Student Perspective of Online Pedagogy Post COVID-19. A Missed Opportunity?

The COVID-19 pandemic has significantly changed education and caused unprecedented disruptions. These changes may disappear once the schools resume face-to-face classes in full force. Likewise, a positive change may not be necessarily what we want in education. This may be due to the existence of digital divide among students which cannot be ignored. During the COVID-19 pandemic, OneNote Class Notebook is used as an interactive digital whiteboard and has been evident as one of the best alternatives to the traditional whiteboard in the teaching and learning process. In this study, we aim to analyze students' perceptions of OneNote Class Notebook and the level of their continuous intention to use OneNote Class Notebook as an interactive digital whiteboard to replace the traditional whiteboard when school reopens with face-to-face lessons in the classroom in full force. The findings show that the students perceived that OneNote Class Notebook is indeed a useful tool to be used for calculus learning. But, it cannot be perceived as suitability to continue to be used during post COVID-19 period, when school reopens with physical classes in full force. In this regard, it reminds educators of the importance of rethinking education in the new normal post COVID-19 era from the perspective of curriculum studies. © 2023 IEEE.

Through the Lens of Students: MS Teams as a Sustainable Pedagogical Tool

The COVID-19 pandemic has highlighted the need for higher education institutions to modernize and embrace the post-digital age. This study evaluates students' perspectives of utilizing MS Teams as a means of facilitating remote learning during the pandemic. The Technology Acceptance Model (TAM) was employed as the theoretical framework to examine students' views on self-efficacy, facilitating conditions, ease of use, usefulness, and intention to use. The results showcase positive views of MS Teams, with self-efficacy rated the highest among the five constructs, followed by ease of use, facilitating conditions, intention to use, and usefulness. Additionally, no significant differences were found in students' perceptions based on gender. MS Teams has proven to be a successful platform for delivering online learning and communicating, bridging the divide of distance and time in teaching and learning. As discussions about the future of higher education in the post-pandemic world have commenced among academia and university officials, it is crucial to consider the impact of COVID-19 on student learning and provide suggestions for a more sustainable and effective post-pandemic education. © 2023 IEEE.

Understanding compliance intention of SNS users during the COVID-19 pandemic: a theory of appraisal and coping

Purpose: The purpose of this paper is to explore the factors affecting the intention of social networking sites (SNS) users to comply with government policy during the COVID-19 pandemic. Design/methodology/approach: Based on the theory of appraisal and coping, the research model is tested using survey data collected from 326 SNS users. Structural equation modeling is used to test the research model. Findings: The results show that social support has a positive effect on outbreak self-efficacy but has no significant effect on perceived avoidability. Government information transparency positively affects outbreak self-efficacy and perceived avoidability. Outbreak self-efficacy and perceived avoidability have a strong positive impact on policy compliance intention through problem-focused coping. Practical implications: The results suggest that both government and policymakers could deliver reliable pandemic information to the citizens via social media. Originality/value: This study brings novel insights into citizen coping behavior, showing that policy compliance intention is driven by the ability to cope with problems. Moreover, this study enhances the theoretical understanding of the role of social support, outbreak self-efficacy and problem-focused coping. © 2022, Emerald Publishing Limited.

Students’ Performance and Engagement in Discrete Mathematics Online Learning During COVID-19 Pandemic

The COVID-19 pandemic has led to a paradigm shift in higher education. Online learning emerges as a new norm and is used as the core method in teaching the curriculum in helping to curb the pandemic. It provides the students the flexibility to learn anytime and anywhere. However, flexibility, on the other hand, is putting students with self-discipline difficulties at a disadvantage, affecting the students’ engagement in an online learning environment. Considering discrete mathematics constitutes real-life application, it is interesting and significant for students’ lifelong learning skills;thus, the purpose of this study is to examine the relationship between students’ academic performance and engagement in discrete mathematics learning in a full online environment during the COVID-19 pandemic. The findings indicated that a higher level of student engagement in an online learning environment does not guarantee better academic performance. It also shows that the assignment completion has no relation with the academic performance. This study implies that different online strategies on student engagement and academic performance in designing an online course are a crucial avenue that cannot be neglected. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Emerging Learning Environments and Technologies Post Covid-19 Pandemic: What’s Next?

The unprecedented COVID-19 pandemic rapidly became a matter of grave concern globally, and positioned numerous industries, sectors and agencies worldwide in a perilous circumstance. Technological advances are racing to stay ahead of the aftermath and adapt to the unparalleled needs, unfolding the emerging and disruptive technologies. In response to the existential threat, educational institutions had to transition and resort to digitized learning to ensure teaching and learning continue. While the connection between digital technologies and learning has been widely recognized in the previous decades, it has yet to be thoroughly investigated with the focus of the post-COVID-19 pandemic. Thus, this study reviews the transformation of digital and technologies disrupted by the COVID-19 crisis in the teaching and learning context, specifically the key areas of educational technologies, such as the widespread availability of open online courses, social media utilization, innovative learning technology, flexible learning, and mobile education. As concluding remarks, the most critical findings and possible future directions are discussed. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Fusing the Jigsaw method and microsoft teams: A promising online Pedagogy

The Covid-19 pandemic has triggered a universal disruption over the past year, and has caused unforeseen and formidable changes, but simultaneously has also enthused a digital transformation for educational institutions of all levels. With the upsurge in the usage of digital technologies, some potential caveats should be addressed, in particular, the speculative effective methods, course design and structure. A prodigious deal of reappraising and reimagining the philosophy of what is deemed to be the most familiar is imperative, not only to promote student-centred learning, but also encourage online engagement. Considering the suspension of all face-to-face classes due to the rapid spread of the global pandemic, the purpose of this study was to assess the usability and adoption of the jigsaw method on the web-based platform, Microsoft (MS) Teams for both synchronous and asynchronous teaching and learning. A pre-experimental research design was utilised with one post-test dataset obtained from the post-experiment learning analytics. Subsequently, the usability and adoption of the jigsaw method in MS Teams were evaluated based on the reciprocity of students' responses towards the design. It is postulated that MS Teams stand out as a promising technological tool to facilitate the integration of the jigsaw method into an online learning environment. It advocates better students engagement and collaboration, and thus leads to the positive impact on students' performance and enhanced comprehension of course content, specifically the availability of customized MS Teams features;channel and synchronous chat, which are recommended to support an engaged learning ecology. ©Authors.

Deconstructing self-regulated learning skills in the emergency remote learning

Self-regulated learning is not new in the scope of educational psychology researches. In response to the COVID-19 outbreak, a breadth of research opportunities emerges, offering theoretical and practical solutions. The purpose of this research is to examine students' self-regulated learning behaviour in an online milieu by employing exploratory research design wherein students' self-regulated skills were measured via a survey, adapted from the Online Self-regulated Learning Questionnaire (OSLQ). The findings prove and discern that Covid-19 pandemic interposes new challenges, not only for teaching and learning context as a whole, but also more evidently to the new norm of teaching and learning involving technology, resonating the fact that online learning may have not granted university students with the demanded tractability to adjust to the unprecedented disruptions. This work also contributes to expanding the existing knowledge of how self-regulated learning behaviours are "highly context dependent", specifically in the pushed and remote online context. © 2021 ACM.

Effect of change to asynchronous mode of learning calculus in higher education during the COVID-19 pandemic

The COVID-19 pandemic forced educators worldwide to shift from instructional teaching to teaching remotely. It continues to disrupt the education system around the world and makes digital learning becoming an essential service. Meeting the challenge of the COVID- 19 pandemic, new opportunity opens up in order to experiment teaching Calculus in a full asynchronous mode. The purpose of this study is to examine the effects of teaching and learning Calculus in a full asynchronous mode in higher education during a pandemic through the comparison of the students' learning achievement. The findings indicate that teaching and learning Calculus in a full asynchronous mode in higher education have positive impact on students' learning achievement. This study also provides an insight into the importance of designing and structuring a course in a full asynchronous mode in order to enhance students' learning experience. © 2021 Association for Computing Machinery. All rights reserved.