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Griscti O, Sammut R, Camilleri L, Phee-Donovan E. The impact of COVID-19 on nursing students' lives and online learning: A cross-sectional survey. J Adv Nurs 2024; 80:2566-2576. [PMID: 38012833 DOI: 10.1111/jan.15979] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2023] [Revised: 10/02/2023] [Accepted: 11/09/2023] [Indexed: 11/29/2023]
Abstract
AIMS To explore the impact of COVID-19 on students' lives and their online learning experience. DESIGN A cross-sectional survey design was used in this study. METHODS A total of 44 nursing students who were enrolled in an undergraduate programme at a Canadian University participated in the study. The students were asked to fill out a 35-item survey that was developed by the European Students' Union and that was circulated across Europe in April 2020. RESULTS The COVID-19 pandemic and subsequent lockdown affected students mentally, and emotionally. Findings also revealed that whilst most students had the privilege to study from home, many students did not have a desk, or a quiet place to study in their home and some had problems with Internet connectivity. Online lectures were delivered according to students' preferences; however, students were dissatisfied with the way their practice was organized. CONCLUSION The similarities between this study and the European study provide common grounds for academics around the world to connect, collaborate and work on the challenges in providing nurse education in emergencies such as national disasters or pandemics to ensure preparedness for such future events. PATIENT OR PUBLIC CONTRIBUTION No Patient or Public Contribution. IMPACT The commonalities experienced in nursing education across the globe should act as an impetus for globalized nursing action. Educators need to prepare and reinvent a role for students in the clinical area in the event of future disasters/pandemics. Policy makers and administrators need to ensure when switching to online education no student is underprivileged or marginalized in the process.
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Chai J, Ye JH. A social network analysis of college students' online learning during the epidemic era: A triadic reciprocal determinism perspective. Heliyon 2024; 10:e28107. [PMID: 38524571 PMCID: PMC10958418 DOI: 10.1016/j.heliyon.2024.e28107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2023] [Revised: 03/06/2024] [Accepted: 03/12/2024] [Indexed: 03/26/2024] Open
Abstract
The way in which college students learn online has dramatically altered due to the COVID-19 pandemic. Using the triadic reciprocal determinism (TRD) theory, this study aimed to identify the key factors influencing college students' online learning experience through sentiment analysis, text mining, and social network analysis (SNA). Macro- and micro-level parsing was conducted on the SNA model, which was divided into core, mantle, and shell layers to determine the most influential factors in the core layer. This study found that learners' personal factors, learning behaviors, and related elements in the online learning environment significantly influenced the learning outcomes of college students enrolled in online courses. Additionally, this study explored the distribution of SNA model elements in the mantle and peripheral shell layers, which also impact the online learning experience of college students. Overall, this study provides a comprehensive overview of the various factors affecting college students' online learning experience, and highlights the importance of considering these factors when designing online learning environments for college students.
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Affiliation(s)
- Jun Chai
- Department of Public Physical Education, Ningbo University of Finance and Economics, Ningbo, China
| | - Jian-Hong Ye
- Faculty of Education, Beijing Normal University, Beijing, China
- National Institute of Vocational Education, Beijing Normal University, Beijing, China
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3
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Benner AD, Harrington MK, Kealy C, Nwafor CE. The COVID-19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review. J Res Adolesc 2024. [PMID: 38509818 DOI: 10.1111/jora.12935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 01/27/2024] [Accepted: 02/29/2024] [Indexed: 03/22/2024]
Abstract
The COVID-19 pandemic upended the lives of adolescents and young adults across the globe. In response to the pandemic onset, educational institutions were forced to pivot to online learning, a new teaching and learning format for most secondary and university students. This systematic narrative review summarizes findings from 168 publications spanning 56 countries on students' educational outcomes and school climate as well as the internal assets and contextual supports that promoted academic well-being during the pandemic. Our findings suggest that young people commonly reported declines in their academic-related outcomes and school-based relationships due to the COVID-19 pandemic. Internal assets (e.g., intrinsic motivation and self-efficacy) and contextual supports (i.e., relationships with teachers, peers, and parents) promoted academic well-being during the pandemic. Next steps for research on young people's academic well-being during the pandemic are suggested.
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Affiliation(s)
- Aprile D Benner
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Madeline K Harrington
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Carmen Kealy
- School of Education, University of Galway, Galway, Ireland
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Anjur S. Lessons from the year of COVID-19: insights, projections, and next steps in a high school pathophysiology classroom. Adv Physiol Educ 2024; 48:105-111. [PMID: 38205517 DOI: 10.1152/advan.00084.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 12/19/2023] [Accepted: 01/05/2024] [Indexed: 01/12/2024]
Abstract
The COVID-19 pandemic not only affected education at its peak, it continues to affect learning in its aftermath. High schools were forced to transition to remote learning, throwing students and educators alike into a new reality. Recovering from the pandemic has forced the need for innovative ways to engage students. Some successful attempts at modifying quizzes, lab activities, and assessments in my pathophysiology classroom are described in this article. In addition, students were also given extra time on assessments, and their feedback was incorporated into the course to improve it for future iterations. It was observed that student gains between pre- and posttests increased after the pandemic as a result of these modifications.NEW & NOTEWORTHY Different ways of modifying existing assessments and labs in a pathophysiology high school classroom are described. Novel assessments were modified after the COVID-19 pandemic to better engage students during the transition from remote to in-person learning after the pandemic. These activities prompted an increase in student test gains compared during and after the pandemic. It was concluded that incorporating student feedback and providing extra time for assessments helped students articulate better on assessments.
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Affiliation(s)
- Sowmya Anjur
- Science Faculty, Illinois Math and Science Academy, Aurora, Illinois, United States
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Wen L, Xu W, Yan X, Lin X, Shao C, Zhang L. An interaction study of online learning satisfaction with parent-child relationships and trait coping styles. Front Psychiatry 2024; 15:1320886. [PMID: 38495907 PMCID: PMC10940432 DOI: 10.3389/fpsyt.2024.1320886] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2023] [Accepted: 02/05/2024] [Indexed: 03/19/2024] Open
Abstract
As the physical and mental development of the young is not only influenced by the parent-child relationship (PR) and the student's academic performance, but also moderated by trait coping styles (TCS), the changes between these three during the online learning period in an epidemic need to be reconsidered. This study aims to explore the factors affecting online learning satisfaction (OLS) among students and their interaction with parent-child relationship and trait coping style. A web-based questionnaire was employed, encompassing general information, the Trait Coping Style Questionnaire (TCSQ), and queries related to OLS. A total of 1,287 valid questionnaires were collected, with 593 from junior high school students, 197 from high school students, and 497 from university students. Our findings indicate that parent-child relationship (PR), positive coping style (PCS), and learning status (LS) showed a positive correlation with OLS (r=0.110, P<0.001; r=0.786, P<0.001). Conversely, negative coping style (NCS) presented a negative correlation with OLS (r=-0.186, P<0.01). Multiple regression analysis of OLS reveals that PR has a significant impact on OLS (P<0.001, β=0.291), as does LS (P<0.001, β=0.767). However, trait coping styles (TCS) appear to have no significant effect on OLS. Notably, PR plays a significant and positive mediating role between LS and OLS, with a mediation effect of 0.0132 (P<0.05), accounting for 1.682% of the total effect. These findings suggest that strengthening parent-child interactions and fostering adaptive coping mechanisms could play a crucial role in enhancing students' satisfaction with online education. Such improvements could potentially contribute to superior academic outcomes and overall student well-being.
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Affiliation(s)
- Leji Wen
- National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen University, Xiamen, Fujian, China
| | - Weizhuo Xu
- National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen University, Xiamen, Fujian, China
| | - Xiaoyue Yan
- National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen University, Xiamen, Fujian, China
| | - Xin Lin
- National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen University, Xiamen, Fujian, China
| | - Chen Shao
- Department of Urology, Xiang’an Hospital of Xiamen University, School of Medicine, Xiamen, Fujian, China
| | - Lei Zhang
- National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen University, Xiamen, Fujian, China
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León-Figueroa DA, Barboza JJ, Siddiq A, Sah R, Valladares-Garrido MJ, Adhikari S, Aguirre-Milachay E, Sah S, Rodriguez-Morales AJ. Prevalence of computer vision syndrome during the COVID-19 pandemic: a systematic review and meta-analysis. BMC Public Health 2024; 24:640. [PMID: 38424562 PMCID: PMC10902934 DOI: 10.1186/s12889-024-17636-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Accepted: 01/01/2024] [Indexed: 03/02/2024] Open
Abstract
BACKGROUND Computer vision syndrome has become a significant public health problem, especially in developing countries. Therefore, this study aims to identify the prevalence of computer vision syndrome during the COVID-19 pandemic. METHODS A systematic review and meta-analysis of the literature was conducted using the databases PubMed, Scopus, Web of Science, and Embase up to February 22, 2023, using the search terms "Computer Vision Syndrome" and "COVID-19". Three authors independently performed study selection, quality assessment, and data extraction, and the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument was used to evaluate study quality. Heterogeneity was assessed using the statistical test I2, and the R version 4.2.3 program was used for statistical analysis. RESULTS A total of 192 studies were retrieved, of which 18 were included in the final meta-analysis. The total sample included 10,337 participants from 12 countries. The combined prevalence of computer vision syndrome was 74% (95% CI: 66, 81). Subgroup analysis based on country revealed a higher prevalence of computer vision syndrome in Pakistan (99%, 95% CI: 97, 100) and a lower prevalence in Turkey (48%, 95% CI: 44, 52). In addition, subgroup analysis based on study subjects showed a prevalence of 82% (95% CI: 74, 89) for computer vision syndrome in non-students and 70% (95% CI: 60, 80) among students. CONCLUSION According to the study, 74% of the participants experienced computer vision syndrome during the COVID-19 pandemic. Given this finding, it is essential to implement preventive and therapeutic measures to reduce the risk of developing computer vision syndrome and improve the quality of life of those affected. TRIAL REGISTRATION The protocol for this systematic review and meta-analysis was registered in the international registry of systematic reviews, the International Prospective Register of Systematic Reviews (PROSPERO), with registration number CRD42022345965.
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Affiliation(s)
- Darwin A León-Figueroa
- Facultad de Medicina Humana, Universidad de San Martín de Porres, Chiclayo, 15011, Peru
- Centro de Investigación en Atención Primaria en Salud, Universidad Peruana Cayetano Heredia, Lima, 15102, Peru
| | - Joshuan J Barboza
- Unidad de Revisiones Sistemáticas y Meta-Análisis, Universidad San Ignacio de Loyola, Juan del Corral 937. El Bosque, Trujillo, Lima, Peru
| | | | - Ranjit Sah
- Department of Microbiology, Institute of Medicine, Tribhuvan University Teaching Hospital, Kathmandu, 44600, Nepal
- Department of Microbiology, Dr. D. Y. Patil Medical College, Hospital and Research Centre, Dr. D. Y. Patil Vidyapeeth, Pune, 411018, Maharashtra, India
- Department of Public Health Dentistry, Dr. D.Y. Patil Dental College and Hospital, Dr. D.Y. Patil Vidyapeeth, Pune, 411018, Maharashtra, India
| | - Mario J Valladares-Garrido
- Universidad Continental, Lima, 15046, Peru.
- Oficina de Epidemiología, Hospital Regional Lambayeque, Chiclayo, 14012, Peru.
| | | | | | - Sanjit Sah
- Research Scientist, Global Consortium for Public Health and Research, Datta Meghe Institute of Higher Education and Research, Jawaharlal Nehru Medical College, Wardha, 442001, India
- SR Sanjeevani Hospital, Kalyanpur-10, Siraha, Nepal
| | - Alfonso J Rodriguez-Morales
- Master of Clinical Epidemiology and Biostatistics, Universidad Cientifica del Sur, Lima, 15067, Peru
- Gilbert and Rose-Marie Chagoury School of Medicine, Lebanese American University, Beirut, 1102, Lebanon
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Jahr A, Meza J, Munoz-Gama J, Herskovic L, Herskovic V. Cluster and trajectory analysis of motivation in an emergency remote programming course. PeerJ Comput Sci 2024; 10:e1787. [PMID: 38259902 PMCID: PMC10803009 DOI: 10.7717/peerj-cs.1787] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 12/08/2023] [Indexed: 01/24/2024]
Abstract
Emergency remote teaching is a temporary change in the way education occurs, whereby an educational system unexpectedly becomes entirely remote. This article analyzes the motivation of students undertaking a university course over one semester of emergency remote teaching in the context of the COVID-19 pandemic. University students undertaking a programming course were surveyed three times during one semester, about motivation and COVID concern. This work explores which student motivation profiles existed, how motivation evolved, and whether concern about the pandemic was a factor affecting motivation throughout the course. The most adaptive profile was highly motivated, more prepared and less frustrated by the conditions of the course. However, this cluster experienced the highest levels of COVID-19 concern. The least adaptive cluster behaved as a mirror image of the most adaptive cluster. Clear differences were found between the clusters that showed the most and least concern about COVID-19.
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Affiliation(s)
- Andres Jahr
- Department of Computer Science, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Javiera Meza
- Department of Computer Science, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Jorge Munoz-Gama
- Department of Computer Science, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Luis Herskovic
- Escuela de Gobierno, Universidad Adolfo Ibáñez, Santiago, Chile
| | - Valeria Herskovic
- Department of Computer Science, Pontificia Universidad Católica de Chile, Santiago, Chile
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8
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Mitra S, Mitra M, Nandi P, Pandey M, Chakrabarty M, Saha M, Nandi DK. Efficacy of Yoga for COVID-19 Stress Prophylaxis. J Phys Act Health 2023; 20:1034-1042. [PMID: 37625797 DOI: 10.1123/jpah.2023-0035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Revised: 05/05/2023] [Accepted: 05/30/2023] [Indexed: 08/27/2023]
Abstract
BACKGROUND The global COVID-19 lockdown restricted daily routines due to the psychological fear of infection, which imposed an unknown universal threat on female college students, affecting physiological health and well-being. However, scant information concerning the efficacy of yogic practice on female college students during the stressful COVID-19 pandemic situation is available. METHODS In a randomized controlled trial (n = 74, age = 21.65 [4.05] y), a study was conducted with a well-conceptualized yogic module for 5 days/week for 3 months (40 min daily in the morning) among yogic volunteers. Pre-post analysis of anthropometric, physiological, and biochemical indices in pandemic-stressed female college students was done for the control and yoga groups. RESULTS After 3 months of yogic practice, significant reduction (P < .05) in heart rate (d = 0.64, meandiff = 5.43), systolic blood pressure (d = 0.59, meandiff = 5.32), cortisol (d = 0.59, meandiff = 6.354), and triglycerides (P < .01, d = 0.45, meandiff = 13.95) was observed. After yogic follow-up significant improvement (P < .01) in high-frequency (d = 0.56, meandiff = -7.3), total power (d = 0.46, meandiff = -1150) and time domain parameters of heart rate variability led to ameliorate the stress index. Superoxide dismutase (P < .01, d = 0.78, meandiff = 0.69), catalase (P < .05, d = 0.48, meandiff = -7.37), glutathione (P < .001, d = 0.83, meandiff = -4.15), high-density lipoprotein (P < .05, d = 0.48, meandiff = -11.07), and dopamine (P < .001, d = 0.97, meandiff = -135.4) values along with inflammatory markers (P < .001) significantly improved among yogic volunteers after regular practice. CONCLUSIONS Our findings suggest that a 3-month well-conceptualized yogic intervention during COVID-19 may be considered as a prophylactic tool to improve female college students' universal psychophysiological health by ameliorating autonomic functions, cardiometabolic risk factors, and immune metabolisms in an economical and environment-friendly manner.
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Affiliation(s)
- Sudeep Mitra
- Laboratory of Human Performance, PG Department of Human Physiology & BMLT, Raja Narendra Lal Khan Women's College (Autonomous), Midnapore,India
| | - Mousumi Mitra
- Laboratory of Human Performance, PG Department of Human Physiology & BMLT, Raja Narendra Lal Khan Women's College (Autonomous), Midnapore,India
| | - Purna Nandi
- Laboratory of Human Performance, PG Department of Human Physiology & BMLT, Raja Narendra Lal Khan Women's College (Autonomous), Midnapore,India
| | - Madhumita Pandey
- Laboratory of Human Performance, PG Department of Human Physiology & BMLT, Raja Narendra Lal Khan Women's College (Autonomous), Midnapore,India
| | - Mousumi Chakrabarty
- Laboratory of Human Performance, PG Department of Human Physiology & BMLT, Raja Narendra Lal Khan Women's College (Autonomous), Midnapore,India
| | - Mantu Saha
- Work Physiology & Yoga Laboratory, Defence Institute of Physiology and Allied Sciences (DIPAS), Defence Research and Development Organisation (DRDO), Delhi,India
| | - Dilip Kumar Nandi
- Laboratory of Human Performance, PG Department of Human Physiology & BMLT, Raja Narendra Lal Khan Women's College (Autonomous), Midnapore,India
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Dayal S, Pratibha. Roadblocks in education amidst global crisis-A study based in India. PLoS One 2023; 18:e0292465. [PMID: 37847726 PMCID: PMC10581450 DOI: 10.1371/journal.pone.0292465] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Accepted: 09/21/2023] [Indexed: 10/19/2023] Open
Abstract
BACKGROUND The outbreak of the COVID-19 pandemic compelled the closure of educational institutions and forced students to complete nearly two years of schooling online, impacting their physical and emotional development tremendously. This exploratory study investigates the wide-ranging impact of online education on Indian students during the COVID-19 pandemic and discusses the challenges exacerbated by disparities in access to digital devices and reliable internet service. The paper also focuses on the physical and mental health issues that arose in student cohorts as a result of the abrupt shift to online learning, and investigates the relationship between students' socioeconomic status and the nature and frequency of health issues experienced by them. METHODS A total of 832 respondents completed a 40-item survey that was administered online and through interviews. The paper analysed the impact of access to digital resources and teachers' training in information and communication technology on the perception of the quality of education provided by the institutions. We further analysed the impact of the adoption of online educational platforms on students' mental and physical health. RESULTS The study found a positive relationship between the number of hours spent online, and the physical and mental health issues experienced by students. Participants reported an overall higher perception of stress and anxiety, loss of concentration, and dissatisfaction with the quality of education. Our data suggest that COVID-19 has exacerbated the digital divide. DISCUSSION Urgent investments are needed to provide universal access to reliable internet services, and to develop a pedagogy that supports an agile and adaptable educational system, capable of providing effective learning and evaluation, while supporting students' physical and mental health.
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Affiliation(s)
- Surbhi Dayal
- Humanities and Social Sciences, Indian Institute of Management Indore, Indore, Madhya Pradesh, India
| | - Pratibha
- Learning & OD, Kalpataru International Projects Ltd., Mumbai, Maharashtra, India
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Martinez-Garcia A, Horrach-Rosselló P, Mulet-Forteza C. Evolution and current state of research into E-learning. Heliyon 2023; 9:e21016. [PMID: 37867823 PMCID: PMC10587540 DOI: 10.1016/j.heliyon.2023.e21016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2023] [Revised: 09/26/2023] [Accepted: 10/12/2023] [Indexed: 10/24/2023] Open
Abstract
This article aims to undertake a bibliometric review along with a conceptual and intellectual analysis of research on distance learning and e-learning. The purpose of this study is to focus on several academic fields and offer a comprehensive approach on how research on distance learning and e-learning has been approached since 1970. This work applies several bibliometric techniques to assess the research evolution of topics addressed, the most productive authors and the most influential journals. The findings revealed an exponential increase of publications over the last 20 years, highlighting the evolution of topics. The research themes include four main groups: the first relates to pedagogical processes in terms of effectiveness, outcomes, learning strategies, interaction, and self-regulation; the second group includes aspects associated with ICT applied in distance education; the third group focuses on the perceived value, usefulness, acceptance, and satisfaction of e-learning; and the last group portrays the forced application of distance learning strategies to deal with the consequences of the pandemic. This work contributes to expanding the existing literature devoted to study the structure of research on e-learning. It analyses the most representative authors, institutions, and documents, and gathers the growing literature on e-learning, from distance learning in the seventies until the implementation of online learning in the COVID-19 era.
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Affiliation(s)
- Aitor Martinez-Garcia
- Department of Business Economics, University of the Balearic Islands, C/ de Valldemossa Km 7.5, Campus UIB, 07122, Palma de Mallorca, Spain
| | - Patricia Horrach-Rosselló
- Department of Business Economics, University of the Balearic Islands, C/ de Valldemossa Km 7.5, Campus UIB, 07122, Palma de Mallorca, Spain
| | - Carles Mulet-Forteza
- Department of Business Economics, University of the Balearic Islands, C/ de Valldemossa Km 7.5, Campus UIB, 07122, Palma de Mallorca, Spain
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Akhtar N, Kumar A, Mattoo B, Deepak KK, Bhatia R. Introducing virtual classrooms for undergraduate physiology teaching during the COVID-19 pandemic: acceptance by students and subjective impact on learning. Adv Physiol Educ 2023; 47:376-382. [PMID: 37199736 PMCID: PMC10281776 DOI: 10.1152/advan.00252.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Revised: 05/15/2023] [Accepted: 05/17/2023] [Indexed: 05/19/2023]
Abstract
The COVID-19 pandemic and worldwide lockdowns brought major changes in education systems. There was a sudden obligatory shift toward utilization of digital resources for teaching and learning purposes. Medical education, specifically physiology teaching, comprises hands-on training in the laboratory. It is challenging to offer a course like physiology in a virtual format. The objective of this study was to assess the effectiveness and influence of virtual classroom technology on online physiology education in a sample size of 83 first-year MBBS undergraduates. A questionnaire comprising questions related to technology accessibility and utilization, comprehensibility and effectiveness of instructions, faculty proficiency, and learning outcomes was administered to the group. The responses were collected and analyzed. Validation through principal components and factor analysis showed that online teaching is not very effective and has a limited application in the physiology education of undergraduate MBBS students. Our study also revealed that virtual physiology teaching of undergraduate medical students during the COVID-19 pandemic had a moderate level of effectiveness.NEW & NOTEWORTHY In the present qualitative study, we have conducted and validated an online physiology teaching platform at a medical college to continue medical education during the peak times of the COVID-19 pandemic and prolonged lockdowns. Furthermore, we have evaluated the effectiveness of online physiology teaching through multidimensional feedback from undergraduate MBBS students. It is experimental evidence of inadequate sustainability, moderate efficacy, limited application, and poor first-hand experience gained by the students in virtual physiology teaching in a preclinical and clinical setting.
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Affiliation(s)
- Nasreen Akhtar
- Department of Physiology, All India Institute of Medical Sciences (AIIMS), New Delhi, India
| | - Aasheesh Kumar
- Department of Physiology, All India Institute of Medical Sciences (AIIMS), New Delhi, India
| | - Bhawna Mattoo
- Department of Physiology, All India Institute of Medical Sciences (AIIMS), New Delhi, India
| | - Kishore Kumar Deepak
- Department of Physiology, All India Institute of Medical Sciences (AIIMS), New Delhi, India
| | - Renu Bhatia
- Department of Physiology, All India Institute of Medical Sciences (AIIMS), New Delhi, India
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Hu L, Zhao S, Zhou J, Ou W, Wen J, Lu R. The influence of benefit finding on academic engagement among Chinese college students: A moderating effect model. Heliyon 2023; 9:e20245. [PMID: 37809830 PMCID: PMC10560010 DOI: 10.1016/j.heliyon.2023.e20245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Revised: 09/03/2023] [Accepted: 09/14/2023] [Indexed: 10/10/2023] Open
Abstract
Objective To explore how college students' academic engagement has changed in the outbreak of coronavirus disease 2019 (COVID-19) (hereinafter referred to as "in the outbreak"), this research will encompass more than just looking into the relationship among anxiety, benefit finding (BF) and academic engagement, but also involve evaluating how anxiety moderates the positive impact of BF on academic engagement. Method Among college students, this study comprised an online-based cross-sectional survey in cities where COVID-19 broke out. Convenience sampling method was used. The survey took place between November 10 and November 19, 2021, during which all the cities surveyed were in the outbreak. With language revision, scales include Student Version of the Utrecht Work Engagement Scale (UWES-S), recompiled Benefit Finding Scale (BFS) and 7-item Generalized Anxiety Disorder Scale (GAD-7), as methods for gauging the academic engagement, BF and anxiety experienced by college students, respectively. Results Academic engagement in the outbreak is higher than that before the outbreak stage of COVID-19 (hereinafter referred to as "before the outbreak") (Z = -18.201, P < 0.001). Between anxiety and BF, a negative correlation can be observed in the outbreak (P = 0.001), whereas BF and anxiety have an adverse correlation with academic engagement (P < 0.001). The positive effect of BF on academic engagement will be debilitated by anxiety. Further analysis shows that college students who are close to medium-and high-risk areas, worried about the infection, unvaccinated and concerned about the epidemic, are more likely to be anxious (P < 0.001). Those with confidence in government's ability to prevent and control the epidemic, as well as increased trust in medical workers, have a higher BF (P < 0.001). Conclusions While COVID-19 could still exert adverse effects on psychology of college students, but it can also stimulate college students to perceive the meaning of life. In the outbreak, an increase in academic engagement seems to be a manifestation of growth in adversity. Compared with short-term negative emotional intervention, life meaning and gratitude in education may stimulate their potential ability for a longer time.
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Affiliation(s)
- Lingmin Hu
- Department of Reproduction, Changzhou Maternity and Child Health Care Hospital, Changzhou Medical Center, Nanjing Medical University, Jiangsu, Changzhou, 213000, China
| | - Shenyu Zhao
- Changzhou Third People's Hospital, Changzhou Medical Center, Nanjing Medical University, Jiangsu, Changzhou, 213000, China
| | - Jing Zhou
- Department of Reproduction, Changzhou Maternity and Child Health Care Hospital, Changzhou Medical Center, Nanjing Medical University, Jiangsu, Changzhou, 213000, China
| | - Weiyan Ou
- School of Health Management, Southern Medical University, Guangdong, Guangzhou, 510515, China
- Business School, ISCTE University Institute of Lisbon, Lisbon, 1649-026, Portugal
| | - Juan Wen
- Nanjing Maternity and Child Health Care Institute, Women's Hospital of Nanjing Medical University, Nanjing Maternity and Child Health Care Hospital, Jiangsu, Nanjing, 210000, China
| | - Renjie Lu
- Changzhou Third People's Hospital, Changzhou Medical Center, Nanjing Medical University, Jiangsu, Changzhou, 213000, China
- School of Health Management, Southern Medical University, Guangdong, Guangzhou, 510515, China
- Business School, ISCTE University Institute of Lisbon, Lisbon, 1649-026, Portugal
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13
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Bhagwan R, Rowkith S. An exploratory study of the experiences of emergency medical care (EMC) students transitioning through the COVID-19 pandemic in South Africa. J Educ Health Promot 2023; 12:281. [PMID: 37849877 PMCID: PMC10578539 DOI: 10.4103/jehp.jehp_1278_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 03/28/2023] [Indexed: 10/19/2023]
Abstract
BACKGROUND The COVID-19 pandemic coalesced into increased mental health problems, particularly anxiety, stress, and depression for university students. Students from the emergency medical care (EMC) department encountered these difficulties, more intensely, particularly those in WIL or clinical placements, as they worked at the interface of illness, trauma, and grief during the pandemic. While empirical research has burgeoned in relation to healthcare practitioners within this context, little exists on EMC students at South African higher education institutions (HEIs), within the context of the COVID-19 pandemic. This qualitative study aimed to explore the academic and psychosocial challenges experienced by EMC students, as they transitioned through the COVID-19 pandemic and the ensuing lockdown during 2021. MATERIALS AND METHODS A qualitative approach with an exploratory descriptive design was used to guide the study. A sample of students from all levels of the EMC Department in the Faculty of Health Sciences was recruited. This was done using non-probability sampling techniques, which includes purposive sampling. Data saturation was reached after interviewing 15 participants using a virtual platform. Interviews were recorded, transcribed, and analyzed using thematic analysis. RESULTS Our results revealed five broad themes and six subthemes which reflected the psychosocial experiences that EMC students faced. The themes and (subthemes) included encountering COVID-19 during WIL or clinical, infection or loss of loved ones, psychological effects of living and working at the interface of COVID-19 (negative emotional toll of the pandemic, misinformation, isolation and social disconnectedness, and sense of responsibility/duty to work) and disruption to academic life (online learning challenges and challenges related to clinical training experiences) and financial impact of the pandemic. CONCLUSIONS The findings suggested that there is a critical need for HEIs to develop strategies that ensure EMC students' well-being amidst their academic journey within the context of the pandemic. This study will therefore assist EMC departments at higher education institutions to formulate strategies in relation to the pandemic.
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Affiliation(s)
- Raisuyah Bhagwan
- Community Health Studies-Child and Youth Care, Faculty of Health Sciences, Ritson Campus, Durban University of Technology, KwaZulu-Natal, South Africa
| | - Shannal Rowkith
- Community Health Studies-Child and Youth Care, Faculty of Health Sciences, Ritson Campus, Durban University of Technology, KwaZulu-Natal, South Africa
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14
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Bazrgar A, Rahmanian M, Ghaedi A, Heidari A, Bazrafshan M, Amini M, Bazrafshan H, Ahmadpour M, Bazrafshan Drissi H. Face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students. BMC Med Educ 2023; 23:566. [PMID: 37559020 PMCID: PMC10413712 DOI: 10.1186/s12909-023-04546-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2023] [Accepted: 07/27/2023] [Indexed: 08/11/2023]
Abstract
BACKGROUND Electrocardiogram (ECG) remains an important medical diagnostic and screening tool. This study aimed to compare the effectiveness of online classes instead of traditional face-to-face or blended methods in medical students' ECG learning. METHODS Two hundred and fifteen medical students (including 105 (48.8%) males and 110 (51.2%) females) were studied from February 2021 to February 2022. Regardless of their grade, participants were divided into three groups: online, face-to-face, and blended. Then all participants sat for an ECG interpretation exam, and their results were compared. RESULTS Twenty-six (12.1%) participants were residents, and 189 (87.9%) were interns. Thirty-five (16.3%), 85 (39.5%), and 95 (44.2%) participants were taught ECG through face-to-face, online, and blended methods, respectively. Regarding participants' preferences on teaching methods, 118 (54.9%) preferred face-to-face learning, and the remaining 97 (45.1%) chose online learning (p < 0.001). The blended method seemed more promising in almost half of the exam questions regarding teaching method effectiveness. The mean total exam score was also significantly higher in participants who were taught blended than in the others (7.20 ± 1.89, p = 0.017). Face-to-face (5.97 ± 2.33) and online teaching methods (6.07 ± 2.07) had similar efficacy according to the mean total score (p = 0.819). CONCLUSION While most students preferred face-to-face learning to online learning, a blended method seemed more promising regarding students' skill enhancement to interpret ECG.
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Affiliation(s)
- Aida Bazrgar
- Student research committee, Shiraz University of medical science, Shiraz, Iran
| | - Mahdi Rahmanian
- Cardiovascular research center, Shiraz University of medical science, Shiraz, Iran
| | - Arshin Ghaedi
- Student research committee, School of Medicine, Shiraz University of medical science, Shiraz, Iran
| | - Ali Heidari
- Student research committee, School of Medicine, Shiraz University of medical science, Shiraz, Iran
| | - Mehdi Bazrafshan
- Cardiovascular research center, Shiraz University of medical science, Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Hanieh Bazrafshan
- Clinical Neurology Research Center, Shiraz University of Medical Science, Shiraz, Iran
| | - Mahsa Ahmadpour
- Cardiovascular research center, Shiraz University of medical science, Shiraz, Iran
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15
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Wekullo CS, Kabindio B. Faculty and students’ perspectives of online learning during COVID-19 crisis: Constraints and opportunities for Kenyan universities. E-Learning and Digital Media 2023:20427530231156483. [PMCID: PMC10115565 DOI: 10.1177/20427530231156483] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/19/2024]
Abstract
At the onset of COVID-19 pandemic, all higher education institutions had to abruptly migrate from face-to-face mode of learning to virtual learning. Students and faculty members were thrown into the process of acquainting themselves with a fully virtual system. How prepared were institutions, faculty members, and students for the abrupt and massive transition to online learning? The study examined the faculty and students’ perspective of online learning during COVID-19 pandemic. Specifically, the study examined the perceptions of faculty and students on the preparedness of higher education institutions for online teaching and learning. The study also determined the perceptions of staff and students towards online education, constraints, and opportunities. A descriptive cross-sectional survey was conducted at a public university in Kenya. A semi-structured interview was conducted on a total sample of 36 respondents; 24 students and 12 faculty members to capture unique, idiosyncratic and whole individual viewpoints. A conventional Content Analysis was done to determine words or concepts within the transcripts. The findings showed that the study institution, faculty members, and students were unprepared for the immediate and massive shift to online teaching and learning and had challenges using virtual technologies for teaching and learning during the lockdown. These challenges ranged from insufficient or lack of internet bandwidth, training, increased teaching and learning workloads to limited time for interactions. Based on the findings, the study suggests significant implications for higher education institution leaders, policymakers, faculty, and students. The study contributes to the existing literature by analyzing the perceptions of faculty and students about the preparedness of institutions, faculty, and students on the abrupt shift to online learning during the COVID-19 pandemic.
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Affiliation(s)
| | - Brendah Kabindio
- Masinde Muliro University of Science and Technology, Kakamega, Kenya
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16
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Saqr M, Raspopovic Milic M, Pancheva K, Jovic J, Peltekova EV, Conde MÁ. A multimethod synthesis of Covid-19 education research: the tightrope between covidization and meaningfulness. Univers Access Inf Soc 2023:1-14. [PMID: 37361671 PMCID: PMC10027595 DOI: 10.1007/s10209-023-00989-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/02/2023] [Indexed: 06/28/2023]
Abstract
This study offers a comprehensive analysis of COVID-19 research in education. A multi-methods approach was used to capture the full breadth of educational research. As such, a bibliometric analysis, structural topic modeling, and qualitative synthesis of top papers were combined. A total of 4,201 articles were retrieved from Scopus, mostly published from 2019 to 2021. In this work special attention is paid to analyzing and synthesizing findings about: (i) status of research about COVID-19 regarding frequencies, venues, publishing countries, (ii) identification of main topics in the COVID-19 research, and (iii) identification of the major themes in most cited articles and their impact on the educational community. Structural topic modeling identified three main groups of topics that related to education in general, moving to online education, or diverse topics (e.g., perceptions, inclusion, medical education, engagement and motivation, well-being, and equality). A deeper analysis of the papers that received most attention revealed that problem understanding was the dominating theme of papers, followed by challenges, impact, guidance, online migration, and tools and resources. A vast number of papers were produced. However, thoughtful, well-planned, and meaningful research was hard to conceptualize or implement, and a sense of urgency led to a deluge of research with thin contributions in a time of dire need to genuine insights.
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Affiliation(s)
- Mohammed Saqr
- School of Computing, University of Eastern Finland, Joensuu Campus, Yliopistokatu 2, 80100 Joensuu, Finland
| | - Miroslava Raspopovic Milic
- Faculty of Information Technology, Belgrade Metropolitan University, Tadeuša Košćuška 63, 11000 Belgrade, Serbia
| | | | - Jovana Jovic
- Faculty of Information Technology, Belgrade Metropolitan University, Tadeuša Košćuška 63, 11000 Belgrade, Serbia
| | - Elitsa V. Peltekova
- Department of Information Technologies, Faculty of Mathematics and Informatics, Sofia University St. Kliment Ohridski, Sofia, Bulgaria
| | - Miguel Á. Conde
- Department of Mechanics, Computer Science and Aerospace Engineering, Robotics Group, Universidad de León, Campus de Vegazana S/N, 24071 León, Spain
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17
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Zhang L, Cheng X, Li Z. How perceived risk influences college students' preventive behavior: Novel data of COVID-19 campus lockdown from Wuhan, China. Front Public Health 2023; 11:1029049. [PMID: 36992880 PMCID: PMC10040553 DOI: 10.3389/fpubh.2023.1029049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Accepted: 02/16/2023] [Indexed: 03/14/2023] Open
Abstract
Following preventive behaviors is a key measure to protect people from infectious diseases. Protection motivation theory (PMT) suggests that perceived risk motivates individuals to take protective measures. The COVID-19 pandemic has posed unprecedented stress to the public, and changes in perceived risk may be more pronounced among college students than among other groups due to the related campus lockdown. With 1,119 college students recruited as research subjects, a quantitative research was conducted in Wuhan, China, to deduce the relationship between the perceived risk and preventive behavior of college students, as well as between the mediation effect of individual affect and the moderating effect of physical exercise. The results showed that the preventive behavior of college students was significantly affected by perceived risk, and both positive affect and negative affect played a mediating role between perceived risk and preventive behavior. Specifically, positive affect aided the relationship between perceived risk and preventive behavior, negative affect was detrimental to their relationship, and the mediation effect of positive affect is significantly higher than that of negative affect. Furthermore, physical exercise played a moderating role in the mediation effects of positive affect and negative affect. Therefore, appropriate measures should be taken to strengthen Chinese college students' perceived risk and provide them with corresponding guidance. The importance of physical exercise should also be emphasized to help college students with low perceived risk reduce negative affect, increase positive affect, and promote their preventive behavior.
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Affiliation(s)
- Lanxing Zhang
- School of Physical Education, Central China Normal University, Wuhan, China
- *Correspondence: Lanxing Zhang
| | - Xiaoyu Cheng
- School of Physical Education, Wuhan Sports University, Wuhan, China
| | - Zhuangzhuang Li
- School of Physical Education, Wuhan Sports University, Wuhan, China
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18
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Jim Fang, Ekaterina Pechenkina, Gerry M. Rayner. Undergraduate business students' learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption. The International Journal of Management Education 2023; 21. [ DOI: 10.1016/j.ijme.2023.100763] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Revised: 12/15/2022] [Accepted: 01/08/2023] [Indexed: 06/28/2023]
Abstract
Despite the rapid proliferation of literature exploring student learning during the COVID-19 pandemic, little has been published about its impacts on business undergraduates during the pivots to remote teaching and learning. There is a particular lack of insight and guidance for business schools to optimise program delivery post-COVID or for similar future disruptions. This case study explored the learning experiences of undergraduate business students during the COVID-19 pandemic, drawing insights from an Australian university located in the state of Victoria, one of the ‘most locked down places in the world’. Thematic analysis identified the following emergent themes: (1) Mixed student experiences and perceptions of online learning upon transitioning into lockdown/emergency remote teaching/learning; (2) Limited connections and interactions amongst student-student(s) and student-lecturer/tutor; (3) Perceived ineffective online teaching delivery; (4) Positive aspects of emergency remote learning; (5) Adequacy of support for learning during lockdowns; (6) Preferences for post-COVID-19 learning. The outcomes provide proactive signposts for university educators wishing to improve student engagement and learning, and delivery of business undergraduate programs for a post-COVID world as well as future pandemic and similar disruption settings.
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19
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Subirats L, Palacios Corral A, Pérez-Ruiz S, Fort S, Sacha GM. Temporal analysis of academic performance in higher education before, during and after COVID-19 confinement using artificial intelligence. PLoS One 2023; 18:e0282306. [PMID: 36848374 PMCID: PMC9970089 DOI: 10.1371/journal.pone.0282306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2022] [Accepted: 02/12/2023] [Indexed: 03/01/2023] Open
Abstract
This study provides the profiles and success predictions of students considering data before, during, and after the COVID-19 pandemic. Using a field experiment of 396 students and more than 7400 instances, we have analyzed students' performance considering the temporal distribution of autonomous learning during courses from 2016/2017 to 2020/2021. After applying unsupervised learning, results show 3 main profiles from the clusters obtained in the simulations: students who work continuously, those who do it in the last-minute, and those with a low performance in the whole autonomous learning. We have found that the highest success ratio is related to students that work in a continuous basis. However, last-minute working is not necessarily linked to failure. We have also found that students' marks can be predicted successfully taking into account the whole data sets. However, predictions are worse when removing data from the month before the final exam. These predictions are useful to prevent students' wrong learning strategies, and to detect malpractices such as copying. We have done all these analyses taking into account the effect of the COVID-19 pandemic, founding that students worked in a more continuous basis in the confinement. This effect was still present one year after. Finally, We have also included an analysis of the techniques that could be more effective to keep in a future non-pandemic scenario the good habits that were detected in the confinement.
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Affiliation(s)
- Laia Subirats
- Eurecat Academy, Eurecat—Centre Tecnol`ogic de Catalunya, Barcelona, Spain
- ADaS Lab, Universitat Oberta de Catalunya, Barcelona, Spain
| | | | - Sof´ıa Pérez-Ruiz
- Department of Computer Engineering, Universidad Aut´onoma de Madrid, Madrid, Spain
| | - Santi Fort
- Eurecat Academy, Eurecat—Centre Tecnol`ogic de Catalunya, Barcelona, Spain
| | - Go´mez-Mon˜ivas Sacha
- Department of Computer Engineering, Universidad Aut´onoma de Madrid, Madrid, Spain
- * E-mail:
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20
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Trevisan O, De Rossi M, Christensen R, Knezek G, Smits A. Factors shaping faculty online teaching competencies during the Covid-19 pandemic. Educ Technol Res Dev 2023; 71:79-98. [PMID: 36816103 PMCID: PMC9913012 DOI: 10.1007/s11423-023-10197-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/22/2023] [Indexed: 06/18/2023]
Abstract
In the rush for the Covid-19 pandemic's online transition, the pursuit of quality online learning was frequently overshadowed by the urgency of emergency instruction online. As blended and online teaching became an integral part of education, there emerged a need to investigate how faculty coped with this transition and what competencies they might be acquiring. In this paper, we report on international research about higher education faculty's elicited dispositions and needs while they engaged with online teaching (OT), as these shape aspects of teacher competencies for integrating technology. This study aims to identify factors that shaped faculty competencies as pandemic restrictions forced transitions to OT. Snapshot surveys were conducted at two different phases of the pandemic, i.e. during the acceleration phase and the stasis one, approximately twelve months later. The surveys inquired about internal (e.g. enthusiasm and resolutions) and external (e.g. support) factors of faculty's OT perceptions during two phases of the Covid-19 pandemic, enabling monitoring of the phenomenon beyond the assessment of the first response to the emergency. Results revealed different patterns of dispositions and diverse uses of technological affordances to foster online learning. These patterns were also found to differ over time, highlighting conditions possibly enabling or hindering the development of competencies for OT during different phases of the pandemic. One important finding is that there was a change from internal confidence to institutional support being a strong predictor of intentions to continue OT, over the course of the Covid-19 pandemic.
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Affiliation(s)
| | | | | | | | - Anneke Smits
- Windesheim University of Applied Sciences, Zwolle, Netherlands
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21
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Mateo-Canedo C, Crespo-Puig N, Cladellas R, Méndez-Ulrich JL, Sanz A. MOTEMO-OUTDOOR: ensuring learning and health security during the COVID-19 pandemic through outdoor and online environments in higher education. Learn Environ Res 2023; 26:1-19. [PMID: 36785869 PMCID: PMC9909139 DOI: 10.1007/s10984-023-09456-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Accepted: 01/30/2023] [Indexed: 06/18/2023]
Abstract
The restriction measures put in place during the COVID-19 pandemic posed notable challenges for formal teaching-learning processes because they had to be adapted to ensure health security. An active learning programme applied to three environments (indoors, outdoors, and online) was tested with 273 undergraduate university students in a within-subjects experimental study. Each student was assigned to two indoor and two outdoor seminars, with a subsample (n = 30) also participating in online seminars implemented in response to the university's lockdown protocols. The learning experience and learning conditions were evaluated through six dimensions: learning, evaluative impact, hedonic experience, technical conditions, environmental conditions, and health security. Outdoor seminars were more effective than indoor seminars in terms of the learning experience, with greater differences in hedonic experience, while the indoor seminars were rated more highly than the outdoor seminars in terms of learning conditions, with a larger difference in the environmental conditions. No differences were found between online and face-to-face environments in terms of the learning experience, even though the online environment yielded better scores in the learning conditions. Apparently, this adaptation to both outdoor and online contexts through active methodologies allows overcoming of technical, environmental, and teaching limitations and improves health security, while ensuring a good learning experience and added flexibility to teaching-learning processes. Supplementary Information The online version contains supplementary material available at 10.1007/s10984-023-09456-y.
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Affiliation(s)
- Corel Mateo-Canedo
- Department of Basic, Developmental and Educational Psychology, Universitat Autonoma de Barcelona, Carrer de la Fortuna, S/N. Bellaterra Campus, 08193 Cerdanyola del Vallès, Barcelona, Spain
| | - Neus Crespo-Puig
- Department of Basic, Developmental and Educational Psychology, Universitat Autonoma de Barcelona, Carrer de la Fortuna, S/N. Bellaterra Campus, 08193 Cerdanyola del Vallès, Barcelona, Spain
| | - Ramon Cladellas
- Department of Basic, Developmental and Educational Psychology, Universitat Autonoma de Barcelona, Carrer de la Fortuna, S/N. Bellaterra Campus, 08193 Cerdanyola del Vallès, Barcelona, Spain
| | - Jorge Luis Méndez-Ulrich
- Department of Methods of Research and Diagnosis in Education, Universitat de Barcelona, Barcelona, Spain
| | - Antoni Sanz
- Department of Basic, Developmental and Educational Psychology, Universitat Autonoma de Barcelona, Carrer de la Fortuna, S/N. Bellaterra Campus, 08193 Cerdanyola del Vallès, Barcelona, Spain
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22
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Al Mazrooei AK, Hatem Almaki S, Gunda M, Alnoor A, Manji Sulaiman S. A systematic review of K-12 education responses to emergency remote teaching during the COVID-19 pandemic. Int Rev Educ 2023; 68:811-841. [PMID: 36778602 PMCID: PMC9902250 DOI: 10.1007/s11159-023-09986-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Emergency remote teaching (ERT) has potential for transforming future instruction and learning across the K-12 educational domain. The study presented here evaluated empirical evidence from peer-reviewed literature pertaining to the challenges and opportunities experienced by teachers and students during the implementation of ERT prompted by the COVID-19 pandemic. To locate relevant reports and research, the authors explored three databases: Web of Science, ScienceDirect and Scopus. Based upon predefined selection criteria, they selected 51 studies for thematic and content analysis. Next, they developed a taxonomy which comprised three categories: (1) K-12 education responses to ERT; (2) educational inequality; and (3) learning outcomes. Using this taxonomy, the authors conducted a deep analysis and critical review to highlight multiple challenges and critical gaps in the literature surrounding ERT in K-12 education settings. Their review reveals innovative strategies for overcoming obstacles to technological readiness, online learning adaptation and teachers' and students' physical and mental health. This knowledge will be valuable to policymakers, researchers, practitioners and educational institutions in reducing the adverse effects of catastrophic situations on childhood education in the future.
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Affiliation(s)
- Ahmed Khalaf Al Mazrooei
- Department of Education studies, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900 Malaysia
| | - Samah Hatem Almaki
- Department of Education studies, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900 Malaysia
| | - Mnyero Gunda
- Department of Curriculum and Instruction, Faculty of Education, The Open University of Tanzania, Dar es Salaam, Tanzania
| | - Alhamzah Alnoor
- Management Technical College, Southern Technical University, Basrah, Iraq
| | - Saif Manji Sulaiman
- Department of Education studies, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900 Malaysia
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23
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Anthonysamy L, Singh P. The impact of satisfaction, and autonomous learning strategies use on scholastic achievement during Covid-19 confinement in Malaysia. Heliyon 2023; 9:e12198. [PMID: 36755584 PMCID: PMC9899073 DOI: 10.1016/j.heliyon.2022.e12198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 07/29/2022] [Accepted: 11/30/2022] [Indexed: 02/07/2023] Open
Abstract
The purpose of this study is twofold. Firstly, this study seeks to better understand students' learning experience, through scholastic achievement and secondly, this study analyses students' use of autonomous learning strategies, namely satisfaction, self-efficacy, social interactive engagement and study engagement in digital learning amidst the Covid-19 lockdown. While Malaysia grapples with a growing number of Covid-19 cases, the underlying toll of the pandemic has hit the youth hard with many mental health concerns and this has affected their learning. The nurturing of autonomous learning strategies especially during the Covid-19 confinement is critically needed to assist this vulnerable group. Although there is a plethora of studies given students' use of autonomous learning strategies towards scholastic achievement during the Covid-19 lockdown internationally, studies in the Asia region are still rudimentary. This study investigated 316 university students from targeted universities in Malaysia. Responses were gathered from an online survey. Data were analysed using Partial Least Squares-Structural Equation Modelling (PLS-SEM), a second-generation multivariate statistical approach to assess the outer model and inner model that displays the relationships between the constructs. The results of this case study reported that student interactive engagement (β = 0.348, t = 5.45) and study environment (β = 0.314, t = 4.81) have a significant impact on students' scholastic achievement during the lockdown. Remarkably, new insights are uncovered in this paper revealing no relationship between self-efficacy and satisfaction with students' scholastic achievement. Possible explanations surrounding why satisfaction and self-efficacy were suppressed by the lockdown are discussed. The outcomes of this study provide key insights that may assist students to condition their minds to use autonomous learning strategies in digital learning to enhance their scholastic achievement.
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Affiliation(s)
- Lilian Anthonysamy
- Faculty of Management, Multimedia University, Persiaran Multimedia, 63100, Cyberjaya, Selangor, Malaysia
| | - Parmjit Singh
- Faculty of Education, Universiti Teknologi MARA, Puncak Alam, 42300, Kuala Selangor, Selangor, Malaysia
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Nag A, Pradhan J. Does club convergence matter? Empirical evidence on inequality in the human development index among Indian states. Humanit Soc Sci Commun 2023; 10:25. [PMID: 36691575 PMCID: PMC9849841 DOI: 10.1057/s41599-023-01518-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Accepted: 01/11/2023] [Indexed: 06/17/2023]
Abstract
The Human Development Index (HDI) is recognised as the most commonly used composite index to assess the socio-economic progress of a country. To preserve its pioneering role in development, there has to be a reduction in inequalities and cross-state convergence by adding a sustainable dimension. This paper investigates the convergence hypothesis for the HDI in 36 Indian states and union territories (UTs) from 1990 to 2019. For that purpose, the study used the club convergence technique of Phillips and Sul (2007) and Kernel Density estimates to assess whether states converge towards a single steady-state equilibrium or multiple groups. The paper also considers the relative performance of Indian states and UTs and the comprehension of inter-regional inequality in the HDI by employing the Gini and Theil indices. Using the Phillips and Sul technique, the results reveal that all the states converged into two final clubs (i.e., Club 1 and Club 2). The rate of convergence of HDI is approximately 0.112% for club 1 and 1.135% for club 2. The findings indicate that states with the lowest HDI converge faster than those with higher HDI. The kernel density estimates demonstrate that HDI stratifies, polarises, and becomes unimodal over time, albeit with a common steady state. Further, the Gini and Theil indices suggest a significant decline trend in HDI inequality across the Indian states and UTs from 1990 to 2019. From a policy perspective, the study recommends promoting regional development and reducing inequality, considering the unique convergence paths of the clustering states. The study's findings could provide the government with a new perspective on attaining "horizontal equity" in HDI across Indian states and UTs.
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Affiliation(s)
- Ajit Nag
- Department of Humanities and Social Sciences, National Institute of Technology (NIT), Rourkela, Odisha India
| | - Jalandhar Pradhan
- Department of Humanities and Social Sciences, National Institute of Technology (NIT), Rourkela, Odisha India
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25
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Shaiba H, John M, Meshoul S. Female Saudi College students' e-learning experience amidst COVID-19 pandemic: An investigation and analysis. Heliyon 2022; 9:e12768. [PMID: 36619902 PMCID: PMC9803374 DOI: 10.1016/j.heliyon.2022.e12768] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2022] [Revised: 10/17/2022] [Accepted: 12/29/2022] [Indexed: 01/01/2023] Open
Abstract
Emergency remote teaching in the immediate wake of the COVID-19 pandemic has created a challenging situation for both students and teachers. The purpose of this research is to identify the perceptions and challenges that university students faced during online classes in a women only university in Saudi Arabia. Data was collected by circulating Google forms among students from different colleges, and a total of 542 students submitted their responses. Apart from gathering the personal information of participants, the survey also collected information on aspects such as educational, financial, internet connectivity and volunteering/donations. Chi-squared test was used to determine whether there was a significant difference in opinion between different groups of students on various questions. Stress was identified as the most prevalent issue among students. Students were found to be stressed regardless of their college of study or age. In comparison to others, younger students and students from financially disadvantaged families faced more difficulties. In terms of remote practical class satisfaction, health/medical stream students were the most dissatisfied group. They also faced more difficulties than students from other colleges. The analysis results show that problems such as stress, poor internet connectivity, the need for technical support, a lack of proper interaction with faculty, a lack of proper academic advising, a lack of proper study space at home etc. must be addressed in order to improve the effectiveness of online classes. This paper also includes recommendations for resolving the various issues that students face.
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Affiliation(s)
- Hadil Shaiba
- Department of Computer Sciences, College of Computer and Information Sciences, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Maya John
- Independent Research, Kerala, India,Corresponding author.
| | - Souham Meshoul
- Department of Information Technology, College of Computer and Information Sciences, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
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Aroonsrimarakot S, Laiphrakpam M, Chathiphot P, Saengsai P, Prasri S. Online learning challenges in Thailand and strategies to overcome the challenges from the students' perspectives. Educ Inf Technol (Dordr) 2022; 28:1-18. [PMID: 36536869 PMCID: PMC9753855 DOI: 10.1007/s10639-022-11530-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Revised: 10/11/2022] [Accepted: 12/11/2022] [Indexed: 06/17/2023]
Abstract
Recently, at the end of 2019, the whole world was affected by the outbreak of COVID - 19 disease, which has caused massive disruption of the normal teaching and learning process worldwide, including Thailand's educational system. This sudden shift of the educational processes to online learning and teaching has caused many challenges as teachers, learners, and educational institutes are not well-prepared, especially in developing countries like Thailand. This research used a mixed-methods approach, quantitative and qualitative data, in which a google form survey questionnaire was designed in both English and Thai language to 1). investigate Thai students' perceptions of the online learning experience; 2). assess factors that cause challenges in online learning in Thailand; 3). find out strategies for improvement and overcome the challenges. For the sample of the study, 465 students were selected purposively from two public Universities in Thailand due to convenience for collecting data as two co-researchers were teaching in these universities. Results identified major challenges such as the temptation to see other sites, difficulty in understanding the lesson context, poor internet connectivity, difficulty in time management, difficulty in attending the online examination, poor quality of learning experience, low interest/motivation, difficulty in selecting the area at home, difficulty in doing work assignment/task, and distraction at home learning environment. Among the identified factors for these challenges were distraction due to noise and poor learning environment at home, teacher's incompetency due to technical, poor teaching skills, unstructured content or no follow-up, and technological constraint affecting the quality of audio/video uploaded connectivity, technical issue or data limit. Students also suggested strategies to overcome online learning challenges such as improvement in evaluation, connectivity, interactivity, content and accessing materials. The study concluded that all these factors and strategies should be considered for the effective implementation of the online education system in Thailand.
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Affiliation(s)
- Sayam Aroonsrimarakot
- Interdisciplinary Research and Development Committee, Royal Society of Thailand, Bangkok, Thailand
- Center for Research Assessment and Certification of Environmental Management, Faculty of Environment and Resource Studies, Mahidol University, Salaya, Nakhon Pathom Thailand
| | - Meena Laiphrakpam
- Center for Research Assessment and Certification of Environmental Management, Faculty of Environment and Resource Studies, Mahidol University, Salaya, Nakhon Pathom Thailand
| | | | | | - Sirorat Prasri
- Mahachulalorngkornrajavidyalaya University, Khonkaen, Thailand
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Huang X, Deng Y, Ge P, Sun X, Huang M, Chen H, Wang Y, Suo B, Song Z, Wu Y. College Students' Degree of Support for Online Learning during the COVID-19 Pandemic and Associated Factors: A Cross-Sectional Study. Int J Environ Res Public Health 2022; 19:16814. [PMID: 36554694 PMCID: PMC9779361 DOI: 10.3390/ijerph192416814] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/29/2022] [Revised: 12/05/2022] [Accepted: 12/12/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Educational institutions worldwide have experienced the suspension of offline teaching activities in favor of online teaching due to the outbreak of the COVID-19 pandemic. However, few studies have focused on the degree of support for online learning among college students in mainland China. Therefore, the aim of this study was to investigate the degree of support for online learning among Chinese college students during the epidemic and whether depression, loneliness, family communication, and social support were associated factors. METHODS A questionnaire was used to collect cross-sectional data from 9319 college students in mainland China, and a structural equation model was analyzed. RESULTS The results of the study showed high degrees of support for online learning among Chinese college students during the COVID-19 pandemic, with more than half expressing support. The SEM (Structural Equation Modeling) results showed that depression had a negative and significant effect on college students' support for online learning (β = -0.07; p < 0.001); family communication had a positive and significant effect on college students' support for online learning (β = 0.09; p < 0.001); social support had a positive and significant effect on college students' support for online learning (β = 0.11; p < 0.001). CONCLUSIONS Social support and family communication can alleviate the negative psychological status of college students, and depression plays a mediating role in the effect of social support and family communication on college students' degree of support for online learning. In addition, a significant chain-mediating effect was found of family communication, loneliness, and depression between social support and college students' degree of support for online learning. Government and education institutions must focus on college students' mental health issues and consider family interventions and general support that college students require.
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Affiliation(s)
- Xincheng Huang
- School of Economics and Management, Beijing Institute of Graphic Communication, Beijing 102600, China
| | - Yuqian Deng
- Xiangya School of Nursing, Central South University, Changsha 410008, China
| | - Pu Ge
- Institute of Chinese Medical Sciences, University of Macau, Macao 999078, China
| | - Xiaonan Sun
- Department of Social Science and Humanities, Harbin Medical University, Harbin 150081, China
| | - Mengjie Huang
- School of Public Health, Shandong University, Jinan 250012, China
| | - Hejie Chen
- School of Economics and Management, Beijing Institute of Graphic Communication, Beijing 102600, China
| | - Yanyan Wang
- School of Economics and Management, Beijing Institute of Graphic Communication, Beijing 102600, China
| | - Baojun Suo
- Department of Gastroenterology, Peking University Third Hospital, Beijing 100191, China
| | - Zhiqiang Song
- Department of Gastroenterology, Peking University Third Hospital, Beijing 100191, China
| | - Yibo Wu
- School of Public Health, Peking University, Beijing 100871, China
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Shankar VU, Kumar PS, Nirmala K. Epidemiological impact of COVID-19 in India: Country with second foremost positive cases in the world. Total Environment Research Themes 2022; 3-4:100007. [DOI: 10.1016/j.totert.2022.100007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The WHO tentatively called the new virus 2019 novel corona virus (COVID-19), which is become a effectively contagious disease in global health concern. India is the world's seventh-largest country, with twenty-eight (28) states and eight (8) union territories. In India, the highest COVID-19 case was recorded on 6th may 2021 which is 4,14,433 cases in the single day. On September 2020th, Maharashtra (11,45,840), Tamil Nadu (5,25,420) and Delhi (2,34,701) have the foremost COVID-19, and on May 2021st, Maharashtra (51,01,737), Tamil Nadu (13,80,259) and Delhi (13,23,567) have the foremost COVID-19 in India. Also, these states show the high death rate than other states. The positive COVID-19 cases are very drastically increased and death cases in these states due to the high population density. Hand hygiene, social distancing, and quarantine are some of the precautions that must be taken to prevent the virus from spreading in society. By increasing the detecting and testing capacity of the COVID-19 positive patients are also the way to enable the reduction of secondary cases with stricter quarantine rules.
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Zarei S, Mohammadi S. Challenges of higher education related to e-learning in developing countries during COVID-19 spread: a review of the perspectives of students, instructors, policymakers, and ICT experts. Environ Sci Pollut Res Int 2022; 29:85562-85568. [PMID: 34100207 PMCID: PMC8184049 DOI: 10.1007/s11356-021-14647-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Accepted: 05/26/2021] [Indexed: 06/12/2023]
Abstract
The COVID-19 pandemic brought about many critical issues in all aspects such as economy, environment, health, and lifestyle, but people always try to find some response to crisis in different conditions. E-learning is defined as an elaborate response aiming at continuing education during the COVID-19 pandemic. It seems that developed countries have established and adjusted their technological infrastructures for the transition from a face-to-face education to a digital one. In contrast, developing countries were not completely prepared for this transition. Improper and deficient technological and practical fundamentals have been causing problems for all students, instructors, and other involved individuals. Therefore, we reviewed the challenges that have arisen from e-learning during the COVID-19 outbreak in different parts of tertiary education focusing on underprivileged countries.
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Affiliation(s)
- Soraya Zarei
- Information Technology Group, Department of Industrial Engineering, K.N. Toosi University of Technology, Tehran, Iran
| | - Shahriar Mohammadi
- Information Technology Group, Department of Industrial Engineering, K.N. Toosi University of Technology, Tehran, Iran.
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Gorial FI, Medhat BM, Ali DY, Jihad HA. Impact of COVID-19 on Education of Undergraduate Medical Students in Iraq. Open Access Maced J Med Sci 2022. [DOI: 10.3889/oamjms.2022.10877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022] Open
Abstract
BACKGROUND: Medical students around the world, especially in Iraq, have expressed their displeasure with COVID-19.
AIM: The study’s goal was to assess the impact of COVID-19 on the education of Iraqi medical students at the undergraduate level.
PATIENTS AND METHODS: This cross-sectional study included undergraduate students of College of Medicine, University of Baghdad from 1st grade to 6th grade in Iraq using a validated questionnaire from the period of November 18, 2021, till December 2, 2021. Full history was taken including age, gender, and students grade, in addition to Impact of COVID-19 survey questions. The students filled the survey shared on different medical student groups on Telegram, WhatsApp, and Facebook anonymously online. All students were assured of both confidentiality and anonymity, and participation was voluntary. A convenient consecutive sampling method was used with a total sample of 406 students from different grades was collected. A descriptive statistical analysis using SPSS v28 was done.
RESULTS: Median (interquartile range) age of participants was 21 (20–23) years. Most of the participants were female 250 (61.6%). Of a total 406 participants, 362 (89.2%) reported a negative effect of COVID-19 on education of undergraduate medical students. Online medical sessions do not reflect that student knowledge was the most common cause of this negative impact (336 (82.76%), next was reduced study level 305 (75.12%), then more cheating in online sessions 299 (73.65%), less efficiency of professors 281 (69.21%), reduced future healthcare 262 (64.53%), less comfortable online sessions 226 (55.67%), less relation between participants and their colleagues 188 (46.31%), and finally less study time 156 (38.42%).
CONCLUSION: COVID-19 has a significant negative impact on education of undergraduate medical students in Iraq.
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Yu S, Hong L, Ma G. The Mediation of Exam-oriented Cultural Capital: Economic Capital and Educational Inequality of Chinese High School Students During the COVID-19 Pandemic and School Closures. Appl Res Qual Life 2022; 18:1-16. [PMID: 36466123 PMCID: PMC9684799 DOI: 10.1007/s11482-022-10127-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 09/27/2022] [Accepted: 11/16/2022] [Indexed: 06/17/2023]
Abstract
While children and adolescents' education has been significantly affected during the COVID-19 pandemic and school closures, how they are impacted remains unknown. Based on Bourdieu's theory, this paper aims to examine whether cultural capital mediates the association between economic capital and academic achievement during the crisis. Using a longitudinal dataset from the Chinese high school and the moderated mediation model, the result showed that economic capital had a total effect on academic achievement, especially on the students' academic ranks. Meanwhile, economic-related inequality in education seemed to be mediated by cultural capital. Interestingly, the finding further indicated that the indirect effect was mainly attributable to exam-oriented cultural capital, compared with quality-based cultural capital. we discussed the theoretical contributions and policy implications in the end.
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Affiliation(s)
- Shuheng Yu
- Center of Social Welfare and Governance, Department of Social Welfare and Risk Management, School of Public Affairs, Zijingang Campus, Zhejiang University, No. 866 Yuhangtang Road, Hangzhou, China
| | - Liu Hong
- Department of Social Work, School of Social Development and Public Policy, Fudan University, Shanghai, China
| | - Gaoming Ma
- Center of Social Welfare and Governance, Department of Social Welfare and Risk Management, School of Public Affairs, Zijingang Campus, Zhejiang University, No. 866 Yuhangtang Road, Hangzhou, China
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Serrano JO, Reyes MES. Bending not breaking: coping among Filipino University students experiencing psychological distress during the Global Health Crisis. Curr Psychol 2022; 42:1-11. [PMID: 36406854 PMCID: PMC9647747 DOI: 10.1007/s12144-022-03823-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2022] [Revised: 08/18/2022] [Accepted: 09/25/2022] [Indexed: 11/11/2022]
Abstract
The impact of the global health crisis on students' mental health has been well documented. While most of the studies looked into the psychological impact of the coronavirus disease, the process of coping with psychological distress as experienced by university students in the Philippines remains unexamined. Cognizant of the dearth in literature, this grounded theory study purports to investigate and understand the coping processes among 20 Filipino university students. A comprehensive model highlights Filipino university students' coping techniques with psychological distress through vertical and horizontal analysis of the field text, open, axial, and selective coding. To ensure the trustworthiness and truthfulness of the theory and for refinement and consistency, triangulation, peer debriefing, and member checking validation strategies were likewise employed. The novel and distinct B.E.N.D. Model of Coping with Psychological Distress illustrates a substantive four-phased process symbolic of the challenges that a bamboo tree underwent, namely: (1) Befuddling Phase, (2) Enduring Phase, (3) Navigating Phase, and (4) Developing Phase. The phases that emerged had the advanced appreciable understanding of the university students' coping processes that may provide evidence-based information in crafting programs and specific interventions to support and safeguard students' mental health.
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Affiliation(s)
- Jennifer O. Serrano
- The Graduate School, University of Santo Tomas, Manila, Philippines
- Department of Guidance and Counseling, Quirino State University, Quirino, Philippines
| | - Marc Eric S. Reyes
- The Graduate School, University of Santo Tomas, Manila, Philippines
- Department of Psychology, College of Science, University of Santo Tomas, Manila, Philippines
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Koh JHL, Daniel BK. Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes. Int J Educ Technol High Educ 2022; 19:56. [PMID: 36404984 PMCID: PMC9643977 DOI: 10.1186/s41239-022-00361-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Accepted: 08/12/2022] [Indexed: 06/01/2023]
Abstract
This systematic literature review of 36 peer-reviewed empirical articles outlines eight strategies used by higher education lecturers and students to maintain educational continuity during the COVID-19 pandemic since January 2020. The findings show that students' online access and positive coping strategies could not eradicate their infrastructure and home environment challenges. Lecturers' learning access equity strategies made learning resources available asynchronously, but having access did not imply that students could effectively self-direct learning. Lecturers designed classroom replication, online practical skills training, online assessment integrity, and student engagement strategies to boost online learning quality, but students who used ineffective online participation strategies had poor engagement. These findings indicate that lecturers and students need to develop more dexterity for adapting and manoeuvring their online strategies across different online teaching and learning modalities. How these online competencies could be developed in higher education are discussed.
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Affiliation(s)
- Joyce Hwee Ling Koh
- Higher Education Development Centre, University of Otago, 65-75 Union Place West, PO Box 56, Dunedin, 9054 New Zealand
| | - Ben Kei Daniel
- Higher Education Development Centre, University of Otago, 65-75 Union Place West, PO Box 56, Dunedin, 9054 New Zealand
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Yu L, Du M. Social networking use, mental health, and quality of life of Hong Kong adolescents during the COVID-19 pandemic. Front Public Health 2022; 10:1040169. [PMID: 36388293 PMCID: PMC9659958 DOI: 10.3389/fpubh.2022.1040169] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Accepted: 10/10/2022] [Indexed: 01/29/2023] Open
Abstract
Background During the COVID-19 pandemic, adolescents' use of social networking sites/apps has surged, and their mental health and quality of life have also been significantly affected by the pandemic and its associated social-protection measures. The present study first examined the prevalence of social networking sites/apps use and social networking addiction, the mental health status, and the health-related quality of life among Hong Kong adolescent students. We further investigated the associations of the youths' daily use of social networking sites/apps and their social networking addiction with their mental health and quality of life during the pandemic. Methods A total of 1,147 students (age = 15.20 ± 0.53 years) recruited from 12 randomly selected local secondary schools in Hong Kong participated in a questionnaire survey in classroom settings between January and June, 2020, right after the COVID-19 outbreak. The questionnaire includes demographic characteristics and scales that measure social networking sites/apps use and social networking addiction, mental health, and quality of life. Results Approximately 46.4% of the participants reported using social networking sites/apps often or very often, and 7.8% met the criteria for social networking addiction using Bergen's Social Media Addiction Scale. The prevalence of mild to extremely severe depression, anxiety, and stress among the adolescents stood at 39.6, 37.5, 48.8%, respectively, and the participants' physical, social, and school functioning were lower than the norms of healthy adolescents before the pandemic. Participants who used social networking sites/apps but for <3 h per day (excluding students who never used social networking sites/apps) showed significantly fewer problems of depression, anxiety, and stress than did those who spent more than 3 h per day on social networking sites/apps. Social networking addiction was found to be consistently associated with poor mental health and health-related quality of life. Conclusion This study provides important evidence supporting the potential protective effect of guiding adolescents to use social networking sites/apps appropriately in order to mitigate their negative emotions during contexts such as that of the pandemic; it further points to the need to provide extra support to promote the well-being of young people, especially those in disadvantaged situations (e.g., non-intact family) during and after the pandemic.
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Karampas K, Pezirkianidis C, Stalikas A. ReStress mindset: An internet-delivered intervention that changes university students’ mindset about stress in the shadow of the COVID-19 pandemic. Front Psychol 2022; 13:1036564. [DOI: 10.3389/fpsyg.2022.1036564] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2022] [Accepted: 10/10/2022] [Indexed: 11/13/2022] Open
Abstract
The aim of this study is to evaluate “ReStress Mindset,” an internet-delivered intervention that combines the Stress Mindset Training Program (SMTP) with Acceptance and Commitment Therapy (ACT). To that end, the current study determined whether the pilot study’s findings on the intervention’s effectiveness on stress mindset and stress response among university students in the midst of the COVID-19 pandemic, remained for 3 months following the completion of “ReStress Mindset” intervention. Twenty-six participants were randomly assigned to an intervention (N = 12) and a control (N = 14) group. Participants in the intervention group attended 5 weekly sessions online, between the second and third waves of the COVID-19 pandemic. All participants completed self-report questionnaires (Stress Mindset Measure, Satisfaction With Life Scale, Depression Anxiety and Stress Scale-9, Perceived Stress Scale, Scale of Positive, and Negative Experience) before, at the end of the intervention and 3 months after the completion of the program. The “ReStress Mindset” intervention resulted in a statistically significant increase in “stress-is-enhancing” mindset (SIEM), life satisfaction, and self-efficacy against stress, as well as a statistically significant decrease in “stress-is-debilitating” mindset (SIDM), with these effects lasting 3 months after the program’s completion. The findings of this study suggest that university students could benefit from the “ReStress Mindset” intervention in order to cultivate and maintain a positive stress mindset and increase their life satisfaction and self-efficacy against stress, even during the COVID-19 pandemic or any other highly stressful period or crisis.
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Alamu R, Roy Y, Das S. The neglect of researchers during the first COVID-19 pandemic induced national lockdown in India: inside the lives of JNU's research scholars. High Educ (Dordr) 2022; 86:1-28. [PMID: 36277660 PMCID: PMC9579556 DOI: 10.1007/s10734-022-00927-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/12/2022] [Indexed: 06/16/2023]
Abstract
This p aper discusses the main findings of a study on the impact of the first COVID-19 induced nationwide lockdown and university closure in India on the research scholars (PhD and MPhil) of the Jawaharlal Nehru University (JNU). An online survey was employed using the quantitative descriptive methodology. With responses from 530 research scholars, this is one of the first quantitative studies to assess the pandemic's effect on the research work, finances, and mental health of researchers in India from March to June 2020. Given the existing social inequality in higher education, the survey reflects the researchers' dismal state of reality as reported during the first 4 months of the pandemic. Research work witnessed a standstill with large-scale disruption in travel and every other scholar encountering unreliable electricity or internet connectivity. Untimely disbursal of fellowships intensified their already existing financial hardship. Nearly 90% of scholars reported stalled fieldwork, a lack of clarity regarding extension of their research programme, and financial woes as some of the top reasons for their anxiety. Using the chi-square method, the study predicts that dropouts from research programmes are likely in the context of the pandemic, which correlates significantly with socio-economic backgrounds (caste, class and gender) of research scholars. Further, the results show that the challenges faced by terminal, mid-stage, and course-work scholars are unique, emphasizing on the need for targeted interventions beyond extended research deadlines. Non-addressal of these immediate effects of the COVID-19 pandemic will have long-term repercussions on the lives of India's researchers and academic workers. It will only deepen existing inequalities in higher education, leading to gentrification of research degrees in India. Supplementary Information The online version contains supplementary material available at 10.1007/s10734-022-00927-4.
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Affiliation(s)
- Alamu R
- Centre for Political Studies, School of Social Sciences, JNU, New Delhi, India
| | - Yangchen Roy
- Centre for Linguistics, School of Language, Literature and Cultural Studies, JNU, New Delhi, India
| | - Somashree Das
- Centre for the Study of Regional Development, School of Social Sciences, JNU, New Delhi, India
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Kupcewicz E, Rachubińska K, Gaworska-Krzemińska A, Andruszkiewicz A, Kawalec-Kajstura E, Kozieł D, Młynarska K, Grochans E. Determinants of the Impact of Fatigue on the Health of Polish Nursing Students during the COVID-19 Pandemic. J Clin Med 2022; 11:6034. [PMID: 36294355 PMCID: PMC9605428 DOI: 10.3390/jcm11206034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Revised: 09/29/2022] [Accepted: 10/10/2022] [Indexed: 12/02/2022] Open
Abstract
(1) Lockdown-related fatigue occurring during the COVID-19 pandemic is a complex problem that can be experienced in different social groups. The objective of the current study is to attempt to identify socio-demographic and lifestyle-related factors that determine the impact of fatigue on health in general as well as in physical, cognitive, and psychosocial terms and to determine whether, and to what extent, these were predictors of fatigue in nursing students during the COVID-19 pandemic. (2) The study was conducted by the diagnostic poll method between 20 March and 15 December 2021 among 894 nursing students at six Polish universities. To collect the data, a validated Modified Fatigue Impact Scale (MFIS) was used. (3) Students from the age group of ≤20 experienced a significantly greater impact of fatigue on health in general as well as in physical and cognitive terms. The study demonstrated a significant negative relationship between the year of study and the impact of fatigue on health in general terms (r = −0.12; p < 0.0001) and the analyzed health terms, on physical (r = −0.12; p < 0.0001), cognitive (r = −0.10; p < 0.002), and psychosocial (r = −0.07; p < 0.041). In predicting the impact of fatigue on health in general and physical terms, it was the variable related to a reduction in physical activity during the COVID-19 pandemic that had the greatest contribution, while for the cognitive and psychosocial functions, it was the number of meals consumed per day. (4) It is recognized that action is needed to reduce the impact of fatigue on student health by modifying the predictors related to student lifestyles.
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Affiliation(s)
- Ewa Kupcewicz
- Department of Nursing, Collegium Medicum, University of Warmia and Mazury in Olsztyn, 10-719 Olsztyn, Poland
| | - Kamila Rachubińska
- Department of Nursing, Pomeranian Medical University in Szczecin, 71-210 Szczecin, Poland
| | | | - Anna Andruszkiewicz
- Department of Basic Clinical Skills and Postgraduate Education for Nurses and Midwifes, Nicolaus Copernicus University in Torun, 85-821 Bydgoszcz, Poland
| | - Ewa Kawalec-Kajstura
- Department of Internal Medicine and Community Nursing, Institute of Nursing and Midwifery, Faculty of Health Sciences, Medical College, Jagiellonian University, 30-688 Krakow, Poland
| | - Dorota Kozieł
- Medical College, J. Kochanowski University in Kielce, 25-369 Kielce, Poland
| | - Katarzyna Młynarska
- Department of Nursing, Collegium Medicum, University of Warmia and Mazury in Olsztyn, 10-719 Olsztyn, Poland
| | - Elżbieta Grochans
- Department of Nursing, Pomeranian Medical University in Szczecin, 71-210 Szczecin, Poland
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Chaudhary GP, Khadka RB, Lamichhane A, Dhakal B, Das N, Tharu NS, Karki K, Pandey J. Impact of COVID-19 pandemic on learning status of student in Nepal. J Educ Health Promot 2022; 11:314. [PMID: 36439002 PMCID: PMC9683458 DOI: 10.4103/jehp.jehp_354_22] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/06/2022] [Accepted: 04/29/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND This study was designed to evaluate the impact of the COVID-19 pandemic on the learning status of students from different educational boards and universities of Nepal. An online survey was conducted from tenth to twentieth of September 2020 to record the data. MATERIAL AND METHODS A self-designed questionnaire link, using "Google form" was sent to the students via social networks. A total of 589 participants shared their complete information. The simple percentage distribution was employed to evaluate the learning status of the students. RESULTS During the lockdown period, >70% of the students were engaged in online classes, most commonly by using the Zoom app. The majority of the students were using WIFI as an internet source to attend online classes. Students have been suffering from various problems related to anxiety, stress, economic crises, poor internet connectivity, deprivation of study materials, required e-learning accessories, and an unsuitable study environment. Mainly, students from remote areas and middle income families suffered enormously. Among those participants, who were able to attend the online classes, the majority of students (70%) were dissatisfied with the ongoing online classes. Only 23.3% of the participants suggested the feasibility of online classes in the near future. CONCLUSION Our study recommended that training teachers and students about online classes might create effectiveness toward e-learning. The government needs to provide free internet services to the remote areas and the poor students since in the current scenario, huge numbers of the population are struggling with the economic burden.
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Affiliation(s)
- Gautam Prasad Chaudhary
- Department of Pharmacy, Crimson College of Technology, Affiliated to Pokhara University, Devinagar, Butwal, Nepal
| | - Ram Bahadur Khadka
- Department of Laboratory Sciences, Crimson College of Technology, Affiliated to Pokhara University, Devinagar, Butwal, Nepal
| | | | - Bhawana Dhakal
- Department of Pharmacy, Kantipur Academy of Health Sciences, Kathmandu, Nepal
| | - Nikita Das
- Department of Nursing, Unique Educational Academy, Affiliated to Purbanchal University, Rajbiraj, Saptari, Nepal
| | | | - Khimdhoj Karki
- Department of Laboratory Sciences, Crimson College of Technology, Affiliated to Pokhara University, Devinagar, Butwal, Nepal
| | - Jitendra Pandey
- Department of Pharmacy, Crimson College of Technology, Affiliated to Pokhara University, Devinagar, Butwal, Nepal
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Rannaware A, Shaikh U, Gaidhane A, Choudhari SG, Zilate S. Challenges and Barriers for Accessing Online Education Amongst School Children in an Urban Slum Area of Pune, India. Cureus 2022; 14:e29419. [PMID: 36304366 PMCID: PMC9586493 DOI: 10.7759/cureus.29419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Accepted: 09/21/2022] [Indexed: 11/21/2022] Open
Abstract
Background COVID-19 has restricted the education of students on a global scale. With the nationwide stay-at-home directives, schools, colleges and universities have been shut down. Online education is a measure for continuing the learning of the students in times of pandemic. However, the school-going children of urban slum areas face challenges in attending online classes. Through this study, we have tried to highlight the problems and challenges faced by the students and their parents from an urban slum area of Mangalwarpeth, Pune for attending online education in times of COVID. The urban slum area mainly consists of people from low socioeconomic backgrounds lacking the necessary resources and supportive environment for an online mode of education. We have observed and recorded the response of the participants in the context of online education in times of COVID and challenges faced by the lower socio-economic strata due to reasons like non-availability of resources, poor internet connectivity, poor understanding, and distractions while classes leading to low attendance. Methods A cross-sectional qualitative study was conducted in an urban slum area of Mangalwarpeth, Pune. Data was collected over four months after receiving consent from the parents of the children from the metropolitan slum area of Mangalwarpeth. A structured questionnaire was used. Data was coded on an excel sheet and was transferred to SPSS software version 21 (IBM Corp., Armonk, NY) and was represented in frequency and percentage. Result After the data collection and analysis, we found that (according to the modified Kuppuswamy scale for socioeconomic status) around 53% of the study population were from the lower middle class followed by the upper lower class (27.16%), upper middle class (9.87%), lower class (8.64%) and upper class (1.23%). Sixteen percent of participants do not have smartphones available, and 95.5% do not have a laptop required for online classes. A total of 19.5% of the students do not have access to internet services. Eighty-four percent of parents agreed on increased expenses of the internet. Conclusion Students from urban slum areas belong to lower socioeconomic classes and face problems while attending online classes like the nonavailability of resources and lack of a supportive environment. There are increased expenses of the internet as a result of the online mode of education, with increased distractions from the surroundings, concentration problems, and less understanding of the subjects. The students cannot interact with their teachers and friends and as a result, their social interaction is reduced. A supportive environment and proper resources are essential for the learning of students to continue education in times of emergencies like pandemics.
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Rastogi A, Bansal A, Keshan P, Jindal A, Prakash A, Kumar V. Medical education in post-pandemic times: Online or offline mode of learning? J Family Med Prim Care 2022; 11:5375-5386. [PMID: 36505568 PMCID: PMC9731027 DOI: 10.4103/jfmpc.jfmpc_2305_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Revised: 02/15/2022] [Accepted: 03/26/2022] [Indexed: 12/15/2022] Open
Abstract
Background and Objective With the advent of the COVID-19 pandemic, face-to-face training was suspended considering social-distancing norms. The training needs of the healthcare workers (HCWs) were being met by the online mode. Initially, the use of the online mode was limited but was eventually popularized with increased use. This would have led to a change in the perception toward the online mode. However, the use of online learning has financial and temporal obstacles. With this objective, a study was conducted among the HCWs to assess the perception, satisfaction, and preference associated with the modes of learning. Methods A cross-sectional study was conducted from February to April 2021 among the HCWs. An online link to the survey was circulated among the HCWs who attended online or/and offline training. The questionnaire had 38 questions assessing the sociodemographic details, perception, satisfaction level, and preferences of the participants. Univariable and multivariate logistic regression were performed using SPSS v-22. Results A total of 1,113 responses were received with the mean age of 33.17 ± 8.13 years and approximately 63% of the participants were females. Approximately 54% perceived the online mode of learning as a better mode of learning. Also, 67% preferred and 80.5% recommended the online mode whereas mean satisfaction was found to be more for the offline mode as compared to the online mode. Interpretation and Conclusions The study concludes that the online mode of learning is the most preferred and recommended mode among the HCWs, whereas there is more dissatisfaction with respect to the online mode. The study also emphasizes that the instructors need to improve the practical knowledge of the learners by integrating technical modalities.
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Affiliation(s)
- Aayushi Rastogi
- Department of Epidemiology, Institute of Liver and Biliary Sciences, Delhi, India
| | - Akanksha Bansal
- Department of Project ECHO and PRAKASH, Institute of Liver and Biliary Sciences, Delhi, India
| | - Pranav Keshan
- Department of Project ECHO and PRAKASH, Institute of Liver and Biliary Sciences, Delhi, India,Address for correspondence: Mr. Pranav Keshan, Program Associate, Project ECHO, Institute of Liver and Biliary Sciences, D1, Vasant Kunj, Delhi – 110 070, India. E-mail:
| | - Ankur Jindal
- Department of Hepatology, Institute of Liver and Biliary Sciences, Delhi, India
| | - Arun Prakash
- Department of Administration, Institute of Liver and Biliary Sciences, Delhi, India
| | - Vinay Kumar
- Department of Project ECHO and PRAKASH, Institute of Liver and Biliary Sciences, Delhi, India
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Sharif Nia H, Azad Moghddam H, Marôco J, Rahmatpour P, Allen KA, Kaur H, Kaveh O, Gorgulu O, Pahlevan Sharif S. A Psychometric Lens for E-Learning: Examining the Validity and Reliability of the Persian Version of University Students’ Engagement Inventory (P-USEI). Asia-Pacific Edu Res 2022. [PMCID: PMC9398043 DOI: 10.1007/s40299-022-00677-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Student engagement is a critical component of e-learning, which became an important focus for most academic institutions during the COVID-19 pandemic. University students’ engagement is measured using various scales with different subscales. This study aimed to evaluate the psychometric properties of the Persian version of the University Student Engagement Inventory (P-USEI). A cross-sectional methodology study was conducted among Iranian university students (n = 667) from April to May 2020. After forward–backward translation, the content, and construct validity, and reliability of the scale were assessed. The results obtained from the confirmatory factor analysis confirmed that the P-USEI has three factors: cognitive, emotional, and behaviour. The findings of the study supported the adequate reliability, factorial, convergent, and discriminant validities of P-USEI in a sample of Iranian students. The P-USEI dimensions have predictive value for important academic variables that can be generalized by developing the research through a psychometric evaluation on student engagement.
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Affiliation(s)
- Hamid Sharif Nia
- Educational Development Center, Mazandaran University of Medical Sciences, Sari, Iran
| | - Hamed Azad Moghddam
- Newcastle Business School, The University of Newcastle, Newcastle, NSW 2300, Australia
| | - João Marôco
- William James Centre for Research ISPA – Instituto Universitário, Lisbon, Portugal
| | - Pardis Rahmatpour
- Department of Nursing, School of Nursing, Alborz University of Medical Sciences, Karaj, Iran
| | - Kelly-Ann Allen
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, Australia
- Centre for Wellbeing Science, Melbourne Graduate School of Education, The University of Melbourne, Parkville, Australia
| | - Harpaljit Kaur
- Taylor’s Business School, Taylor’s University Lakeside Campus, Subang Jaya, Malaysia
| | - Omolhoda Kaveh
- School of Nursing and Midwifery Sari, Mazandaran University of Medical Sciences, Sari, Iran
| | - Ozkan Gorgulu
- Faculty of Medicine, Department of Biostatistics and Medical Information Kırsehir, Ahi Evran University, Kirsehir, Turkey
| | - Saeed Pahlevan Sharif
- Taylor’s Business School, Taylor’s University Lakeside Campus, Subang Jaya, Malaysia
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Abstract
The COVID-19 Omicron variant, reported to be the most immune-evasive variant of COVID-19, is resulting in a surge of COVID-19 cases globally. This has caused schools, colleges, and universities in different parts of the world to transition to online learning. As a result, social media platforms such as Twitter are seeing an increase in conversations related to online learning in the form of tweets. Mining such tweets to develop a dataset can serve as a data resource for different applications and use-cases related to the analysis of interest, views, opinions, perspectives, attitudes, and feedback towards online learning during the current surge of COVID-19 cases caused by the Omicron variant. Therefore, this work presents a large-scale, open-access Twitter dataset of conversations about online learning from different parts of the world since the first detected case of the COVID-19 Omicron variant in November 2021. The dataset is compliant with the privacy policy, developer agreement, and guidelines for content redistribution of Twitter, as well as with the FAIR principles (Findability, Accessibility, Interoperability, and Reusability) principles for scientific data management. The paper also briefly outlines some potential applications in the fields of Big Data, Data Mining, Natural Language Processing, and their related disciplines, with a specific focus on online learning during this Omicron wave that may be studied, explored, and investigated by using this dataset.
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Li J, Che W. Challenges and coping strategies of online learning for college students in the context of COVID-19: A survey of Chinese universities. Sustain Cities Soc 2022; 83:103958. [PMID: 35620298 PMCID: PMC9117162 DOI: 10.1016/j.scs.2022.103958] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Revised: 05/15/2022] [Accepted: 05/17/2022] [Indexed: 05/14/2023]
Abstract
The COVID-19 epidemic has disrupted the normal teaching and learning in universities, which poses significant challenges to higher education. The traditional face-to-face learning mode has been switched to online (distance) learning, causing various influences on students' academic performance, physical and psychological well-being. As higher education plays a central role in technology innovation and society development, it is of great importance to investigate and improve online learning in the context of COVID-19. This study distributed online questionnaires to undergraduate and postgraduate students from 30 provinces or municipalities in China (covering 88% of the whole country). Results indicate that online learning mode is more likely to reduce the academic performance of lower-grade students (e.g., freshman and sophomore). The learning environment could be one of essential factors affecting the academic performance during online education. Studying at home or dormitory is more evidently correlated with academic performance decline. Regarding the physical and mental health during online learning, most students had experienced eye strain (84%) and cervical stiff (79%), while anxiety is the most prominent mental issue (66% of occurrence). Several coping strategies are suggested to improve the online learning in post-pandemic era, which is essential for higher education and promoting a civilized and sustainable society.
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Affiliation(s)
- Junling Li
- School of Journalism & Communication, Guangdong University of Foreign Studies, Guangzhou, China
| | - Wanyu Che
- School of Journalism & Communication, Guangdong University of Foreign Studies, Guangzhou, China
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Bilal, Hysa E, Akbar A, Yasmin F, Rahman AU, Li S. Virtual Learning During the COVID-19 Pandemic: A Bibliometric Review and Future Research Agenda. Risk Manag Healthc Policy 2022; 15:1353-1368. [PMID: 35873112 PMCID: PMC9304638 DOI: 10.2147/rmhp.s355895] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2021] [Accepted: 06/01/2022] [Indexed: 02/01/2023] Open
Abstract
Virtual learning has emerged as a powerful platform for students and academicians in the "new normal" owing to the availability of advanced technological tools and platforms. Recently, considerable literature has grown up around the role of digital and remote technologies in learning and teaching during the ongoing COVID-19 pandemic. However, the research evidence on this topic is still fragmented, requiring a synthesis of this rapidly growing literature. This study aims to assess the key research trends in virtual learning during the COVID-19 pandemic through a bibliometric analysis of 1595 studies from 589 journals during 2020-21. Our study highlights the influential aspects, such as the most contributing countries, journals, authors, and keywords in this research field. We identified the following four main research trends: 1) challenges in online learning and blended learning strategies; 2) student-centered, collaborative learning, and curriculum design; 3) home-based laboratory learning; and 4) teachers' professional competence and interdisciplinary learning. We conclude this research by discussing the implications for regulators and educational institutions, and directions for future research.
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Affiliation(s)
- Bilal
- School of Accounting, Hubei University of Economics, Wuhan, People’s Republic of China
| | - Eglantina Hysa
- Department of Economics, Epoka University, Tirana, Albania
| | - Ahsan Akbar
- International Business School, Guangzhou City University of Technology, Guangzhou, 510080, People’s Republic of China
| | - Fakhra Yasmin
- School of Education, South China Normal University, Guangzhou, 510631, People’s Republic of China
| | - Atteeq ur Rahman
- Department of Management Sciences, University of Gujrat, Gujrat, Pakistan
| | - Shengbing Li
- School of Education, South China Normal University, Guangzhou, 510631, People’s Republic of China
- Center of Cross Border Education, School of International Business, South China Normal University, Guangzhou, 510631, People’s Republic of China
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Mohammed A. Children's lives in an era of school closures: Exploring the implications of COVID-19 for child labour in Ghana. Child Soc 2022; 37:CHSO12611. [PMID: 35942026 PMCID: PMC9350116 DOI: 10.1111/chso.12611] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Revised: 05/28/2022] [Accepted: 06/29/2022] [Indexed: 06/15/2023]
Abstract
On 11 March 2020, the World Health Organisation declared COVID-19 a global pandemic. Subsequently, governments worldwide implemented strict regimes of lockdowns and school closures to contain the transmission of the virus. Ghana's government on 15 March 2020 also announced a lockdown and closure of schools, lasting up till January 2021. Against this backdrop, the paper examined the implications of school closures on child labour in Ghana. Qualitative data for the study were collected between October 2020 to February 2021 in a small rural community in northern Ghana. Findings from 16 semi-structured interviews with schoolchildren aged 8-13 years show how school closures have meant that children from contexts of poverty: (a) are driven into child labour as they are either forced to accompany their parents to work on farms or sell foodstuff by the roadside; and thus, ultimately (b) engage in no learning during the lockdown period.
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Affiliation(s)
- Abdul‐Rahim Mohammed
- Faculty of Sustainable Development StudiesUniversity for Development StudiesTamaleGhana
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Otaki F, Amir-Rad F, Al-Halabi M, Baqain Z, Zary N. Self-reported adaptability among postgraduate dental learners and their instructors: Accelerated change induced by COVID-19. PLoS One 2022; 17:e0270420. [PMID: 35834471 PMCID: PMC9282474 DOI: 10.1371/journal.pone.0270420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Accepted: 06/09/2022] [Indexed: 11/17/2022] Open
Abstract
It is forecasted that the skills and competencies necessary for post-pandemic success in higher education need to be founded upon adaptability, coping, and Self- Regulated Learning (SRL). It is worth investigating how stakeholders perceived their adaptability and coping with the accelerated change accompanying Coronavirus Disease of 2019 (COVID-19). Accordingly, the purpose of this study was to assess the self-reported adaptability of postgraduate dental learners and their instructors in the context of abrupt transition to distance learning induced by the pandemic. This study utilized a convergent mixed methods study design. The quantitative and qualitative data were concurrently collected from instructors and learners, using a tailor-made survey of items measured with a Likert-type scale, complemented with open-ended questions. The collected datasets were independently analyzed. Descriptive and inferential analysis were conducted using the quantitative data. Qualitatively, the researchers underwent a multi-staged thematic analysis. The generated information was then integrated using a joint model analysis. The percentage of the total average of self-reported adaptability for both groups of stakeholders was 81.15%. The instructors, with a mean of satisfaction of 17.94 (±1.76), rated their adaptability significantly higher than the learners, with a mean of satisfaction of 15.66 (±2.77) (p = 0.002). The thematic analysis resulted in two interrelated themes: Self and Environment. Within the Self theme, three subthemes surfaced: Cognitions, Emotions, and Behaviors. As for the Environment theme, it encapsulated two subthemes: Enablers and Impediments. The stakeholders perceived themselves to have adapted well to the transition, and SRL appeared as a cornerstone in the adaptation to the accelerated change accompanying COVID-19. There appeared to be an interplay between the cognitions, emotions, and behaviors on the level of the self as part of the adaptation process. Also, building upon existent models of SRL, this study uncovered that the stakeholders considered the environment to play a crucial role in their adaptation process. This highlights the importance of developing a climate that remains, despite external pressures, conducive to attaining learning and teaching goals. It is also crucial for university-level mental health promotion activities to proactively foster, among learners and instructors, adaptability, building ‘academic resilience’.
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Affiliation(s)
- Farah Otaki
- Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Fatemeh Amir-Rad
- Hamdan Bin Mohammed College of Dental Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
- Masters in Medical Education Programme, Centre for Medical Education, School of Medicine, University of Dundee, Nethergate, Dundee, United Kingdom
| | - Manal Al-Halabi
- Hamdan Bin Mohammed College of Dental Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
- * E-mail:
| | - Zaid Baqain
- Hamdan Bin Mohammed College of Dental Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
- School of Dentistry, University of Jordan, Amman, Jordan
| | - Nabil Zary
- Institute for Excellence in Health Professions Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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Al-Rahmi AM, Shamsuddin A, Wahab E, Al-Rahmi WM, Alturki U, Aldraiweesh A, Almutairy S. Integrating the Role of UTAUT and TTF Model to Evaluate Social Media Use for Teaching and Learning in Higher Education. Front Public Health 2022; 10:905968. [PMID: 35875021 PMCID: PMC9301114 DOI: 10.3389/fpubh.2022.905968] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Accepted: 06/01/2022] [Indexed: 01/19/2023] Open
Abstract
Investigation of task-technology fit and intention to use social media tools needs to focus specifically on higher education for teaching and learning, and its impact on students' academic performance. This article aims to develop a model that would identify essential aspects that are predicted to continue to play a large role in TTF for learning in BI, which could be used to improve academic performance in higher education. The purpose of this study was to investigate the characteristics and aspects of SM and the relationship between their use in the TTF and UTAUT theory to determine how they affect research students' satisfaction and AP in HE institutions. Data for the unified theory of acceptance and use of technology (UTAUT) and task-technology fit (TTF) theories were collected using a questionnaire survey. This research hypothesizes that behavioral intention to utilize social media and task-technology fit for learning will influence social characteristics, technology characteristics, performance expectancy, and effort expectancy, all of which will improve academic performance. As a test bed for this research, a structural equation model (SEM) was constructed examining the relationships between factors that affect students' academic performance. A stratified random sample strategy was used to disseminate the main tool of data collection, a questionnaire, to 383 students. A quantitative method was used to examine the results. The obtained outcomes showed that there was a correlation among social characteristics, technological characteristics, behavioral intention to use social media, and task-technology fit for academic performance, which aided student performance and results. The study indicates that PEX and EEX also demonstrated a strong relation to task-technology fit and behavioral intent to use social media for academic purposes, both of which positively impacted academic performance. As a result, the study found that behavioral intention to utilize and task-technology-fit social media promote students' active learning and enable them to discuss and exchange knowledge and information more efficiently. In conclusion, we encourage students to use social media for educational purposes in their studies and teaching through lectures in HE institutions.
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Affiliation(s)
- Ali Mugahed Al-Rahmi
- Faculty of Technology Management and Business, Universiti Tun Hussein Onn Malaysia, Johor, Malaysia
- *Correspondence: Ali Mugahed Al-Rahmi
| | - Alina Shamsuddin
- Faculty of Technology Management and Business, Universiti Tun Hussein Onn Malaysia, Johor, Malaysia
| | - Eta Wahab
- Faculty of Technology Management and Business, Universiti Tun Hussein Onn Malaysia, Johor, Malaysia
| | - Waleed Mugahed Al-Rahmi
- Self-Development Skills Department, College of Common First Year, King Saud University, Riyadh, Saudi Arabia
| | - Uthman Alturki
- Educational Technology Department, College of Education, King Saud University, Riyadh, Saudi Arabia
- Uthman Alturki
| | - Ahmed Aldraiweesh
- Educational Technology Department, College of Education, King Saud University, Riyadh, Saudi Arabia
| | - Sultan Almutairy
- Educational Technology Department, College of Education, King Saud University, Riyadh, Saudi Arabia
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Maria Francis Y, Sankaran PK, Kirthika CP, Karunakaran B, Sathish Kumar S, Karthikeyan D, Krishnan M, Babu S. Views on virtual education during the COVID-19 pandemic among medical and paramedical students in India. Bioinformation 2022; 18:518-524. [PMID: 37168794 PMCID: PMC10165041 DOI: 10.6026/97320630018518] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 06/30/2022] [Accepted: 06/30/2022] [Indexed: 11/23/2022] Open
Abstract
The COVID-19 pandemic has made the educational institutions to implement the mandatory virtual learning in medical education. It is undeniable that electronic gadget aided learning have a significant role to play during a pandemic. Both faculty and students are getting accustomed to this 'New Normalcy'. Therefore, it is of interest to determine the effectiveness and perception of virtual teaching and learning during the COVID 19 pandemic. A cross-sectional study was conducted in which 336 medical and 336 paramedical students of both the genders with age group of 17 - 21 years participated. The data obtained were analyzed using the SPSS software. The shift from class room teaching to virtual learning has led to many health issues among students such as eye strain, anxiety, depression, musculoskeletal problems and obesity. The students also had inadequate time to interact with faculties. Data shows that virtual learning an alternative mode to traditional method during a pandemic.
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Affiliation(s)
- Yuvaraj Maria Francis
- Department of Anatomy, Saveetha Medical College, Saveetha Institute of Medical and Technical Sciences, Thandalam, Chennai- 602 105, India
| | - PK Sankaran
- Department of Anatomy, All India Institute of Medical Sciences, Mangalagiri -52008, Andhra Pradesh, India
| | - CP Kirthika
- Department of Anatomy, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai : 6000116, India
| | - Balaji Karunakaran
- Department of Anatomy, Saveetha Medical College, Saveetha Institute of Medical and Technical Sciences, Thandalam, Chennai- 602 105, India
| | - S Sathish Kumar
- Department of Community Medicine, Vinayaka Missions Medical College and Hospital, Karaikal, Pondicherry, India
| | - D Karthikeyan
- Department of Microbiology, Vinayaka Missions Medical College and Hospital, Deemed university, Karaikal, Pondicherry, India
| | - Madhan Krishnan
- Faculty of Allied Health Sciences, Chettinad Hospital and Research Institute, Chettinad Academy of Research and Education, chengalpattu- 603103 India
| | - Shyamaladevi Babu
- Faculty of Allied Health Sciences, Chettinad Hospital and Research Institute, Chettinad Academy of Research and Education, chengalpattu- 603103 India
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Antwi CO, Belle MA, Ntim SY, Wu Y, Affum-Osei E, Aboagye MO, Ren J. COVID-19 Pandemic and International Students’ Mental Health in China: Age, Gender, Chronic Health Condition and Having Infected Relative as Risk Factors. IJERPH 2022; 19:ijerph19137916. [PMID: 35805589 PMCID: PMC9265787 DOI: 10.3390/ijerph19137916] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 06/23/2022] [Accepted: 06/24/2022] [Indexed: 01/27/2023]
Abstract
International students in China were among the first group of individuals to be affected by the COVID-19 pandemic. However, the pandemic’s impact on their mental health is underexplored. This study—utilizing web-based survey data (N = 381), presents preliminary reports using ANOVA and MIMIC analytic approaches. Following the clinical demarcation of the 21-item version of the Depression Anxiety Stress Scales (DASS-21), we found 24.6%, 38.3%, and 43.6% of the students to suffer mild to extreme stress, anxiety, and depression, respectively. Female students reported significantly higher levels of stress and depression than males. Older students’ reports of stress were more substantial than younger students. Students who reported having a relative infected with the virus (vs. those without) experienced significantly higher anxiety and stress. Those who reported having pre-existing chronic health condition(s) (vs. those without) also reported significantly higher stress, anxiety, and depression levels. Moreover, students with an exercise routine (vs. those without) experienced significantly lower levels of stress, anxiety, and depression. Last, our MIMIC model results indicate that foreign students’ age, gender, chronic health status, and having a relative infected with the virus constitute significant risk factors explaining variations in foreign students’ experience of psychological distress. Implications for international students’ management have been thoroughly discussed.
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Affiliation(s)
- Collins Opoku Antwi
- Department of Psychology, Zhejiang Normal University, Jinhua 321000, China; (C.O.A.); (M.A.B.); (Y.W.)
| | - Michelle Allyshia Belle
- Department of Psychology, Zhejiang Normal University, Jinhua 321000, China; (C.O.A.); (M.A.B.); (Y.W.)
| | - Seth Yeboah Ntim
- International Institute for Child Studies, Zhejiang Normal University, Hangzhou 310012, China;
| | - Yuanchun Wu
- Department of Psychology, Zhejiang Normal University, Jinhua 321000, China; (C.O.A.); (M.A.B.); (Y.W.)
| | - Emmanuel Affum-Osei
- KNUST School of Business, Kwame Nkrumah University of Science & Technology, Kumasi AK-039, Ghana;
| | - Michael Osei Aboagye
- Department of Interdisciplinary Studies (DIS), Akenten Appiah-Minka University of Skills Training and Entrepreneurial Development, Kumasi AK-039, Ghana;
| | - Jun Ren
- Department of Psychology, Zhejiang Normal University, Jinhua 321000, China; (C.O.A.); (M.A.B.); (Y.W.)
- Correspondence:
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Yildiz Ş, Bazancir Apaydin Z, Erbahçeci F. The Analyses of the Relationship between Physical Activity, Musculoskeletal System Problems, Sleep, and Screen Exposure Time in University students during the Distance Learning Process. JBACHS 2022. [DOI: 10.30621/jbachs.1059276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Purpose: To investigate the relationship between physical activity, musculoskeletal system problems, sleep, and screen exposure time in university students during the distance learning process.
Methods: Three hundred and one students (183 female, 118 male) participated in the study via online survey. The screen exposure time was recorded. The physical activity using Short Form International Physical Activity Questionnaire and pain using Visual Analog Scale were evaluated. Nordic Musculoskeletal System Questionnaire was used to evaluate musculoskeletal symptoms. The Pittsburg Sleep Quality Index was applied for the details of sleep quality.
Results: The students had a low level of physical activity (58.8%) and poor sleep quality (70.8%). Musculoskeletal pain was reported in upper back (85%), lower back (85%), neck (79.4%), shoulder (71.4%). The pain was correlated with total sleep quality (r=0.320, p
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