Intention to Participate in MOOCs: Case of University Students in Northwestern Nigeria During COVID-19 Pandemic

Massive open online courses (MOOCs) have been introduced over the past few decades to account for the twenty-first-era education and recent COVID-19 pandemic trials driven by the spread of internet-based technology on the internet. This research seeks to give an extended model investigating the intention to use MOOCs based on students at public universities in northwestern Nigeria. The extended TAM model was tested via PLS structural equation modelling using data collected from 451 students at public universities in northwestern Nigeria. The research findings indicated that the proposed extended model delivers a 72.0% descriptive effect. The creative technology acceptance TAM model establishes a strong signal for the effects of PU, PR, PEOU, SN, and TA on intentions to practice MOOCs technology among students in Nigerian public universities during the COVID-19 pandemic. The outcomes present practical and theoretical implications that MOOC developers can use to justify why MOOCs are not high within public universities in Northern-western Nigeria. The findings also indicated that PU, PEOU, PR SN, and TA significantly impact students' intention to use MOOCs. The research has provided insight into extended TAM in Nigerian learning environments to discover the issues influencing students' intention to use MOOCs. Dissimilar to preceding empirical reviews, this research broadly investigated the intention to participate in MOOCs of public University students in northwestern Nigeria during the COVID-19 pandemic, delivering crucial discoveries and commendations for impending research openings. The findings could practically enlighten administrators, instructors, developers, and policymakers in making informed decisions © 2023, International Journal of Interactive Mobile Technologies.All Rights Reserved.

Organization of Grade Improvement Courses by Synchronous E-learning at Vietnamese Public Universities

The Covid 19 pandemic that broke out in Vietnam in 2019 has been negatively affecting Vietnamese education on a national scale. To adapt to the pandemic, the Vietnamese government has required the education system to conduct online teaching, in which university education is conducted in the form of synchronous e-learning. Currently, although the pandemic has been controlled and online teaching is no longer compulsory, public universities seem to have realized the benefits online teaching brings. Many of these universities have begun implementing synchronous e-learning for their grade improvement courses, and they've seen student outcomes begin to improve. © 2022 ACM.

Nurse lecturers' experiences with online teaching during the pandemic at a public university in Gauteng, South Africa.

BACKGROUND:  Nurses' training has been mostly face-to-face in the South African context. This mode of delivery was linked to producing nurses who are critical thinkers, problem solvers and competent in practical skills. However, the emergence of coronavirus disease 2019 (COVID-19) accelerated the need for online teaching in nursing. Nurse lecturers were forced to teach online in order to save the academic project, despite concerns about the competencies and calibre of nurses produced through online teaching. OBJECTIVES:  This study aimed to explore and describe nurse lecturers' experiences with online teaching during the COVID-19 pandemic at a public university in Gauteng, South Africa. METHOD:  A qualitative, exploratory design was utilised. Six nurse lecturers - two males and four females - were purposefully selected to participate in this study. Data were collected through in-depth interviews to obtain rich, thick descriptions from the nurse lecturers who experienced online teaching. Content analysis was used to analyse the data. RESULTS:  Five themes emerged as, (1) challenges related to the learner management system; (2) challenges related to competency; (3) factors out of the span of control of the lecturer; (4) indirect benefits of online teaching; and (5) recommendations to facilitate the smooth delivery of online teaching. CONCLUSION:  The findings established that nurse lecturers experienced challenges when teaching online, which resulted in frustrations and discomfort for lecturers.Contribution: The study revealed the challenges nurse lecturers faced while teaching online. It highlights the need for nurse lecturers to be trained and supported to enhance online teaching and learning.

Academic Performance before and during the State of Emergency due to Covid-19: Analysis from the Perspective of Distance Education

Faced with Covid-19, and the need to adapt to environments that guarantee continuity of educational service in the context of social distancing, many universities did not initially plan the mechanisms for adapting to the virtual modality adequately. Therefore, this period of transition to e-learning was characterised by a decrease in academic performance . This article reports on a study that focused on determining whether the transition from a classroom to a virtual teaching–learning model had an effect or influence on the academic performance of university students in mechanical and electrical engineering at a public university in Peru during the period 2018 to 2021. The purpose of the study was to ensure the quality of the education system in the face of the implementation of a hybrid mode of teaching. Methodologically, a descriptive type of investigation and longitudinal non-experimental design were undertaken. The research methodology followed a hypothetical-deductive approach. The number of participants was 157 and a registration form was used to collect data on the indicators that made up the academic performance variable. The results reveal that the switch to a virtual teaching–learning modality significantly influenced the academic performance of the students. Student’s t-test found a significance equal to 0.000. Passing grades were achieved by 98.57% of students under the virtual teaching–learning modality, compared to 68.4% under classroom learning. ©Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).

Perception of professors regarding the transition to emergency remote teaching in a large public university in Mexico during the pandemic

This paper presents the most relevant results from a follow-up questionnaire applied to a sample of professors from the largest public university in Mexico — the National Autonomous University of Mexico (UNAM). It further investigates the issues identified by a questionnaire applied at the start of the pandemic (whose results were also published), sending a follow-up questionnaire to the university faculty months later. The research sought to identify and describe the opinions, experiences, characteristics, and conditions in which these professors had to switch to remote teaching using technological tools during the pandemic. Data were collected by an exploratory online survey with Likert-type multiple choice and open questions applied to a non-random sample of 513 professors at UNAM. Results show that 43% of the participants considered the quality of remote teaching to be equal to classroom teaching, 23% reported an improvement, and 34% stated that it was worse. Most respondents said they spent an average of 1 to 10 hours per week on teaching activities, with assessing and providing feedback on student assignments being the most time-consuming. Clearly, the experiences and teaching activities of university professors are changing as the pandemic continues. Post-pandemic times will require a more compelling answer from higher education institutions regarding the social inequalities generated by the pandemic © This content is licensed under a Creative Commons attribution-type BY-NC

A Study on Students' Self-discipline in Online Courses at Universities of Vietnam

The Covid-19 pandemic has threatened the health safety of people around the world. It has deprived the lives of thousands of people around the world. In Vietnam, the pandemic started out at the end of 2019 and broke out strongly in the following two years. In response to the pandemic, the Vietnamese Government implemented social distancing and required all students to study online at home. Since then, universities have been working hard to organize online courses for students in the best way. However, it seems to be more effective only if the students are self-disciplined and active in learning. The study was carried out with the aim of finding out the reasons why students do not do well in online learning and solutions to promote their self-discipline. © 2022 ACM.

Impact of the COVID-19 pandemic on the Spanish public universities’ YouTube channels

The university system has had to unexpectedly face a complicated process since the first state of alarm was decreed in Spain throughout the 2020/2021 academic year. This longitudinal study focuses on analysing the impact of the pandemic on the YouTube channels of Spanish public universities. To this end, data was collected on the presence, influence, and intensity of each YouTube channel, and we identified the themes of the videos shared during the study period. The videos with the most views have also been analysed to determine the content type with the most significant impact. The results indicate that from March 2020 until July 2021, the activity on these channels increased, mainly in terms of subscribers and views. It also confirms that COVID-19 monopolised much of these channels’ content during the first state of alarm, followed by a decreasing trend. Thus, the COVID-19 pandemic transformed public universities’ use of their YouTube channels. In addition, this situation also altered the channels’ consumption trends. © 2022, CEU Ediciones. All rights reserved.

An Exploratory Investigation of Comparisons of Student Evaluations of Learning Pre and Post COVID-19 at Private and Public Universities

Although universities attempted to provide as little disruption to student learning as possible, problems arose with their responses to the COVID-19 pandemic. The current literature is rich with studies reporting experiences with the transition to the virtual learning of the pandemic era. In pursuit of the most effective learning and instructional modes to transition to in times of crisis, university administrators and faculty members need to know more regarding what worked and did not work in the initial response to the COVID-19 crisis. Questions remain. Given the pre-COVID-19 dominance of face-to-face instruction did student opinion of online learning change based on their experiences with the mandated transitions to virtual learning? Are the perceptions different for students at private versus public and small versus large institutions? This paper reports the results of an exploratory study of these bifurcations based on an online survey of student opinion conducted in Spring 2021. The findings provide some insight to student perceptions of the efficacy of the changed learning environment experienced by the subject populations. © 2022, North American Business Press. All rights reserved.

Factors Affecting Students' Decision to Choose Regional Public Universities: An Empirical Study from Vietnam

The purpose of this paper is to investigate the impact of several factors on students' decisions to attend a public institution in Vietnam's North Central area. The enrollment issue toward regional institutions is particularly critical in the Vietnam Ministry of Education and Training reforming the university enrollment process and the complicated scenario of the Covid-19 pandemic. A total of 500 students were surveyed for research samples. Data is synthesized, validated, cleaned, and analyzed using SPSS and AMOS software using methods including reliability, EFA, CFA, and SEM. The findings suggest that the proposed independent components (individual factors, study fees, advertisement, infrastructure and facilities, local features, and lastly, training activities) have a beneficial impact on students' decision to attend a public university in the North Central region. The study also found that the graduation exam outcome had a moderating effect on the relationship between registration and students' decisions. These imply targeted solutions for regional public universities to diversify training majors, improve training quality, capitalize on local advantages, increase interaction, and promote training programs and image to be more effective in attracting students and maintaining competition in the current enrollment environment.

Determinants in the Use of Web 2.0 Tools in Teaching among the Philippine Public University Educators: A PLS-SEM Analysis of UTAUT

A myriad of studies related to the technology acceptance and use in different organisations have been conducted, but little is known from the perspective of the educators in Philippine public university. To address this gap in literature, this study aims to determine the factors that best influence the use Web 2.0 tools in teaching among educators prior to the onset of COVID-19 pandemic. To investigate this phenomenon, the data of this study was collected from 300 educators in a Philippine public university located in Northern Mindanao through online survey. The hypothesised model was analysed using Partial Least Squares Structural Equation modelling using the SmartPLS software. The data analysis revealed that performance expectancy and effort expectancy are significant determinants while social influence is not a significant determinant of behavioural intention;behavioural intention and facilitating conditions are significant determinants of the use behaviour with 46.9% and 22% explained variance, respectively. The results of the study contribute to further research on the use of Web 2.0 tools among educators investigating the influence of SI towards BI. Further implications and recommendations for future studies are discussed in this study. © Penerbit Universiti Sains Malaysia, 2021.

Difficulties When Implementing Blended E-learning in Credit Training at Public Universities in Vietnam

The form of credit training is not unfamiliar to the education of developed countries but is still quite new in Vietnam. The positive results it brings about have encouraged this model to be replicated in many universities, especially public universities. Besides, training in the form of credit also requires a lot of conditions, regulations and principles attached. In the Covid epidemic, Vietnam's higher education has been strongly influenced by constantly changes of learning model in offline and online classes. This change is adaptive to the complicated epidemic situation but opens a new direction for public universities which is the implementation of blended e-learning. Blended e-learning form appeared in Vietnam about 5 years ago, but it is not really popular and regularly deployed in universities. However, the implementation of this form also has to deal with a number of difficulties that universities need to thoroughly understand in order to make adjustments to achieve the desired goals. © 2021 Association for Computing Machinery. All rights reserved.

Changes in researchers' practices during the COVID-19 pandemic

If something defines Mexican scientists, it is their ability to adapt to adverse conditions, one of the most recurrent being those related to the development of research projects. At the beginning of 2020, a global pandemic broke out, causing the shutdown of various educational institutions, at the three levels (elementary, high school, and higher education). This paper aims to analyze the changes in the scientific practices of researchers of the National Autonomous University of Mexico, who carried out fulltime training and scientific activities during the COVID-19 pandemic, from July 2020 through July 2021. Based on a review of life stories and data saturation, changes, ruptures and decisions that had an impact on their scientific practice were perceived. These academics' scientific research work was interrupted by a phenomenon about which little information existed. This study allowed us to know how this phenomenon was faced in their daily in-person work.

Moral dilemmas and ethical decisions in times of the covid-19 pandemic: Challenges in people management and development at a Brazilian public university

Purpose: The purpose of this article is to understand the moral dilemmas experienced by managers in the area of people management and development at a Federal Higher Education Institution (IFES), during the Covid-19 pandemic, from the perspective of the administrative ethics. Methodology: We chose a qualitative approach and conducted semi-structured interviews with six managers in the area, and documental analysis in the official IFES website about the coronavirus. We analyzed the data analysis based on categories related to the management and ethics dimensions, which were taken from the theoretical review. Main results: The discourses point to the following dilemmas: 1) What activities are essential and who will carry them out;2) In-person public examination for faculty hiring;3) The invasion of private space by the remote work and the coldness of the virtual service;and 4) Productivity and flexibility, inability to work and absence. Academic contributions: The article contributes to the theoretical-empirical debate on administrative ethics, from real moral dilemmas in the context of a public institution and from the perspective of moral action, putting light on the decision between right versus right, that is, the moral dilemmas. Practical contributions: Managers' discourses highlight a contribution of the dilemmas identified to administrative practice: they can act as a source of moral, personal and organizational learning. By reviewing administrative and regulatory procedures caused by a dilemma, as well as by looking at their own conduct, ethical conflicts might mean an opportunity for knowledge and learning for those involved.

The challenges of the public university in the Covid-19 post-pandemic: The Brazilian case

The purpose of this article is to reflect on the challenges of the public university model in the Covid-19 post-pandemic, based on data made available by the Portal of the Ministry of Education of Brazil. An exploratory methodology was used, with a qualitative approach and a bibliographic-documental strategy. The public university profile that emerged from the data suggests the need for a change in the institutional and organizational model, which currently accommodates the university. It is imperative that the university reinvents itself, that it becomes a new institution, endowed with current, flexible management models and that favors adjustments, since such functionalities are better suited to organizational dynamics and risk management © 2022,Ensaio.All Rights Reserved

TRASTORNOS DE LAS EMOCIONES A CONSECUENCIA DEL COVID-19 Y EL CONFINAMIENTO EN UNIVERSITARIOS DE LAS DIFERENTES ESCUELAS DE LA UNIVERSIDAD NACIONAL HERMILIO VALDIZÁN. PERÚ.

The Covid-19 pandemic has transformed the way we live, and after mandatory confinement, the way we interact with people will also change drastically. And without going through the traumatic experience of hospitalization, society as a whole will suffer post-traumatic stress, due to home isolation. In many cases, the disease has directly impacted close people, which will translate into a higher prevalence of mental health-related problems. In this sense, no one doubts the psychological and social footprint that the pandemic will leave on the majority of the population. The work carried out has the objective of identifying the disorders of the emotions as a result of the covid-19 and the confinement in university students of the National University Hermilio Valdizán. The type and level of research was descriptive, exploratory, explanatory, applicative, analytical, prospective and cross-sectional, with a sample of 100 university students from the different academic professional schools of the university. For data collection, the questionnaire was used and the virtual survey was used as a technique. The main results show that university students present emotional disorders such as: sleep problems (85%) and feelings of depression and hopelessness (83%). It is concluded that as a result of confinement, university students present psychological problems of anxiety and depression (46%), 22% present depression and stress, while 17% of university students present post-traumatic stress as a result of COVID-19 and confinement.

La pandemia por el Covid-19 ha transformado la manera en la que vivimos, y tras el confinamiento obligatorio, la forma en la que nos relacionamos con las personas cambiará también de manera drástica. Y sin llegar a vivir la experiencia traumática de una hospitalización, la sociedad en su conjunto sufrirá estrés postraumático, debido al aislamiento domiciliario. En muchos casos, la enfermedad ha impactado de forma directa a personas cercanas, lo que se traducirá en una prevalencia mayor de los problemas relacionados con la salud mental. En este sentido, nadie duda de la huella psicológica y social que la pandemia dejará en la mayoría de la población. El trabajo realizado tiene el objetivo de identificar los trastornos de las emociones a consecuencia del covid-19 y el confinamiento en universitarios de la Universidad Nacional Hermilio Valdizán. El tipo y nivel de investigación fue descriptivo, exploratorio, explicativo, aplicativo, analítico, prospectivo y transversal, con una muestra de 100 universitarios de las diferentes escuelas académico profesionales de la universidad. Para la recopilación de datos se utilizó el cuestionario y se hizo uso de la encuesta virtual como técnica. Los principales resultados demuestran que los universitarios, presentan trastornos emocionales como: problemas de sueño (85%) y sentimientos depresivos y de desesperanza (83%). Se concluye que a consecuencia del confinamiento los universitarios presentan problemas psicológicos de ansiedad y depresión (46%), el 22% presenta depresión y estrés, mientras que un 17% de universitarios presenta estrés post traumático a consecuencia del covid-19 y el confinamiento.