Comparing the Change in Air Quality during the COVID-19 Lockdown between Dry and Wet Seasons in Nepal

In Nepal, a South Asian country located in the central Himalayan region, a countrywide lockdown was imposed from 24 March to 20 July 2020 to contain the spread of the SARS-CoV-2 virus during the first wave of the novel coronavirus disease (COVID-19) pandemic. This study used the rare incidence of countrywide lockdown to investigate the air quality change in Nepal and its topographically unique urban center, the Kathmandu Valley, during the lockdown period, segregated by dry (pre-monsoon) and wet (monsoon) seasons, based on satellite remote sensing and ground-based air quality monitoring data. Our analysis showed a remarkable improvement in air quality during the lockdown in the dry season over the country. The mean aerosol optical depth (AOD), nitrogen dioxide (NO2), and carbon monoxide (CO) levels over the entire country decreased by 27.7%, 12.7%, and 5.12%, respectively, compared to the pre-pandemic levels. Likewise, in the Kathmandu Valley, PM2.5 (particulate matter with diameter ??? 2.5 ??m), AOD, NO2, and CO levels decreased by 38.1%, 38.0%, 16.5%, and 6.03%, respectively, during the dry season segment of the lockdown. It is worth noting that the change in AOD and NO2 levels was notably higher in the Kathmandu Valley than in the entire country. However, during the wet season segment of the lockdown, relatively subtle changes in AOD (???7.41%), NO2 (???6.87%), and CO (???2.80%) levels were observed over the country. Since the lockdown restricted people's mobility and operation of many industries, it might have reduced emissions from transport and industrial sectors. Therefore, our findings provide insights into the potential improvement in air quality that could be achieved by controlling emissions from those sectors and can be useful in formulating urban air quality management strategies.

A Preliminary Study of International Students' Experiences in Online Courses

This study investigated international students' perceptions of online learning during the COVID-19 pandemic. The ethnographic analysis was used to explore international students' positive and negative experiences whilst studying online at Central China Normal University. © 2021 IEEE.

Research on influencing factors of elementary school students' perceptions of online learning resources during the COVID-19 pandemic

The purpose of this study was to explore elementary school students' perceptions of online learning resources (OLRs) during the COVID-19 pandemic and further examine the factors that influence students' perceptions of OLRs. A total of 396, 269 valid student questionnaires through an open online survey were collected. Data from students' personal characteristics, the facilities of online learning, and students' information literacy were collected to analyze the relationship among these factors and elementary school students' perceptions of OLRs. The results showed that students' personal characteristics, the facilities of online learning, and students' information literacy have significantly affected students' perceptions of OLRs. © 2021 IEEE.

An Investigation of College Students' Information Literacy, Interaction, and Preferences in Online Learning during the COVID-19 Pandemic

College students are the online learning subjects in the Covid-19 pandemic and their preferences towards online learning have certain reference value for the subsequent improvement of online learning platforms and the optimization of online teaching and learning. The study combined information literacy with Uses and Gratifications Theory, characterized students' online learning preferences with usage, gratifications, and acceptance, and introduced online interaction to construct an influencing factor model for university students' preferences towards online learning. The partial least squares method was used to verify the measurement model and structural model. All the research hypotheses are supported by the empirical research. © 2021 IEEE.

Understanding Middle School Students' Perceptions of the Usefulness of Online Classes

The spread of the COVID-19 pushed K-12 schools to swift their traditional face-to-face in-person classes to online classes. This study examined middle school students' perception of usefulness in online classes, as well as the relationship between perceived usefulness and its key influencing factors. A questionnaire survey was conducted on 350 7th-9th grade students in China who had synchronous online classes during the outbreak of COVID-19. Results showed that students' overall perception of the usefulness of the online class was positive, comparing to the traditional face-to-face class. The relationships of students' perceived social presence, sense of community, and ease of use on their perceived usefulness of the online class were tested by multiple regression. The results indicated that students' perceived social presence and ease of use online learning system were two significant predictors of their perceived usefulness of the online classes. The findings of this study suggest that online learning can be further integrated into the K-12 curriculum and activities after the COVID-19 pandemic to make the K-12 school system more flexible, resilient, and enriching. © 2021 IEEE.

An Investigation of Chinese Junior High School Students' Perception of Online Learning Resources during the COVID-19 Pandemic

The purpose of this study was to explore Chinese junior high school students' perception of online learning resources during the Covid-19 pandemic. A total of 137,758 valid student questionnaires through an open online survey were collected. Based on exploratory factor analysis, the perceptual dimensions were divided, and then the differences of junior high school students' perception of online learning resources were analyzed from the aspects of gender, grade, and region. The results showed that there are significant differences in students' perception of online learning resources among genders, regions, and grades. © 2021 IEEE.

Examining Beginners’ Continuance Intention in Blended Learning in Higher Education

Blended learning became unprecedentedly widespread due to the pandemic of COVID-19, especially in higher education. As a result, a lot of college students were beginners with this new technology-based learning method. The purpose of this study was to find out the key factors that impact beginners’ continuance intention in blended learning. The structural equation modeling was used to verify a model that integrates intrinsic goal orientation and academic self-efficacy into the Expectation-Confirmation Model of IS Continuance. A total of 342 college students who were the first time experiencing blended learning responded to the survey as beginners. The results showed that performance expectancy, intrinsic goal orientation, and satisfaction significantly impacted beginners’ continuance intention in blended learning. Meanwhile, performance expectancy, intrinsic goal orientation, and confirmation significant impacts on their continuance learning intention through mediating variable satisfaction. Academic self-efficacy didn’t directly impact college students’ continuance learning intention significantly, but it can indirectly impact continuance intention through intrinsic goal orientation. In the end, this study put forward several guidelines for educators of improving beginners’ blended learning experience to increase their continuance intention. © 2021, Springer Nature Switzerland AG.

Technological Barriers and Learning Outcomes in Online Courses During the Covid-19 Pandemic

Covid-19 pandemic has triggered the popularity of online instruction, a large-scale college students have been forced to convert in-person learning to online instruction at the first time. In this study, 226 students were selected to find out what are beginners’ perceptions of online learning outcomes and technological barriers, and what are the technological barriers affecting online learning outcomes. The results showed that the beginners had positive attitude on the outcomes of online learning. Belief was the main second-order barrier of online instruction. Training was the main first-order barrier, and access and vision had impact on part of online learning outcomes. © 2021, Springer Nature Switzerland AG.