Challenges in Communication about COVID Medical Risks: A Speculative Educational Template

Recent descriptions of the pandemic's effect in medical offices and hospitals depict unprecedented scenarios. The impact of COVID-19 on individuals sick enough to seek professional healthcare highlights the importance of communication skills. We propose an educational framework for pre-service and in-service healthcare professionals to improve communication skills during this crisis. Clinicians need to be mindful that the perception of the seriousness of the consequences of treatment vary greatly between individual patients and families. The four-quadrant scheme we offer is a way to help providers prepare to speak effectively about medical choices related to COVID. While most situations demand more than one type of communication competency, the focus here is on what might be advisable as the primary or "lead” skill. One of the most important elements in managing COVID-19 is to empower patients with appropriate information and emotional support. Additionally, we hope this model will inspire health professions faculty to think in new ways about teaching and coaching options in the practice-based learning of communication skills. © 2023 Helen Meldrum & Mary Hardy.

A Proposed Framework for Student's Skills-Driven Personalization of Cloud-Based Course Content

Engaging students' personalized data in the aspects of education has been on focus by different researchers. This paper considers it vital for exploring the student's progress, moreover, it could predict the student's level which consequently leads to identifying the required student material to raise his current education level. Although the topic has been vital before the COVID-19 pandemic, however, the importance of the topic has increased exponentially ever since. The research supports the decision-makers in educational institutions as considering personalized data for the student's educational tasks and activities proved the positive impact of raising the student level. The paper proposes a framework that considers the students' personal data in predicting their learning skills as well as their educational level. The research included engaging five well-known clustering algorithms, one of the most successful classification algorithms, and a set of 10 features selection techniques. The research applied two main experiment phases, the first phase focused on predicting the students' learning skills, and the second focused on predicting the students' level. Two datasets are involved in the experiments and their sources are mentioned. The research revealed the success of the clustering and prediction tasks by applying the selected techniques to the datasets. The research concluded that the highest clustering algorithm accuracy is enhanced k-means (EKM) and the highest contributing features selection method is the evolutionary computation method. © 2023 World Scientific Publishing Company.

Unlearning in crisis: Forces of change in unlearning

The study of unlearning continues to be important, not only due to the relevance of the concept itself, but in light of current strong, unforeseen forces, knowledge change opportunities have been created beyond our prediction. A knowledge exchange is often needed to revise processes, use new technologies, or due to forces that stem from catastrophic situations. Examples include economic, such as in business failures or the recent public health concerns from the COVID-19 pandemic. Building from new insights using the typological model from Rushmer and Davies (2004), deep unlearning may the end result of catastrophic forces of change. First, deep unlearning occurs with striking events, or yield change that adds anxiety, psychological, or technological upset. Second, inherent in many catastrophic changes are rapid interruptions in the trajectory of "previous” actions and unique processes toward recovery where knowledge base may be forever altered. We address the following question: "Is Rushmer and Davies' deep unlearning typology exhibited during catastrophic situations?” This theoretical paper examines the concept of deep unlearning, the process of replacement or lack of use of a belief, action, or process in a context of an emergency situation where little is currently known. What type of agent for change would be needed? Will unintended consequences not be identified by individuals and organizations;what may be the cost to future learning skills when deep unlearning of current tasks occurs? Third, some insights and directions for future research are presented. © 2022 IEEE Computer Society. All rights reserved.

Impact of information literacy, self-directed learning skills, and academic emotions on high school students' online learning engagement: A structural equation modeling analysis.

The adoption of online learning for adolescent students accelerated with the outbreak of the COVID-19 pandemic. However, few studies have investigated the mechanisms influencing adolescent students' online learning engagement systematically and comprehensively. This study applied the Presage-Process-Product (3P) model of learning to investigate the direct effects of presage factors (i.e., information literacy and self-directed learning skills) and process factors (i.e., academic emotions) on high school students' online learning engagement; and the mediating role of process factors. Data from 1993 high school students in China (49.3% males and 50.7% females) were analyzed using structural equation modeling. The result showed that students' information literacy, self-directed learning skills, and positive academic emotions positively predicted their online learning engagement. Moreover, the positive impact of self-directed learning skills on students' online learning engagement was significantly and largely enhanced through the mediation effects of positive academic emotions (ß = 0.606, 95% CI = [0.544, 0.674]). Based on these results, to enhance adolescent students' online learning engagement, it is important for school administrators, teachers, and parents to improve students' information literacy, self-directed learning skills, and positive academic emotions.

Innovative Technology in Higher Education: Opportunities and Challenges

The rapid rate of technological progress has been a critical aspect of Human History since the advent of the Industrial Revolution. Information Technology has enabled a large amount of flow of Information, ideas, thoughts, goods, and services across the region in a very short time. Higher education is a field that determines the average productivity of Labour, level of innovation, citizenship, and humane qualities in society. Some thinkers contend that the use of Information Technology is highly harmful while some dream of a technological utopia. The paper puts forward the view that reality is situated between extreme viewpoints. This paper discusses the potential of innovative technology in ensuring vast access to data among students;improving the knowledge of students regarding wise use of the Internet;increasing the interaction between teachers and students through Online Platforms;creating scope for greater flexibility as demanded by New Education Policy;increasing the interest of students through the use of Audio-Visual Technology and facilitating education even in times of Corona Pandemic. The paper also brings to light the challenges and limitations in using innovative technology is like a mirage of data reductionism;the paucity of emotional dividends of education;lack of face-to-face interactions among students and teachers;the probability of data banks becoming so static as to be unable to deal with transformations across disciplines, and prejudice against past achievements. Finally, the paper points out that as machines cannot substitute Humanity, Teaching equipment cannot replace the teacher.

Education for Sustainability: Calculation of the Digital Carbon Footprint

The COVID-19 pandemic brought confinement that caused a drastic change throughout society. Mobility was reduced, education suffered a substantive change, distance learning, and digital skills were developed. Climate change and environmental pollution indicators indeed decreased. However, the quantification of the environmental footprint of the new form of remote work (digital carbon footprint) has not been considered in systematic studies. There are not many tools to calculate the corresponding emissions. The main objective of this educational research work was to determine the carbon footprint of digital activities in a company during the confinement caused by COVID-19 through a Challenge-Based Learning methodology. A one-semester academic program was designed to develop energy auditing skills for students of Sustainable Development Engineering. A company (training partner) was determined to validate the evaluation instruments. Techniques for data collection, questionnaires, and analysis of energy consumption data were designed. A helpful protocol was defined to determine the digital carbon footprint generated in the pilot company, allowing us to scale our research towards quantifying Greenhouse Gas emissions in Institutions or Companies of greater size. The soft and disciplinary graduation competencies of the students were solidly developed and evaluated through internal instruments and by the training partner standards. Finally, we propose mitigation measures aligned with the Sustainable Development Goals, in line with the new Green and Sustainable Digital Education trend. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Human capital futures: an educational perspective. (Special Issue: The re-imagination of New Zealand tourism.)

Purpose: Education institutions can be slow to react to the changes that are happening in human capital development content and delivery. This article highlights some of the shifts that robotics, artificial intelligence (AI) and access to information are having on jobs in tourism and the future of work. It explores the ways in which the tourism education sector can respond. Design/methodology/approach: This paper draws upon content shared at several conferences and webinars addressing the future of work and the education delivery methods from experts and commentators on the subject. This was augmented by research conducted by global tourism associations, the World Economic Forum and other global associations and supported with secondary data from recent media and online content providers. Findings: By highlighting emerging trends in the sector and skills to thrive in the fourth industrial revolution, we can identify what education should focus on during this period of transition and uncertainty. We need to capitalize on the digital delivery skills we have developed due to COVID-19 and build new content and accessible learning approaches. Originality/value: There are many uncertainties about the future of work and the way that a rapidly digitized education delivery approach has and will affect tourism education in the future. This article is aimed to generate further thought and dialogue by identifying changes and raising points about what we are effective at in public post-secondary education and what we need to capitalize on and adapt to in the future. The core question posed is that if the tourism and hospitality workforce and work environment has changed, has, or can, tourism and hospitality training and education change as well?

Mind the Gap: The Illusion of Skill Acquisition in Computational Thinking

With the advent of online educational platforms and the advances in pedagogical technologies, self-directed learning has emerged as one of the most popular modes of learning. Distance education - -elevated by the COVID-19 pandemic - -involves methods of instruction through a variety of remote activities which often rely on educational videos for mastery. In the absence of direct student engagement, the asynchronous nature of remote activities may deteriorate the quality of education for learners. Students often have an illusion of skill acquisition after watching videos, which results in overestimation of abilities and skills. We focus on the efficacy of skill acquisition through interactive technologies and assess their impact on computational thinking in comparison with delivery through other traditional media (e.g. videos and texts). In particular, we investigate the relationship between actual learning, perception of learning, and learners' confidence in adult learners. Our results reveal intriguing observations about the role of interactivity and visualization and their implications on the pedagogical design for self-directed learning modules. © 2023 ACM.

Development of an "Online-based Learning Skills Enhancement Program” to Promote Self-regulated Learning: Instructional Devices to Suit On-line Learning and Effects of the Program

Because of the expanding COVID-19, it has become more important that students acquire learning skills by themselves and become self-regulated learners. Considering such circumstances with COVID-19, motivation for using ICT in education at schools is relatively higher than in earlier years. The current study has developed an "online-based learning skills improvement program" conducted in a public high school to support students' learning skills for studying by themselves. The participants were 33 10th-grade students who voluntarily participated in the program. The program included six sessions and gave concrete instructions on how to study more in-depth. As a result, students showed an orientation toward self-regulated learning, such as a proactive attitude toward analyzing their failure and utilizing it in subsequent learning. The current paper also discusses the factors and conditions of change in learners' behaviours. © 2022, Japanese Journal of Educational Psychology. All Rights Reserved.

Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability

E-learning is expected to become a common teaching and learning approach in educational institutions in the near future;thus, the success of e-learning initiatives must be ensured in order to make this a sustainable mode of learning. In order to improve students' learning performance through the use of e-learning in Saudi Arabia's higher education, it was the objective of this paper to examine the relationships between social cognitive theory and learning input factors and the reflective thinking and inquiry learning style as well as the indirect effects of student problem-solving and critical thinking skills. As a result, this study thoroughly assessed the social cognitive theory that is currently in use, along with learning input components and situational factors that should be carefully taken into account while introducing an online education system into Saudi Arabia's top universities as a way of ensuring learning sustainability. As a result, 294 university students completed a questionnaire that served as the initial dataset for the research study, and the proposed conceptual model was comprehensively assessed using SEM. The research results demonstrated that the inquiry style of learning and reflective thinking have always had a significant impact on the social involvement, human engagement, social power, social identity, and social support. Similar findings were obtained regarding the impact of problem-solving and critical thinking skills on the inquiry-based learning approach and reflective thinking. Thus, students' ability to learn in Saudi Arabia's higher education is greatly influenced by their ability to solve problems and think critically. Therefore, it is almost certain that this research study will aid university policy makers in their decision on whether to fully deploy an online learning system as a way of ensuring learning sustainability at educational institutions throughout Saudi Arabia.

Self-Regulated Learning with Task-Centered Microlearning

The need for self-regulated learning (SRL) skills was intensified during COVID-19, with schools shifting to online-learning. Using microlearning (short videos with self-evaluation) may promote SRL while an organizing-task may help assemble learning-units into a wider concept. We propose a task-centered microlearning framework for promoting SRL and other 21st century skills. Our pilot with middle school students revealed practicing aspects of SRL such as controlling the learning-environment, self-reflecting, and overcoming obstacles by using peers' support. © ISLS.

The Reality of E-learning in Iraqi Universities

This study was found in foreign institutions because it has reached an inorganic department of universities with Elian modernization and the framework of general education policy. This study discussed research because it does not continue to support existing learning environments that are not compatible with modern technology due to the situation and weakness of the Internet. There is no effort for any other reason. The most important conclusion of this study is that not only the most important research results of this study, as well as a personal interview with the request, as well as proposed solutions for proposed solutions and personal populations but genuine Interviews with certification and modern cultural Ellis is also accepted for education and especially in college formats. © 2022 IEEE.

Research on Solutions to Improve Self-Worth Awareness Skills to Enhance Self-Study of Students in the Post-Covid Period

Self-education skill is an essential skill to be improved, as well as being an important skill needed for students in schools and universities. And especially, in the covid period, the most focused skill is the self-study ability of students. The survey has been designed through surveying each group of students and individuals of each department in FPT University during the time students are studying online and at school. The research is completed using qualitative and quantitative methods. It can be concluded from the survey that, by switching to online learning platforms, the survey indicated that students improve their self-awareness and learn how to find and evaluate information sources online. However, there is still a small number of students who have problems with self-education. And this, there are causes such as weak self-perception, the guidance of teachers and mentors. The research aims to find out more available and flexible methods that give students a guide on how to improve their awareness about self - education and self - improvement after the pandemic through both direct means like quizzes and social experiments, and indirect means by reviewing written research from known authors and publishers. © 2022 IEEE.

E-Learning, Challenges and Opportunities of Instructors in Libyan Higher Institutes

The spread of COVID-19 causes a threat to the whole world. It has affected most human life activities during the last two years. The higher education sector was among the industries massively affected by this pandemic, all educational institutions in Libya were locked down, and a large number of students were left without education. This paper investigates the implementation of E-learning in the Higher Institute of Science and Technology - Khoms in Libya to determine the challenges and limitations the instructors and the institute have faced in implementing E-learning. Thus, a questionnaire was designed and distributed among the instructors in the Institute. This paper discusses several elements of E-learning, including the extent of using E-learning, E-learning skills, benefits of E-learning, and obstacles faced in implementing E-learning. The obtained results show that the IT infrastructure in the Institute must be upgraded, and stable high-speed internet access is required for a smooth implementation of E-learning. © 2022 IEEE.

An Experience of Using a Handwriting Haptic Device to Fine-Tune the Children Motor Skills

Handwriting can help children to improve their learning of a language and fine-tune their motor skills. Every child needs to develop her/his handwriting skill to grasp new concepts appropriately and learn the language vocabulary. Therefore, in-hand manipulation of the traditional pen is highly important to develop pre-writing and transform the scribbled writings to legible ones at a later stage. In this paper, we evaluate the effectiveness of a customized haptic device in improving the children motor skills and their handwriting quality of Arabic letters. We use the Touch™ device from the 3D-Systems company with a controllable stylus that can be adapted to children needs. Fifteen pupils from the Deutsch International School in Doha, have participated in this experience after obtaining all necessary ethical approvals from concerned stakeholders. We conducted the experiments for a period of two weeks with the assistance of the school instructors and staff. Results show that there is an important increase of children motivation, and a good improvement of their motor skills and handwriting experience. The device can be used at home to learn independently during COVID-19 pandemic that continues to hit severely the whole world and enforces schools to adapt online teaching approach. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Technology Skills in Medical Education during Corona Pandemic: Special Case Study

This study aims to determine the effect of distributing scientific information via e-learning and distance education. The study sample consisted of (100) male and female students in this specialization from the perspective of students of medical sciences at Al-Nisour University College. The questionnaire was used as the primary method for collecting data related to the research variables. The results of the study yielded a variety of conclusions. It was found from this study that students respond to the availability of equal opportunities for them to obtain electronic scientific knowledge. It was also found that the other section of the students had problems with the type of content of the lectures. This study recommends the use of modern technology in e-learning after identifying the obstacles it faces. © 2022 IEEE.

Video-Assisted Self-Regulated Learning (SRL) Training: COVID-19 Edition

The COVID-19 crisis emphasizes the importance of Self-Regulated Learning (SRL), one of today’s most valuable skills, with which learners set their learning goals, monitor and control their cognition, motivation, and behavior, and reflect upon them. In the current experimental study, an intervention program based on short online interactive videos was developed to promote SRL skills. This paper presents the impact of the intervention on students’ use of SRL skills and grades. It also explores four key pedagogical processes (teacher-student relationships, collaboration, autonomy, and feedback) as mediators for SRL strategies use and grades. The experimental and control groups were randomly assigned (N = 290 students, 18 classes, grades 7–12). Each teacher taught the same subject in two classes for a month, an amount of time that allows intervention to take effect. One of the classes participated in the video-based intervention program (experimental group), whereas the other performed all activities but did not have access to the videos (control group). Data was collected through an SRL and pedagogies usage questionnaire, SRL video prompts, and knowledge tests and was analyzed using the quantitative method. In addition to the theoretical contribution, a practical tool has been developed for educators who wish to employ online SRL training. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

The influences on happiness and life satisfaction of young people during COVID-19 pandemic: Evidence for positive youth development.

COVID-19 pandemic has brought about many uncertainties and adversities for young people, negatively influencing their mental health. The present study investigated the mediation role of intolerance to uncertainty (IU) in the relationship between social emotional learning (SEL) skills and happiness, and between SEL skills and life satisfaction (LS) of young people, within the framework of Positive Youth Development (PYD). The study included 589 university students (51% women) aged 18-24, and the participants completed a Demographic form, Social Emotional Learning Scale-Young Adult Form, Intolerance to Uncertainty Scale, Satisfaction with Life Scale, and Oxford Happiness Questionnaire. In the study, the mediating role of IU on the relationship between SEL skills and happiness (Model 1) and between SEL skills and LS (Model 2) were tested. The analysis first indicated positive direct relations of SEL skills with happiness and LS, as well as negative direct relations with IU. In addition, there were negative associations between IU and happiness, and between IU and LS. The results also demonstrated the mediation role of IU on the relationships between SEL skills and both happiness and LS. These findings confirmed the pivotal role that SEL skills play in happiness and LS by reducing the impact of IU, thus promoting PYD during the pandemic.

The impact of Distance Learning on Student Self-Study Skills and Motivation during the COVID-19 Pandemic

The aim of this study was to investigate the effect of distance learning on students' self-directed learning skills and motivation during the lockdown period of the COVID-19 pandemic. The study was quantitative in nature. The data were collected using an online survey distributed to 427 respondents with different majors (BBA) in the second semester of the academic year 2020/2021 at the University of Jordan (Amman).

UAE-based first-year university students' perception of lifelong learning skills affected by COVID-19

Forcing education institutions to rely on online learning exclusively, the recent pandemic has brought lifelong learning (LLL) to the forefront. The effects of the recent education approaches on students' LLL skills merit investigation. First-year students may be at a greater risk because of their limited tertiary education experience and universities' expectations for them to engage in self-directed learning. This study investigated how 38 UAE-based first-year students thought COVID-19 impacted their LLL skills. The quantitative data were collected using a scale while the qualitative data were collected using a reflective task. The results revealed that the students' overall high score from the scale prior to the pandemic remained stable nine months into it despite a significant decrease in the adaptable learning strategies sub-scale. Yet, some students' overall LLL scores increased significantly. The qualitative data showed that these students thought they solidified their skills in learning strategies and plans. However, the female students reported a decrease in goal-setting score. Taken together, the results indicate that LLL skills help students reduce the negative impacts of COVID-19 on learning;yet it is still important to note the reducing impact of the pandemic on some students' skill in adapting learning strategies and setting goals. The results also indicate that LLL skills are malleable and educators can help enhance students' LLL skills.