Three continents, three countries: the remote education by higher education students in the pandemic time

The epidemiological situation caused by the COVID-19 pandemic has led to the close of physical spaces of schools of all levels of education. To overcome this, it was necessary to adopt emergency measures, including Emergency Remote Education (ERE), using technologies to interact synchronously with students. Besides, it was also required to reconfigure educational practices and develop skills in digital literacy to enable the continuity of educational experiences, respecting isolation but maintaining the interaction of teachers and students. We consider that it is essential to collect information about the degree of student satisfaction with the (ERE) in three countries (Portugal, Brazil and Turkey), located on three continents (Europe, America and Asia). Data were collected on 19/20 and 20/21 by researchers from the countries using a survey created on Google Forms, assuring the confidentiality of the data. We obtained 566 valid responses: Portugal 140, Turkey 359 and Brazil 67. From the results, the models chosen in the three countries did not please in a unanimous way all the students involved. There are significant differences in access, knowledge of the platforms used and even in the methodologies used by different teachers concerning countries. On the contrary, about the possibility of moving to a permanent online model, there is unanimity, verifying from the opinions that face-to-face education is not replaceable by the model that has been used over the last two years.

Exploring mathematics and computational thinking with (Un)plugged activities with children from 6 to 9 years old

This article presents an exploratory research, with a qualitative approach, on the use of (un)plugged activities to teach computing and mathematic concepts during the social isolation period imposed by the Covid-19 pandemic. The objective of this research was to analyze the use of such activities as extra resources in the context of remote education to teach computational thinking and mathematics skills to 6-to-9-year-old children. The results showed children's great engagement in the activities, and the acceptance of unplugged activities by both the children and their families. © 2023, Centro de Estudos Educacao e Sociedade - CEDES. All rights reserved.

Burnout syndrome and remote learning strategies during the pandemic of COVID-19: a longitudinal study of Agrarian Sciences students

Purpose:We aimed to evaluate the levels of Burnout Syndrome (BS) in Agricultural Sciences students, both before and during the COVID-19 pandemic period.Design/methodology/approach:We accessed 77 students for Burnout Syndrome using the Maslach Burnout Inventory-Student Survey (MBI-SS) on two occasions, the first in February and the second in October 2020. Sixty-three students completed both phases. The data were analyzed in a mixed factorial scheme (Three-way ANOVA;p < 0.05).Findings:Academic efficacy improved over time without interference of sex or physical activity frequency (p < 0.001). The emotional exhaustion domain significantly reduced over time in women who declared to practice physical activity (p = 0.037). A similar effect was observed in both men and women for the cynicism domain (p < 0.001). Online teaching strategies and the regular practice of exercise were associated to reduced levels of BS during the pandemic.Practical implications:The adoption of the emergency remote education system (ERE) associated with the practice of exercise can mitigate the harmful effects of the COVID-19 quarantine on the mental health of students.Theoretical implications:The ERE can be an effective strategy to mitigate BS levels in Agricultural Science students in the post-pandemic period.Originality/Value:This is the first study that presents results of BS in students of Agricultural Sciences, comparing before and during the COVID-19 pandemic.

Closer to and further away – emergency-remote teacher education, orientations and student-bodies

This paper contributes knowledge on the effects of materiality and space on teaching and equal access to teacher education. Through an intersectional analysis, with a specific focus on orientations, bodies and materiality, we show how student-bodies orientate closer to or further from various parts of teacher education as an effect of the materiality of emergency-remote vs. on-campus education. We elaborate on three different student-body orientating processes that take place during teacher education. These are all related to the emergency-remote education implemented as a consequence of the COVID-19 pandemic. We call these processes ‘remote education as relief ', ‘the embodiedness of raising the hand on Zoom' and ‘energy-draining pre-recorded lectures'. We show how the materiality of emergency-remote education orientates the participants situated within the bodily horizons of intersectional positions of being deaf, female, racialized as non-white and not having Swedish as a first language, both closer to and further away from various parts of their teacher education. The analysis is based on both individual and group interviews with twelve teacher students. The paper contributes insights to emergency-remote education, remote education and on-campus educating. © 2022 Emilia Åkesson, Edyta Just & Katarina Eriksson Barajas.

Technostress Among Higher Education Students During the COVID-19 Outbreak

The experiences that higher education students have with technology and learning with the support of technological resources can generate feelings of stress and anxiety. Understanding whether or not students are ill-adapted to technology is of utmost importance to understand the extent to which changes are needed in the teaching and learning process. With this purpose, the students' perceptions about the technology, namely its familiarity, the ease of use, the utility of technological resources, levels of satisfaction with learning from remote learning, and levels of technostress during the confinement period due to the COVID-19 pandemic were evaluated. Several statistical methods were applied, including the multiple correspondence analysis and the k-means clustering algorithm, in order to obtain a partition of students based on their perceptions and experiences in the course of remote learning. The results revealed three distinct profiles concerning students' perceptions about their relationship with technology. Copyright © 2022, IGI Global.

Tailoring Arduino for Interactive Digital Fabrication: Mechanism, Algorithms, Cases

This study presents the introduction of Arduino to undergraduate architecture students through a series of project-based exercises in two different universities. The main motivation of study is based on supporting students' motivation, engagement, and creativity under remote education conditions in the context of digital fabrication. This research consolidates the digital fabrication pedagogy efficiency in the time of post COVID-19 using both distant and hybrid learning modes. Students have exerted a dedication effort and enjoyed digital craft especially while using Arduino despite the virtual teaching classes. Kinetic applications have received students' total endorsement and hands-on involvement supported with theoretical lectures focusing on fabrication techniques, materials and tools along with parametric algorithmic design. Assignments are both structured and semi-structured to promote their skills and grant them a free-flexible pedagogical approach. © 2023 IEEE.

Remote Learning in Times of COVID-19 in Colombia

Remote learning replaced for almost a year the traditional face-to-face education to maintain and ensure the continuity of the teaching-learning process during the Covid-19 pandemic. This article reports the results of an exploratory and descriptive-transversal study that exposes primary and secondary school students' perceptions about their experience with remote learning during 2020. Though the research study was also aimed at finding out potential teaching and learning issues inherent to remote education, we only focus on reporting the main findings on the determining factors that hindered or enhanced students' learning during their remote education experience. Data were collected through two different surveys addressed to 101 secondary and primary school students from Neiva and Pitalito, the two most populated towns in the state of Huila, Colombia. The findings showed that the Maria Fernanda Jaime-Osorio, Maria Alejandra Campos-Perdomo, Gilber Ignacio Rodriguez-Artunduaga students' learning was both positively and negatively influenced by several factors affecting interaction inside and outside of the classroom setting.

Educational Data Mining: Sentiment analysis in a university domain during the pandemic

The new normality caused by the COVID 19 health emergency forced governments to adopt mandatory isolation rules, the measures modified social interaction in almost all scenarios. In the educational field, educational establishments in general closed their facilities and adopted technological tools to replace the physical classroom, thus inaugurating a period of emergency remote education (Hodges et al., 2020) (Portillo, S., Castellanos, L., Reynoso, O., & Gavotto, O., 2020) (Castaneda and Vargas, 2021). The present investigation analyzes the student perception about the implementation of emergency remote education in the Social Communication Career of the Central University of Ecuador in the academic period 2020 -2020, for which an opinion poll was applied to students. The qualitative instrument collected the opinion, and the corpus was processed in a Python bookstore. In general, a positive assessment of the new educational reality was evidenced, the use of platforms and social networks was highlighted, as well as innovative educational practices in: master classes, experimentation, tutorials and evaluations;Among the negative aspects, the low teacher/student interaction, the lack of didactics in digital environments, and the deepening of the technological gap were questioned.

Remote laboratory for microcontroller programming course

this paper describes experience of changing microcontroller related course from face-to-face to remote format, which took place in Riga Technical University during the COVID- 19 pandemic during years 2020 and 2021. The name of the subject is Laboratory exercises in electronics. The primary ideology of that course is to let students touch and feel electronics without using any virtual stuff like simulators. Therefore, replacing everything with simulation is not a solution to such kind of course. In this publication, we want to describe system that is mixture of real physical system installed in the laboratory and remote interface interacting with the physical system.

(Re)considering Motivational Scaffolding: A Mixed-Method Study on Turkish Students' Perspectives on Online Learning Before and During the Pandemic

Motivational scaffolding is of key importance in online learning since online learners are isolated alone. Recently, this need has doubled with the educational disruption because of the COVID-19 pandemic, which moved classroom learning to entirely online. However, little research has been particularly conducted to explore the perceptions of online learning before and during the pandemic. Therefore, this study empirically investigated 26 university-level Turkish students' experiences in learning online before the pandemic and teacher support in the time of crisis. Data were collected through a mixed-method research design conducting a questionnaire and interviewing via dialogue journals and essay writing. The data were analysed through descriptive statistics and coding themes based on deductive and inductive approaches. The findings from quantitative data analysis revealed that students believed the advantages of online learning resources (OLRs) for their own learning but still needed teacher support. Furthermore, the results from the qualitative data analysis demonstrated that students needed teacher-student interaction most and favoured motivational scaffolding in this regard. The study shed light on the role of caring for learning as motivational scaffolding and calls for an institutional development for the integration of pedagogy of care into online education.

Exploring the effects of the COVID-19 emergency remote education on students' social and academic integration in higher education in Austria

This article analyses the effects of the COVID-19 pandemic on university students' social and academic integration, based on Tinto's integration theory. A total of 640 university students in Austria completed an online survey pertaining to academic and social integration during the home-learning period. Results indicate that social integration and academic integration decreased significantly during the lockdown period in the beginning of 2020. The level of perceived support during home learning was positively associated with the levels of social and academic integration. Furthermore, while student age was a predictor for higher academic integration, it was not a predictor for social integration among peer students. Academic and social integration during COVID-19 was significantly linked with student satisfaction in various studies. This study has important implications for future home-learning periods, suggesting how institutions could prepare for longer disruptions of attendance and how they could leverage student integration. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Designing children-oriented educational interfaces: proposal of a new interface for Moodle

Conventional learning management systems are not usually designed for children-based audiences. The recent COVID-19 pandemics brought the urgency about thinking on dedicated design of learning environments for this kind of public, considering the impact that remote teaching brought to children in scholar ages all around the world. The present work aims to understand the usability of the child audience under systems and interfaces aimed at remote education, through research, bibliographic references, and practical examples. Its main objective is the development of a children-oriented Moodle interface that has been tested by teachers and pedagogical experts. © 2022 IEEE.

Challenges and risks of remote Education for children and adolescents

Covid-19 has arisen deep changes in formal Education as a result of a sudden transition from in person to remote Education. Effects in different fields, such as mental health and socioeconomic vulnerability, also need follow up and evaluation. So, this paper aims to analyze the educational inequalities amplified by the pandemics, as well as the remote Education effects on students, educators and families. Its theoretical framework consisted of the reproduction theories and philosophical works on heterotopy, speed and the world and Education digitalization. The results show that previous achievements in schooling access, quality and equality took steps backwards. Mental health and student motivation have suffered negative effects. Digital Education does not seem to keep the same level of outcomes and equality. Therefore, remote Education has implied deep changes in schooling routines and ways of learning, some of them susceptible of negatively affecting students. Remote Education, despite its lower costs and prestigious halo, is to be used cautiously and with parsimony © 2023, Ensaio.All Rights Reserved.

Higher Education in the Face of Educational Paradigm Shifts–From Face-to-Face to Distance Learning

Higher education has recently undergone changes in the didactics of education caused mainly by the COVID-19 pandemic. The vast majority of universities have changed the form of education from stationary to remote. Academic teachers and students have faced serious challenges in fulfilling their tasks when face-to-face communication is very difficult or impossible. The aim of the article was to find out students' opinions on the effectiveness of remote learning in the context of a change in the paradigm of education. In order to more fully understand the issue of the effectiveness of remote learning caused by the COVID-19 pandemic, a diagnostic survey method was used and the tool was a survey questionnaire. Responses from respondents were collected using Google Forms electronic form. The survey revealed that students rated the effectiveness of remote learning moderately. In their opinion, remote learning as a permanent form of education raises controversies and concerns. These concerns are due to the stability of the internet connection during remote classes both on the part of the lecturers and the students themselves and the moderate psychological support received from the university. The study was conducted in Poland during the COVID-19 pandemic, an emergency situation. Therefore, the authors do not usurp the right to construct conclusions from the research on a general level in normal conditions of student education. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Coping mechanisms in Education in the face of the COVID-19: Adoption of technologies, psychological impacts, and new teaching-learning paradigms

This research addresses the challenges faced by teachers and students as a consequence of the COVID-19 pandemic, highlighting the psychological impact associated with the sudden need to adopt digital teaching tools in everyday school life. Studies of this nature are necessary to support preventive and/or therapeutic actions aimed at coping with emerging changes. Therefore, we intended to understand the current scenario of distance education and how it interferes in the mental health of teachers and students, in such a way as to enable them to deal with this new context, which tends to remain active beyond this pandemic. We performed a survey of publications in the Web of Science and Google Scholar databases. Thus, we found and analyzed eight field studies on the topic. The main difficulties reported by research participants refer to problems related to the adaptability of computer programs, the adaptation of teaching strategies to the digital model and the need to teach, simultaneously, distance and face-to-face synchronous classes. We found reports of exhaustion, anxiety, stress and fear due to the possibility of job loss and/or exposure to the virus, besides overload of work. As a gap in the literature, we noted an absence of studies on the topic involving teachers and students of elementary and high school in Brazil and abroad. Keywords: remote education;educational technology;schooling;teaching-learning. © 2021, Acta Scientiarum. Education. All rights reserved.

Nuclear history, politics, and futures from (A)toms-to(Z)oom: Design and deployment of a remote-learning special-topics course for nuclear engineering education

To address the lack of familiarity with nuclear history common among nuclear engineers and physicists, we outline the design and deployment of a special-topics course entitled "NE290: Nuclear History, Politics, and Futures” throughout which we contextualize the importance of the field at its inception, in current affairs, and in future endeavors. We argue that understanding this history is paramount in internalizing a sense of respect for the scientific, technical, and sociological ramifications of an unlocked atom—as well as its perils. We begin by outlining the gaps in secondary educational offerings for nuclear history and their importance in consideration with nontechnical engineering guidelines. We then outline a number of ABET specifications as pedagogical goals for NE290 from which we derive a list of target student learning objectives. Next, we outline the NE290 syllabus in terms of assignments and an overview of course content in the form of a class timeline. We provide an extensive description of the materials and teaching methodologies for the four units of NE290: Twentieth-Century Physics, Physics in WWII, the Early Cold War, and the Late Cold War and Modern Era. We detail the sequence of lectures across the course and historical timelines leading up to a showcasing of NE290 final projects which mirror in creativity the novelty of course offering. Because NE290 was first offered during Spring 2021 during the COVID-19 pandemic, additional measures in the form of new tools were used to augment the mandate of remote learning. In particular, we leveraged the newfound ubiquity of videoconferencing technology to recruit geographically diverse guest lecturers and used the MIRO tool for virtual whiteboarding. Lastly, we provide an accounting of course outcomes drawn from student feedback which—in tandem with the complete distribution of course material—facilitates the integration of nuclear history into the curriculum for the wider nuclear engineering and physics communities. Copyright © 2023 Berliner and Hecla.

The determinants of student attitude toward e-learning academic achievement during the COVID-19 pandemic

Many educational institutions have adopted e-learning methods during the COVID-19 pandemic to maintain school teaching activities. However, systematic research on e-learning effectiveness in such a crisis is quite insufficient. This study aims to explore the impact of e-learning quality on students' satisfaction during the pandemic in regard to academic achievement and behavioral intention. Through a questionnaire and semester score database, the relevant data of 683 students were collected and then analyzed by PLS-SEM. The result shows that instructor teaching quality and e-learning system quality influence students' academic achievement and behavioral intention through increasing students' e-learning satisfaction. E-learning system quality moderated the impact of instructor teaching quality on students' e-learning satisfaction. The findings of this study provide valuable insights into the comprehensive implementation of e-learning during a crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Students' Learning Perception in Engineering, Health and Education during Emergency Remote Education in Chile

Higher education institutions around the world had to implement an emergency remote education (ERE) modality due to the COVID-19 pandemic. This study aimed to determine the individual and relational factors that affect the perception of learning in engineering, education, and health students during emergency distance education. Through a quantitative, non-experimental, and correlational study, an online survey was administered to a sample of 929 higher education students regarding their ERE experience. They were surveyed regarding their perceived learning, empathy, classroom interaction, self-regulation of learning, positive agency, student engagement, learning approaches, and use of digital resources. Data was analyzed using quantitative methods, namely correlations, comparisons of means and a linear regression analysis. Education students showed a more positive perception of learning, used a deep learning approach, and rated more positively the empathy shown by their professors and the possibilities for class participation than other students. Engineering students had the lowest scores on perceived learning and on almost all other variables. In general, students with a better perception of learning presented a higher engagement in their studies and a lower use of surface learning approach. © 2023 The Author(s).

Teacher perspective of the educational impact when transitioning to a virtual setting during a pandemic

The severe acute respiratory syndrome-coronavirus-2 (SARS-CoV-2) outbreak, which led to the COVID-19 pandemic, was a catalyst for major changes for schools in America and worldwide. Specifically, the delivery of instruction through the traditional in-person learning model. In Massachusetts, the COVID-19 pandemic triggered lawmakers to propose emergency remote education as a drastic change to the delivery of academic instruction in all public schools. The researcher investigated the problem of the instructional challenges teachers face in replicating in-person learning in a virtual setting and the impact of these challenges on student adaptability and academic achievement. This qualitative case study aimed to explore the teacher perspectives on the techniques utilized to support student adaptability during the COVID-19 pandemic. If the problem persists, teachers will not be able to reach their students and support the development of their academic potential. Adaptation-level theory and self-regulation theory were used within this study to guide the research decisions. Ten general and special education teachers in Massachusetts licensed high schools in grades 9-12 participated in this qualitative case study. Narrative and content analysis were used to answer the research questions designed to address teachers' specific experiences during the transition. Results indicated that emergency remote education allowed districts to deliver instruction but was not conducive to maintaining the traditional life of the school. The results of this study support the recommendations for the development of district wellness initiatives and identification and support to close achievement gaps. Future research should review the benefits of a hybrid learning model incorporating virtual and traditional in-person models. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Socio-Emotional Experiences of University Students in the Face of Virtual Education Due to Covid-19

The article analyzes and compares the socio-emotional experience of university students from Mexico and Peru in the face of migration to remote emergency education due to Covid-19. This is an exploratory-descriptive-comparative quantitative study with two independent purposive samples. Based on the results, it is shown that socio-emotional affectations reflect and prolong the unequal social structures that condition the university community in Latin America. © 2022 Instituto de Estudios Sociales Contemporaneos IESCO. All rights reserved.