021). Technological skills in higher education-different needs and different uses. Education Sciences, 11(7), 326. https://doi.org/10.3390/educsci11070326
Romero-Tena, R., Llorente-Cejudo, C., Puig-Gutiérrez, M., & Barragán-Sánchez, R. (2021). The pandemic and changes in the self-perception of teacher digital competences of infant grade students: A cross sectional study. International Journal of Environmental Research and Public Health, 18(9), 4756. https://doi.org/10.3390/ijerph18094756
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506. https://doi.org/10.1007/s11423-008-9091-8
Sánchez-Caballé, A., Gisbert-Cervera, M., & Esteve-Mon, F. (2020). The digital competence of university students: A systematic literature review. Aloma: Revista De Psicologia, Ciències De L’educació i De L’esport, 38(1), 63–74. https://doi.org/10.51698/aloma.2020.38.1.63-74
Schleicher, A. (2020). The impact of COVID-19 on education—Insights from Education at a Glance 2020. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
Selwyn, N. (2006). Exploring the ‘digital disconnect’ between net-savvy students and their schools. Learning, Media and Technology, 31(1), 5–17. https://doi.org/10.1080/17439880500515416
Selwyn, N., Nemorin, S., & Johnson, N. (2017). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning, Media and Technology, 42(4), 390–405. https://doi.org/10.1080/17439884.2016.1252770
Sillat, L. H., Tammets, K., & Laanpere, M. (2021). Digital competence assessment methods in higher education: A systematic literature review. Education Sciences, 11(8), 402. https://doi.org/10.3390/educsci11080402
Singh, A., & Meena, M. (2022). Teaching-learning process through virtual mode during the pandemic time: Systematic literature review and gap analysis. Tuning Journal for Higher Education, 10, 337–372. https://doi.org/10.18543/tjhe.2252
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143
Sparks, J. R., Katz, I. R., & Beile, P. M. (2016). Assessing digital information literacy in higher education: A review of existing frameworks and assessments with recommendations for next-generation assessment. ETS Research Report Series, 2016(2), 1–33. https://doi.org/10.1002/ets2.12118
Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37–56. https://doi.org/10.1080/0305764X.2019.1625867
Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. The International Review of Research in Open and Distributed Learning. https://doi.org/10.19173/irrodl.v7i3.325
Sullivan, G. M., & Artino, A. R. (2013). Analyzing and interpreting data from likert-type scales. Journal of Graduate Medical Education, 5(4), 541–542. https://doi.org/10.4300/JGME-5-4-18
Taleb, N. N. (2012). Antifragile: Things That Gain from Disorder. Random House Publishing Group.
Tejedor, S., Cervi, L., Perez-Escoda, A., & Jumbo, F. T. (2020). Digital literacy and higher education during COVID-19 lockdown: Spain, Italy, and Ecuador. Publications, 8(4), 48. https://doi.org/10.3390/publications8040048
Thongsri, N., Shen, L., & Bao, Y. (2020). Investigating academic major differences in perception of computer self-efficacy and intention toward e-learning adoption in China. Innovations in Education and Teaching International, 57(5), 577–589. https://doi.org/10.1080/14703297.2019.1585904
Tobishima, S. (2020). Gender and socioeconomic differences in adolescents’ perceived information and communication technology (ICT) competencies. Journal of Socio-Informatics, 13(1), 1–13. https://doi.org/10.14836/jsi.13.1_1
Tomczyk, Ł, Fedeli, L., Włoch, A., Limone, P., Frania, M., Guarini, P., Szyszka, M., Mascia, M. L., & Falkowska, J. (2023). Digital competences of pre-service teachers in Italy and Poland. Technology, Knowledge and Learning, 28(2), 651–681. https://doi.org/10.1007/s10758-022-09626-6
Warschauer, M. (2007). The paradoxical future of digital learning. Learning Inquiry, 1(1), 41–49. https://doi.org/10.1007/s11519-007-0001-5
Wickham, H., François, R., Henry, L., Müller, K., & Vaughan, D. (2023). dplyr: A grammar of data manipulation [Manual].
Yang, Y., & Cornelius, L. F. (2004, October 1). Students’ Perceptions towards the Quality of Online Education: A Qualitative Approach. https://www.semanticscholar.org/paper/Students'-Perceptions-towards-the-Quality-of-Online-Yang-Cornelius/e3a82741e99e744f6e0f7c1bbe8436968abd8a84
Yong, S.-T., & Gates, P. (2014). Born digital: Are they really digital natives? International Journal of E-Education, e-Business, e-Management and e-Learning,. https://doi.org/10.7763/IJEEEE.2014.V4.311
Zhao, Y., Pinto Llorente, A. M., & Sánchez Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212. https://doi.org/10.1016/j.compedu.2021.104212
Zhong, Z.-J. (2011). From access to usage: The divide of self-reported digital skills among adolescents. Computers & Education, 56(3), 736–746. https://doi.org/10.1016/j.compedu.2010.10.016
Acknowledgements
Not applicable.
Funding
This research received no external funding.
Author information
Authors and Affiliations
Contributions
NB and AG contributed to the study conception and design. NB did the data collection and analysis, including the writing of the first draft of the manuscript and all authors commented on all versions of the manuscript. All authors read and approved the final manuscript.
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no competing interests.
Informed Consent
Informed consent was obtained from all subjects involved in the study prior to starting the survey.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Supplementary Information
Below is the link to the electronic supplementary material.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Balić, N., Grubišić, A. & Granić, A. Perceptions of Digital Learning and Teaching: The Case of a Croatian University Transition to an Emergency Digital Environment. Tech Know Learn 29, 453–481 (2024). https://doi.org/10.1007/s10758-023-09692-4
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10758-023-09692-4