University faculty's informal learning and professional reflections: text mining for processing interviews

Purpose: As university faculty faced new challenges, such as rapid digital social and the coronavirus disease 2019 (COVID-19) response, this study aimed to identify the daily changes in the interaction between the faculty and the organizational environment (colleague, policy and new issue) by exploring their recent dynamic educational efforts and the professional development. Design/methodology/approach: This is a study wherein perceptions of 20 faculty from 15 universities and colleges were collected through in-depth online interviews. The authors analyzed interview data by arranging and visualizing the analyzed data using network clustering. Further, they applied the Latent Dirichlet allocation of the topic modeling to monitor the appropriate number of clusters, ultimately determined as four clusters using partial clustering. Findings: The results showed that university faculty spontaneously tried to solve the problems through informal learning while the commitment to peer learning was deepening, reflecting the collectivist orientation nature of Chinese culture. Besides, the faculty also required support to reflect on their daily efforts for professional development. These results about their various learning routines prove the justification for the faculty's professional development to be discussed from the "learning by doing” perspective of lifelong learning. Originality/value: This study proved the significance of informal learning for university faculty's professional development and the reasonable value of peer learning, and provided insights into how the Chinese context may influence university faculty's informal learning experience. © 2023, Emerald Publishing Limited.

The impact of the COVID-19 Pandemic on Higher Education-A Case of Success of ICT Educational Programs

The COVID-19 pandemic has had a big impact in all human being activities;education context was especially affected. A disrupted shift from face-to-face teaching-learning practices to learning activities and/or pedagogical activities supported by digital platforms or social networks was lived. Limitations in Internet access and mastering of technological media impacted the pedagogical, psychological, and affective side of the students. This paper presents a study on the changes caused by the COVID-19 pandemic in terms of school dropout;an analysis was carried out on the percentages of the indicator of non-enrollment of each one of the educational programs at a Mexican university. The results showed that educational programs with an ICT orientation beat this contingency in a better way. This encourages us to continue this research to investigate how new professionals are getting ready for the fashion of working from home. © 2022 IEEE.

Extended Kit-Build Concept Mapping Tool to Facilitate Online Teaching and Learning in Post-COVID-19 Era

Extended Kit-Build is an extension concept mapping tool that has been proven to improve student understanding. It provides an approach to broadening knowledge and enhancing meaningful learning. Several early studies have proven the positive effects of implementing the Extended Kit-Build. However, previous studies have focused on the impact of Extended Kit-Build on student achievement. There is no information regarding the suitability of the Extended Kit-Build to facilitate teaching and learning, particularly in the post-COVID-19 era. Therefore, the present study is intended to reveal the extent to which the extended kitbuild supports learning activities after the COVID-19 pandemic. Questionnaires of teachers and university students were involved in measuring their level of agreement. The results highlighted that the extended-kit-build could be applied to support post-covid-19 learning and teaching activities. © 2022 IEEE.

Analysing the impacts of Universal Basic Income in the changing world of work: Challenges to the psychological contract and a future research agenda

Technological developments within advanced economies are impacting organisations and working lives. With the advent of 'Industry 4.0', Universal Basic Income (UBI) is being cast as a potential 'buffer'-a social safety net-to the restructuring of organisations, jobs, and economies that are already underway. The Covid-19 pandemic is providing an additional impetus as governments instigate similar safety nets as employment falls in the wake of the virus. To date, much of the debate concerning UBI has taken place in disciplines outside the auspices of Human Resource Management with most commentary occurring within the spheres of economics and social policy. This conceptual study is one of the first within the human resource management (HRM) field to address the potential impacts of UBI on orientations to work and the management of employees. To do this, we focus on a central underpinning theory within HRM, the psychological contract and how this might be affected by its introduction. Finally, a research agenda is developed that provides options by which we might explore the implications of UBI for the practice of HRM when and if such schemes are implemented. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A SYSTEMATIC REVIEW OF RESEARCH ON EFL ONLINE LEARNING: EFFECTIVENESS, CHALLENGES, LEARNING TOOLS, AND SUGGESTIONS

Due to COVID-19 pandemic, educational departments such schools, colleges, and universities have been experiencing significant disruptions. All teaching and learning activities of face-to-face learning have switched to online learning. This study provides a systemic review of the literature with the aim to investigate the effectiveness, challenges, learning tools, and suggestions in EFL online learning based on an analysis of 40 published article journal from 2019 to 2022. This study has not yet been reviewed in the literature as part of a systematic review of studies. This study is based on Kitchenman's (2009) systemic literature review (SLR) approach, which allows it to gather data from a variety of sources. The dataset has been collected from SCOPUS databases. These data were analysed using Creswell's (2012) content analysis. The research findings revealed that all e-learning tools (e.g., Voki, LMS 'TES Blended Space', Pigai, Zoom meeting etc) used by universities teachers were very effective and beneficials for learners. However, some challenges were also identified during learning activities such as students lack of learning climate, poor internet connections, financial problems, technical problems, students' demotivation etc. Thus, the research findings suggested three aspects should be considered, namely a) having extensive and high-quality online resource access, b) using online resources on a regular basis, and (c) not only students but also teachers are being trained to use ICTs-in. In addition, teachers need to keep working on reinforcing the connection between digital technology and education meanwhile students need to made aware that it is acceptable to use digital media even it the most formal of educational settings. To summarize, this study suggests that once the Covid-19 pandemic is ended, the use of technology integration on online learning in EFL classrooms can be extended for equitable quality education for students. © 2022 Proceedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2022. All rights reserved.

Sentiment Analysis towards Face-to-Face School Activities during the COVID-19 pandemic in Indonesia

As the COVID-19 pandemic took place, many face-to-face activities have been stopped to suppress the spread. However, in the last few months, many of those activities including learning activities have started to switch from online back to face-to-face. One of the major activities is face-to-face learning activities which involve millions of students all over Indonesia. Consequently, this study focuses on analyzing public sentiment through Twitter tweets which were obtained through scrapping by using Tweepy. The tweets were labeled using a semi-automatic process, using TextBlob and manual annotation. Next, we trained an IndoBERT model to conduct sentiment analysis and found that public sentiment was dominated by a mix of both negative and positive sentiment, followed by neutral sentiment. Our model obtained an accuracy of 40.79% on unseen data. © 2022 IEEE.

Evaluation of Online Teaching based on SPSS Data Analysis

In order to study the overall situation of college English online teaching and students' online learning satisfaction during the COVID-19 epidemic, this paper made a questionnaire from four aspects: learning environment, teachers' teaching activities, students' learning activities, and online learning effect. Through SPSS23.0 software, the questionnaire data were analyzed by reliability analysis, validity analysis, principal component analysis, regression analysis and other methods, and the impacts of learning environment, teaching activities, learning activities, learning evaluation on students' learning satisfaction were studied. © 2022 IEEE.

Analysing mobile learning designs: A framework for transforming learning post-COVID

Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed.Implications for practice or policy:* Provide technological and pedagogical scaffolds to students.* Learning designs should focus upon enabling elements of learner agency and creativity.* To develop learning solutions to real world problems utilise a design-based research approach.* Create authentic collaborative learning activities and tasks.* Integrate mobile learning affordances in the design of the course and curriculum.

Emerging Hybrid Online Learning in Post-pandemic Situation: Idealism and Reality

The Covid-19 pandemic has significantly changed the way of learning models, one of which is the implementation of hybrid online learning (HOL). Although some instructors have applied this model to their learning activities, the process and results are still not optimal due to various constraints. Therefore, this paper explores HOL implementation regarding its idealism and reality in post-pandemic situations where face-to-face (F2F) learning is allowed in limited circumstances. For this reason, a descriptive-analytical systematic review of the relevant papers discusses the implementation of learning with the HOL model and is relied upon in this study to draw the reality of its implementation and offer solutions to potential problems. The investigation shows that many instructors have tried to apply this learning model because it is considered very suitable in post-pandemic situations to facilitate students who can attend face-to-face (F2F) in classrooms and for those who choose to be in a different room but still need to keep interacting synchronously with the other participants in the classroom. However, this learning model is considered not optimal in the real situation, both regarding the learning process and achievement of expected learning outcomes, due to several technical and non-technical obstacles. © 2022 IEEE.

An Innovative Judge Monitoring Algorithm for the Online Defense

Since the outbreak of COVID-19, teaching and learning activities have gradually shifted online. In addition to traditional teaching, the student defense, thesis proposal, interim inspection, admission and other defense processes are also online. Online teaching and online assessment methods are facing challenges in student engagement. At the same time, for teaching executors (teachers), there are also participation and emotional initiative problems. Especially in the defense process, it is not easy to adequately monitor the teacher evaluation process because of the use of secret ballots. In this paper, we propose a defense monitoring algorithm that analyzes the working status of the judges from the defense score data given by the judges in order to identify judges who are not working seriously and remove their scores. A large amount of measured and simulated data is available to justify the algorithm. © 2022 IEEE.

Design of Collaborative Ubiquitous Learning in Promoting Digital Education: Integrating History, Science, Technology in Reflection Class

This paper attempted to present the Design of Collaborative Ubiquitous learning approach in promoting Digital Education in the integrated study called "Reflection Class”. The concept of this integrated History, Science, and Technology content used in this study was called "Story-based learning”. Besides, the learning activities were designed to support learner's collaborative ubiquitous learning. This process required learner's effort to work in group through the virtual online platform in order to inquire the Concept, Collaboration, and Content from class within 1 month. The learners received and responded to this CULD approach the high level of learning achievement in the context of 3C;Concept, Collaboration, and Content. Furthermore, the finding of this study could bring more digital education approach supporting the variety of learning approach during Covid-19 outbreak and Life-long learning. © ICCE 2022.All rights reserved.

Analyzing Impact of Technology-Facilitated Knowledge Creation on Student Satisfaction in Distance Learning Education

Although Covid-19 cases are continuing to decrease, the practice of online learning has become common in education. Many education institutions have online classes besides face-to-face classes. However, many research reported several problems in distance learning practice mainly because of the limitation of interactive conversation and learning activities and finally lead to an ineffective knowledge creation process. It is reported that in a distance learning setting during the pandemic, the motivation and participation rate decreased while the absence and dropout rates increased. Knowledge conversion is a term to reflect the acquisition of new know-how or tacit knowledge from the learning activities. Currently, various technology vendor keeps making innovations to solve this problem, and available technologies that can be utilized to support distance learning education are increasing. Therefore, this paper aims to know the impact of the knowledge creation process on student satisfaction and explain how to utilize technologies throughout the knowledge creation chain. Based on the statistical analysis it is found that the knowledge creation process that is represented using the SECI model simultaneously has a significant positive effect on student satisfaction. This means all phases in SECI (socialization, externalization, combination, and internalization) are simultaneously able to improve student satisfaction. However, partially, only socialization and internalization that has a significant positive impact on student satisfaction, which indicates these two factors partially could lead to better student satisfaction if it is planned and managed appropriately. This paper also constructs a matrix that helps education practitioners choose the right technology for each knowledge creation phase. © 2022 IEEE.

SI-BIME Smart Learning Multimedia Platform for Students: a Solution for the Pandemic-19 in the Regions

The impact of the Covid-19 pandemic is not only experienced by a handful of people but by all lines of life in this world. One of the biggest impacts is related to the provision of education at the primary, secondary, and senior levels. This study uses the prototype method which is targeted to produce applications that are ready to be implemented to produce an intelligent learning application. This study uses a quantitative method for evaluating results. This study aims to assist schools, especially those in the regions, in overcoming the problem of decreased learning activity because it has been identified as the cause of decreased student learning outcomes. This research was conducted at the high school level because students were prepared to continue to a higher level. This research resulted in a smart learning SI-BIME (BINUS Multimedia Edutainment Information System) which was prepared to support e-learning-based learning processes in schools. Based on the evaluation of learning, the results of this study proved to be very helpful for schools and support a better learning process. As well as focus group discussions with school authorities, students, and parent representatives, assessments are also provided by higher-level authorities. The results of this study can also help schools and teachers to prepare better learning media for students and can be used comprehensively and sustainably even though COVID-19 is over. © 2022 IEEE.

Engaging remote students in traditionally physical experiential learning environments (mechanical workshops)

CONTEXT 2020 saw many Universities transition learning activities from in person to online or remote delivery methods due to the COVID-19 pandemic, in semester 2 some classes returned to on-campus delivery. MECH1400 Mechanical Construction is a first-year unit of study that introduces students to the engineering design cycle, drawing and machining techniques through an experiential design and build project, utilising traditional mechanical engineering machining equipment such as lathes, mills, and hand tools. In semester 2 of 2020 students were offered the choice of attending on-campus classes or remote offerings, with 41 of 73 students choosing to study on campus (note some were overseas with effectively no choice). PURPOSE OR GOAL The purpose of this study was to investigate whether online/remote delivery of learning activities can enable remote students to achieve equivalent learning outcomes as their on-campus peers, particularly as the unit is traditionally taught with experiential learning activities based around a mechanical workshop environment. APPROACH OR METHODOLOGY/METHODS This study analysed and compared student results for assessment tasks for on-campus and remote students, plus other factors such as Canvas access rates and class attendance. Informal tutor feedback and end of semester institutional student satisfaction survey comments were examined to gain further insights. ACTUAL OR ANTICIPATED OUTCOMES On-campus students had higher average marks for all assessment tasks (7.3% - 13.5%);despite remote students having an average of 29.8% more page views on Canvas. End of semester student satisfaction surveys indicate that students prefer the physical workshop sessions to online tutorials and workshops, though limited comments were available. Informal tutor feedback indicated that students were less engaged in the online learning activities, with some online students not attending their "virtual” workshop sessions, and online only tutorials having low attendance for both the online and physical cohorts. CONCLUSIONS/RECOMMENDATIONS/SUMMARY Remote students achieved a final mark for the unit that was on average 9.9% lower than their on-campus peers, despite having a 29.8% higher Canvas access rate. Two conclusions are arrived at: The online learning activities need further development to help reduce or eliminate this difference for the 2021 student cohort and/or further investigation needs to be undertaken to establish why the online cohort are not better engaged with the online curriculum. Copyright © R Fiford and P Briozzo, 2021.

Analysis of Students' Cognitive Presence and Perception in a Custom-Designed Virtual Problem Based Learning Assignment

All the teaching and learning activities except laboratory-based practicals remained conducted virtually during the transition from the Covid-19 pandemic to the endemic phase. The problem-based assignment for Pharmaceutical Analysis was conducted virtually. This study aims to evaluate students' level of engagement and perception of virtual engagement to complete an online problem-based assignment on real situations using the cooperative Jigsaw model. Jamboard was used as an online communication tool to connect the students and facilitators. The content of the written discussion posted on the Jamboard and the questionnaire survey were analysed to establish the level of engagement. The student's perception of virtual engagement was based on a questionnaire survey using descriptive analysis. Analysis of the student's opinion posted on the Jamboard showed the presence of cognitive, social, and teaching components in the level of engagement during the virtual discussion. The information from the internet is borderless and the facilitators need to be knowledgeable to explain, guide, and stimulate higher-order thinking among the students. With careful course design, the Jigsaw cooperative activity on real problem-based questions could use to facilitate collaborative problem-solving skills among the students. © 2022, International Journal of Emerging Technologies in Learning. All Rights Reserved.

Real-Time Emotion Recognition Through Video Conference and Streaming

The Covid-19 pandemic changed the course of activities, both work and education in the world, migrating to the requirement of virtual platforms and videoconferencing tools, such as Zoom, Google Meet, Jitsi Meet, among others. This generated a globalized and digital culture of learning, activities in congresses, and even business meetings using videoconferences. This new scenario creates uncertainty, especially in educators, due to the level of attention they are receiving from students through virtual classes and other scenarios where they want to evaluate the emotions created in the people who receive them information virtual written description intended to provide factual informationally. For this reason, to support different video conferencing platforms or other audiovisual media, a tool is presented that captures video in real-time. It automatically recognizes the emotions expressed by people using deep learning tools, happiness, sadness, surprise, anger, fear, disgust, and neutral emotions. The initial training and validation system is based on the CK+ Dataset that contains images distributed by emotions. This tool was developed for the WEB in Python Flask, which in addition to automatic recognition in real-time, generates statistics of the emotions of the people evaluated with 75% accuracy. To validate the tool, videoconferencing programs were used, the emotions of a group of students were evaluated, and open videos were available online on YouTube. With this study, it was possible to re-know the emotions of the people who attended the class, which allows the teacher to take measures if the students do not carry out the planned activities. © 2022, Springer Nature Switzerland AG.

The Digital Module to Improve Students' SEP Skills during the COVID-19 Pandemic

The COVID-19 pandemic has resulted in learning activities that were originally carried out face-to-face in schools to turn into online learning. The implementation of online learning has several challenges, one of which is the development of student skills in the 21st century, especially SEP skills. SEP skills of students are needed in learning physics. Students' SEP skills are currently still in the low category. To support the improvement of students' SEP skills, teaching materials in the form of digital modules are applied. This study aimed to examine the role of digital modules in improving students' SEP skills during the COVID-19 pandemic. This study uses a quantitative descriptive method with a questionnaire technique using 38 items based on eight aspects of SEP skills. The participants in this study were 23 students in a high school in Karanganyar Regency, Indonesia. The results showed that the average SEP skill score after using the digital module was higher (102.34) than before using the digital module (90.58). Based on the value of N gain, the improvement of students' SEP skills in the initial three aspects is in the medium category and the other five aspects are in the low category. The digital module was proved to affect improving SEP skills, although the increase was not very significant. This is because the digital module is equipped with various novelties such as virtual laboratory activities, physics animations, and interactive videos that can help improve students' SEP skills. © 2022 Hunan University. All rights reserved.

Stay at Home and Learn: Did the COVID-19 Pandemic Influence Mobile Learning in MOOCs?

The outbreak of the COVID-19 pandemic also affected learning activities on MOOC platforms. The field of application for mobile learning in MOOCs has been weakened through the changes in daily lives. To quantify this impact, user interaction data of the past two years was evaluated in an observational study for two MOOC platforms. Since the start of the pandemic, a drop in mobile learning activities and active mobile learners has been noticed on one of the platforms while activities on the other platform remained stationary. No changes have been detected in the usage behavior of active users of mobile applications or with the utilization of different network connections. The adoption of mobile learning in MOOCs appears to be driven by the offered course topics and breaks in the course schedule, rather than by external factors that restrict the mobility of learners. Dedicated applications for mobile devices for MOOCs are mostly used in a familiar environment with a WiFi connection. This behavior became more pronounced with the start of the pandemic. © 2022 IEEE.

Online flipped classroom with team-based learning promoted learning activity in a clinical laboratory immunology class: response to the COVID-19 pandemic.

BACKGROUND: Given the rapid development of clinical immunology technologies, students majoring in laboratory medicine should master the technological principles and application of clinical laboratory immunology. However, many are required to take online courses due to COVID-19 restrictions, which highlights the need to revisit teaching strategies. Recently, various medical education courses (such as Biochemistry, Physiology, etc.) have implemented the flipped classroom (FC) and team-based learning (TBL) methods, resulting in more positive teaching evaluations. To promote the students' mastery of the difficult knowledge effectively during the online teaching work, we evaluated the performance of online FC-TBL in a clinical laboratory immunology course. METHODS: Sixty-two third-year students from two classes majoring in Laboratory Medicine were recruited and divided into two groups, including one group with traditional lecture-based learning teaching strategy (LBL group) and the other group with LBL or online FC combined with TBL teaching strategy (FC-TBL group). We selected three chapters to conduct FC-TBL teaching in class. All participants took in-class quizzes and final examinations that targeted the same knowledge points. Finally, all participants completed anonymous questionnaires asking for their perceptions of the respective teaching models. In addition, we conducted a survey of teaching suggestions by a FC-TBL class of students majoring in Laboratory Medicine. RESULTS: The FC-TBL group (vs LBL group) had significantly higher scores on the in-class quizzes and final examinations, and also reported high satisfaction with the FC-TBL model. These findings indicate that FC-TBL is suitable for clinical laboratory immunology, as the participants quickly gained essential knowledge. Specifically, FC-TBL helped to "increase learning motivation," "promote self-directed learning skills," "extend more related knowledge," "enhance problem-solving abilities," "enhance clinical reasoning abilities," and "enhance communication skills." For participants' suggestions, 48.38% (15/31) students held positive attitude to FC-TBL teaching strategy compared to 25.81% (8/31) students who considered FC-TBL teaching strategy still needs continuous improvement, and 25.81% (8/31) students reported that they believed FC-TBL teaching strategy was perfect and no further suggestions. CONCLUSIONS: Online FC-TBL effectively enhanced learning activity among students of a clinical laboratory immunology course. This is particularly useful in the COVID-19 context.

Digitising a Learning Activity: Challenges and Opportunities

As the world faces the new landcape in teaching and learning due to COVID-19, the pandemic, the strategies and approaches use for teaching and learning must ensure all students have access to digital resources. This paper explores the challenges and opportunities faced by the researcher and her students when a learning activity previously implemented in face-to-face sessions was transferred into an online learning environment. The learning activity, known as Work-the-Walk (WTW), is a transformative learning activity designed by the researcher, and the researcher owns the copyright of WTW. The objectives of this paper are to identify the challenges and opportunities raised by transferring WTW to a digital format, and ultimately to suggest the best ways to make the transition from a physical learning activity to a digital format effectively. Qualitative approach to research was used to obtain data for analysis and discussion. Preliminary findings suggest that the Digital WTW (D-WTW) present two main challenges and two main opportunities for both the researcher and students. Given this, the education providers must be willing to encourage the educators to provide various approaches to teaching and learning, as well as to promote experiments with various existing learning strategies used in face-to-face sessions, and to transfer them to be used in an online learning environment.