Evaluation of Online Education in the Era of COVID-19 Pandemic: A Review from Students, Parents, and Teachers' Perspectives

Qualitative content analysis is used in this study to review related online education since the outbreak of COVID-19. The aim of this study was to summarize the impact of online teaching on the education industry during the pandemic, sum up the viewpoints of all kinds of people to draw conclusions, and conclude the practical countermeasures. Based on the result of the analysis, firstly, we think that students and teachers are satisfied with online education, but parents have expressed dissatisfaction with this kind of education. Secondly, this paper lists the advantages and common problems of online teaching during study at home from different aspects. According to deficits, we summarize the solutions from three aspects: network equipment, teaching, and self-adjustment. This research is of great significance. It is not only beneficial to the development of educational platforms and personalized teaching but also helps formulate education policy to reduce the burden of education.

Norms, appropriation, and social affordances in studying in emergency remote teaching: a meta-analysis of student experiences

In March 2020, all Swedish university education went online practically overnight due to the COVID-19 pandemic. This study focuses on how university students experienced emergency remote teaching in the autumn of 2020. This article provides a thematic meta-analysis of 53 student group reports based on a total of 247 interviews with third-year university students. The findings suggest three themes of particular interest regarding what areas the students themselves find important or challenging: awareness of what it means to be a student, technology reframing communication, and the need for explicit guidance. The findings are discussed in relation to norms, appropriation, and social affordances, as important factors to consider in emergency remote teaching. [or as] blended or hybrid courses and that will return to that format once the crisis or emergency has abated” (Hodges et al., 2020, p. 7). The primary objective "is not to re-create a robust educational ecosystem, but rather to provide temporary access to instruction and instructional support in a manner that is quick to set up and is reliably available during an emergency or crisis” (Hodges et al., 2020, p. 7). One important characteristic of ERT is that it is a short-term solution, with the ambition of going back to the format used before ERT. Therefore, ERT's "intent is to create temporary access to instruction and instructional support that is easily implemented and available during [a] crisis” (Rivera et al, 2021, p. 213). Although ERT is a short-term solution without any explicit pedagogical or didactical ambitions, ERT may include qualities that the unique students appre-ciate. In this article, we use ERT as a descriptive framing of the educational situation in the autumn of 2020. Scope and research question Although there is a growing body of primarily quantitative studies on ERT, there is still a limited number of qualitative studies on students' experiences of ERT during the COVID-19 pandemic. An in-depth understanding of students' experiences is essential in order to provide a nuanced picture of the qualities and challenges associated with ERT. The research question for this study is thus: How do university students experience emergency remote teaching (ERT)? The scope of this study is a qualitative analysis of Swedish university students' responses to interview questions regarding their experiences of ERT. The empirical data give a unique insight into how 247 third-year university students experienced ERT during the COVID-19 pandemic. © 2022 Patrik Hernwall, Annika Käck & Johan Stymne.

Harnessing the Affordances of Action Researchers to Address the Challenges of the COVID-19 Pandemic: Educational Leaders take Action Research Online

The unique affordances of Action Research, including flexibility, playfulness, accessibility, and a focus on practical problem solving provided crucial strategies for generating knowledge and developing solutions to the challenges created by the Covid-19 pandemic. The move to online research settings, in particular, required action researchers to find ways to adapt existing research methods and to devise new approaches. This article describes the work of a group of doctoral students in an Educational Leadership program and their instructor in carrying out action research methods in both synchronous and asynchronous online settings.If the months of the pandemic have taught us nothing else, it is that flexibility and willingness to innovate, which are central to action research, are valuable assets in times of uncertainty. The unique affordances of Action Research include creativity, playfulness, accessibility to multiple participants and audiences, transferability of findings, and a focus on the generation of knowledge designed to be pragmatic and problem-focused. These qualities can be harnessed to address the multiple challenges we have encountered during the pandemic including health equity and access, poverty and unemployment, and the interruption of education for vulnerable student populations. They also offer us hope that action research can continue to contribute to addressing the challenges we are sure to face in the future.As students in an educational leadership doctoral program, we focus on examining problems of practice in our schools and districts through action research. As we adapted to online learning in our own schools, we were able to bring these skills to bear in our doctoral studies by developing strategies for conducting these action research methods in both synchronous and asynchronous online settings. This paper describes some of the approaches we developed in the hope that this will enable other action researchers to implement these methods in their own schools, organizations, and communities. The specific action research methods described in this paper are Future Creating Workshops, Citizens' Juries, World Café, Nominal Group Technique, and Digital Storytelling.

Comparing the Effects of Traditional Media and Social Media Use on General Trust in China During the COVID-19 Pandemic

Although previous studies have indicated a generally positive association between social media use and general trust, the differential impacts of traditional media and social media on general trust and their underlying mechanisms have yet to be fully elaborated. Drawing on the three-dimensional definition of social capital (i.e., personal networks, social norms, and interpersonal trust) as its theoretical framework, this study comparatively examines the impacts of traditional media and social media on general trust, focusing on the mediating role of social capital. Analyses of survey data from China (N = 1,519) during the first stage of COVID-19 demonstrate that social media has a positive relationship with general trust. In addition, social media has two opposing indirect effects on general trust through increased interpersonal trust and personal networks. In contrast, traditional media use has no positive relationship with general trust, either directly or indirectly, although it has a positive relationship with social norms. The differential consequences of using traditional media and social media on general trust are discussed from the perspective of social capital.

A Case Study on Student Experiences of Social VR in a Remote STEM Classroom

Extended reality (XR) technologies continue gaining traction in multiple higher education contexts. As XR becomes more commercially accessible to students and universities, its convenience for educational purposes presents a renewed potential for exploration. Due to Covid-19 restrictions, there is also a growing interest in cross-platform, socially orientated software for remote educational practices. However, the precise role of XR technologies and how they contribute to student experiences of remote learning, particularly the unique affordances of social virtual reality (VR) for evoking an embodied sense of presence, is relatively unknown. Based on real-world experiences, we present a case study on a social VR intervention in a remote higher education classroom to inspire Human-Computer Interaction (HCI) researchers to investigate further the issues that arise from our practice-based research. Our motivations were to report, analyze, and summarize everyday virtual learning environment (VLE) challenges, identify design considerations for VLE technologies, and comment on social VR's utility in delivering Science, Technology, Engineering, and Mathematics (STEM) subjects in a remote setting. We apply a practical approach to investigate and identify potential HCI problems, capture the unique experiences of STEM students during the lockdown, and explore the effects of tutorial activities that give students agency in constructing VLEs. The findings of this student-focused case study draw attention to the design of social VR activities that support conventional, web browser-based VLEs. © 2023 Owner/Author.

Perceptual breakdown during a global pandemic: introducing phenomenological insights for digital mental health purposes.

Online therapy sessions and other forms of digital mental health services (DMH) have seen a sharp spike in new users since the start of the COVID-19 pandemic. Having little access to their social networks and support systems, people have had to turn to digital tools and spaces to cope with their experiences of anxiety and loss. With no clear end to the pandemic in sight, many of us are likely to remain reliant upon DMH for the foreseeable future. As such, it is important to articulate some of the specific ways in which the pandemic is affecting our self and world-relation, such that we can identify how DMH services are best able to accommodate some of the newly emerging needs of their users. In this paper I will identify a specific type of loss brought about by the COVID-19 pandemic and present it as an important concept for DMH. I refer to this loss as loss of perceptual world-familiarity. Loss of perceptual world-familiarity entails a breakdown in the ongoing effortless responsiveness to our perceptual environment that characterizes much of our everyday lives. To cash this out I will turn to insights from the phenomenological tradition. Initially, my project is descriptive. I aim to bring out how loss of perceptual world-familiarity is a distinctive form of loss that is deeply pervasive yet easily overlooked-hence the relevance of explicating it for DMH purposes. But I will also venture into the space of the normative, offering some reasons for seeing perceptual world-familiarity as a component of well-being. I conclude the paper with a discussion of how loss of perceptual world-familiarity affects the therapeutic setting now that most if not all therapeutic interactions have transitioned to online spaces and I explore the potential to augment these spaces with social interaction technologies. Throughout, my discussion aims to do justice to the reality that perceptual world-familiarity is not an evenly distributed phenomenon, that factors like disability, gender and race affect its robustness, and that this ought to be reckoned with when seeking to incorporate the phenomenon into or mitigate it through DMH services.

The distribution of fake Australian vaccine digital certificates on an alt-tech platform.

This paper provides the first exploration of the online distribution of fake Australian COVID-19 vaccine certificates. Drawing on a collection of 2589 posts between five distributors and their community members on the alt-tech platform Gab, this study gathers key insights into the mechanics of illicit vaccine certificate distribution. The qualitative findings in this research demonstrate the various motivations and binding ideologies that underpinned this illicit distribution (e.g. anti-vaccine and anti-surveillance motivations); the unique cybercultural aspects of this online illicit network (e.g. 'crowdsourcing' the creation of fake vaccine passes); and how the online community was used to share information on the risks of engaging in this illicit service, setting the appropriate contexts of using fake vaccine passes, and the evasion of guardians in offline settings. Implications for future research in cybercrime, illicit networks, and organised crime in digital spaces are discussed.

Exploring the Challenges of Technology in Language Teaching in the Aftermath of the Pandemic

The impact of the COVID-19 pandemic has been varied, and while there was a clear upsurge in the use of technology in language and learning contexts during the worst lockdown periods, the long-term impact on technology usage remains to be seen. As has been widely noted, lockdowns forced teaching into remote modes, making technology indispensable. Many teachers found themselves struggling to use technologies with little or no experience or training, and often in spite of earlier resistance to using it. The affective barriers to using technology may have decreased somewhat, but other potential problems have arisen as well. There has generally been a narrow view about the effectiveness of technology use in language teaching and learning. During the pandemic, teaching often entailed using videoconferencing tools as a means of emulating face-to-face teaching, albeit inhibited by the limitations and the affordances of the technologies. While research into mobile learning prospered prior to the pandemic, long periods of lockdown saw them being used as little more than a backup for when other technologies experienced technical difficulties. In this paper, we discuss not only the often-cited positive effects of technology usage in language learning during COVID, but also the possible negative implications for how technology has come to be used and viewed by learners, teachers, and administrators. Suggestions for a potential way forward in this ‘aftermath' of the pandemic are discussed, along with some guidelines for making the most of what we have learned about using technology for language learning in the future. © The Author(s) 2023.

Seven educational affordances of virtual classrooms

For many teachers, the COVID-19 pandemic meant an instant shift from teaching in traditional to a virtual classroom to reduce the spread of infection. It represents a widespread and intensive case of digitalization of teaching practice and many stakeholders are asking the imminent question of which transformations that 'will stick' and become a constant in the 'new normal' onwards. However, research of online teaching in a high school context remains limited. In this study, we analyze what happens when teaching is redirected from the traditional to the virtual classroom and explore what characterizes educational affordances in the virtual classroom. The context is 15 high schools in Sweden and the empirical data includes a survey with a total of 1109 teachers. Educational affordances are used as an analytic lens to conceptualize what teaching activities that the virtual classroom afford. The main contribution includes theorizing about what activities, interactions, and procedures that the virtual classroom affords by presenting seven educational affordances and contrast these with teaching in traditional classrooms. The affordances consist of (1) Structure (2) One-to-one communication (3) Formalized reconciliations (4) Peace and quiet (5) Hidden back channels (6) Right time and (7) Reaches certain students. The seven affordances can make a foundation for reflection and discussions of how to create a didactic design adapted for different classrooms. Furthermore, we contribute with implications to teachers and school leaders.

How commitment and platform adoption drive the e-commerce performance of SMEs: A mixed-method inquiry into e-commerce affordances

To cope with the digital transition exacerbated by the COVID-19 pandemic, managers of manufacturing small and medium enterprises (SMEs) need to adopt innovative practices to face uncertain scenarios and create long-term value, identified as transformational entrepreneurship practices. Among emerging digital technologies, digital platforms are shaping and outgrowing the e-commerce channel representing a potential opportunity for manufacturing SMEs to embrace digital transformation. Drawing on affordance theory, this research uses a mixed method approach to investigate how manufacturing SMEs' e-commerce commitment and digital platform adoption stimulate the actualization of three e-commerce affordances: consumer knowledge generation, internationalization, and customer diversification. Based on survey responses from 165 manufacturing SME managers, we find that direct selling through owned websites actualizes consumer knowledge generation and internationalization, indirect selling actualizes customer diversification and internationalization, and agency selling through third-party platforms actualizes all three affordances. The relationship between e-commerce commitment and ecommerce performance is mediated by consumer knowledge generation and internationalization but not by customer diversification. A fsQCA analysis outlines seven configurations actualizing these e-commerce affordances by pairing different ecommerce approaches with degrees of e-commerce commitment. Finally, an analysis of open-ended questions from 24 respondents complements the study and deeply interprets the seven unique configurations outlined. © 2023 The Authors

Entrepreneurs' Response to the Dark Side of Knowledge During Covid19

Small business entrepreneurs faced tremendous knowledge-based challenges during COVID19. Some entrepreneurs, even in the same industry sector and city, with similar offerings, responded to these knowledge challenges in diverse ways. For instance, some chose to adopt online store technologies while others did not. In this study, we investigate differences in retail small business entrepreneurs' COVID19 resilience enactment using a qualitative retroductive-analytic approach. Identity motives were uncovered as a likely explanatory construct, as those with externally-focused identity motives generally adopted these technologies while those with internally-focused identity motives generally did not. In addition, identity motives appear to influence entrepreneurs' perceptions of technology affordances, potentially moderating the impact of these perceptions on technology adoption decisions. Contrary to conceptualizations of individual resilience being a trait, we find support that resilience is a mindset. Implications for entrepreneurship theory, practice, and education are discussed. © 2022 IEEE Computer Society. All rights reserved.

Teaching the Arts in testing times: A Western Australian perspective on COVID impacts

Expert secondary Arts teachers are highly trained specialists well versed in face-to-face individual and group teaching pedagogies. Given the highly personalised nature of Arts teaching practice, the shift to online teaching resulting from COVID-19 lockdowns presented many with challenges for which they had little or no formal training. Many teachers felt stressed, isolated and unsure about where to turn for help. As there are demonstrated links between stress and attrition, it is important to reflect upon the experiences of these teachers with the aim of developing future mitigation strategies. The research reported here synthesises the online teaching experiences of 15 expert Arts specialists in Western Australia and revealed that being a digital native was not in itself sufficient to ameliorate online teaching challenges. Rather, the study found that teachers with deep pedagogical practice knowledge and a reflexive/flexible approach fared better than those with high levels of technology familiarity. The importance of collegiality and mentoring in an online setting, along with a reappraisal of teaching priorities emerged as key findings and serve as a timely reminder of the importance of collaboration, especially in testing times.

Information Milieu and Play in Lockdown: The Cute, the Ugly, and the…

This study is an investigation of young children's information needs and their seeking and discovery behaviors in the context of playing the popular Nintendo Switch life simulation game, Animal Crossing: New Horizons (AC:NH). The children in this study perceived AC:NH as an ideal escape from the challenges of the COVID-19 lockdown, and effectively utilized the affordances of AC:NH and other related platforms to play, interact, and learn. The appealing AC:NH kawaii design, coupled with the anthropomorphized behaviors, minds, and emotions of the animal characters, encouraged the children to interweave perceptions and expectations, which led them to play out scenarios relevant to their own experiences and lives. © 2023 IEEE Computer Society. All rights reserved.

Boundary Crossing through Text and Image on Instagram in an Online Community of Practice

During COVID-19 lockdown many social media challenges captured the attention of users all around the world, and many online communities of practice used social media platforms for their daily interactions. On Instagram these communities gather around common interests through the platform's sociotechnical affordances. We examined the role that these features play in boundary maintenance processes and boundary crossing practices, analyzing posts from four online communities of practice (CoPs), who were bounded by their hashtags and shared an art recreation challenge that was popular on Instagram at the start of COVID-19 lockdown. We found that while some practices are shared across CoPs, boundary maintenance processes sometimes are not, and the boundaries of some of these CoPs are more permeable than others. Cultural differences, language, and script were critical for boundary maintenance regardless of the platform's visual affordances that served the boundary crossing practices. © 2023 IEEE Computer Society. All rights reserved.

How Videoconferencing and its Affordances Transformed Teaching in Schools During COVID-19 Pandemic

The COVID-19 pandemic has brought about major changes in digitization in many areas of life and professions. New areas were digitized almost overnight, the school system in Germany was no exception leading to a demand for videoconferencing tools and communication platforms. These technologies have many different functionalities that need to be discovered, explored, and exploited by the user. Given the disruptive events that the COVID pandemic brought to us, this paper aims to shed light on how the dynamics of discovery, exploration, and exploitation unfolds. We use a functional affordance theory perspective to analyze and understand how user learn to use new technologies. To do this, we conducted an exploratory case-study-based research design including interviews with teachers from various schools to analyze how they appropriate new technologies to develop an explanatory theoretical model. © 2023 IEEE Computer Society. All rights reserved.

What influence virtual workers' communication?: Exploring network inertia and media affordance theories

The COVID-19 pandemic has made virtual work more prevalent than ever. Building on the theoretical frameworks of network inertia and media affordances, this paper examines how network characteristics (tie strengths and heterogeneity), and media affordances (persistence and social presence) jointly influence virtual workers' intention to communicate with colleagues. Data from a U.S. nationally representative sample (N = 389) provided partial support for both theories. Tie strength and social presence had a significant impact on virtual workers' communication intention. Psychological heterogeneity influenced people's intention to approach colleagues, but demographic heterogeneity did not. Theoretical and practical contributions were discussed. © 2023 Western Social Science Association.

Neighboring in the time of Coronavirus? Paying civil attention while walking the neighborhood

Whereas physical distancing slows the spread of COVID-19, tactics associated with it have the potential to exacerbate social isolation in our societies. Far from withdrawing from one another during this period, however, engagement in sanctioned localized leisure, particularly neighborhood walking, has facilitated a welcome resurgence in neighboring, an active engagement in authentic social interactions with neighbors, albeit from a safe distance. What existed as a social contract of civil inattention in public space appears to have shifted with the pandemic to greater civil attention. With this in mind, this critical commentary aims to explore how, in this time of crisis, neighborhood walking appears to have facilitated a rediscovery of our social connectedness as neighbors. While there is no guarantee the resurgence of neighboring will survive the pandemic, it warrants recognition that, at least early on in this crisis, leisure affordances play a role in strengthening social connections among familiar strangers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Acceptance of the Learning Management System in the Time of COVID-19 Pandemic: An Application and Extension of the Unified Theory of Acceptance and Use of Technology Model

After the spread of the coronavirus around the world, the Egyptian government imposed blended learning on higher education institutions. Consequently, colleges and universities in Egypt are entering a new era where learning is not confined to the classroom alone but also through learning management systems (LMSs). Thus, this study adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) to study how students accept and use the LMSs. An online survey was conducted through a structured questionnaire to collect quantitative data for analysis. Obtained data from 803 respondents were analyzed using structural equation modelling Partially least squares regression was used for the model and hypothesis testing. The results show that trust is vital in determining the acceptance and use of LMSs. The study results may provide insights into a better approach to promoting LMS acceptance.

Learning Affordances of a Facebook Community of Older Adults: A Netnographic Investigation during COVID-19

Current research in social media is heavily anchored on young individuals due to its wide acceptance in this social cluster. However, the trajectory of literature points to increased use of social media among older adults and a heightened interest in its community feature, especially during the COVID-19 pandemic. Facebook communities are online avenues that can portray the everyday lives of older adults in the absence of social participation during a pandemic. To compensate for this absence, older adults have joined, mingled, and interacted with various online communities to engage in learning opportunities. Using netnography, we analyzed 378 Facebook posts in a private community of older adults during the early months of the pandemic. We found that the learning affordances of a Facebook community include informal learning, knowledge dissemination, and information validation. The result of this study is helpful to various aged care stakeholders, including geriatric care, technology providers, and the academe. © ICCE 2022.All rights reserved.

The Innerworkings of Digital Storytelling

Traditionally, storytelling was used for entertainment and the transfer of know-how. The advent of digital media gave rise to new possibilities for telling stories. When the context is, for example, to relay information about how to protect a person from COVID-19, it is referred to as serious storytelling. The main objective of this research was to establish what skills and attributes would be required for someone to autonomously "tell” a serious digital story in a resource constrained environment. A systematic literature review of peer reviewed articles resulted in a knowledge bank of articles. Atlas Ti was used to qualitatively analyse these articles. Even though a resource constrained environment may be a limiting factor for telling a digital story, this research has found that emotional support, digital inclusion, as well as assisting individuals with their devices, can pave the way to autonomous digital storytelling. © 2023 Authors. All rights reserved.