20.500.12556/DKUM-87072 The idea that digital remote learning can happen anytime, anywhere in forced online teacher education is a myth An involuntary international experiment in which the entire student population was switched to digital remote learning due to the measures to stop COVID-19 put the paradigm of "anytime, anywhere learning" to the test. Online survey responses were obtained from 281 preservice primary and subject teachers. Using Structural Equation Modelling, connections were examined by inspection of path coefcients between constructs quality of personal digital technology, satisfaction, health, well-being, motivation, and physical activity. Problems with the quality of personal digital technology had a moderate infuence on all constructs except motivation. Satisfaction infuenced all constructs, well-being, and health the most. When comparing responses of the bottom and top third students based on the quality of personal digital technology, it was found that students who did not have the appropriate technology and workspace were less satisfed and sufered more. This is refected in an increased incidence of problems related to health, well-being, and physical activity, along with a decrease in motivation. At least for the technologically deprived, the paradigm of "anytime, anywhere learning" is a myth. The study highlights the need for educational institutions to provide adequate technology and workspaces for all students in order to support their well-being and motivation during remote learning. digital technology health online education satisfaction well-being digitalne tehnologije zdravje spletno izobraževanje zadovoljstvo dobro počutje true true true Springer Nature Angleški jezik Slovenski jezik https://link.springer.com/journal/10758 © The Author(s) 2023 Članek v reviji 2024-02-15 09:44:20 2024-02-15 10:08:17 2024-05-24 14:11:10 0000-00-00 00:00:00 2023 0 0 Str. 1461-1484 Št. 4 Letn. 28 Dec. 2023 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 2023-08-14 2023-09-23 37.091:5 167276035 10.1007/s10758-023-09685-3 2211-1670 Sorgo-2023-The_Idea_That_Digital_Remote_Learni.pdf Sorgo-2023-The_Idea_That_Digital_Remote_Learni.pdf 1 F702FB2E75E2DFA008E30890AA3F140F cc7347ba141666f4481aecf6852013790ee04769651c3b77ef78a8a55edb747b c966331f-cbe0-11ee-be42-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=176173 https://link.springer.com/article/10.1007/s10758-023-09685-3 0 e0d4d13a-cbe0-11ee-be42-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=176174 Fakulteta za naravoslovje in matematiko Fakulteta za elektrotehniko, računalništvo in informatiko Pedagoška fakulteta 0 0 0