ABSTRACT
Background: Students' attitudes and satisfaction are important predictors of educational quality, especially under such special situation as large scale home-based online education during the COVID-19 epidemic. Objectives: This study investigated middle school students' attitudes and satisfaction about home-based online education during COVID-19 epidemic and potential influential variables. Methods: Survey data were collected from 788 middle school students in two typical Chinese public schools. Multinomial logistic regression analysis and ordinal logistic regression analysis were used to identify influential variables. Findings: We found that more than half of surveyed students felt that home-based online learning was either the same as (35.9%) or better than (18%) traditional face-to-face learning, while 46.1% felt that it was worse than traditional face-to-face learning. More than six tenth of surveyed students felt satisfied or very satisfied with their home-based online education, while less than one third kept neutral attitudes and very few felt unsatisfied or very unsatisfied. Importantly, the study found some influential variables impacting students' attitudes and satisfaction about home-based online education and they included individual variables (gender, time spent in doing homework, level of learning engagement), organizational variables (school type), and relational variables (time spent on communication and relationship with family members). (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
In this study, the impact of activity designing experiences with Web 2.0 tools on prospective math teachers was examined. The aim of the study was to examine the impact of activity design experiences organized with Web 2.0 tools in the mathematics teaching course on the technological pedagogical content efficacy of prospective teachers, their attitude towards teaching technologies, and rapid content development self-efficacy with Web 2.0 tools. In the study, a nested mixed method was employed. In the study conducted with 33 prospective teachers from the primary mathematics teaching department, the quantitative data was collected using the scales "Technological Pedagogical Content Knowledge", "Self-Sufficiency for Web 2.0 Rapid Content Development" and "Attitude to Teaching Technologies". Qualitative data was collected using an interview form. Within the scope of the distance education and "Teaching numbers" course, different Web 2.0 tools were introduced for a period of 10 weeks, and it was presented how to create activity examples that could be used in mathematics teaching. According to the quantitative results, the prospective mathematics teachers' self-efficacy increased for rapid content development with Web 2.0 tools. In addition, it was observed that the "Attitude towards Teaching Technologies" scale had a significant effect on the sub-dimensions such as believing in the use of teaching technologies in lessons, enjoying the use of teaching technologies in lessons, and not enjoying the use of teaching technologies. In line with the opinions of prospective mathematics teachers, it was concluded that the study raised awareness about technology integration, enabled content production with Web 2.0 tools, and developed positive attitudes, new knowledge, and skills about technology.
ABSTRACT
The aim of this study is to examine the effects of emergency distance education implementations carried out during the COVID-19 process on metacognition, social skills, active participation, communication with faculty members, as well as learning and teaching processes based on the views of education faculty teacher candidates. The research is a case study. The study was carried out in the Education Faculty of the Kafkas (n:31) and Education Faculty of the Trakya (n:20) in the 2020-2021 Fall semester. Opinions about the process were taken from 51 volunteer participants using a semi-structured interview form. Data was analyzed using content analysis and inductive analysis. As a result of the research, the elements that prospective teachers think that emergency distance education applications increase the effectiveness of the learning-teaching process were obtained in the themes of metacognition, social skills, active participation, effective communication with faculty members, and learning-teaching process. The factors that have a negative impact on the emergency distance education process are again expressed as increasing homework load, insufficient explanation of educational tasks, problems caused by the pandemic, problems originating from the internet, systemic-technological problems, inadequacies in gaining metacognition skills, and uniformity in methods and techniques.
ABSTRACT
Almost every aspect of life has been disrupted due to the erupting of COVID-19 pandemic, education is arguably one of the most effected fields. The shift towards online education had become the focus of many studies to examine the students' perceived learning outcomes as well as their satisfaction in virtual learning settings. This study investigates the effect of the abrupt switch to online teaching on the written production of the curriculum and instruction postgraduate students' research writing for the academic year 2020 due to the COVID-19 pandemic. The sample comprises 53 PhD and Post-Graduate students in the department of curriculum and instructions in the faculty of educational Sciences at Mut'ah University in Jordan. The data were collected using a close-ended questionnaire which elicits responses on a five-point Likert Scale. A thorough examination of the instrument's reliability and validity was conducted. Results showed that students and universities administrations have been quickly adapted themselves to the new changes, with perceptible positive attitudes among the PhD and Post-Graduate students regarding the virtual activities applied in teaching and learning writing. This study provides a source for university instructors, syllabus designer and policy makers on the importance of integrating online learning in as part on the universities conventional.
ABSTRACT
During the 2020-2021 academic year, teachers worked to adapt to newly virtual environments as the COVID-19 pandemic closed schools and moved both classrooms and professional development activity online. Even before the shift to online learning brought about by the COVID-19 pandemic, online professional development (PD) had become increasingly common. Researchers have highlighted the potential for online PD to help teachers reflect on their existing practices and develop and shift their understandings of teaching. Few studies, however, have considered the social and emotional components of teachers' learning in online settings. Responding to this gap, this case study examines the social and emotional dimensions of five middle school teachers' experiences over the course of a semester-long online professional development program. The findings highlight (a) the creation of a supportive and collaborative community online, (b) the co-occurrence of positive emotions and intellectual discussions, and (c) the impact of positive emotional experiences during online PD in supporting teachers' professional identity development. The findings can help researchers and educators understand the nuanced social and emotional dimensions that impact teachers' learning and experiences during PD.
ABSTRACT
The most popular media of content delivery in online learning and education in the post-pandemic time has been learning management systems (LMS) or virtual learning environments (VLEs). Since few studies comprehensively presented the impact of gamification in the VLEs/LMS (GVLEs/GLMS) on learning outcomes, satisfaction, engagement, and motivation, this review aims to identify the effects of gamification in the contexts of VLEs/LMS. The authors adopted a systematic review method based on the preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P). The results showed that the GLMS had positive influences on learning motivation, engagement, and satisfaction while it did not necessarily improve learning outcomes due to various factors. Implications and suggestions were given to researchers, developers, educators, and institutions based on the findings.
ABSTRACT
BACKGROUND: Happiness may help to prevent negative physiological outcomes in response to life events; however, factors contributing to happiness during the COVID-19 pandemic have not been longitudinally investigated. This study explored the predictors of happiness in mothers of young children in Japan using comparable data that were obtained before and during the COVID-19 pandemic. METHODS: We conducted the baseline survey in February 2020, and 4 months later, we also conducted the follow-up survey. Throughout all 47 prefectures in Japan, 4,700 (100 respondents/prefecture) mothers of infants and/or preschoolers (0-6 years) participated in the baseline online survey; 2,489 of these also participated in the follow-up survey. RESULTS: We performed hierarchical multiple regression analysis and our final model indicated that maternal happiness during COVID-19 pandemic was positively related to employment status (homemaker, ß = 0.052, p = 0.014), levels of available social support (average, ß = 0.052, p = 0.012, high, ß = 0.055, p = 0.010) and happiness score before the pandemic (ß = 0.467, p < 0.001), and satisfaction toward the measures against the COVID-19 at partners' workplace (average, ß = 0.129, p < 0.001; high, ß = 0.279, p < 0.001), preventive behavior against COVID-19 (average, ß = 0.055, p = 0.002; high, ß = 0.045, p = 0.015) and positive attitudes/thinking (ß = 0.087, p < 0.001) during the pandemic. In contrast, poor mental health (K6 ≥5, ß = -0.042, p = 0.011) before the pandemic and negative changes during the pandemic (≥3, ß = -0.085, p < 0.001) were negatively related to maternal happiness during the pandemic. Our final model explained 44.9% of the variance in mothers' happiness during the COVID-19 pandemic. CONCLUSIONS: Satisfaction toward the measures against the COVID-19 at partners' workplace, preventive behavior, and positive attitudes/thinking were especially important for maternal happiness during the COVID-19 pandemic. Future study is needed to consider measures against infectious diseases in the workplace that are desirable for the well-being of parents with young children, taking into account the gender perspective.
Subject(s)
COVID-19 , Pandemics , COVID-19/epidemiology , Child , Child, Preschool , Female , Happiness , Humans , Japan/epidemiology , Mothers/psychologyABSTRACT
The present study investigates the mediating roles of psychological inflexibility and differential coping strategies on perceived stress and post-traumatic symptoms and growth in the context of COVID-19. Study one recruited 662 participants (54.8% women; Mage = 40.64 years, SD = 13.04) who completed a cross-sectional questionnaire. It was proposed that orientation to the problem, avoidance strategies, psychological inflexibility, and positive attitude were mediators for the positive association between perceived stress and PTSD symptoms. The fit indices for the path model were excellent: CFI = 0.977, TLI = 0.950, RMSEA = 0.057 [90%CI = 0.043-0.081], and SRMS = 0.042. Gender and stressful events encountered had indirect effects on the endogenous variables. In study two, 128 participants (57.8% women; Mage = 42.30, SD = 12.08) were assessed for post-traumatic growth one year later. Psychological inflexibility and orientation acted as mediators between perceived stress and PTSD symptoms. Furthermore, a novel path model was constructed in which psychological inflexibility and orientation to the problem as mediators for perceived stress and PTSD symptoms. The indices for the path model were excellent: CFI = 0.99, TLI = 0.97, RMSEA = 0.055 [90%CI = 0.001-0.144], and SRMS = 0.49. Furthermore, PTSD symptoms, psychological inflexibility, and orientation to the problem predicted post-traumatic growth. Specifically, both orientation to the problem (ß = .06 [90%CI: .01;.13]) and psychological inflexibility (ß = .14 [90%CI: .08;.26]) had an indirect effect on post-traumatic growth. Overall, these results significantly contribute to the literature as orientation to the problem positively predicted PTSD symptoms and post-traumatic growth one year later while psychological inflexibility predicted PTSD symptoms and less post-traumatic growth one year later. These results underline the importance of assessing both symptomology and psychological growth to determine adaptive coping strategies in specific contexts.
ABSTRACT
As a result of the COVID-19 health epidemic, online life has exploded into our daily lives, forcing most of us to move previously seemingly irreplaceable "face-to-face" activities into "non-face-to-face" meetings and activities in many sectors. One of the biggest challenges has been in the field of education: This sector, compared to other sectors, was less digitized. Under these circumstances, the entire education process was transferred to online space overnight, which was/is a major challenge for everyone. Thus, a questionnaire survey was conducted among students from two universities in Hungary and Romania, the results of which are included in the present article. The aim of the research was to measure students' satisfaction and to examine the benefits of online education, for example, in terms of introducing hybrid education over the long term. Descriptive statistics as well as the Wilcoxon rank-sum test were used to analyze the database. The results showed that, from a practical point of view, there was no significant difference between the Hungarian and Romanian respondents who had a fundamentally positive view of digital education. In this respect, positive feedback can be seen as encouraging, especially for those individuals and social strata who may find online education much more attractive than traditional physical teaching. Online education could be an attractive, accessible, sustainable form of further education in the long run.
ABSTRACT
The global pandemic of COVID-19 is a challenge for entrepreneurship education in universities and various organizations. Although positive responses to overcome the challenges of COVID-19 are being made, entrepreneurship strategies and policies might not meet students’ requirements. In order to enrich education management research, the main aim of this study is to provide a conceptual model and examine the relationship between perceptions, perceived positive attitudes on entrepreneurship education, and entrepreneurial intention (EI) during the COVID-19 crisis. The model is tested by using data from universities that are located in Shanghai, P.R. China. The study reveals that 1) perceived social norms and perceived self-efficacy positively influence perceived positive attitudes in entrepreneurship education;2) there is no relationship between perceived entrepreneurial barriers and perceived positive attitudes in entrepreneurship education;3) perceived positive attitudes in entrepreneurship education positively influence EI. The findings contribute to university and government policies on the development of entrepreneurial education. The framework of this study provides insight into the influential factors of entrepreneurship education that contribute to theoretical studies in the COVID-19 pandemic. Copyright © 2021 Li, Li and Liu.
ABSTRACT
Increasing the quality of education with the use of technology has been one of the main goals of education for many years. In this direction, e-learning systems have attracted great interest from higher education institutions and large-scale investments have been made in these systems. The transition to online education worldwide with the effect of the COVID-19 pandemic has made e-learning systems much more critical. At this point, students' e-learning systems acceptance have assumed a vital role for the success of online education. Thus, the purpose of this study is to determine the factors that affect the intention of university students to use e-learning systems, to examine the relationships between factors and to verify an extended technology acceptance model for higher education. The data were collected from 1709 university students studying online. The data of the study, in which the structural equation modeling method was adopted, was analyzed with PLS-SEM technique. According to the analysis results, the developed model explains 76.2% of the intention, 67.9% of the perceived usefulness and 62.9% of the perceived ease of use. In addition, 11 of the 12 proposed hypotheses were supported. The only relationship that is not significant belongs to perceived usefulness, which is a very important determinant in the context of technology adoption. Compatibility had the greatest effect on intention, and all relationships related to the emotion based constructs were found to be significant. The findings of the study are valuable in terms of better understanding the e-learning system use of university students during the pandemic.
ABSTRACT
The recent COVID-19 pandemic affected educational systems around the world. In order to prevent the virus from spreading, educational institutions around the world have adapted distance education--universities being no exception. To ensure that students benefit the most from online teaching, it is necessary to discover views and suggestions of students to align distance education in parallel to their needs. In this milieu, preservice teachers' views are especially significant for they will implement distance education when they become professional teachers in near future. Thus, the primary purpose of the study was to determine positive and negative aspects of distance education in effect during COVID-19 pandemic, and to uncover suggestions for improving it from the perspective of preservice teachers in College of Education at Aksaray University. A qualitative approach was adapted to achieve the research aim. Data were collected from 214 students registered to an undergraduate program by asking them open-ended questions about their positive and negative views as well as suggestions on distance education. Data were analyzed iteratively as a result of which codes and themes were created. Results indicate that five themes construct participants' view on distance education: Advantages, Personal Development, Internet Connection, Instruction, Other. Generally, it was found that distance education provided many benefits such as giving chances to students to repeat the material, providing equity in opportunity for students, helping students to gain the habit of time management, being efficient and economical, establishing continuity, being helpful to students who need assistance, and being environment friendly by saving paper waste. On the other hand, it is ineffective due to absence of live lectures, lack of technological devices, internet quota, problems because of infrastructure and family environment.