ABSTRACT
The aim of this study is to analyze the impact of COVID-19 on tourism safety perceptions, acceptance of restrictions, and the intention to change behavior during the COVID-19 pandemic among young people. Taking Egypt as a case study, a total of 386 respondents were surveyed in two different pandemic periods, with data being collected during the first wave, in April and May 2020, and during the second wave, in December 2020 and January 2021. Data was analyzed using partial least squares structural equation modelling (PLS-SEM) with multigroup analysis (MGA). Results reveal significant differences between the first and the second coronavirus waves regarding the effects of perceived risk. Findings point to the heightened potential of the youth market segment in the current context and suggest that youngsters' adaptive coping responses evolved towards self-regulatory behavior. Based on the results, theoretical and practical implications are drawn. Conceptually, the study has contributed to the clarification of the desensitization process experienced by youth over time, in the post-pandemic tourism context. Additionally, the activities' safety perceptions being examined per se enlightened the relationship between risk susceptibility, safety perceptions, and coping attitudes and behavior. Findings suggest that special attention should be paid to crowded group settings, such as youth events, advising that authorities and tourism services should target their communication to different population segments and use appropriate safety messaging according to the evolution of health crises.
ABSTRACT
The COVID-19-induced distance education was perceived as highly challenging by teachers and students. A cross-national comparison of five European countries identified several challenges occurred during the distance learning period. On this basis, the article aims to develop a theoretical framework and design requirements for distance and online learning tools. As one example for online learning in mathematics education, the ASYMPTOTE system is introduced. It will be freely available by May 2022. ASYMPTOTE is aimed at the adaptive and synchronous delivery of online education by taking a mobile learning approach. Its core is the so-called digital classroom, which not only allows students to interact with each other or with the teacher but also enables teachers to monitor their students’ work progress in real time. With respect to the theoretical framework, this article analyses to what extent the ASYMPTOTE system meets the requirements of online learning. Overall, the digital classroom can be seen as a promising tool for teachers to carry out appropriate formative assessment and—partly—to maintain personal and content-related interaction at a distance. Moreover, we highlight the availability of this tool. Due to its mobile learning approach, almost all students will be able to participate in lessons conducted with ASYMPTOTE. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.