Conditioning factors in the remote learning context in higher education

With the epidemiological setting produced by the COVID-19 pandemic, information technologies have increased in importance in education and have become even more significant, forcing unanticipated and fundamental adjustments in work organization. To guarantee that students continue to study, these developments in educational institutions have led to the growing usage of remote learning. This study investigates the factors that either support or constrain students' perceptions of their perceived efficacy and skill development in a remote learning environment during the second COVID-19 lockdown, in Portugal. Between March 1 and March 15, 2021, 258 students (higher school) who were enrolled in remote learning responded to a web-based cross-sectional survey. The results of a regression analysis revealed several conditioning factors for this learning mode that could impact on students' efficacy and soft skills development: technology issues, learning conditions (e.g., autonomy, study materials) and demotivation were all significant factors. Given the current and future generations of students, the results of this study provide clues for managers and teachers of higher education establishments to develop digital strategies to provide innovative, attractive, and motivating learning environments.