COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors

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.

Self-rated benefits and knowledge gain from e-learning: the longitudinal use of an online learning experience at an international medical school

The COVID-19 pandemic forced schools worldwide to change the delivery of the medical curriculum to an exclusively online format. Some important findings after this experience highlight the possibility of continuing with the online form of curriculum delivery, at least partially, to reinforce the learning experience of medical students. Our research goal was to analyze the benefits that medical students can gain after exposure to high-quality e-learning. Our primary aim was to analyze the gain of knowledge, as well as self-rated benefits and understanding, after exposure to high-quality e-learning. We conducted a retrospective study to report on the outcomes achieved after 3 years of experience with the online delivery of basic biomedical science courses. Measurements included knowledge gain based on pre-and post-course quizzes, self-rated evaluation of the benefit and understanding of topics on a per-lesson basis, and number and percentages of students obtaining specific certificate outcomes. We included results from 1,546 students and 2,613 course enrollments in two different medical programs. We found significant increases in self-reported benefit and understanding of topics, as well as significant increases in knowledge gain irrespective of students' pre-course knowledge levels, as measured by the pre-course quiz. The information presented here could be used to make decisions about the incorporation of e-learning into the medical curriculum.

Review of the impacts of COVID-19 pandemic on the employment of college graduates in China and countermeasures to it

The employment of college graduates has always been the focus issue of the whole society. Affected by the COVID-19, college graduates are facing a severe employment situation. In the present study, we explore the impacts of the COVID-19 on the employment of college graduates. We explore the employment promotion measures introduced by Chinese government and colleges and universities through a quick review and illustrate the difficulties that college graduates face. Furthermore, the present study explores the impacts of the COVID-19 on five aspects of the employment of college graduates: recruitment demand reduce, employment competition rise, employment channels change, psychological anxiety increase and employment structural contradiction intensify. In addition, we conclude that the employment promotion measures introduced by Chinese government and colleges and universities in respond to the impacts of the COVID-19 on the employment of college graduates have significantly promoted the employment of college graduates to a large extent and we provide implications based on the application of the study. The findings of the present study are of great significance for all countries worldwide to better cope with various similar emergency events, to alleviate employment pressure and to promote better and fuller employment of college graduates.

Student Satisfaction and Physical Health Effects of Online Learning Among Medical and Paramedical Undergraduates in Northern India: A Cross-Sectional Study

BACKGROUND

Online modality of pedagogy was introduced in many medical institutes globally, especially during the COVID-19 pandemic. However, these techniques were not evaluated, either with respect to effectiveness or student satisfaction in terms of promoting successful educational outcomes. The current study was conducted to identify determinants of student satisfaction with respect to online learning, in the post-pandemic era.

METHODS

A pilot-tested and validated online questionnaire was administered to 370 medical/paramedical students who attended online classes during the pandemic. The students were selected randomly from four different streams of a medical university, representing all the years of study. The questionnaire included Likert-type questions and was divided into two parts: socio-demographic profile and satisfaction with online learning.

RESULTS

The response rate was 81.4%. Overall satisfaction with online learning among students was 35.9% and the areas of most satisfaction for students were user-friendliness of the online portal (65.5%), self-directed responsibilities assigned to pupils (49.9%), faculty accessibility/availability (48.8%) and timely evaluation, test and feedback (47.9%). The areas of most dissatisfaction were lack of personal effect as compared to offline learning (n=71, 23.6%), effect on social life (n=54, 17.9%), and feeling of not belonging to the online session (n=38, 12.6%). Multiple regression analysis demonstrated that having previous exposure to online courses and having a separate room led to more satisfaction, whereas the emergence of health problems led to poor satisfaction with the course. The duration of previous exposure to online courses was not a statistically significant predictor of satisfaction. One or more health problems were reported by 176 (58.5%) of the respondents. Some of the common health problems reported were eye strain (72.8%), headache (56.1%), insomnia (47.2%), stress (35.2%), muscle fatigue (22.6) and tingling sensation (10.6%).

CONCLUSION

Adopting a combination of online and offline approaches, i.e., blended pedagogy, involving different methods to involve students and their feedback are important to ensure student satisfaction.

Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners' critical thinking, engagement, and academic achievement

This study investigates the impact of Philosophy-Based Language Teaching (PBLT) on the critical thinking skills and learner engagement of English as a Foreign Language (EFL) students. A concurrent mixed-methods approach, including semi-structured interviews, document analysis, and academic achievement tests, was employed with an experimental group (EG) exposed to PBLT and a control group (CG) receiving traditional instruction. The results reveal a substantial positive effect of PBLT on the critical thinking abilities of EFL learners, as evidenced by thematic analyses of interviews and document content. Themes include heightened critical thinking awareness, collaborative knowledge construction, and increased learner engagement. Academic achievement tests further demonstrate significant improvement in the experimental group's performance. A comparison with existing literature underscores the novelty of our mixed-methods approach. Implications for language teachers, materials developers, syllabus designers, and policy-makers are discussed, highlighting the potential of PBLT in cultivating critical thinking and learner engagement.

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.

Relationship between academic success, distance education learning environments, and its related factors among medical sciences students: a cross-sectional study

BACKGROUND

Academic success is among the most important criteria for determining students' competence. Hence, one of the concerns of education system researchers has always been investigating its associated factors. Therefore, this study aimed to determine the relationship between academic success, distance education learning environments, and its related factors among Shahroud University of Medical Sciences students.

METHODS

This cross-sectional study was conducted on 208 medical sciences students who completed at least two online and two in-person academic semesters. Participants were selected through the convenience sampling method and filled out three questionnaires, including the demographic information form, the Academic Success Inventory for College Students, and the Distance Education Learning Environments Survey. Finally, the data were analyzed using descriptive statistics and inferential tests (t-test, ANOVA, Pearson's correlation coefficient, and multiple linear regression).

RESULTS

In this study, students reported moderate levels of academic success (107.81 ± 10.72). Moreover, they assessed their distance education learning environment as the positive points were more than the negative points (74.10 ± 14.89). Distance education learning environment (β = 0.233 and P < 0.001) and field satisfaction (β = 9.797 and P = 0.001) were also mentioned as factors related to students' academic success.

CONCLUSION

According to the present results, it is suggested to improve the learning environment of distance education and increase students' satisfaction to enhance their academic outcomes such as academic success.

The effect of COVID-19 on the academic performance of Zayed University students in the United Arab Emirates

Purpose

The outbreak of the coronavirus (COVID-19) pandemic led to significant changes across various sectors, including the field of education. In response to the pandemic, educational institutions worldwide, including Zayed University in the United Arab Emirates (UAE), transitioned to online learning. This study aimed to investigate the impact of COVID-19 on the academic performance of students in the UAE and their satisfaction with remote learning, while also examining gender differences in these variables.

Methods

This study used a quantitative research design in which a questionnaire was used to collect data. The study employed a snowball sampling method to recruit a total of 1,780 male and female students aged 18 and above from Zayed University in the UAE. The collected data were analyzed using appropriate statistical techniques.

Results

This study revealed that students at Zayed University maintained a good level of academic performance (M = 3.34, SD = 0.76) during the COVID-19 pandemic and were satisfied with online learning (M = 3.48, SD = 0.84) during the COVID-19 pandemic. A significant positive correlation was observed between students' academic performance and their level of satisfaction with online teaching during the COVID-19 pandemic (p < 0.001). Furthermore, no significant differences were found between gender and both academic performance and level of satisfaction with online learning. Finally, we found that more males leaned toward online learning while more females leaned toward face-to-face learning.

Conclusion

This study contributes to understanding the impact of COVID-19 on students' academic performance and satisfaction with remote learning in the UAE context. The findings highlight the significance of student satisfaction for successful online learning and emphasize the need for adequate resources and the maintenance of education quality.

Relationship between technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education

Introduction

The aim of this study was to examine the relationship between the technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education.

Methods

The participants were 301 university students from Lima. Structural equation model was used to test the proposed theoretical relationships between the variables. On the one hand, the study sought to explore the relationship between academic self-efficacy and self-regulation strategies with the technology acceptance model. On the other hand, it sought to determine whether the three dimensions of the technology acceptance model are positively related to perceived learning and academic performance.

Results

The results suggest the importance of improving psychological variables such as self-efficacy and self-regulation strategies to improve the acceptance of technology, which would also improve the academic performance and perceived learning of students in a virtual environment.

Discussion

The discussion highlights the significance of self-efficacy and metacognitive strategies in influencing technology perception and attitudes, ultimately impacting perceived learning and academic performance in virtual education.

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.

Challenges and perceptions of e-learning for educational sustainability in the "new normality era"

Background

All universities were faced with the challenges of e-learning when they suddenly had to switch to distance learning in March 2020 due to COVID-19 regulations. Several challenges may arise when implementing e-learning, including an insufficient budget or problems with adoption. Nevertheless, the role of digitalization is to ensure the university's long-term sustainability. Indeed, the future of e-learning depends on future generations, which increasingly accept new technologies.

Objectives

This study aimed to analyze the factors that stimulate university students' acceptance of technology.

Methodology

The study population comprised Romanian university students who took online courses during the COVID-19 pandemic. A questionnaire survey was employed to gather primary data. The surveys were distributed between January and February 2022. In particular, 1,875 questionnaires were received from students, who were the focus of this study (the results for teachers were presented in previous research). To process and interpret the data, the method of modeling with structural equations (SEM) was used. The data collected were processed using SPSS and AMOS.

Findings

The results indicate that external factors do not influence perceived usefulness. Accordingly, students consider that the perceived ease of use does not influence the behavior intention to use new technologies.

Conclusion

The results linked e-learning satisfaction to academic success and Romanian students who utilized e-learning during the pandemic. In addition, the results indicate that external factors do not influence perceived usefulness. Accordingly, students consider that the perceived ease of use does not influence the behavior intention to use new technologies. The results validated the basic variables of the TAM model.

Implications

The study presents a series of theoretical, practical, and societal implications that can guide universities in adopting sustainable development goals.

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.

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

BACKGROUND

Learning digital technologies in higher education is a process of knowledge generation, and the rapid growth of technology in education has a significant impact on students' learning behaviors, motivation, and knowledge development. Pakistan's remarkable technological breakthrough has increased in the education field.

STUDY OBJECTIVES

The study focuses on estimating students' learning behaviors, identifying the positive influence of educational apps on digital learning platforms, and analyzing their impact on students' motivation and knowledge development.

MATERIALS AND METHODS

According to the study's objectives, a questionnaire survey was conducted to gather the primary data. The participants were students of universities in Lahore city of Pakistan. For this study, the sample size was N = 300, carefully chosen using the purposive sampling technique. Of the respondents, there were 146 male and 154 female students, and the sample consisted of individuals aged 25-35 years. Smart-PLS-Bootstrapping, T-Values (PLS) 3.2.9 and the structural equation model (SEM) were applied to get the appropriate outcomes from the proposed study framework.

RESULTS

SEM analysis results shows that all proposed hypotheses [Animated Movies (AM) -> Student Motivation (SM), Educational Apps (EA) -> Knowledge Development (KD), Learning Behavior (LB) -> Animated Movies, Learning Behavior -> Educational Apps, Learning Behavior -> Knowledge Development, Learning Behavior -> Virtual Classrooms (VCr), Virtual Classrooms -> Knowledge Development, Virtual Classrooms -> Student Motivation] are confirmed while Learning Behavior -> Student Motivation is not confirmed.

CONCLUSION

This study found that digital learning platforms significantly impact students' learning and what motivates them to learn. The study also found that using educational apps and virtual classrooms more often helps students learn more and be more motivated to learn.

Student Satisfaction and Retention: Impact of Service Quality and Digital Transformation

A country’s economic and technological development in the twenty-first century depends heavily on higher education. Similar to other countries, the majority of higher education institutions in Bangladesh are private universities that offer educational services alongside public (government-funded) universities. This study aims to investigate how service quality dimensions and digital transformation influence student satisfaction and student retention in private universities in Bangladesh. Data were acquired from a convenient sample, including students from the top five private universities in Bangladesh, through a self-administered questionnaire survey. The questionnaire was completed by 210 of the 235 students who were asked to participate. Each questionnaire was carefully examined. 200 were determined to be appropriate for this study. A conceptual model of eight factors, including the five dimensions of the SERVQUAL model, digital transformation, student satisfaction, and student retention, was framed and tested. Descriptive statistics (mean and standard deviation), multiple regression, and bivariate regression analyses were conducted using SPSS 26.0 to test the hypothesized relations. According to the findings of descriptive data, students are satisfied with the quality of private university services and digital transformation activities. This study reveals that all the service quality dimensions positively and significantly impact student satisfaction except the empathy dimension. It is also found that digital transformation substantially influences student satisfaction. Furthermore, student satisfaction has a positive and significant influence on student retention. To the best of the authors’ knowledge, this is the first initiative to investigate the impact of service quality dimensions and digital transformation on student satisfaction and student retention in the context of private universities in Bangladesh. This study contributes to higher education institutions for the improvement of service quality dimensions and the digital transformation to obtain student satisfaction and student retention in highly competitive educational sectors. Finally, this work argues that digital transformation in higher education is necessary for survival and growth in the twenty-first century.