Flexible curriculum design for quantitative skills development: Building on the insights gained during COVID-19

Before the COVID-19 pandemic, technology-enhanced learning and its relation to student engagement, and the necessity of good student-staff relationships for creating a successful education environment were evident. The COVID-19 pandemic forced higher education to adapt to a challenging technology-led learning environment that demanded, inter alia, high levels of flexibility and human-centredness. Valuable lessons were learned that highlighted new perspectives on curriculum design and delivery in a normalised, technology-driven environment. Against the background of COVID-19-related literature on teaching and learning, the authors reflect on their insights regarding curriculum design and delivery of two quantitative skills modules during the COVID-19 pandemic, and its impact on further curriculum planning. The focus of the article is on the intentional flexibility built into curriculum offerings during 2020-2022. The study reviewed flexibility on three levels, namely student, facilitator (staff) and delivery levels, through a multi-method research methodology. Quantitative data related to the academic performance of 2 949 students enrolled for the two quantitative skills modules from 2020 to 2022. Qualitative data related to themes through thematic analysis of student and facilitator surveys, focusgroup discussions and semi-structured interviews. The improved student academic performance reported by the study could be attributed to, amongst other factors, 1) flexibility of the selected delivery option, 2) positive staff and student experiences and engagement, and 3) intentional inclusion of activities promoting student-staff relationships. The good academic results obtained during the pandemic led to important curriculum decisions for a normalised future for these modules, which will be built on flexibility and human-centredness. Among these decisions is to continue presenting the modules in an online environment, even though traditional face-to-face teaching options are available.

Students' sense of belonging at a South African university during COVID-19

The research on students' sense of belonging in higher education has evolved into a prominent theme worldwide. Institutional research focuses on the institution understanding itself and helps leaders to rethink improvement initiatives. Moreover, the COVID-19 pandemic has required of institutions to revise student support programmes and approaches to maintain a strong sense of belonging. The theories of belonging by Strayhorn (2012) and Dumford et al. (2019) were adopted to analyse student responses. The aim of the study was to understand students' sense of belonging and how the university responded to the challenges presented by the COVID-19 pandemic to ensure a strong sense of belonging. Data were generated through in-depth interviews with 45 undergraduate students from all seven faculties. The findings highlight notable prevention measures intended to limit the spread of the virus on campus and student support in the form of study devices and data. The post-lockdown changes included a return to face-to-face mental health support, drafting COVID-19 catchup plans for first year orientation of 2020 and 2021 cohorts, improving the student voice. Finally, notable principles for responding to a future higher education crisis are highlighted. These initiatives contributed towards establishing and maintaining a strong students' sense of belonging.

An investigation of transformational leadership practices utilized to create an affirmative school culture amid post traumatic events such as COVID-19

This phenomenological qualitative research aimed to examine transformational leadership practices that cultivate an affirmative school culture amid post-traumatic events such as Covid19. The study explored the extent to which crisis management was incorporated within the school safety plan. This research was grounded in two theoretical frameworks, Bridges' (2009) Transition Model and Scharmer's (2017) Theory U, focusing on the social-emotional effects of change throughout the public health crisis. Educational leaders in the Northeastern region of the United States were interviewed. The research gathered the participant's perception of a school's culture and crisis management as a public health crisis disrupted traditional instruction and leadership.The study found that cultivating collaborative relationships rooted in shared vision and trust was fundamental to creating an affirmative school culture. Additionally, the study revealed the significance of creating culturally responsive school safety plans grounded in the historical context of the community's shared lived experiences. Finally, the research highlights how the Covid-19 global pandemic presented an opportunity for educational leaders and stakeholders to develop culturally responsive support systems and structures, which created learning partnerships. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Increasing the effectiveness of online learning platforms: Some factors that influence employee work engagement

PurposeThis paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsEffectiveness of online learning requires employees to engage with the digital platforms used. Companies can increase work engagement (WE) among learners by developing a platform that is regarded as easy to use and offers online content that employees believe will enhance their future job performance. Task-based learning that includes game elements and other challenging activities also help create an online environment conducive to interaction, knowledge sharing and quality feedback. Personality traits can also influence learner WE, while careful use of financial incentives has scope to do likewise.Originality/valueThe briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

A Case Study of University Students' Performance in Arabic and Islamic Culture Courses Before and During the Pandemic (Face-to-Face and Online Instruction)

In the present study, we examined whether students' academic success in courses devoted to Arabic and Islamic culture changed when the familiar face-to-face delivery format (before the Covid-19 pandemic) was discarded in favor ofan online synchronous delivery format (during the pandemic). The final class grades of students enrolled in one of four courses in a sequence devoted to Arabic culture and religion were compared while holding constant the variable instructor. The ability of early performance indicators to predict final class grades was also examined to assess whether there were differences between instructional deliveries. Superior performance and lower failure rates were observed online for courses at the beginning of the sequence, but not at the end of the sequence. These findings suggest that the impact of instructional delivery might vary depending on the students' accumulated academic experience.

Teacher Motivation during the Pandemic

The ripples of the pandemic were evident across all the industries, not just locally but on a global scale. The industry which bounced back in no time was the education industry. All thanks to the stakeholders of the educational establishment as they adapted to the change superfluously. The frontline workers in all fields were considered high on the priority list for vaccination as they were more susceptible to the Covid infection. Interestingly, there was a strong recommendation to consider teachers as a frontline worker by the chief of education, UNESCO for their incomparable contribution during the turbulent times. This article focuses on the ways in which the administrators of educational institutions may consider motivating their teaching staff.

Learning Complex Technology Online: Effect of Challenge and Hindrance Techno-stressors on Student Satisfaction and Retention

Despite increasing attention to online learning worldwide, learning complex technologies online has always been challenging and even hindersome to students, who are subjected to elevated levels of technostress. In contrast to most previous studies that focused on the negative side of technostress, this study investigated both the negative and positive sides of technostress. Based on the challenge hindrance framework (CHF), the holistic stress model (HSM), and the person-environment fit (P-E Fit) model, we examined how challenge and hindrance techno-stressors caused distress and eustress in online students and lead to associated outcomes. We empirically validated the research model by analyzing survey data collected from 565 online graduate business students enrolled at a university in the United States. The results revealed that some hindrance and challenge techno-stressors were associated with techno-distress and techno-eustress, which further impacted student satisfaction and student retention. We discussed the contributions and implications and provided future research directions.

The couch as a classroom: exploring the school environment of low-income Latine adolescents during the COVID-19 pandemic

PurposeThe purpose of this paper is to uncover what the at-home educational environments of low-income Latine adolescents looked like during the COVID-19 pandemic and how these environments influenced students' participation in their online classes. Additionally, the findings highlight students' perspectives on their varied engagement in virtual instruction.Design/methodology/approachData for this study were collected via an online survey that included both open and close-ended questions. Students were able to share about their behaviors and comfort in their online classes, as well as provide photos of the areas from which they joined their online classes. Quantitative and qualitative data analysis methods were used.FindingsMany students in the sample expressed discomfort with themselves and their homes being seen on camera and shared having to juggle multiple responsibilities during online classes. Photos uploaded revealed that at-home educational environments often lacked the resources afforded by in-school instruction, with students joining classes from areas that may not be conducive to learning.Originality/valueResearch has highlighted the ways in which the COVID-19 pandemic may have exacerbated existing issues of educational equity, but the systemic reasons for these inequities remain understudied. The results from this study highlight the ways in which disparate at-home learning environments may help to explain unequal engagement in online classes.

What Stays? What Goes? Teaching and Learning Post-Pandemic

This study presents findings from a qualitative study exploring how teacher preparation faculty at a mid-sized midwestern metropolitan university adjusted course content and the teaching strategies they used to fit synchronous and asynchronous learning environments. The findings highlight new teaching practices, methods, and structures faculty will continue to utilize as a result of teaching in these environments.

Creation of Virtual Reality for Education Purposes

Virtual reality systems have been developed primarily for the entertainment sector. However, they are being increasingly considered as high potential tools for use in industry and education. In this context, schools are now facing a challenge to introduce virtual-reality-supported teaching into their processes. With this in mind, the authors, in their paper, focus on the possibility for using virtual excursions as part of vocational education and training. For this purpose, they analyze the suitability and usability of selected virtual reality systems, as well as relevant camera systems, for the creation of virtual reality software products designed for industrial practice in upper secondary vocational schools' apprenticeships (vocational education and training). The main results of their analyses are summarized in the form of tabularized SWOT parameters.

The Effects of Motivation, Career Decision-Making Self-Efficacy, and Self-Regulation on Learning Engagement of Junior College Students

This study examined three influential factors of junior college students' learning engagement: (a) intrinsic and extrinsic motivation, (b) career decision-making self-efficacy (CDMSE), and (c) self-regulation. Participants included 206 students enrolled in the secretarial administration program in a junior college in South Korea. The primary research findings are as follows. First, intrinsic and extrinsic motivation positively influenced CDMSE. Intrinsic motivation influenced learning engagement through CDMSE and self-regulation;extrinsic motivation did not. Second, CDMSE influenced self-regulation and indirectly influenced learning engagement through self-regulation. Third, self-regulation had the largest effect on learning engagement. The findings highlight the need to examine and enhance students' self-regulation skills and help improve the learning engagement of junior college students. This study confirmed the significance of motivation, CDMSE, and self-regulation for junior college students' learning engagement.

Changing Pedagogy for Contemporaneity with New Design Platforms

For centuries, the mighty pen dominated classroom pedagogy in academia. In the 1980s, PowerPoint emerged as a significant tool to enhance in-class presentations. For the most part, academic presentations were confined to the four walls of the classroom. In 2019, the Coronavirus pandemic emptied the campuses, causing a pivot in the classroom experience. ZOOM, and other video tools, proliferated as channels for sharing oral and visual information, but there are better communication channels. We posit that academics should utilize graphic design platforms that provide more capability than PowerPoint technology. They exceed the typical slide projection capability, and they allow for more flexibility when integrating course content with social media. Graphic design platforms can be used to create Facebook posts and covers;they can be used to create invitations, cards, resumes, business letterheads, invoices, websites, logos, newsletters, brochures, business proposals, videos, worksheets, and infographics. In this paper we discuss and exhibit two specific communication strategies (that is, live videos and social media postings), and examples are provided using Canva. However, the same examples could have been created using other design platforms such as Stencil, Crello, Picmonkey, Snappa, Easil, Adobe Spark, and Pablo.

Using Digital Learning Platforms to Enhance the Instructional Design Competencies and Learning Engagement of Preservice Teachers

Given the effects of the COVID-19 pandemic and the associated radical changes to the teaching landscape, employing digital learning platforms in the professional training of teachers has become imperative. The instructional design competencies are among the most important competencies for today's teachers. Therefore, it is necessary to test the effectiveness of digital learning platforms to provide teachers with the required competencies, both cognitive and practical, and to help them improve these competencies. Accordingly, in this study, we aimed to measure the effects of using the Google Classroom platform to develop instructional design competences and learning engagement among preservice teachers in Saudi Arabia. We used a quasi-experimental approach, with a one-group design (pre- and posttest) in this study, which included 61 female student teachers. Three measurement instruments were utilised, namely, the achievement test, the product evaluation card, and the learning engagement scale. The results of our study showed that using Google Classroom as a digital learning platform was effective in helping the preservice teachers acquire and develop their cognitive and practical competencies in instructional design. Our results further revealed high levels of learning engagement at cognitive, behavioural, and social levels among the preservice teachers who participated in learning instructional design through the Google Classroom platform. Our findings emphasise the need for greater investment in digital learning platforms to support preservice teachers' professional training, as these students can benefit from the potential these platforms offer in developing their instructional design competencies.

Research on the Design of Virtual Reality Online Education Information Presentation Based on Multi-Sensory Cognition

The popularity of the online teaching model increased during the COVID-19, and virtual reality online education is now firmly established as a future trend in educational growth. Human–computer interaction and collaboration between virtual models and physical entities, as well as virtual multi-sensory cognition, have become the focus of research in the field of online education. In this paper, we analyze the mapping form of teaching information and cue information on users' cognition through an experimental system and investigate the effects of the presentation form of online virtual teaching information, the length of the material, users' memory of the information, and the presentation form of information cues on users' cognitive performance. The experimental results show that different instructional information and cue presentation designs have significant effects on users' learning performance, with relatively longer instructional content being more effective and users being more likely to mechanically remember the learning materials. By studying the impact of multi-sensory information presentation on users' cognition, the output design of instructional information can be optimized, cognitive resources can be reasonably allocated, and learning effectiveness can be ensured, which is of great significance for virtual education research in digital twins.

Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016)

The current study is an approximate replication of Gray and DiLoreto's (2016) study, which proposed a model predicting that course structure, learner interaction and instructor presence would influence students' perceived learning and satisfaction in online learning, with student engagement acting as a mediator between two of the predictors and the outcome variables. Using mixed methods, the current study investigated whether Gray and DiLoreto's model would be able to explain the relationships among the same variables in a computer-assisted language learning environment. A mediation analysis was conducted using survey responses from a sample of 215 college-level students, and qualitative analysis was conducted on the survey responses from a subsample of 50 students. Similar to Gray and DiLoreto's study, positive correlational relationships emerged between the variables. However, the model proposed by Gray and DiLoreto did not fit our data well, leading us to suggest alternative path-analytic models with both student engagement and learner interaction as mediators. These models showed that the role of course organization and instructor presence were pivotal in explaining the variation in students' perceived learning and satisfaction both directly and indirectly via student engagement and learner interaction. Moreover, qualitative analysis of students' responses to open-ended questions suggested that from students' perspectives, course structure was the most salient factor affecting their experiences within online language learning contexts, followed by learner interaction, and then by instructor presence.

The Effect of Positive Psychological Capital of College Students on College Adaptation in the COVID-19 Situation: The Moderating Effect of Social Support

After COVID-19, college students feel psychological difficulties and confusion due to sudden changes in the educational environment, and problems are occurring in adapting to their college life. [...]this study attempted to explore the effect of positive psychological capital, such as self-efficacy, on college adaptation, and in particular, the moderating effect of social support. [...]of analyzing the responses of 215 college students in Seoul, self-efficacy had a positive effect on college students' adaptation during the COVID-19, and emotional and informational support among social support control the relationship. According to a survey conducted by the National University Student Association Network in Korea, 64.5% of college students said they were "very dissatisfied or dissatisfied" with online lectures, and that the quality of classes differed due to lack of full preparation to online lectures in universities. Social support provides the knowledge and direction that an individual needs to adapt to the social environment. [...]social support is known not only to protect individuals in stressful situations, but also to positively influence college life adaptation, academic commitment, and career preparation efforts (Kim & Choi, 2015;Park, 2017).

University-Wide Digital Skills Training: A Case Study Evaluation

Digital competencies and confidence are thought to be critical to success in higher education. However, despite learning frequently taking place online through the use of virtual learning environment and tools such as lecture capture, and evidence to counter the idea of digital nativity, these critical skills are often not explicitly taught at university. In the present study, we describe the development and evaluation of our Essential Digital Skills programme, which is a university-wide digital training programme designed and implemented at a large London university, aimed at new students but open to all students at the University. Using Kirkpatrick's evaluation model, we demonstrate that the programme provided effective training in digital skills for all students but that individual differences exist in the training experience, notably around ethnicity and student status, with Black and Minority Ethnic (BAME) students and international students feeling that the training made a greater contribution to their skill levels and resulted in greater behaviour change and impact, as well as intention to undertake further training.

The Effectiveness of Using H5P for Undergraduate Students in the Asynchronous Distance Learning Environment

As the COVID-19 pandemic caused many schools to go online, asynchronous distant learning has become popular. One of the main challenges of asynchronous distance learning is keeping students engaged and motivated, as they do not have the same engagement with their peers and teachers as in traditional face-to-face learning environments. HTML 5 package (H5P) is an interactive learning tool that has the potential to fill this need due to its numerous immediate interactive features, such as interactive videos, pop quizzes, and games during media playback. This study investigates the effectiveness of using H5P and Moodle in asynchronous distance learning environments for undergraduate students. The data collection methods included pre-and post-surveys for Moodle and H5P and the questions related to the student perspectives towards H5P features. The technology acceptance model (TAM) is employed to find student satisfaction. The results of this study suggest that both the H5P and Moodle could be valuable tools for making E-learning more effective. The interactive and engaging nature of H5P can provide students with a more enjoyable and effective learning experience, helping to keep them motivated and engaged throughout their studies.

The impact of leader in me on elementary school culture: A quantitative study of the impact of leader in me on school culture during the SARS-CoV-2 pandemic

The purpose of this quantitative study is to understand the role that character education curriculum, specifically the Leader in Me, plays on overall elementary school culture. The primary question guiding this study is, has the implementation of Leader in Me provided any measurable impact on elementary school culture prior to and during the SARS-CoV-2 pandemic? The review of the literature demonstrates a rich history of character education throughout the history of education and the impact that it plays on self-efficacy, school culture, and student achievement. This study intends to investigate the impact that the SARS-CoV-2 pandemic has had on elementary school culture and determine whether the implementation of Leader in Me provided better conditions for positive school culture. In order to achieve this overall objective, the following research questions framed this quantitative study: 1. What is the relationship between the length of implementation of the Leader in Me character education curriculum on elementary school culture? 2. What impact did the implementation of the Leader in Me character education curriculum play on elementary school culture prior to the SARS-CoV-2 pandemic? 3. What impact did the implementation of the Leader in Me character education curriculum play on elementary school culture during the SARS-CoV-2 pandemic?A quantitative approach has been chosen for this study to examine the impact that the SARS-CoV-2 pandemic has had on elementary school culture and determine if the implementation of Leader in Me provided any benefit. Archival data was utilized to provide a foundation for the analysis of the data through the utilization of the 5Essentials Survey and the Measurable Results Assessment. The study also utilized an independently created survey to measure the school culture of schools that have and have not implemented Leader in Me. The data included responses from staff and administrators at 817 elementary schools across Northern Illinois. Statistical tests were conducted to determine the impact that the implementation of Leader in Me may have on elementary school culture.While this study was unable to replicate the results of prior studies regarding the impact that Leader in Me plays on school culture, it did find a statistically significant difference in school culture during the SARS-CoV-2 pandemic. Furthermore, the research concluded that regardless of the implementation of Leader in Me, school culture was negatively impacted during the SARS-CoV-2 pandemic.Recommendations from this study include the need to analyze school culture following the pandemic to understand the true impact of Leader in Me during the pandemic, utilize a greater population size in order to provide more generalized results, and consider the use of a mixed methods study to gain a greater understanding as to why respondents perceive their school culture to be the way that it is. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Influence of Academic Self-Efficacy on University Students' Academic Performance: The Mediating Effect of Academic Engagement

Challenges and competition are being faced in higher education. Students' unsatisfactory academic performance and dropouts are obvious problems worldwide. The "student-centered” pedagogy requires universities to pay attention to the needs of students. Research has demonstrated that academic self-efficacy is a positive psychological variable in the prevention of students becoming academically burnt out and withdrawing from their studies. By increasing academic engagement and improving academic performance, academic self-efficacy can reduce the dropout rates. This study attempted to achieve an in-depth comprehension of the nexus between academic self-efficacy and academic achievement among university students and the mediating role of academic engagement in the association between the two. A total of 258 participants were included in the cross-sectional study. The relationships among academic self-efficacy, academic engagement, and academic performance were examined using Pearson correlation coefficients. In order to examine the intermediating role of academic engagement in the relationship between academic self-efficacy and academic performance, a mediation analysis was applied. A favorable and strong correlation among academic self-efficacy, academic engagement, and academic performance was found in this study. Academic self-efficacy can be a direct predictor of academic achievement and can also be an indirect predictor of academic achievement via the intermediating effect of academic engagement. The findings of this study provide theoretical and practical recommendations for university researchers and administrators. The findings confirm the mediating role of academic engagement between academic self-efficacy and academic performance. The results provide universities with evidence for use in the design of projects and programs for the improvement of students' academic performance. Increasing the level of academic self-efficacy and enhancing academic engagement are of utmost importance for university students to maintain and improve their academic performance.