MIMIC model of teachers and students attitudes towards online learning during Covid-19: A gender perspective

Academic institutions around the globe have shifted to online learning because of the unpredictable spread of COVID-19. The present study aimed to compare teachers' and students' attitudes towards online learning during the pandemic and to examine the effects of gender differences on their attitudes. In study 1, we adapted the Test of eLearning Related Attitudes for Pakistani students in three steps: expert review, piloting, and validation. The individual and collective expert review was performed to adapt the teacher version into the student version using the Technique for Research of Information by the Animation of a Group of Experts (TRIAGE). We tested three sets of measurement invariance models for participants' status and gender in study 2. Data were collected from 289 university teachers (men = 158, women = 131) and 444 undergraduate students (boys = 156, girls = 287). The results demonstrated that both groups had highly positive yet different attitudes towards online learning. Teachers were more satisfied than students. Model fit was poor, and the overall factor structure, factor loadings, and intercepts varied across groups. Intergroup gender invariance illustrated heterogeneity in attitudes towards online learning favoring men teachers and boy students. Study strengths and implications for the promotion of a positive experience of online learning are discussed.

Creating a smart classroom on intensive care using assisted reality technology

Introduction: Medical students receive relatively little exposure to intensive care medicine throughout their undergraduate training in comparison to other specialties. The COVID-19 pandemic further hindered students' exposure with entrance to intensive care units (ICU) limited to conserve personal protective equipment (PPE) and reduce the risk of virus spread. To address this problem, this study explored the use of assisted reality technology to create a smart classroom whereby medical students can experience intensive care medicine with the COVID-19 risks mitigated. There is existing literature describing the use of live streaming ward rounds using wearable technology to teach medical students, however, we believe this is the first time assisted reality technology has been harnessed to develop a teaching curriculum on intensive care.1 Objectives: This study aimed to assess the feasibility of using a wearable headset with assisted reality technology to live stream intensive care teaching to remotely based medical students. Method(s): Three intensive care teaching sessions were live streamed to three groups of medical students using the AMA XpertEye wearable glasses. The teaching session focused on the intensive care bed space and equipment as well as the assessment of a critically unwell intensive care patient. Two educators were required to facilitate the optimum learning environment. One educator wore the assisted reality technology glasses on the ICU whilst the other educator remained with the students to facilitate group discussion. The educators had the means to communicate via inbuilt technology on the glasses. Feedback from students was collected using the evaluation of technology-enhanced learning materials (ETELM).2 Results: The response rate for the ETELM survey was 100%. Students strongly agreed that the session was well organised, relevant and that the navigation of technology-based components was logical and efficient. 'There was a strong instructor presence and personal touch to the session' returned the strongest positive response. 'This session will change my practice' received the most varied response from students, potentially due to their stage in undergraduate training and distance from actual clinical practice. Students strongly disagreed that their learning was affected by technology issues. Educators reported problems with securing a patient appropriate to be involved alongside the busy clinical demands of the ICU. Facilitation by trained educators was crucial to ensure the teaching sessions were high quality. Conclusion(s): The use of smart classrooms on intensive care using assisted reality technology was very well received by medical students and educators. The main limitations included the necessity to balance the delivery of teaching alongside the clinical demands of the unit, however this is arguably the case with most forms of clinical teaching. There is the potential to continue using smart classrooms in the post-pandemic period, as they provide an open and safe platform for students to explore intensive care medicine and to ask questions that they may feel less able to raise in the busy clinical environment.

Book Review: Taking Literature and Language Learning Online: New Perspectives on Teaching, Research, and Technology

The creation of beautiful literature and art is one of humanity's most essential endeavours. The importance of literature as a component of the language-teaching curriculum has fluctuated over the last century with the popularity of various language-teaching pedagogies. Notwithstanding, it has recently seen a resurrection of appreciation for its effective utility in language acquisition. Covid-19 lockdown combined with the further progress of computer-assisted language learning has led to a gradual shift in the provision of literature-based language education to an online setting. Under this trend, Sandra Stadler-Heer and Amos Paran's edited chapter book Taking Literature and Language Learning Online: New Perspectives on Teaching, Research and Technology concentrates on a particular component of this transfer process, namely the interaction between literature and language learning. This book review provides an overview of this volume.

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.

Playful Learning During the Reopening of Danish Schools After Covid 19 Closures

This article is based on qualitative and quantitative data collected from teachers and pupils in Danish schools in June 2020, as schools reopened following closures in the spring due to the COVID-19 pandemic. It investigates the transformations in school life that took place in this period in response to strict official guidelines to prevent the spread of infection, transformations both in school learning environments and in teaching activities. Using factor and cluster analyses and logistic regression, it explores the relation between teaching environment and pupils' emotional, social, and academic wellbeing, identifying correlations between key factors in the environment and the three dimensions of wellbeing. The study contributes both to understanding and dealing with the crisis in which education systems in the Nordic countries have found themselves in and adds relevant knowledge on themes of importance for education in the future.

ID: 218414 Queen Mary University London Postgraduate Certification in Neuromodulation- Accreditation in Neuromodulation

Introduction: There is a distinct unmet need in structured, curriculum based, unbiased education in neuromodulation. Current teaching is through sporadic industry workshops, cadaver courses and peer proctorship. The COVID pandemic has created a unique opportunity where online platforms have enabled education to be delivered remotely in both synchronous and asynchronously. The William Harvey Research Institute, Queen Mary University, London, UK have initiated University based accreditation- Post Graduate Certificate in neuromodulation (PGCert) that provides candidate a qualification in one academic year through part-time study. Method(s): The program underwent rigorous staged university approval process (figure 1). To ensure market feasibility, two short proof of concept CPD programs "Executive Education in Neuromodulation (EEPIN)" were delivered in 2021. These courses attracted 87 candidates across Australia, Singapore, India, Germany, Poland, Czech Republic, Ireland, and UK. The faculty includes key opinion leaders that will deliver the program ensuring the candidates gain academic background and specialist skills to understand safe practice of neuromodulation. The PGCert advisory board has been established to ensure strict governance in terms of content and unbiased delivery confirming ACCME guidance. In order to obtain PGCert, candidates are required to complete 4 x 15 credit modules (60 credits). The four modules include Anatomy & Neurophysiology;Patient care and Procedurals skills;Devices and available technology;Intrathecal drug delivery for cancer and non-cancer pain. The modular nature of the program is designed to provide cumulative knowledge, from basic science to clinical application in line with the best available evidence. The modules comprise nine lectures, spreading over three consecutive days, followed by a written assignment with 40 direct contact hours in each module. The webpage can be accessed at Results: The anonymous data from EEPIN reported on Likert scale 1-5: Objectives defined 30.6% - 4 and 69.4% -5;Relevance of topics 10.2%- 4 and 89.8% -5;Content of presentations 22.4%- 4 and 77.6% -5;Organization 24.5% -4 and 69.4% -5;Candidate faculty interaction 14.3% -4 and 81.6% -5. 97% of the EEPIN candidates recommended the program to others whilst 81.8% expressed their strong interest to enroll for university-based post graduate qualification if offered. Conclusion(s): This PGcert Neuromodulation is a unique, university accredited program that provides qualification in neuromodulation with access to a flexible online e-learning platform to discuss and exchange ideas, share knowledge in candidate's own time. This will support the ongoing need for formal curriculum-based education in neuromodulation. Disclosure: Kavita Poply, PHD: None, Phillippe Rigoard: None, Jan Kallewaard, MD/PhD: None, FRANK J.P.M. HUYGEN, MD PhD: ABBOTT: Speakers Bureau:, Saluda: Consulting Fee:, Boston Scientific: Consulting Fee:, Grunenthal: Speakers Bureau:, Pfizer: Speakers Bureau:, Ashish Gulve, FRCA, FFPMRCA, FFPMCAI, DPMed, FCARCSI, MD, MBBS: None, Ganesan Baranidharan, FRCA: None, Sam ELDABE, MD, FRCA, FFPMRCA: Medtronic: Consulting Fee:, Medtronic: Contracted Research:, Mainstay Medical: Consulting Fee:, Saluda Medical: Consulting Fee:, Boston Scientific: Contracted Research:, Saluda Medical: Contracted Research:, James Fitzgerald, MA,PhD: St Jude Medical: Consultant: Self, Medtronic: Consulting Fee:, UCB: Contracted Research:, Merck: Contracted Research:, Serge Nikolic, MD: None, Stana Bojanic, BSc MBBS FRCS (SN): Abbott: Contracted Research:, Habib Ellamushi: None, Paresh Doshi, MS MCh: None, Preeti Doshi, MBBS, MD, FRCA: None, Babita Ghai, MBBS, MD, DNB: None, Marc Russo, MD: Presidio Medical: Ownership Interest:, Saluda Medical: Ownership Interest:, Boston Scientific: Contracted Research: Self, Mainstay Medical: Contracted Research: Self, Medtronic: Contracted Research: Self, Nevro: Contracted Research: Self, Saluda Medical: Contracted Research: Self, Presidio Medical: Contracted Research: Self, Freedom Ne ro: Ownership Interest - Own Stocks: Self, Lungpacer: Ownership Interest - Own Stocks: Self, SPR Therapeutics: Ownership Interest - Own Stocks: Self, Lawrence Poree, MD,MPH,PHD: Medtronic: Consulting Fee: Self, Saluda Medical: Contracted Research: Family, Nalu Medical: Contracted Research: Family, Gimer Medical: Consulting Fee: Self, Nalu Medical: Consulting Fee: Self, Saluda Medical: Consulting Fee: Self, Nalu: Ownership Interest:, Saluda Inc: Ownership Interest:, Alia Ahmad: None, Alaa Abd Sayed, MD: Medtronic, Abbott, SPR and StimWave: Consulting Fee:, Salim Hayek, MD,PhD: None, CHRISTOPHER GILLIGAN, MD MBA: Persica: Consulting Fee: Self, Saluda: Consulting Fee: Self, Mainstay Medical: Contracted Research: Self, Sollis Therapeutics: Contracted Research: Self, Iliad Lifesciences, LLC: Owner: individuals with legal ownership in a company:, Vivek Mehta: NoneCopyright © 2023

An Evaluation of the Perceptions of Socio-Humanities Students on the Skills of Critical Thinking

One of the fundamental objectives of higher education is to prepare students to think analytically in order to develop and create knowledge, thus going beyond receiving information and building simple knowledge. That is why higher education must adapt its teaching and learning process to cultivate critical thinking of students. In order for academia to ensure the effectiveness of the development of critical thinking skills, student perceptions cannot be neglected, given that they are the ultimate receptors. In addition, investigating students' perceptions of critical thinking skills could guide future training methods that promote their development. The purpose of this research is to explore students' attitudes and beliefs regarding critical thinking skills, as well as aspects of their development in academia and their transfer to other contexts. The study is conducted at the Dunarea de Jos University of Galaţi and uses the questionnaire survey method to assess students' perceptions of critical thinking, from several perspectives: the level of knowledge on critical thinking skills, strategies for learning critical thinking skills, the qualities of a critical thinker, the way students relate to the COVID 19 pandemic and fake news. To obtain the necessary data, the questionnaire was distributed through Microsoft Forms and subsequently analyzed to describe students' views on critical thinking. A sample of 101 students from specializations in the field of socio-humanities completed this survey. The results of the study showed that students invoke the need to overcome difficulties in developing critical thinking skills by: training teachers to use critical thinking in the classroom;including and practicing critical thinking skills in applied activities at courses and seminars;applying debates and discussions in the classroom as teaching and learning strategies;translating the theories learned in courses into different case studies;use of training skills, questionnaires, homework;participation in group projects in a collaborative environment. [ FROM AUTHOR] Copyright of Romanian Journal for Multidimensional Education / Revista Romaneasca pentru Educatie Multidimensionala is the property of Lumen Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Změny v ošetřovatelské edukaci stresových a copingových strategií: longitudinální studie v České republice

Úvod: Dlouhodobý stres je všeobecně považován za jeden z psychosociálních faktorů, který negativně ovlivňuje studijní výsledky studentů ošetřovatelství. Cíl: Zjistit, jaké jsou zdroje, úroveň stresu a strategie zvládaní stresu u studentů ošetřovatelství v kontinuu bakalářského studia. Metody: V průběhu tří akademických roků byli sledováni studenti jednotlivých ročníků bakalářského studijního programu Ošetřovatelství po absolvování klinické praxe v daném akademickém roku. Na sběr dat byly použity dotazníky Perceived Stress Scale;Physio-Psycho-Social Response Scale, and Coping Behavior Inventory. V 1. ročníku bylo do studie zařazeno 44 studentek, ve 2. ročníku 39 a v posledním ročníku 40 studentek. Výsledky: Nejvýznamnějším zdrojem stresu během tří ročníků studia byl stres z nedostatku vědomostí a zručností. Nejvyšší stres byl na začátku studia, pak klesal. Ve 3. ročníku, kdy v rámci covidové pandemie měli studenti nařízenou pracovní povinnost, opět dosáhl úrovně 1. ročníku. Stres se projevoval zejména v oblasti emocí. Nejčastěji užívanou copingovou strategií bylo řešení problémů. Závěr: Výsledky longitudinální studie potvrzují, jak pandemie covidu-19 ovlivnila percepci a projevy stresu u studentů během jejich studia. V percepci úrovně klinických i akademických stresorů a projevů stresu nebyla zjištěna jednoznačně klesající tendence. Využívání copingových strategií bylo stabilní, bez významnějších rozdílů během celého studia.Alternate :Introduction: Long-term stress is generally considered to be one of the psycho-social factors that negatively affect the academic performance of nursing students. Objectives: To discover the sources of stress, degree of stress, and coping strategies used as a reaction to stress in nursing students of the bachelor program. Methods: Over the course of three academic years, students in each year of the bachelor in nursing program were monitored after completing the clinical practice for the given academic year. Questionnaires regarding the Perceived Stress Scale;Physio-Psycho-Social Response Scale, and Coping Behaviour Inventory were used to gather data. In the first year, 44 students were included, in the second year there were 39 students, and in the final year 40 students took part in the research. Results: The most significant source of stress appears to be a lack of knowledge and relevant skills. The highest degree of stress was recorded at the beginning of a student's studies, after which it decreased. In the third year, when students were required to work due to the covid pandemic, the stress again reached the levels of the first year. The stress manifested mainly in emotions and problem solving was the most frequently used coping strategy. Conclusions: The results of the longitudinal study confirmed how the COVID-19 pandemic affected the perception and manifestation of stress in students during their studies. The perception of the degree of clinical and academic stressors showed that no clear descending tendency was identified. The use of coping strategies was stable, with no significant differences throughout the study.

Nurturing Social Presence in a Blended Learning Environment

The ambition of this development study is to explore the opportunity to put the knowledge gained during the COVID-19 pandemic into practice in a blended, post-COVID, learning environment. The focus is to explore how a combination of digital and face-to-face activities may allow for fostering social presence among undergraduate students. The Social Presence model and the five elements of Affective Association, Community of Cohesion, Instructor Investment, Interaction Intensity, and Knowledge and Experience, encompass the theoretical framework of the study. The contextual setting is the first course of The Marketing Programme at Linnaeus University in Sweden, a bachelor program with a 50% Swedish intake and 50% international intake. Given the diverse background of the students in this course, challenges are typically encountered in relation to community building. Empirical data was collected during the fall of 2022 among the enrolled students using an online questionnaire. While the results from this study should be seen as preliminary, they offer an inspiring glimpse of how to nurture social presence in a blended learning environment. Copyright © 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

Multi-level students' sense of community development in hybrid and online learning environments at higher educational institutions: A systematic literature review

The formulation of a sense of community (SOC) among students has received significant attention in the literature in recent years. However, digitally enhanced learning and COVID-19 have amplified the challenges vis-a-vis connecting students and making them feel involved and recognized in virtual learning ecologies for higher educational institutions (HEIs). This review examines the factors impacting students' SOC development in online and hybrid learning environments for HEIs. To provide a holistic view, we synthesize the streams of theoretical foundations on SOC for keyword search strategy and follow Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol. In total, 128 empirical studies from 2015 to October 2022 are synthesized. One of the main contributions lies in disclosing the multiple levels of students' SOC formulation from a sociological perspective on HEIs. It further broadens our understanding of the dimensions, and the roles and responsibilities of key players, as well as the units involved in the social context of HEIs. The main findings reveal that HEIs should "circulate the blood" by integrating various key elements identified in pedagogy, instructor, learner, and extra-curriculum fields into the learning ecology for SOC facilitation to formulate an implicit curriculum and a more interactive, supportive, and caring environment. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A Model for Assessing the Qquality of a Distance Education Programme in an Online Environment: China's Experience

The COVID-19 pandemic has significantly altered the course of the educational process around the world. The digitalisation of learning through distance learning has become the key to ensuring the quality of education. The study aims to develop a model for continuous assessment of the quality of teaching distance education programmes in an online environment. The main components of the model, two variables, 14 dimensions, and 75 indicators are identified. The validity was assessed by 22 experts from the USA, China, Chile, Portugal, the Netherlands, Poland, and Spain. The research is based on a bibliographic analysis of standards, models and guidelines which formulate principles and methods created by academic researchers and governments in the USA, Latin America and European countries for evaluating distance learning programmes. Experts rated the proposed measurements as clear, important and appropriate for evaluating distance education programmes. Indicators and measurement indicators were assessed by experts as relevant for evaluating distance learning programmes. The main study result is the developed quality assessment model for distance learning programmes for universities. The final model included two main variables, 14 measures, and 75 indicators. The model received content in the form of measurements and corresponding indicators. Among the main features of the proposed model is the possibility of a complete assessment of the quality of teaching within the curriculum in order to subsequently take steps to improve it. The research findings may be of interest to educational researchers, educators, university administrators, distance course coordinators and training programmes. © 2023, FACTEACHEREDUCATION. All rights reserved.

Online learning during COVID-19

This chapter focuses on the challenges unique to online learning environments, how students responded to the abrupt shift to remote learning, and how this impacted their ability to thrive in the midst of a global pandemic. It illustrates how instructors' ability (or inability) to smoothly transition from in-person to online environments impacted students' learning. The chapter examines some of the challenges students faced with online learning, including changes in learning environments, communication with instructors, and classroom dialogues. It explores instances of students thriving in online learning environments. The inherent unpredictability of the COVID-19 pandemic and some institutional inconsistencies created challenges to building an environment in which students could thrive. Although the University attempted to create an online environment that allowed students to continue their education during the pandemic, significant issues arose that forced students to teach themselves, often with little support from faculty. The challenges of learning online were compounded with the loss of on-campus resources such as access to quiet study spaces and the University library. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Strategies for Developing a Culturally Inclusive Online Learning Environment During the COVID-19 Pandemic in Australian Universities: A Case Study

This chapter presents a qualitative case study in Australian universities on the effective strategies for creating a culturally inclusive online learning environment with the use of IT governance. While examining the online learning experiences of the university students, the researchers identified features in synchronous and asynchronous online learning platforms, such as language support and meaningful and structured online activities, are the effective strategies to cater for the learning needs of the linguistically and culturally diverse students and let their voices be heard. The findings of this study are useful for university management, teaching and learning unit, and IT resources auditing and steering committees to utilise IT resources to attain the learning goals of university students and the organisational goals of the universities in maintaining academic excellence and embracing cultural diversity. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Investigating how students' learning environment, social and physical well-being influence their resilience and feelings of depression and loneliness during the COVID-19 pandemic in the Netherlands

In response to COVID-19 pandemic-related social restrictions, university students have reported being more depressed, lonelier, and less resilient, potentially affected by changes within the academic system. The present study investigates how students' social and physical well-being affect their psychological well-being and additionally explores the role of the learning environment. To this end, we analyzed secondary data collected during the first wave of the COVID-19 pandemic with multiple regression and explorative analysis. Results indicate that social resources - in particular, the quality rather than the quantity - positively influenced students' psychological well-being. Engaging in physical exercise appeared beneficial, whereas consuming drugs remained a contradictory predictor. Emergency remote teaching appeared a main factor that predicted students' well-being. This powerful effect masked the positive influence the teachers could have had. Given the profound changes in the academic system due to persistent social distancing requirements, these insights could provide valuable input when designing a healthy post-pandemic learning environment.

Pandemic Lessons Learned: Educators' Experiences and Tool Checklist

The Coronavirus pandemic had a significant effect on teachers when traditional face-to-face classroom instruction abruptly shifted online in the spring of 2020. It also provided educators the unique opportunity for continued growth and development in incorporating technology into their instruction. The purpose of this study was to examine educators' s learning experiences in utilizing virtual learning technologies to provide instruction during the COVID-19 pandemic. Researchers conducted two (2) online focus group interviews with participants (N = 9). The focus group transcriptions were qualitatively analyzed for themes. The findings from the focus groups are discussed in this article. The resulting implication is the 3E (Efficient, Effective and Engaging) application checklist to utilize when selecting instructional online tools and incorporating technology in the classroom. [ FROM AUTHOR] Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The relationship between individual characteristics and practice behaviour within an adaptive arithmetic learning program

Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific characteristics need more encouragement to make use of this learning opportunity. Objectives: Using a supply‐use model, we analysed the predictive power of students' cognitive characteristics (prior mathematics knowledge), personality traits (conscientiousness), motivational‐affective characteristics (mathematics self‐concept and mathematics anxiety), and family background characteristics (socioeconomic status and migration background) for practising with an adaptive arithmetic learning program. Methods: We used longitudinal data from 203 fifth graders from seven non‐academic‐track schools in Germany. Practice behaviour, measured by completed tasks in the learning program, was recorded weekly for every student over a period of 22 weeks. Results and Conclusions: The results of our multilevel analyses showed that mathematics anxious students practised less with the program. We did not find any relationship with the other characteristics. Takeaways: Our results suggest that mathematics anxious students need more encouragement when practising with a mathematics learning program;otherwise, they do not get the chance to benefit from the use. Lay Description: What is already known about this topic: The use of mathematics learning programmes in mathematics education has recently intensified.It is important that students practice with such learning programmes regularly over a longer period of time in order for them to achieve learning success.Students differ in their mathematics learning behaviour. What this paper adds: Little is known about how person characteristics are related to practice behaviour with mathematics learning programmes.Students may differ in their use of a mathematics learning programme, which is why cognitive characteristics, personality traits, motivational‐affective characteristics, and family background characteristics may affect students' practice behaviour. Implications for practice: Mathematics anxious students practiced less with a mathematics learning program, and need more encouragement to benefit equally from the implementation in school.Teachers should keep in mind that after the initial enthusiasm, practice with a programme may decrease over time, especially after school holidays.

Immersive Education: Designing for Learning

This book focuses on designing and being a designer of immersive education. It introduces readers to the human experiences within immersive learning environments and contributes research evidence on the effectiveness of immersive technologies in K-12 and post-secondary contexts. Through the chapters, illustrative contextual examples and vignettes demonstrate immersive learning in real-world educational practice. Readers will be equipped to design engaging and culturally relevant immersive experiences for learning in a post-COVID world. Immersive Education: Designing for Learning brings researchers, designers, and educators together to offer pedagogical strategies and design guidelines. The originality lies in integrating theoretical and practical knowledge to design meaningful immersive experiences, with attention to sustainability, community, and creativity. Valuable insights are provided to support students and teachers as immersive learning designers and storytellers. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Intelligent Prediction-Intervention approach to Support Students' Success in Web-based Learning Environments: A Case Study in Higher Education

Due to the COVID-19 pandemic, the demand for distance learning has significantly increased in higher education institutions. This type of learning is usually supported by Web-based learning systems such as Massive Open Online Courses (Coursera, edX, etc.) and Learning Management Systems (Moodle, Blackboard-Learn, etc.). However, in this remote context, students often lack feedback and support from educational staff, especially when they face difficulties or challenges. For that reason, this work presents a Prediction-Intervention approach that (a) predicts students who present difficulties during an online learning course, based on two main learning indicators, namely engagement and performance rates, and (b) offers immediate support to students, tailored to the problem they are facing. To predict students' issues, our approach considers ten machine learning algorithms of different types (standalone, ensemble, and deep learning) which are compared to determine the best performing ones. It has been experimented with a dataset collected from the Blackboard-Learn platform utilized in an engineering school called ESIEE-IT in France during 2021-2022 academic year, showing thus quite promising results. © 2022 IEEE.

Features of life activity and the incidence rate of anxiety and depressive disorders among medical students studying remotely during the epidemic of a new coronavirus infection (Covid 19)

Aims. The aim is to study the features of life and the incidence rate of anxiety and depressive disorders among medical faculty students studying remotely during the epidemic of a new coronavirus infection (Covid 19) at the Kabardino-Balkarian State University named after H.M. Berbekov. Materials and methods. We examined 335 students (34% males, 66% females) at the Faculty of Medicine in November- December 2020. The average age of the students examined was 20.3+/-2.3 years. The study included an anonymous mail survey to examine educational conditions, lifestyle, levels of anxiety and depression. Results. 43.8% of the students had insufficient sleep duration, 58.5% had low physical activity, in 24.8% of them we recorded high levels of situational anxiety and in 82.1% of them personal anxiety, in 7.1% of the students we recorded clinically expressed anxiety and 1.8% had clinically expressed depression. During the transition to remote learning, students increased the time use to prepare for classes (51.2%) and the duration of sleep (61.5%), while their physical activity decreased (76.5%). Statistically significant linear correlations were identified between the level of anxiety and depression and the duration of sleep, low physical activity, preparation time for classes, academic performance, and academic debt. Conclusions. The results obtained by us can be used to optimize the educational process, as well as to preserve the mental health of students during the transition to distance learning.Copyright © 2020 Novyi Russkii Universitet. All rights reserved.

Challenges and outcomes in remote undergraduate research programs during the COVID-19 pandemic

In the summer of 2020, as COVID-19 limited in-person research opportunities and created additional barriers for many students, institutions either canceled or remotely hosted their research experience for undergraduates (REU) programs. The present qualitative phenomenographic study was designed to explore some of the possible limitations, challenges, and outcomes of this remote experience. Overall, 94 interviews were conducted with paired participants;mentees (N=10) and mentors (N=8) from six different REU programs. By drawing on cultural-historical activity theory as a framework, our study uncovers some of the challenges mentees faced while pursuing their research objectives and academic goals. These challenges included motivation, limited access to technology at home, limited communication among REU students, barriers in mentor-mentee relationships, and differing expectations about doing research. Despite the challenges, all mentees reported that this experience was highly beneficial. Comparisons between the outcomes of these remote REUs and published outcomes of in-person undergraduate research programs reveal many similar benefits, including student integration into science, technology, engineering, and mathematics culture. Our study suggests that remote research programs could be considered a means to expand access to undergraduate research experiences even after COVID-19 restrictions have been lifted.