ABSTRACT
Purpose: Students' satisfaction with e-learning outcomes is a vital component in determining the adoption of e-learning systems. Understanding the antecedent factors impacting students' satisfaction with e-learning outcomes helps decision-makers at the higher education to take the necessary actions to enhance the quality of students' performance, especially during the exceptional times, such as the COVID-19 pandemic. Design/methodology/approach: This paper aims to determine and analyse the antecedent factors influencing students' satisfaction with e-learning outcomes during the pandemic. Structural equation modelling (SEM) is used to analysis a proposed research model. Findings: The SEM results show that digital communities in e-learning, information technology (quality and accessibility) and the online course design quality directly influence students' satisfaction with e-learning outcomes. More interestingly, results show that the COVID-19-related factors (1) awareness of the COVID-19, (2) perceived challenges (negatively) and (3) the educational institutions' preparedness also influence e-learning outcomes. Research limitations/implications: The results suggest that the decision-makers at the educational institutions should consider adopting a blended learning system approach to deliver e-learning during the emergency, such as the COVID-19 outbreak situation. Originality/value: This is one of the first studies in higher education context, which seek to identify the antecedent factors that influence students' satisfaction with e-learning outcomes during the COVID-19 pandemic. © 2022, Shahrokh Nikou and Ilia Maslov.
ABSTRACT
According to the World Health Organization (WHO), the COVID-19 pandemic is considered the worst global health crisis in the 21st century that caused unprecedented disruption to many sectors around the world (e.g. education, business, and tourism). Misinformation on social media is one of the major issues during the COVID-19 pandemic, which must be carefully considered. To address this issue, people’s health information-seeking behaviours play an important role to access accurate and reliable information on social media. In this study, we conducted a questionnaire-based study in Myanmar, which is one of the developing countries according to the United Nations to understand university students’ health information-seeking behaviours on social media during the COVID-19 pandemic. The findings suggest that social media plays a vital role to spread reliable and accurate information during the pandemic. The role of governments and authorities is also important to effectively use social media platforms (e.g. Facebook) to reach out to the public so that they can spread timely and accurate information during the COVID-19 pandemic. Lastly, users need to assess and verify the credibility of information related to pandemics on social media when they seek health-related information. This study suggests opportunities for further research in health information seeking on social media. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Purpose Students' satisfaction with e-learning outcomes is a vital component in determining the adoption of e-learning systems. Understanding the antecedent factors impacting students' satisfaction with e-learning outcomes helps decision-makers at the higher education to take the necessary actions to enhance the quality of students' performance, especially during the exceptional times, such as the COVID-19 pandemic. Design/methodology/approach This paper aims to determine and analyse the antecedent factors influencing students' satisfaction with e-learning outcomes during the pandemic. Structural equation modelling (SEM) is used to analysis a proposed research model. Findings The SEM results show that digital communities in e-learning, information technology (quality and accessibility) and the online course design quality directly influence students' satisfaction with e-learning outcomes. More interestingly, results show that the COVID-19-related factors (1) awareness of the COVID-19, (2) perceived challenges (negatively) and (3) the educational institutions' preparedness also influence e-learning outcomes. Research limitations/implications The results suggest that the decision-makers at the educational institutions should consider adopting a blended learning system approach to deliver e-learning during the emergency, such as the COVID-19 outbreak situation. Originality/value This is one of the first studies in higher education context, which seek to identify the antecedent factors that influence students' satisfaction with e-learning outcomes during the COVID-19 pandemic.
ABSTRACT
Literature on minorities' health-related information seeking shows that minorities, like non-minorities, require access to accurate and timely information, but they also need information in a range of languages and from a variety of sources. Health-related information seeking behaviour of Persian-speaking minorities living in Finland, explicitly focused on the COVID-19 pandemic situation, was investigated. Eighteen semi-structured interviews were conducted, and the extended Longo Health Information Model was used as a theoretical lens for analysing the data. The results point to several factors that can improve the outcome of minorities' health-related information seeking behaviours and activities, such as providing information related to their personal health, a deeper understanding of factors influencing the quality of health conditions at the individual or household level and broadcasting the latest health-related information in different languages and emphasize the needs for mental health-related information and services. The findings suggest that not only healthcare providers, immigration officials, and policymakers should be aware of the specific health-related information that minorities require, seek, and use during times of adversity, but also the extent to which how the identified factors influence the process of minorities' seeking health-related information.
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Gaining a better understanding of how the Covid-19 pandemic has affected students’ attitudes towards online education is important in order to pave the way from education disruption to education recovery. The current study aims to investigate how Covid-19 pandemic has changed University students’ perceptions about online education. The study used a localised version of a questionnaire developed by the Association for Smart Learning Ecosystem and Regional Development on different aspects of distance education. Participants were 90 University students. The results emerging from the investigation demonstrate a positive overall attitude of University students about online distance education, with relatively high levels of perceived ease of use, perceived usefulness, perceived interest and digital competences increase and a preference towards blended modes of delivery. The findings can help education professionals to better plan and design future online courses in the post-Covid-19 landscape. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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Web-based videoconferencing systems have become very popular means of online teaching during the educational shift from face-to-face to online due to the COVID-19 pandemic. Students around the world have been attending online classes through different web-based videoconferencing platforms instead of face-to-face lectures and seminars. The current study aims to investigate University students' intentions to continue use web-based videoconferencing systems for their learning, when social distancing render unnecessary and Universities re-open after the pandemic is over. This study is part of our wider investigation on the impact of the COVID-19 pandemic on students' experiences about different e-learning technologies and related pedagogies. The current study proposes a model based on the Technology Acceptance Model (TAM) and the Expectancy Confirmation Model (ECM) in order to explain and predict continuance intention to use videoconferencing systems in the post-COVID-19 era. Sixty-one students from a School of Education in a UK University completed an online survey. Structural equation modelling was used to analyze the data. The model explains and predicts 53% of the total variance in continuance intention to use videoconferencing systems for learning online in terms of perceived usefulness, social influence, satisfaction and confirmation. Satisfaction and perceived usefulness were found to be the most significant predictors of continuance intention to use. Implications for the use of web-based videoconferencing systems for online teaching and learning in the post-COVID 19 landscape are discussed. © 2021 IEEE.
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Background and aims: In a previous study, we had detected perturbations in IFITM3 networks in both the CNS and peripheral immune cells donated by AD patients.The purpose of this study is to explore the transcriptomic evidence of the SARS-CoV-2-AD interplay by exploring perturbations in FYN and IFITM3 gene expression. Methods: Exploratory analyses involved meta-analysis of bulk and single cell RNA data for IFITM3 and FYN differential expression. For confirmatory analyses, we performed gene set enrichment analysis (GSEA) on an AD gene signature from AD Consensus transcriptomics;using the Enrichr platform, we scrutinized COVID-19 datasets for significant, overlapping enriched biological networks. Results: Bulk RNA data analysis revealed that IFITM3 and FYN were differentially expressed in two CNS regions in AD: the temporal cortex (AD vs. Controls, adj.p-value=1.3e-6) and the parahippocampal cortex (AD vs. controls, adj.p-value=0.012). Correspondingly, single cell RNA analysis of IFITM3 and FYN revealed that it was differentially expressed in neuronal cells donated from AD patients (astrocytes, microglia and oligodendrocyte precursor cells), when compared to controls. Conclusion: IFITM3 and by extent FYN were found as interactors within biological networks overlapping between AD and SARS-CoV-2 infection. SARS-CoV-2 SARS-CoV-2-mediated IFITM3 induction would mechanistically result in increased A production. FYN recruitment by viral processes results in abrogation of both fusion of IFITM3 vesicles with lysosomes;immunoevasion, by FYNmediated impairment of autophagy would then serve to promote impaired detoxification from A, while propagating Tau pathology in an IFITM3-independent manner.
ABSTRACT
Web-based videoconferencing has gained a great momentum worldwide, with extremely high adoption rates during the COVID -19 pandemic. The current study aims to investigate the use of web-based videoconferencing for teaching in the post-COVID-19 landscape. The study proposes and evaluates a model to predict continuance intention to use videoconferencing systems, from the perspective of University teachers. The proposed model combines constructs from the Technology Acceptance Model (TAM) and the Expectancy Confirmation Model (ECM). Sixty-six academic staff members filled out a survey questionnaire about their attitudes towards continuing using videoconferencing systems for teaching in the post-Emergency Remote Teaching (ERT) period. Partial Least Squares (PLS) was used to test the measurement and the structural model. The model explains and predicts 73% of the total variance in continuance intention to use. User satisfaction with web-based videoconferencing and perceived usefulness are the top two strong predictors. Implications for school administrators and instructional designers are discussed. © 2021, Interaction Design and Architecture(s). All Rights Reserved.
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Purpose: During the COVID-19 pandemic, educational institutions were forced to shut down, causing massive disruption of the education system. This paper aims to determine the critical factors for the intention to participate in e-learning during COVID-19. Design/methodology/approach: Data were collected by surveying 131 university students and structural equation modelling technique using PLS-SEM was employed to analysis the data. Findings: The results showed that the COVID-19 related factors such as perceived challenges and COVID-19 awareness not only directly impact students' intention but also such effects are mediated through perceived usefulness and perceived ease of use of e-learning systems. However, the results showed that the educational institution's preparedness does not directly impact the intention of students to participate in e-learning during COVID-19. The results also showed that the gender and length of the use of e-learning systems impact students' e-learning systems use. Originality/value: These results demonstrated that, regardless of how well the educational institutions are prepared to promote the use of e-learning systems, other COVID-19-related challenges play a crucial role in forming the intention of students to participate in e-learning during the COVID-19 pandemic. Theoretical and practical implications are provided. © 2021, Emerald Publishing Limited.
ABSTRACT
Web-based videoconferencing has gained a great momentum worldwide, with extremely high adoption rates during the COVID-19 pandemic. The current study aims to investigate the use of web-based videoconferencing for teaching in the post-COVID-19 landscape. The study proposes and evaluates a model to predict continuance intention to use videoconferencing systems, from the perspective of University teachers. The proposed model combines constructs from the Technology Acceptance Model (TAM) and the Expectancy Confirmation Model (ECM). Sixty-six academic staff members filled out a survey questionnaire about their attitudes towards continuing using videoconferencing systems for teaching in the post-Emergency Remote Teaching (ERT) period. Partial Least Squares (PLS) was used to test the measurement and the structural model. The model explains and predicts 73% of the total variance in continuance intention to use. User satisfaction with web-based videoconferencing and perceived usefulness are the top two strong predictors. Implications for school administrators and instructional designers are discussed.