Awareness and perception of the environmental sustainability of the UAE University campus: a case study of sustainability course

PurposeThis study aims to investigate the entry-level student's awareness of environmental sustainability focussing on the United Arab Emirates University (UAEU) campus and measure the effectiveness of the course materials. A comparison between the students who took the general education sustainability (GESU 121) course face to face and the ones who tool it online was applied. Design/methodology/approachThis study was descriptive in nature, and the data is obtained using a cross-sectional survey of the students attending the UAEU in 2020. The data collection was done in two semesters, Spring 2020 [face-to-face class] and Fall 2020 [online class, after COVID-19 effect]. A total of 160 participants responded to the survey. The Pearson's Chi-square test for independence was conducted and used to identify if any statistical differences exist between the studied variables. FindingsThis study revealed that the awareness of environmental sustainability was increased in both groups [face-to-face students and online students], after taking the course. In addition, around 80% of the students were interested to participate in sustainability initiatives on the UAEU campus. The students' perception of the statements about the UAEU campus environmental sustainability varied from Spring 2020 (53.3% were not sure that the UAEU campus is environmentally sustainable) to Fall 2022 (63% of the online students believed that the campus is environmentally sustainable). Originality/valueStudents' awareness and perception are very important to improve the environmental sustainability of the University campus. The novelty of this study is to examine the awareness of entry-level students among the environmental sustainability focussing on the UAEU campus and examine the effect of COVID-19 [online classes] on delivering the course knowledge. The findings of this study provide the information for the improvement of the course for the future semesters.

Sentiment Analysis and Topic Classification of Twitter-based Data Set on the Face-to-face Classes Resumption in the Philippines during the COVID-19 Pandemic

Due to the Corona Virus Disease 2019 (COVID-19) pandemic, there was a need for shift in pedagogy of education. Several delivery modes for educational materials and activities had to be implemented to adapt in the situation brought about by the pandemic. In the Philippines, there has been a call to fully transition to face-to-face classes expressed on social media. In this study, a data set was built consisting of tweets (Twitter data) regarding the resumption of face-to-face classes in the Philippines. This data set was subjected to training and testing to classify them in terms of topic and sentiment using Recurrent Neural Network Long Short-Term Memory (LSTM) and Multinomial Naïve Bayes. The LSTM sentiment classifier resulted to 78.33% accuracy and LSTM topic classifier produced 61.34% accuracy. The Multinomial Naïve Bayes classifier obtained 77.22% accuracy for classifying sentiment while 58.33% accuracy for topic classification. © 2022 IEEE.

Academic engagement in Peruvian nursing students upon returning to face-to-face classes

Introduction: During the COVID-19 pandemic, the mental health of students was affected due to social isolation and the repercussions of this context. In this sense, it becomes important to analyze and reflect on the current situation of academic engagement, a determining factor of their academic performance. Objective: Analyze the academic engagement of Peruvian Nursing students upon their return to face-to-face classes. Methods: The approach was quantitative, a non-experimental design, and the type, descriptive, and transectional. The academic engagement of 200 students in the Nursing career was evaluated through the application of the UWES-S Scale, an instrument with adequate levels of validity based on the content and reliability. Results: It was found that the academic engagement of 57 % of the students was high, 34.5 % was moderate and 8.5 % was low. Likewise, the dimensions that had a better assessment were dedication and absorption, which were located at the high level, while the vigor dimension had a lower assessment, since the moderate level predominated. On the other hand, it was determined that the academic engagement of the students was significantly associated with some sociodemographic variables such as gender and age group to which they belonged (p<0.05). Conclusion: The students of the Nursing career were characterized by presenting high levels of academic engagement upon return to faceto-face classes, for which universities must encourage the promotion of cognitive, affective, and attitudinal dimensions of students to strengthen said commitment. © 2023 Academia Nacional de Medicina. All rights reserved.

CampusTrace: A Framework for Centralized Contact Tracing System for Universities in Preparation for Face-to-Face Classes

The government addresses that one of the biggest problems in the country is lacking an effective contact tracing solution. The Philippines' current contact tracing systems have encountered a lot of challenges because of the lack of features that would ensure safety and awareness to users around. The study aims to propose a system framework that can be used as Contact Tracing Solution using data warehousing and edge computing would improve the tracing in small and concentrated areas such as universities and offices. The researchers gather reviews and studies on how to develop a system that would address the current problem in the contact tracing scenario in the Philippines, particularly in the education field. The researcher will be going to apply the descriptive and development design for the conduct of the study and the waterfall methodology will be the software model for the development of the proposed system. Therefore, it is better to develop a contact tracing application that will be used by universities whose main objective is to spread awareness to potentially close contacts of a COVID-19 positive case and further implement the system framework to provide a proactive solution for contact tracing in the academe. © 2022 IEEE.

Achievement emotions of university students in on-campus and online education during the COVID-19 pandemic

Feelings and emotions play a prominent role in the motivation and academic performance of students. Considering this importance, this study aimed to compare the achievement emotions of students in two educational environments, traditional face-to-face classes and online classes, grown after the outbreak of the COVID-19 pandemic. To achieve this goal, 92 university students who had the experience of the two modes of education evaluated their emotions in these contexts. The findings indicated that university students had better class-related and learning-related feelings (enjoyment, hope, and pride) in traditional face-to-face education. These students also reported feeling angrier in online classes. Differences in other emotions, such as anxiety, hopelessness, boredom, and shame, were not significant. Test-related emotions of students were rather similar in these two educational contexts. Although traditional face-to-face education produced more positive emotions in students, 29.7% of the students preferred to continue their studies in online mode. Blended education can help students make optimum use of available resources. The findings can be of use to educational policymakers, curriculum planners, teachers, and students. © University of Deusto.

Back to in-person classes in the Philippine basic education: threading the opportunities and limitations in the teaching of Physical Education

Two years after face-to-face classes were suspended in the Philippines due to the threat of COVID-19, the Department of Education is implementing the progressive expansion of limited in-person learning. More schools are expected to hold limited face-to-face classes as the government revises its School Safety Assessment Tool, which has streamlined the requirements for the conduct of in-person class sessions. With the push to get education back into schools, it is essential to look into the opportunities and limita-tions in teaching Physical Education. Using a qualitative descriptive phenomenological research design, 34 Physical Education Teach-ers teaching in the Philippine Basic Education took part in several in-depth interviews. During the triangulation of results, seven important themes on teachers' concerns came up: Students are demotivated to go to face-to-face classes, students are misbehaving and doing inappropriate learning actions, classroom settings need to be modified to follow standard health protocols, teaching strate-gies and learning activities need to be retrofitted, teachers' and students' performances are affected by the protective gear they have to wear all the time, and there is a worry that COVID may surge again. Based on these results, the government should look into these factors because these will have a significant effect on the implementation of face-to-face classes in the Philippines. The results of this study were used to come up with valuable conclusions and suggestions.

Discovering Effective Learning Methods and Impact of Team-based Programming Projects in Graduate Level Courses

Learning can be more efficient, effective and interesting if we can identify more about our students and know how they learn. Due to COVID-19, schools and colleges are offering online classes. It has a significant impact on students' success. Therefore, course modality and teaching pedagogy need to be taken into consideration for crafting and creating instructional experiences that make leaning appealing and effective. A number of innovative teaching methods such as active learning, hybrid learning, social learning and flipped classrooms have been proposed and tested. Practically, several methods together can be helpful for students. In this study, I conducted an experiment and identified effective learning methods for graduate level courses. According to this study, 94% students responded positively about this course design. The results also show that 83.5% students prefer face-to-face classes and 97% students find in-class problem solving effective to understand a concept better. Many courses incorporate team-based learning which is a proven approach. In this study, the benefits and limitations of team-based programming projects are identified as well as students' opinion in this regard. The results show that 85% students prefer team-based programming projects. Surprisingly 59.1% students mentioned all members do not contribute fairly evenly. This is a common problem in group works. So, small group size could be effective to overcome this problem. © 2021 IEEE.

Back to normal? psychological analysis of the return to classes in post-pandemic COVID-19

The pandemic has had a huge impact on the mental health of the population, manifesting symptoms of anxiety, depression, panic, anguish, fear and reaction to stress. The educational field has been mostly affected, both by the changes produced in online classes and by the return to face-to-face classes, which has generated adaptation difficulties for teachers, students and parents. It is argued that the pandemic has affected the development of socio-emotional skills, generating a gap, which has affected aggressive behavior, lack of empathy, anxiety, depressive symptoms, conflict resolution difficulties, impulse regulation, and episodes of violence. school in the child and adolescent population. It is argued that the development of the brain in the child and adolescent population has been affected, both by confinement, psychosocial vulnerability and by increased exposure to the Internet and social networks. Finally, the challenges that the educational system must face to overcome this situation are addressed, which must include all the actors, projects or programs linked to culture, safety and promotion of school mental health.

SOCIOEMOTIONAL IMPACT ON CHILDREN WITH DISABILITIES DUE TO THE SUSPENSION OF FACE-TO-FACE CLASSES IN SANTO DOMINGO

The suspension of face-to-face classes in the world, as a consequence of the pandemic, brought a new modality in the global education system, intensifying online and distance education. In this context, Ecuador was no stranger to this social problem. The objective of this research was to analyze the socioemotional impact suffered by children with disabilities when face-to-face classes were suspended during the pandemic caused by COVID-19 in the Santo Domingo canton of the Santo Domingo de los Tsachilas province. In order to fulfill the proposed objective, theoretical methods such as synthetic analytical, inductive deductive and historical-logical, empirical methods such as observation, surveys and interviews were applied, as well as methods for information processing such as MGSP and DEMATEL. As a result, it was obtained that the education of children and adolescents with disabilities suffered a strong affectation due to the suspension of face-to-face classes, motivated by the closure of educational institutions. The causes that could be causing a socioemotional impact on children with disabilities, the internal interrelationships between them and their hierarchy were identified.

THE EFFECTS OF ONLINE ENGLISH CLASSES ON STUDENTS’ MOTIVATION TO LEARN ENGLISH LANGUAGE

The circumstances of the Covid-19 pandemic have brought about drastic changes in all aspects of human activities, including education. The challenges faced by educators worldwide have been to arrange online classes and provide an effective and motivating learning environment. The research presented in this paper analyzes student motivation for learning English in the setting of online classes, compared to traditional (face-to-face) classes. The main aim of this paper is to identify the factors of both online and traditional classes that positively affect student motivation in order to integrate them into an effective learning environment in the future. The focus is on factors of motivation that have been significantly affected by the pandemic, including the factors of physical conditions, methods of teaching and affective and interpersonal factors. This research was conducted at the Faculty of Technology and Faculty of Agriculture, University of Novi Sad, and included 120 engineering students who attended online English language courses. A questionnaire, used as a research instrument, consisted of statements related to the impact of online vs. traditional classes on student motivation to learn English, graded on a 6-point Likert scale. The obtained results indicated that students find the use of modern technology and applications quite motivating for learning English and that a certain flexibility, referring to the physical factors, could also be integrated into traditional classes. Interpersonal factors, such as face-to-face interaction with the teacher and peers, proved to be very important for student motivation. The research also showed that online classes reduce students’ speaking anxiety, but that the issue of anxiety in both types of classes requires closer attention and should be addressed by raising student awareness of this issue and employing methods that would encourage students to participate in the classes more actively. © 2022 University of Montenegro. All Rights Reserved.

E-LEARNING – ALTERNATIVE OR NEED?

The pandemic caused by the new Covid-19 imposed at international level a series of measures to protect and limit human interaction, measures that also had effects in the education system. The starting point of the analysis is the fact that previously alternative methods were applied in the educational process that did not require physical attendance at courses. In front of the new challanges, states have been forced to continue and develop these methods and, at the same time, to identify new ones so that the educational process can be completed with at least the same expected effects. This article aims to analyze the effects of the pandemic on the educational process and how to implement the lessons identified during this period to streamline the educational process in the future when the effects of the pandemic will cease. For this, applying heuristic research methods, both classical and unconventional, we analyzed the different approaches of some states and proposed uniformity measures at regional level to obtain maximum effects in the educational process. Documentary research and content analysis allowed us highlight some positive aspects of the application of alternative methods. Moreover, the comparative analysis and the study of the actions undertaken allowed the identification of the need to combine in the future the classic methods of conducting the educational process with the specific e-learning ones. This could be the key to a more efficient path in terms of improving and achieving the highest possible results in the education system with the minimum use of the necessary resources. © 2021, National Defence University - Carol I Printing House. All rights reserved.

Confinement and return to classes in Argentina: teachers' stories about inequality in a pandemic

During the first year of the Covid-19 pandemic, the argentine government ordered a strict confinement that led to the closure of all schools. Consequently, the teaching staff continued to teach in a remote manner, adapting to the technological resources available in their schools. Then, an educational segregation between the public and private sectors was evidenced, increased by the existing digital divide. The following year there was a return to school attendance with strict protocols, aimed at minimizing the risk of contagion in schools. The present work develops a descriptive and qualitative method, based on interviews with teachers at the secondary level of Bahia Blanca, Argentina. They were asked about perceptions and experiences regarding education in a pandemic during the years 2020 and 2021. In the results, it is highlighted that the return to face-to-face activity managed to balance the educational inequalities evidenced the previous year by the digital divide. Likewise, both teachers and students were able to adapt to the health protocols and positively valued the return to the classroom.

Cautious and gradual reopening of limited face-to-face classes in Philippine tertiary schools.

In a recent correspondence, the authors suggested that secondary schools must adhere to health protocols and national and international guidelines so that the delivery of face-to-face classes will not risk students' and educators' health. With this, this paper proposes that even in higher education, a well-planned execution of face-to-face classes must be done. Thus, the gradual reopening of face-to-face classes becomes a necessity in order to gain a sense of normalcy in the middle of a pandemic.

Causes of anxiety among teachers giving face-to-face lessons after the reopening of schools during the COVID-19 pandemic: a cross-sectional study.

BACKGROUND: Coronavirus infections are spreading rapidly worldwide, and primary and middle schools are closed in many countries. After the state of emergency was lifted in Japan, schools have reopened, and teachers are conducting face-to-face classes while maintaining safety precautions. This study aimed to assess the factors contributing to infection-related anxiety and educational anxiety among teachers conducting face-to-face classes during the COVID-19 pandemic after schools reopened. METHODS: This questionnaire-based cross-sectional study was conducted with 263 primary and middle school teachers in the Shinagawa area of Tokyo (October 10-30, 2020). The questionnaire assessed the type of school (primary or middle school), sex, age, and factors contributing to infection-related anxiety and educational anxiety that arose from the pandemic. The levels of anxiety and the factors contributing to anxiety were assessed using a 5-point Likert scale ranging from 1 (not at all) to 5 (very anxious). RESULTS: In an analysis of the data of 237 participants excluding the missing data, many teachers reported feeling infection- and education-related anxiety. A majority of the participants were women (n = 152, 64.1%), and the mean age of the participants was 39.8 ± 11.3 years. A stepwise multiple regression analysis identified six factors for infection-related anxiety as significant (R2 = 0.61, p < 0.001). Among these variables, the largest partial regression coefficient value was reported for the following reason: "I feel anxious because we cannot ensure the safety of teachers themselves or of their families" (ß = 0.37, p < 0.001). For educational anxiety, four of six reasons were identified as significant (R2 = 0.64, p < 0.001). Among these, "anxiety about the students' home situations" (ß = 0.41, p < 0.001) and "delay in education (students' side)" (ß = 0.27, p < 0.001) had stronger associations with anxiety compared to the others. CONCLUSION: In-person education during the COVID-19 pandemic has caused teachers to experience anxiety. This report provides useful information by highlighting the reasons for infection-related anxiety and educational anxiety that teachers experience in face-to-face classes during a pandemic. Even if the coverage of a COVID-19 vaccine becomes widespread worldwide, we will still be combating COVID-19 infections for at least a few years. Given concerns regarding such infections, to ensure students' right to education, it is essential to understand why teachers feel anxious and to determine appropriate measures to decrease such anxiety.

Remote Teaching Due to COVID-19: An Exploration of Its Effectiveness and Issues.

Universities have quickly shifted to remote learning due to the COVID-19 pandemic. This study compared two versions-emergency remote teaching (ERT) and conventional face-to-face class (FFC)-of a course design based on the instructional design ARCS model for effectiveness and issues. The current study comprised 46 third-year nursing students who attended an FFC course in 2019, and 56 third-year students who took the ERT version in 2020. Students' self-rated goal attainment and knowledge of genetics scores were compared before and after taking the courses. Scores between the two class types were compared using the Wilcoxon rank sum test. The students' worksheets were evaluated using keyword frequency and content analyses. Both classes achieved their goals satisfactorily, and this study confirmed that for this course, ERT was as effective as FFC. A comparison of the increase in domain goal attainment scores per student showed that only the psychomotor domain item, "I can fully explain human diversity using genomic information", was significantly different, as it was significantly higher for ERT (p = 0.003). This higher item in the ERT group suggests that ERT can pose a lack of practice caution in acquiring nursing skills.

Face-to-face classes during COVID-19: a call for deliberate and well-planned school health protocols in the Philippine context.

Schooling is one of the most affected aspects of human life due to coronavirus disease-2019 (COVID-19) pandemic. In a recent correspondence published, the authors reminded every country of their responsibility to come up with strategies to reopen schools safely. This paper reiterates the adherence of school health protocols as significant in the delivery of face-to-face classes following national and international guidelines in mitigating the effects of COVID-19 pandemic as a public health crisis.