Learning behavior, digital platforms for learning and its impact on university student's motivations and knowledge development

Unveiling Digital Transformation and Teaching Prowess in English Education During COVID‐19 With Structural Equation Modelling

The present research looks at the reputation of digital platforms in online pedagogical English education in Pakistan, and the use of digital technology in virtual classrooms during public health emergencies. It explores how faculty members use digital technology in their pedagogical English teaching approaches by analysing their technological skill level. To achieve the study's objectives, an online survey was undertaken to gather primary data. University teachers delivering online courses during COVID‐19 in several cities throughout Punjab Province answered an online questionnaire survey. Smart‐PLS 3.3.9 and structural equation modelling (SEM) were used to investigate the recommended research framework. SEM analysis results showed that all proposed hypotheses were confirmed. This research presents an overview of faculty members' online pedagogical teaching abilities and digital technology during COVID‐19. The research findings are critical for determining how to incorporate technology during the pandemic period and to integrate technology into higher education during the new normal.

Integration of an Audiovisual Learning Resource in a Podiatric Medical Infectious Disease Course: Multiple Cohort Pilot Study

Background

Improved long-term learning retention leads to higher exam scores and overall course grades, which is crucial for success in preclinical coursework in any podiatric medicine curriculum. Audiovisual mnemonics, in conjunction with text-based materials and an interactive user interface, have been shown to increase memory retention and higher order thinking.

Objective

This pilot study aims to evaluate the effectiveness of integrating web-based multimedia learning resources for improving student engagement and increasing learning retention.

Methods

A quasi-experimental study was conducted with 2 cohorts totaling 158 second-year podiatric medical students. The treatment group had access to Picmonic's audiovisual resources, while the control group followed traditional instruction methods. Exam scores, final course grades, and user interactions with Picmonic were analyzed. Logistic regression and correlation analyses were conducted to examine the relationships between Picmonic access, performance outcomes, and student engagement.

Results

The treatment group (n=91) had significantly higher average exam scores (P<.001) and final course grades (P<.001) than the control group (n=67). Effect size for the average final grades (d=0.96) indicated the practical significance of these differences. Logistic regression analysis revealed a positive association between Picmonic access with an odds ratio of 2.72 with a 95% confidence interval, indicating that it is positively associated with the likelihood of achieving high final grades. Correlation analysis revealed a positive relationship (r=0.25, P=.02) between the number of in-video questions answered and students' final grades. Survey responses reflected increased student engagement, comprehension, and higher user satisfaction (3.71 out of 5 average rating) with the multimedia-based resources compared to traditional instructional resources.

Conclusions

This pilot study underscores the positive impact of animation-supported web-based instruction on preclinical medical education. The treatment group, equipped with Picmonic, exhibited improved learning outcomes, enhanced engagement, and high satisfaction. These results contribute to the discourse on innovative educational methods and highlight the potential of multimedia-based learning resources to enrich medical curricula. Despite certain limitations, this research suggests that animation-supported audiovisual instruction offers a valuable avenue for enhancing student learning experiences in medical education.

E-learning platforms in ideological and political education at universities: students' motivation and learning performance

BACKGROUND

The study aimed to examine the impact of using the MOODLE e-learning platform in ideological and political education on Chinese students' motivation and academic performance.

METHODS

The study involved 447 students from China-based universities (the experimental group - 232 students who studied using electronic educational platforms, and the control group - 215 students who used no digital technologies in their learning). The following methods were used: Measuring the need to achieve success among students; T. I. Ilyina's method for studying motivation to study at university; Method for studying student success motivation; Method for studying the motives of students' educational activities; Method for determining the main motives for choosing a profession (E. M. Pavlyutenkov); Motivation of learning activities: Levels and types (I. S. Dombrovskaya). Students' academic performance was assessed by testing in the studied disciplines at the beginning and end of the study.

RESULTS

As a result, the significance of the motivational component in achieving the success of ideological and political education and the impact on students' motivation to use e-learning platforms is theoretically substantiated.

CONCLUSIONS

It has been confirmed that using e-learning platforms in ideological and political education helps increase student motivation and academic performance.

Teachers' perspectives on effective English language teaching practices at the elementary level: A phenomenological study

This study examined instructional practices and challenges English language teachers face in elementary schools. This study used a phenomenological approach and a mixed-method design. The data were collected through four tools: questionnaires, case studies, interviews, and observations in eight elementary schools in which eight educators and two hundred students participated from schools of three districts in central Punjab, Pakistan. This study aimed to explore the perspectives of teachers and students regarding the current pedagogical and instructional practices employed in English language classes. This study identified issues related to the lack of professional training and qualifications, overcrowded classrooms, cultural and social barriers, limited availability of the latest resources and technology, and a lack of parental cooperation. The findings suggested revisiting teachers' professional development programs, focusing on innovative teaching methods, incorporating technology into language teaching classes and classroom materials development, and adaptation preparation. It further suggested that teachers with low levels of professional qualifications and training should consider focusing on specific approaches to meet the challenges they face in language classes instead of general teaching approaches.

A comparative analysis of blended learning and traditional instruction: Effects on academic motivation and learning outcomes

The correlational research study aims to examine how blended learning affects academic motivation and achievement. The objectives of the study are to assess students' opinions on the current level of blended learning, teachers' practice of blended instruction, the benefits of blended learning, its impact on academic motivation and learning outcomes, and factors influencing blended learning to determine how instructors' methods influence students' academic motivation and learning results. The study includes all Bachelor of Science students from various public and private institutions in the Faisalabad Division. Quantitative data from 400 students were collected from four selected institutions. A closed-ended, customized 5-point Likert scale questionnaire was used to collect data. The reliability of the questionnaire was confirmed through expert comments and pilot testing, with a reliability score of (= .97). Data were collected via Google Forms and researcher visits. Descriptive and inferential statistics were employed to analyze the collected data and answer the research questions. The findings of the study indicate that students somewhat agreed with the current blended learning environment, and strongly agreed with variables such as instructors' blended instruction techniques, the benefits of blended learning, and factors influencing blended learning. Blended learning had statistically significant positive effects on academic motivation and learning outcomes. The findings suggest improving the blended learning environment and instructors' blended education methods to enhance university students' academic motivation and learning outcomes.

Association between nutritional status, body composition, and fitness level of adolescents in physical education in Casablanca, Morocco

Aim

This study aims to analyze and compare dietary intake, as well as to examine the associations between energy intake in terms of macronutrients, body composition, and physical fitness (PF) specifically cardiorespiratory endurance (CE) among a sample of young adolescents aged 15 to 18 years, who participate in physical education and sports sessions in public schools in Casablanca, Morocco.

Materials and methods

A total of 311 participants, including 156 girls and 154 boys, were included in the study. Each participant maintained a food diary for 3 days during the same study week. Additionally, body composition measurements were taken using bioelectrical impedance analysis (BIA). The PF was assessed using the validated mini-Cooper test (6 min).

Results

The results show that the participants had an average total energy intake of 2386.7 ± 492.7 kcal. A significant difference was observed between boys and girls, with average energy intakes of 2468.8 ± 531.1 kcal and 2304.0 ± 437.0 kcal, respectively. These dietary intakes were significantly lower than their needs and nutritional recommendations. The associations of nutritional status, sex, body mass index (BMI) and physical fitness (PF) were tested and a positive correlation was observed following an adequate intake of carbohydrates (CHO) and proteins on Vo2max, while a negative association was observed with regard to Body fat for both sexes. Boys exhibit significantly better PF than girls (p < 0.01). Obese participants had the lowest PF and an unbalanced nutritional status, the adolescents with a normal weight p < 0.01 displayed a high level of PF compared to individuals in other weight categories.

Conclusion

The PF is significantly associated with macronutrient intake status and body composition, especially BMI and BF. The Underweight, overweight, and obese students demonstrated poorer performance in physical fitness indices compared to normal-weight. Adolescents adhering to recommended CHO and protein intake levels tend to exhibit enhanced physical fitness. Implementing strategies to encourage students to maintain a balanced diet and engage in regular physical exercise is essential.

Evaluation of online learning readiness in the new distance learning normality

The COVID-19 pandemic influenced teaching and learning in higher education. The transformation towards digital education challenged Faculty and students. This research examines the online learning readiness of students in a Higher Education Institution in Mexico. Specifically, we investigated how much prior digital skills, as well as having used the digital resources available by the university, influenced their academic achievement in distance learning settings. Seven dimensions of online learning readiness were selected to evaluate the student's preparation for the online learning process. Questionnaires were applied before the start and at the end of digital courses. Follow-up tools were offered to support the student, and two groups were observed, users and non-users of the digital devices. It was observed that students who used the support developed significantly better critical thinking, problem-solving, and time organization skills than non-users. On the other hand, although the evaluations were not significantly different, the lowest averages were found in the non-user group. Our results indicate that prior training in the use of digital tools is essential for the success of online education; in the same way, a timely follow-up with technical and pedagogical assistance is necessary for developing competencies. Training more autonomous and independent students capable of distance learning in a global world demands experts in digital education urgently. Educational institutions must embrace new technologies and teaching methods to meet the ever-changing needs of students. This research is expected to play a crucial role in promoting constructive discussions and facilitating informed decisions concerning the creation of future educational models.

University students' experience of online space while engaging in synchronous learning via videoconferencing amidst the pandemic

Background

The high infectivity and fatality of COVID-19 has changed the mode of higher education from onsite to online. Although many studies investigated the effectiveness and satisfaction of online education, little is known regarding university students' lived experience of online space during synchronous learning via videoconferencing.

Objective

The present study explored how university students experienced online space when engaging in synchronous learning via videoconferencing platforms during the outbreak of the pandemic.

Method

The phenomenological approach was chosen to primarily explore students' experience of online space as well as their experience of embodiment and relations to self and others. Interviews were conducted with nine university students who voluntarily participated to share their experience of online space.

Results

Three core themes were generated from the descriptions of experiences provided by the participants. For each core theme, two sub-themes were emerged and described. The analysis of the themes demonstrated that online space was experienced as being separate from home but also inseparable because it was an extension of the comforts of home. This inseparableness is also reflected in the virtual classroom where the rectangular screen presented on the monitor is always shared with everyone in the class. Moreover, online space was perceived as having no transitional space in which spontaneity and new encounters occur. Finally, the presence of self and others was experienced differently in online space due to the participants' choices of being seen or heard using their microphones and cameras. This led to a different sense of togetherness in online space. The insights gained from the study were discussed in relation to considerations for online learning in the post-pandemic era.

Conclusion

Based on the emerged themes from the results, the current study concluded that the online space created by technologies cannot be a complete substitute for traditional face-to-face classrooms and suggested possible implications for designing and using online space in university education.

How do online users perceive health risks during public health emergencies? Empirical evidence from China

Background

The global COVID-19 pandemic has posed a major threat to human life and health, and new media technologies have intensified the spread of risk perception.

Purpose

This study aimed to explore the impact of risk information ground on online users' perceived health risks, and further explore the mediating role of psychological distance and the moderating role of self-efficacy.

Methods

A total of 25 Internet users from different provinces in China were interviewed in-depth, NVIVO.11 was used to qualitatively analyze the interview text data and construct a theoretical model. A total of 492 interviewees were recruited in order to complete a scenario questionnaire, SPSS-27 was used to perform orthogonal experiments, generate eight combinatorial scenarios, analyze demographic data, and clean and prepare data for testing hypotheses. SmartPLS 3.0 was used to test the conceptual model using the structural equation model (SEM) of the partial least squares (PLS).

Results

The analysis of the SEM model shows that all planned hypotheses (Information fluency → Information diagnosability, Information extensibility → Information diagnosability, Information diagnosability → Psychological distance, Platform interactivity → Scenario embeddedness, Network connectivity → Scenario embeddedness, Scenario embeddedness → Psychological distance, Psychological distance → Risk perception, Psychological distance → Self-efficacy → Risk perception, Information fluency → Information diagnosability → Psychological distance → Risk perception, Information extensibility → Information diagnosability → Psychological distance → Risk perception, Platform interactivity → Scenario embeddedness → Psychological distance → Risk perception, Network connectivity → Scenario embeddedness → Psychological distance → Risk perception) are confirmed.

Conclusion

This study found that the information ground factors significantly affect online users' perceptions of health risks, psychological distance mediates the effect of information ground factors on risk perception, and self-efficacy negatively moderates the effect of psychological distance on risk perception.

From online to offline education in the post-pandemic era: Challenges encountered by international students at British universities

Background

After 2 years of anti-pandemic struggles, universities in the United Kingdom have started to witness a reverse transition, a shift from online to offline education. This includes encouraging students to begin face-to-face programmes and allowing flexibility for remote learners, but later requiring all students to return to campus by a certain date.

Objectives

This paper aims to explore the challenges and impacts brought about by this new transition and provide recommendations for universities to enhance student experience for future adversity.

Method

This qualitative study conducted semi-structured interviews with 24 international students from a British university to explore their experiences during the transition. The results were analysed using thematic analysis.

Results

Our data revealed both internal and external challenges to students during the online-to-offline shift, which lead to a general resistance to said shift. Specifically, policy challenges (e.g., policy conflicts) imposed the most significant impacts on international students, resulting in psychological anxiety, financial losses, and negative learning experiences. The reduction of digital tools and learning materials during the shift also presented challenges to students who developed a reliance on digital resources while learning remotely. Other challenges have also been identified, including academic barriers and social engagement issues.

Conclusion

By highlighting these challenges, this paper has practical implications for university policy decisions and provides recommendations for supporting students' transition back to traditional offline learning.

Can second language metaphorical competence be taught through instructional intervention? A meta-analysis

Background

For a long time, the traditional view regarded metaphor as merely a rhetorical device that served to enrich linguistic expression. With the continuous development of cognitive linguistics, foreign language educators began to realize the vital role of metaphor in foreign language education.

Objectives

This study looked at how well pedagogical interventions improve metaphorical competence by looking at how well teachers teach metaphors.

Methods

After a rigorous literature search and selection process from the Chinese and English databases, 13 Chinese and 7 international studies with 51 effect sizes were included in this meta-analysis. With the help of the meta-analysis 3.0 software, the literature and heterogeneity tests were performed to ensure that the meta-analysis results were as accurate and valid as possible.

Results

The effect size tests revealed that the metaphorical instructional intervention was significantly effective in general and produced a large effect size (d = 0.888) on improving learners' metaphorical abilities. Meta-regression analyses were also conducted to examine how other factors might change the effects of the interventions.

Findings

Research has shown that instructional interventions that combine prolonged input of metaphorical concepts with reinforcement of metaphorical practice can help second language learners develop metaphorical competence. Teaching puts more pressure on teachers and the learning environment, and the results of this study could help teachers teach metaphors in the future.