WHICH QUALITIES SHOULD BUILT ENVIRONMENT POSSESS TO ENSURE SATISFACTION OF HIGHER-EDUCATION STUDENTS WITH REMOTE EDUCATION DURING PANDEMICS?

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dc.contributor.authorTleuken, Aidana
dc.contributor.authorTurkyilmaz, Ali
dc.contributor.authorUnger, Kristina
dc.contributor.authorTokazhanov, Galym
dc.contributor.authorEl-Thalji, Idriss
dc.contributor.authorMostafa, Mohamad Y.
dc.contributor.authorGuney, Mert
dc.contributor.authorKaraca, Ferhat
dc.date.accessioned2023-01-31T10:56:49Z
dc.date.available2023-01-31T10:56:49Z
dc.date.issued2022
dc.description.abstractThe COVID-19 pandemic has suddenly switched most education processes from face-to-face to remote mode, obliging millions of students to utilize their residences as study spaces. However, the characteristics of their residential built environments differ in terms of regional, social, cultural, and technological aspects. These differences should impact the students' performance and satisfaction which needs to be measured and studied. The present study aims to identify the effect of the residential built environment on students' satisfaction and academic performance during the COVID-19 pandemic. It was conducted in two countries, Kazakhstan (KZ) and Norway (NO), using a comprehensive online survey to gather data. An empirical assessment based on the structural equation model was employed to identify links between health, safety, and comfort of students' facilities and academic performance and satisfaction. We conclude that the built environment affects both satisfaction for remote education and their learning performance. Significant differences in readiness for remote education have been observed between urban and non-urban living areas: (1) The role of health-and-safety convenience seems to increase with the urbanization level of the respondents’ living spaces; (2) in contrast, for non-urban residents, the provision of comfort facilities is dominant. In the meantime, an analysis “by regions” revealed that health-and-safety-related facilities in residences are more critical for remote education in Central Asia (KZ). In contrast, the comfort features of residences being more important for the students studying remotely in Northern Europe (NO). These results provide an understanding that would assist in improving remote education and preparing pandemic-ready living areas.en_US
dc.identifier.citationTleuken, A., Turkyilmaz, A., Unger, K., Tokazhanov, G., El-Thalji, I., Mostafa, M. Y., Guney, M., & Karaca, F. (2022). Which qualities should built environment possess to ensure satisfaction of higher-education students with remote education during pandemics? Building and Environment, 207, 108567. https://doi.org/10.1016/j.buildenv.2021.108567en_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/6903
dc.language.isoenen_US
dc.publisherBuilding and Environmenten_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectType of access: Open Accessen_US
dc.subjectCOVID-19en_US
dc.subjectNorwayen_US
dc.subjectKazakhstanen_US
dc.subjectOffline educationen_US
dc.subjectRemote learningen_US
dc.subjectStructural equation model (SEM)en_US
dc.titleWHICH QUALITIES SHOULD BUILT ENVIRONMENT POSSESS TO ENSURE SATISFACTION OF HIGHER-EDUCATION STUDENTS WITH REMOTE EDUCATION DURING PANDEMICS?en_US
dc.typeArticleen_US
workflow.import.sourcescience

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