ABSTRACT
This research was conducted to find the most common sources of underlying stress and what coping strategies encountered by teaching staff amid the Covid-19 pandemic at West Visayas State University Lambunao Campus. Descriptive research methods such as survey and interview techniques were used. An adapted and modified survey questionnaire was used. There were 104 respondents who were specifically selected with consent. Lack of study materials, heavy academic workload, and poor performance on assessment tasks were found to be the most common causes of academic stress. In the psychosocial category, the presence of financial problems, worries about the future, fear of completing assigned tasks, and lack of time to relax were noted. In addition, lack of sleep, irregular eating habits, and lack of a healthy diet were sources of health-related stress. The most common coping mechanisms used by respondents in the face of stress were positive reframing-seeing something good in the situation, learning from the experience, laboriously managing-doing commodity about the situation, taking action to undo or help stressors, and supplicate and meditate. Eventually, it was also discovered that the respondents also suffer from an unstable internet connection © 2023, Journal for ReAttach Therapy and Developmental Diversities.All Rights Reserved.
ABSTRACT
Interest in online learning is increasing due to its advantages and pedagogical potential. However, few studies have investigated the effects of task-driven instruction on learning outcomes. This study examines the effectiveness of the application of task-driven instruction as a means of verifying that the use of task-driven instruction in online learning is effective by comparing changes in students' grades, intrinsic motivation, perceived social presence, and perceived cognitive load before and after the application of the method. Eighty high school students (33 males) were recruited for this experiment. Prior to the experiment, the purpose and steps of the study were explained frankly and candidly, problems and risks that might arise from participation in the study were pointed out, the benefits that would result from participation in the study were explained, and the possibility of voluntarily withdrawing from the study at any time was clearly communicated and approved by the study subjects or guardians. They were divided into experimental group I and control group II, with 40 students in each group. The results of the study showed that after the implementation of the instruction, the experimental group I performed significantly better than the control group II. In addition, the experimental group II outperformed the control group II in terms of perceived intrinsic motivation, social presence, and cognitive load. © 2023 ACM.
ABSTRACT
The effects of the COVID-19 pandemic have led to certain patterns in the different actions people take. One of the areas in which this pandemic has impacted most strongly is related to educational activities and children were the most affected. They went from studying in their schools where they have all the conditions, to a physical space at home. This strong change in the environment added to the high levels of contagion, have caused students to present certain manifestations such as the level of stress which can be manifested by many factors such as the main vital signs such as oxygen saturation and heart rate. In this paper we present a methodology to perform these measurements in order to evaluate these measurements when students are attending classes from home. © 2022 ACM.
ABSTRACT
This study demonstrates how significantly the COVID-19 pandemic has affected Bangladesh's formal education system. Despite the fact that Bangladesh introduced Information and Communication Technology (ICT) in educational practices before the pandemic, effective ICT deployment could not be integrated at all levels. Even though online classes and other print- and electronic media-based approaches evolved into the "new normal" in an effort to address the difficulties brought on by the pandemic, both teachers and students have faced and continue to encounter many challenges. A convergent parallel mixed method design was followed for this study. Data were collected from 205 Bangladeshi students and 50 Bangladeshi teachers through semi-structured questionnaires. In addition, 11 parent interviews and 12 Key Informant Interviews were conducted. According to the findings, the lack of proper training for teachers, poor socio-economic conditions, lack of internet availability and speed, the shortage of ICT equipment, students not being technologically exposed, and the disruption of electricity are major issues hindering the fruitful implementation of online education. Creating an ICT framework, providing subsidised internet for students and instructors for instructive purposes, promoting alternative means to carry on formal education, dedicating instruction hours in TV and radio channels, ensuring proper IT infrastructure and tools, and taking initiatives to promote the learning management system can play a significant role in creating the ideal environment to promote online education. In summary, this study suggests a holistic framework to continue formal teaching-learning in different levels of education to achieve sustainable development goals (SDG) without any disruption in emergency contexts such as the COVID-19 pandemic.
ABSTRACT
The COVID-19 pandemic forced the educational institutions in the Philippines to go full online, full modular or blended during its height in 2020. This study surveyed students' perception of online classes after having experienced the modality for one school year. An online questionnaire was developed and validated to collect data relevant for this research. The Cronbach's alpha value obtained is 0.85 suggesting an acceptable internal reliability. The survey went through evaluation by experts and was found to be valid and reliable. The quantitative and qualitative data gathered show that the students perceive online or virtual classes as innovative. It increases their autonomy and self-determination. It opens access to variety of platforms, online resources, and materials. However, there is a need to improve conduct of online classes to make learning easy and enjoyable, make it more engaging and motivating. Findings in this study reveal that the general perception of students on the conduct of online classes is neither positive nor negative. However, most of the negative feedback come from unreliable internet connectivity, physiological issues, financial demands, delayed feedback and issues with authenticity of examination scores that come along with online instruction. The results of this study can be used as a basis for development of interventions that could help address the issues that come along with online learning. Further research is recommended to fill the gaps created by the virtual teaching and learning arrangements to assist educators and institution administrators in drafting policies and strategies in managing the challenges of online modality. © 2023 ACM.
ABSTRACT
Since the COVID-19 pandemic, online lectures are becoming more common in higher education. Specifically, asynchronous online classes have become increasingly popular because of their flexibility. Asynchronous online courses, however, may negatively impact students' academic performance and social development due to the diminished sense of social presence. To explore ways to enhance social presence among students in asynchronous online classes, this paper used a co-design methodology that involved 12 undergraduate students as primary stakeholders. As a result, we developed a design framework for designing in-class interaction to promote social presence in asynchronous online lectures. This framework consists of four high-level elements and sub-categories: interaction topic (direct or peripheral topics related to learning), interaction size (small or entire group), interaction mode (anonymity, synchronicity, instructor involvement), and interaction motivator (lightweightness and entertainment). Our design framework may serve as a guide to future technology for improving asynchronous online classes. © 2023 Owner/Author.
ABSTRACT
Background: COVID 19 pandemic has severely impacted medical education and residency training all over the world. Tele-teaching via online platforms became an apt solution as a result. This study was conducted on MBBS undergraduate students of Bankura Sammilani Medical College to describe their perception regarding e-learning. Materials and methods: All the students of 4th and 6th semester MBBS of Bankura Sammilani Medical College were given a pre-designed, pre-tested Google form questionnaire and their responses were collected. Results: 73.12% students were satisfied or very satisfied in live lecture class compared to only 28.46% in live practical class. However, for theory classes, majority felt traditional class as superior than online modes with respect to understanding of content (85.77%), less distraction during class (58.10%), interaction with faculty (88.54%), interaction with peers (86.96%), clearing of doubts (83.79%). Virtual mode gained superiority in recording of information (66.40%), flexibility of class timing (64.03%) and flexibility of continuation of class (51.78%). For practical classes, majority thought that traditional modality is better than virtual modes with respect to all the parameters. Conclusion: Majority of students considered traditional teaching as a better mode of teaching than virtual mode of class. © 2022, Medicolegal Association of Maharashtra. All rights reserved.
ABSTRACT
This paper reports the results of a study to determine whether the emotional impact of online education during the pandemic affected male and female students differently. We see these results as an important contribution to the redesign of courses either for online classes generally or for more urgent applications should a similar event occur. In general, we found that females were more likely to be prone to detrimental emotions than males – stress, negative feelings about the online learning experience, and the need to vent their frustrations. Males on the other hand were more positive about the online learning experience and less likely to vent. © (2022) by Association for Information Systems (AIS) All rights reserved.
ABSTRACT
This study examined the relationship between online class environments and the economic burden and mental health among university students at the onset of the COVID-19 pandemic. The survey participants were 909 undergraduate students, and graduate students in Hokkaido who responded to the first wave of the two-wave panel survey. The survey was conducted from July to September 2020. This study used K6 and GAD-7 as indicators of mental health. The results showed that students with both a high economic burden and a high burden of on-demand online classes after the onset of the COVID-19 pandemic had a high probability of exceeding the cutoff points (indicating severe depression and anxiety) for K6 (above 13 points) and GAD-7 (above 10 points). The number of live online classes predicted lower depression. The discussion focused on the characteristics of online classes and discussed why they were associated with mental health and how to reduce the sense of burden in classes. In addition, we pointed out the importance of economic support for university students, since economic burdens were related to mental health. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
COVID has made education shift towards online mode. In online mode, instructors have a hard time keeping track of their students. Students' performance in online classes falls considerably below the level of learning due to a lack of attention. This initiative aids in the supervision of students during online classes. Artificial Intelligence (AI) models are being developed to better recognize student activities during online sessions. Many applications rely on determining an individual's mental state. When evaluating which subtask is the most challenging, a quantitative measure of human activity while executing a task can be helpful. Thus, the goal of this research is to create an algorithm that uses EEG data gathered with a Muse headset to measure the amount of cognitive intelligence of students during online classes. The data collected by the Muse headset is multidimensional, and it is pre-processed before being fed into machine learning algorithms. Using feature selection, the dataset's dimension is now reduced. The model's precision and recall were calculated, and a confusion matrix was created. The Support Vector Machine produces better outcomes in the experiment. © 2022 IEEE.
ABSTRACT
The move to online classes due to the COVID-19 pandemic has led students in high schools to experience new issues because of their constant use of information and communication technologies (ICTs). One of the consequences of constant ICT use is emotional exhaustion, which is raised or limited by different factors. The teachers' sociability is one of the factors that might decrease emotional exhaustion in students during online classes, while technostress could further it. Moreover, technostress creators could act as moderators on the effect of sociability on emotional exhaustion. These effects are tested with the help of a study with 592 participants, discovering that the sociability in online classes has an effect on how emotionally exhausted the students are. The antecedent technostress also has an effect on emotional exhaustion, thus furthering it. This paper contributes to the information systems (IS) literature by showing how students are affected by constant ICT use. © 2023 IEEE Computer Society. All rights reserved.
ABSTRACT
Educational institutions and students find it a challenging task to complete the syllabus prescribed in the given period of academic year in compliance with the academic calendar, as they remain closed for an indefinite period due to the outbreak of Covid. Efforts are being made by them to chalk out ways n means to achieve the goal of completing the portions of syllabus well in time in spite of the hostile situation. Assurance of quality of learning is also a matter of prime importance for which the content has to be designed well and delivered in a professional manner. Most of the students face constraints in learning through online platform and as such it deserves high attention as to how the content is organized and presented before them so as to address such constraints and to make the learning effective. As the pandemic and subsequent restrictions led to the sudden change from conventional class room to online mode, teachers and students have faced much challenges. Most of the institutions couldn't rise to the occasion so as to formulate quality contents to deliver through online platform. Online learning can be made easy, efficient and productive if the experiences of students and learning are incorporated in the study. The findings of this study indicated that majority of the students evinced a positive attitude towards online classes in the wake of corona. The online learning was found to be advantageous as it provided flexibility and convenience for the learners. Students preferred well-structured content with recorded videos uploaded in university web-sites. They also indicated the need for interactive sessions with quizzes and assignments at the end of each class to optimize the learning experience. © 2022 IEEE.
ABSTRACT
The past couple of years have witnessed an inexorable upsurge in the usage of internet activities, especially, after the emergence of the COVID-19 pandemic. Keeping in pace with the fast track mercurial changes in the aura of technology, a handful of electronic gadgets and head turning mobile applications have also emerged, further propelling the ambit of technological development. Ever since the emergence of the COVID-19 pandemic, education has been largely supported by via online mode. There has also been large scale acceptance of Online Learning Apps. One of the latest grown Online Learning app is the latest version of BYJU'S known as "Aakash BYJU'S”. Teachers that of late, especially the college faculties have shown huge penchant towards the online classes delivered by Aakash BYJU'S. In this light, it is vital to throw light upon the perception of such college teachers towards Aakash BYJU'S online classes. The present research undertaking aims at probing into the attitudes and behaviour of such college teachers towards Aakash BYJU'S online classes by the application of Technology Pedagogical and Content Knowledge (TPACK) model. For this purpose, a survey has been conducted among 343 college faculties in selected districts of West Bengal and their responses were recorded. "Structural Equation Modeling” (SEM) has been used to unravel the model fits and hypothesis testing done at the ultimate stage for validation. The findings reveal positive perception among the surveyed consumers towards the online classes of Aakash BYJU's. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
The arrival of COVID-19 has changed the way traditional classes are conducted, and online teaching has never been more popular. While there are many advantages to online teaching, there are also extremely obvious disadvantages, one of which is the tendency to lack concentration. For this reason, this study uses video images from the DAiSee dataset, a new sampling script, deep learning neural networks, and a new PAD emotion model to systematically assess student concentration. Our test set uses 21 short videos from the DAISee dataset, sampling a total of 1,866 frames. The final results showed that the accuracy of the neural network was approximately 80%. The results of the test set on the PAD model showed that the percentage of attentive listeners was 65.9%, while the percentage of highly inattentive listeners was 6.2%. This study constructed a complete concentration monitoring system for online classrooms centred on smart education which can provide the information of students' concentration in real time. © 2022 ACM.
ABSTRACT
Technology has a great impact in the educational system and recently online education is increasing rapidly. The unprecedented phenomena of Covid- 19 pandemic have forced the educational institutions to be closed down and thus resulted a gap in teaching delivery and learning effectiveness in online class. As number of online classes has increased tremendously, teachers and students faces many challenges when educational institutions were forced to adapt to the online education to address the situation. Effective online teaching connects and works in synchrony with students' ability to obtain quality-learning experience. The use of technology has facilitated teachers around the world and proved to be an effective teaching aid however they need to possess the necessary skills in order for the teaching to positively impact student's learning outcomes. Thus, it is vital for the educators to be familiar with the educational technology tools and apps. This paper investigates the challenges and barriers in online class and teaching delivery through the educators' perspectives. Interviews were conducted among educators of elementary and high school to share their opinions and discuss their experience and potentially how they can reduce these barriers in using digital platform. Findings stated that the biggest challenges is not necessarily on the usage of the educational digital tools itself, but learning and knowing the best use of internet and technology which includes knowledge about the software and hardware. One should be familiar with the basic knowledge of technology hardware and software in order to fully utilise technology for effective teaching in online class. © School of Engineering, Taylor's University.
ABSTRACT
In recent times the world has gone through a situation where the people were forced to be in a lockdown amidst the covid-19 pandemic. Various business fields were affected by this phenomenon, some business units have evolved through this staying at home and carrying the work culture. One of the most affected fields was education where the children were made to attend online classes and read from E-textbooks. People are being educated from various methods including offline classroom lectures, physical textbooks etc. The choice of learning methodology is dependent on an individual's access to various technologies, environment, and a person's surroundings. Augmented Reality (AR) is a technology that enables the superimposing of artificially made 3D models on top of reality. This paper describes Augmented Reality (AR), how it can be used for interactive education, and help children visualize the concepts for gaining an improved understanding over the educational concepts. © 2022 IEEE.
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This cross-sectional study investigates the online education intention of undergraduate students in the largest and oldest public university in Bangladesh during the COVID-19 pandemic. Under convenient sampling, 843 undergraduate students with rural and urban backgrounds participated in an online self-administered questionnaire. Partial least squares structural equation modelling (PLS-SEM) was employed to examine the hypothesized relationships. We found that students' online class intention is significantly influenced by their attitude towards online classes (AOC), perceived usefulness (PU), and facilitating conditions (FC). We further identified that external antecedents have significant indirect effects on the outcome variables. Our findings provide new insights and contribute to a learners' community on online classes during the COVID-19 pandemic. This study extends the technology acceptance model (TAM) and the theory of planned behavior (TPB) to depict the factors influencing undergraduate students' intention to attend online classes (IOC) during the COVID-19 pandemic.
ABSTRACT
The Covid-19 pandemic has had dramatic impact on many dimensions of living and studying conditions of students at University. This paper analyses student satisfaction and motivation during the lockdown period and try to understand whether different socio-economic and environmental conditions have influenced needs and demands of students during the emergency online didactics. Drawing from the results of a questionnaire administered to students enrolled in the University of Modena and Reggio Emilia, this research is aimed at describing which factors, beyond the quality and the professionalism of the lecturers and the quality of the education received, influence the satisfaction with the online learning experience and impact on students' motivations and perceived engagement. Moreover, the study investigates the pandemic's direct effects on gender differences and inequalities, analysing the obstacles affecting the self-organization of study at home. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Online learning keeps on growing and being explored during this pandemic. Most of the tertiary institutions here in the Philippines have shifted from face-to-face to online instructions in all courses including physics subjects. The conduct of physics classes through virtual classrooms has its advantages and presents some challenges that are why it is important to understand the perspective and experiences of students. This study aimed to describe the experiences of students in learning physics in a virtual classroom, specifically their experiences in preparation, learning management, opportunities, and challenges they have encountered. There were four themes that emerged in this study: Technological Preparations, Self-Preparations, Challenges in Online Learning, and Leaning Management and Opportunities. It was realized in this study that students were prepared to take online classes both in terms of their technological and personal aspect. Despite their preparations, they encountered challenges such as network issues, time constraints, and distractions in their learning environment at home. However, students were optimistic, so, they saw opportunities in these challenges to improve their technological skills, time management, and maximized online resources for better understanding of physics concepts. It is recommended for future research to explore the experiences of teachers in teaching online physics classes. © 2021 International Council of Associations for Science Education (ICASE). All rights reserved.
ABSTRACT
The Philippines' Department of Education Computerization Program aims to equip public schools with technological advances that will make the instruction and learning process more effective and allow them to address the issues of the 21st century better. The study assessed the significant relationships between Mathematics Teachers based on their profile characteristics. The researcher employed a descriptive-correlational design. Descriptive statistics like mean and weighted mean were used to evaluate the ICT-based activities used in teaching and the factors influencing their implementation. Inferential statistics using Pearson correlation was used to examine the relationship between respondents' profiles and their assessments of ICT implementation. The results, showed that 1) teacher–respondents from private schools have higher scores on assessing the ICT implementation, 2) teacher-respondents who are younger have higher scores on assessing the effectiveness of ICT on student's learning and helps more in developing the skills and competence in ICT as compared to those who are older 3) highest educational attainment of the respondents was found to be negatively correlated to the availability of the ICT in school. This means that teacher-respondents with lower educational backgrounds are given more freedom to design their teaching with ICT help than teachers with higher educational experience. It is recommended that the necessary ICT resources be provided to schools, teachers, and students to ensure the consistent use of ICT in learning and teaching. © Authors.