Finding Strength in Times of Crisis? Post-Traumatic Growth During the Covid-19 Pandemic: A Saudi Arabian Perspective

This paper contributes to the Covid-19 literature by exploring the concept of post-traumatic growth (PTG) utilizing a mixed methods approach. The study examines to what extent the participants experienced positive growth and renewal arising from the prolonged period of lockdowns and emergency online learning. Exploring the experiences of 552 female undergraduate students in a private Saudi Arabian university, an online survey was utilized to gather the data. All the students had experienced online education as a result of the pandemic. The findings indicate the participants underwent a diversity of personal growth experiences. In addition, they also developed different coping mechanisms. The study provides insights into the responses of the students to the issues they were facing during the pandemic. It identifies ways in which participants experienced personal growth as well as a shift in perspective about their lives. There are implications for educators, counselors and policymakers emerging from this study. AD -, Kingdom of Saudi Arabia ;, Netherlands ;, Kingdom of Saudi Arabia

Social media discussion on covid-19i on mental health in the US, UK, and india

Discovered in December 2019, Coronavirus (Covid-19) is an infectious disease that has spread rapidly around the world. The World Health Organization (WHO) declared Covid-19 a pandemic in March 2020. The pandemic has increased the severity and amount of mental health problems, including depression, stress, and anxiety. This research uses real-life Covid-19 Tweets collected from March 2020 until October 2021. The objective is to analyze tweets from the US, UK, and India to discover Covid-19's impact on mental health in the three countries and identify influential users in each country when discussing this topic. The result shows that the major themes in the US were related to government and politics. Some dominant users in the US are news accounts and people who have occupations such as journalists, hosts, and presenters. The UK's theme focuses on relationships between friends and families, with doctors and medical workers as dominant users. India focuses on mental health and education, with dominant users including news-related accounts and some politicians. © 2022 Authors. All rights reserved.

Self-Directed Learning Predicts Online Learning Engagement in Higher Education Mediated by Perceived Value of Knowing Learning Goals

Online education has made it possible to implement the "classes suspended but learning continues" policy during the COVID-19 outbreak. However, the intangible sense of the online educational setting requires self-directed learning (SDL) and may force students to know the goals of learning that may impact their engagement. To understand the effect, based on situated expectancy-value theory, this study considered SDL as attitude and approach and constructed a research model to explore the mediating power of perceived value of knowing learning goals (PVKLG) related to participants' online learning engagement during the COVID-19 lockdown. Data were collected from 497 higher education students in China. After the confirmatory factor analysis with structural equation modeling, the results reported that SDL attitude and approach positively predicted learning engagement mediated by PVKLG. The results suggest that only when students have a high level of PVKLG will they be able to regulate their learning process through the two types of SDL and enhance their engagement in online learning contexts during the COVID-19 lockdown.

Is Distance Education Fun? The Implications of Undergraduates' Epistemological Beliefs for Improving Their Engagement and Satisfaction with Online Learning

The epistemological beliefs of students are an important area for higher education research. This paper firstly reports on a research review concerning the impact of epistemological beliefs on academic outcomes. This review indicates that students' epistemological beliefs are an influence on their engagement with learning and academic success, and that educators should consider them in developing learning experiences. This issue became particularly pertinent in the context of a global pandemic that necessitated an international trend in moving to online distance education, where student disengagement is more likely to occur. However, research into distance education students' epistemological beliefs emerged as an under-researched field. Consequently, an empirical questionnaire study was conducted with data collected from 550 distance education students. A principal component analysis indicated that particular epistemological beliefs were significantly associated with students' enjoyment of studying online. Their beliefs regarding the role of fun in online learning materials and activities are discussed, and the usefulness of considering fun and epistemological beliefs as factors within distance learning in higher education is highlighted. [Note: The page range (213-232) shown on the PDF is incorrect. The correct page range is 213-231.]

Students' sense of belonging at a South African university during COVID-19

The research on students' sense of belonging in higher education has evolved into a prominent theme worldwide. Institutional research focuses on the institution understanding itself and helps leaders to rethink improvement initiatives. Moreover, the COVID-19 pandemic has required of institutions to revise student support programmes and approaches to maintain a strong sense of belonging. The theories of belonging by Strayhorn (2012) and Dumford et al. (2019) were adopted to analyse student responses. The aim of the study was to understand students' sense of belonging and how the university responded to the challenges presented by the COVID-19 pandemic to ensure a strong sense of belonging. Data were generated through in-depth interviews with 45 undergraduate students from all seven faculties. The findings highlight notable prevention measures intended to limit the spread of the virus on campus and student support in the form of study devices and data. The post-lockdown changes included a return to face-to-face mental health support, drafting COVID-19 catchup plans for first year orientation of 2020 and 2021 cohorts, improving the student voice. Finally, notable principles for responding to a future higher education crisis are highlighted. These initiatives contributed towards establishing and maintaining a strong students' sense of belonging.

Measuring Usage versus Preferences for Online Study Materials among Business-Majored Undergraduates

As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students' initiative in managing those resources. The present study is an explorative inquiry into the relationships between students' self-reported preferences of study materials, their actual usage of those materials and their learning performances in online learning. It focuses on analysing the learning management system's log files, test results and students' responses to an evaluative survey of a bachelor business course at a large Belgian university, which was a blended course turned fully online due to the pandemic circumstance. The first research question concerns how preferences relate to the usage of materials. A cluster analysis was conducted to classify students based on their perceived interest and actual access to learning resources. The results show three clusters of students with different preferences and levels of usage towards the four types of study materials provided in the course. However, the majority showed strong favour for multimedia online learning, with Web lectures being prioritised both in perception and access behaviour, while discussion boards receive mixed opinions and the lowest actual participation. The second question follows these up by linking the preference-usage patterns with academic performances. A multivariate analysis of variance was conducted to compare the learning performances of students with different preference-usage patterns. The results show no significant differences, which means the students' preferences and/or usage of study materials has little to no impact on their learning performances in the online course.

"The Stories We Tell Ourselves Shape Our Identities": Journals in a Plague Year

The author--in the role of one teacher observing another--documented a spring 2021 remote introductory art history course during the COVID-19 pandemic when graduate student teaching assistants called a campus-wide strike. Forced to improvise, the professor replaced formal analysis papers and exams with an ungraded journal. Drawing from the content of these journals, notes from the Zoom classes, and email correspondence with the professor, the author explicates how students took this journal assignment as an invitation to respond personally to the course content, and as an opportunity to grapple with their own identities. These journals allowed students to use art to explore similarities and differences freely across culture, space, and time. With the traditional requirement for an academic argument temporarily on pause, the author raises questions that characterize our present day: how to encourage a world that accepts different identities without hostility.

COVID-19 and Intentions to Study Abroad: Evidence from Overseas University Applications to the UK

Purpose: The purpose of this study is to investigate how COVID-19 impacted overseas students' decision to apply for an undergraduate degree at UK universities. Design/methodology/approach: This study compares the number of university applications from overseas students in summer and autumn 2020 with those in the period 2011-2019. Multivariate analysis techniques are used. Findings: The results show that the pandemic has led to a drop in university applications from foreign students by 11-14%. Such decline has been driven by a reduction in the number of applicants from high-income countries as opposed to those from middle-lower income countries. Two explanations may account for this finding. First, students from affluent countries, compared to those from poorer countries, may be more likely to find a good alternative to the UK where to carry out their studies (including their home country). Second, the option of deferring study abroad plans due to the pandemic may be more affordable for applicants from high-income countries. Originality/value: While understanding how COVID-19 has impacted international student mobility is an emerging issue in the literature, not only are there few studies providing evidence on this, but these are based on qualitative analysis. This paper uses quantitative methods that allow to separate the effect of COVID-19 from that associated with other factors affecting the flow of international students.

Will Cultural Teaching Methods Influence Student Understanding of Politics and Bureaucracy in the Public Administration Curriculum of African Countries within the COVID-19?

The rationale of this study is first hinged on research deficit in topic difficulty in the public administration curriculum in African universities. Further, there is no single study in the humanities, particularly public administration (PA), that has explored the efficacy of the Culturo-Techno-Contextual Approach (CTCA) in easing learning difficulties among undergraduate students except for identifying the difficulties. Without testing indigenous teaching methods in breaking difficulties in the study of PA, educational managers and teachers in African universities are unable to understand whether the lecture method or the indigenous method holds the key to breaking difficulties in the study of politics and bureaucracy within the African university system. These compelling deficits in the public administration literature necessitate this study to fill the gap. In resolving this identified problem, the study seeks to find out whether or not there is a statistically significant difference in the achievements in politics and bureaucracy between students taught using the CTCA and those taught using the lecture method. In line with this problem, the study seeks to answer the question -- is there a statistically significant difference in the achievements in politics and bureaucracy between students taught using the CTCA and those taught using the lecture method?

Eye Sight - A Bull's Eye Target of COVID-19

Aim: To determine the effect of COVID-19 on eye sight due to increase screen time in undergraduate students of medical school. Study design: Cross-sectional study. Place and duration of study: This survey was carried out from October 2022 to December 2022 in Army Medical College Rawalpindi. Questionnaires were filled in person and also online-based platform was used to distribute the e-questionnaire, developed using the Google Form. The participants were asked to share the e-questionnaire with their friends using Facebook and Messenger. Method(s): Participants were selected for the study using non-probability consecutive sampling. College students of 20-25 years were included in the study. Sample size was 400 according to a study done internationally. Participants with comorbidities (cataract, glaucoma) were excluded from study. Participants having (trouble concentrating on things such as reading the newspaper, books or watching television) were included in the study. Digital eye strain was calculated using validated computer vision syndrome (CVS-Q) questionnaire to measure the symptoms such as eye fatigue, headache, blurred vision, double vision, itching eyes, dryness, tears, eye redness and pain, excessive blinking, feeling of a foreign body, burning or irritation, difficulty in focusing for near vision, feeling of sight worsening, and sensitivity to light. Qualitative data was analyzed using Chi square test. Results A total number of 470 responses were recorded, out of which 257 (54.7%) were males and 213(45.3%) were females. In our study, the most common symptom was headache, affecting 58.1% of the population before COVID 19 which has increased to 83.2% and the P value is less than 0.001.Theother symptoms which also showed P value less than 0.001 were blurred vision while using digital device, irritated or burning eyes, dry eyes and sensitivity to bright light. Conclusion The practical implication of the study is to create awareness among general population about COVID, that eye sight is Bull`s Target to be affected by it and simple preventing measures can be taken. The purpose of this study is to limelight the importance that during COVID 19 lockdown the excessive use of digital devices and their cons on the ocular health among future health care workers.Copyright © 2023 Lahore Medical And Dental College. All rights reserved.

Innovative Digital Practices and Globalization in Higher Education. Advances in Higher Education and Professional Development (AHEPD) Book Series

We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. "Innovative Digital Practices and Globalization in Higher Education" explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this premier reference source is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.

Unravelling the relationship between student engagement and learning outcomes in emergency online learning: a synthesis of quantitative and qualitative results

Adopting a mixed methods approach, this study examined the relationships between undergraduate students' motivation, engagement and learning outcomes during the COVID-19 pandemic. An online questionnaire survey was administered to collect quantitative and qualitative data. A sample of 10,060 undergraduates from 23 universities in China participated in the survey. The results of quantitative analyses largely confirmed the hypothesised relationships between students' motivation, engagement and the two learning outcome indicators (i.e. mastery of generic skills and overall satisfaction). The qualitative analyses not only supported the quantitative findings, but also identified four types of learning outcomes of online learning emerging from the data. The results indicated that emergent online learning had a favourable influence on students' learning strategies, but had mixed or negative effects on their learning effectiveness, attitudes and emotions. The qualitative results revealed eight major factors that facilitated or hindered students' engagement in online learning during the pandemic. These findings contribute to the conceptualisation and measurement of student engagement in online learning, and emphasise the need to conduct mixed methods research in different learning contexts. The implications for improving online learning and teaching in higher education are discussed. [ FROM AUTHOR] Copyright of Assessment & Evaluation in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Comparing the Use of Virtual Models vs. Fieldwork in Developing Geomatics Skills in Undergraduate Engineering Education during the COVID-19 Pandemic

Undergraduate students enrolled in Civil Engineering, Architecture, and Urban Planning (CAU) must develop competencies in Geomatics and Topography (G&T) as part of their learning process. During this time, theoretical concepts are traditionally taught with field practice using specialized tools such as a theodolite, laser level, and total station. Due to the environmental restrictions of the COVID-19 pandemic, traditional field practice (TFP) was suspended, preventing access to equipment and study areas. The use of Information and Communication Technologies (ICT), such as Building Information Modeling (BIM) and Virtual Reality (VR), have been explored in the last decade for educational purposes. This paper studies the benefits of using these tools for developing G&T skills. This research aimed to assess students' learning outcomes using a traditional G&T teaching method and a new methodology based on Virtual Field Practice (VFP) for CAU students. The methodology provides a virtual study area for the CAU student by integrating point clouds derived from photogrammetry and terrestrial laser scanning. It also assesses their learning results and compares them against a control group using a validated instrument. Findings suggest continuing with fieldwork for a greater understanding and correct application of G&T concepts by students, and using virtual models as an efficient way to complement the acquisition of spatial information in the teaching-learning process. Until the publication of this article, we found no evidence in the literature at the undergraduate level of applying exercises like those proposed. © 2023 IEEE.

Decolonizing Time, Knowledge, and Disability on the Tenure Clock

We consider the tenure clock's enmeshment in the neoliberal academy's settler colonial and ableist modes of organizing labor and valuing knowledge, modes in turn informed by heteropatriarchal spatiotemporal logics. The tenure clock in the settler academy relies on labor performed by those positioned outside of its time—such as those in temporary or semi-temporary positions, staff, graduate students, and undergraduate students. Our motivation in tracing these logics and formulating feminist strategies to undo them stems directly from observing "faculty with disabilities" at our university struggling against the tenure clock;as well as seemingly abled women faculty, faculty of color, and contingent faculty, who have strained against the academic clock and ended up debilitated in the process. We articulate ways in which more collaborative understandings of university culture and knowledge production might serve to challenge the peculiar temporalities produced by the tenure clock. Listening and learning at the intersections of feminist, Indigenous, and disability studies scholarship teaches us to work toward imagining a different approach to tenure, and from there, the way to a different academy.

Examination of Undergraduate and Graduate Student Experiences in an Undergraduate Research Course

Mentored undergraduate research experiences have been identified as beneficial to students for persistence in STEM disciplines and increased grade point averages. Participation in research is impactful for both STEM and non-STEM students. Additionally, undergraduate research experiences have a positive effect on subsequent student performance in graduate and professional school as evidenced by students with previous research experience having superior communication skills at the start of their first year and after. Undergraduate research courses tend to be heavily hands-on experiences and structured classroom teaching may not be large portions of the course content. Online material has become increasingly common in the post COVID-19 learning environment. Courses that can have difficulty with online instruction or the inclusion of online content tend to be courses with a heavy focus of hands-on learning or hands-on skill development. The use of a flipped classroom can facilitate student learning in a digital way in addition to in person class meeting. The incorporation of online lecture content to broaden undergraduate student understanding of the application of the scientific method was used to enhance the research experience. Student experiences were evaluated with the Undergraduate Research Student Self-Assessment survey. Significant positive correlation was found between student feelings of "project responsibility" and "Workshops on science writing and presentation" during the semester that online lectures were incorporated. Additionally, graduate student training is a variable and highly individualized experience for each trainee. Most programs focus strongly on cognitive skill training, advanced knowledge of the discipline, conducting research, and preparing manuscripts for publication. Professional development is a component of graduate training that can be easily overlooked or undervalued. The development of soft skills such as time management, personnel management, and leadership and mentoring qualities are vital for trainee success post-graduation. Some current thinking is that devoting time to professional development will result in a slower progression by the trainee, however this is shown to be untrue and students who participate in career growth maintained the same level of productivity measured by time to degree completion and manuscript output. Graduate student experiences with mentoring undergraduates were shown to develop soft skills while also being noted as "an influential experience" when making future career decisions. Development of an undergraduate research program that incorporates more than simply hands on skill development that also significantly incorporates graduate students benefits both student groups and leads to improved outcomes for both student groups post-graduation. [ FROM AUTHOR] Copyright of Journal of Animal Science is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Health-promoting behavior among undergraduate students in the COVID-19 era: Its association with problematic use of social media, social isolation, and online health information-seeking behavior

Objective To examine the association between problematic use of social media, online health information-seeking, social isolation, and health-promoting behaviors among Korean undergraduate students. Methods In total, 178 undergraduate students participated in this study. A multiple linear regression analysis was performed. Results Predictors of health-promoting behaviors included overall time spent on social media, problematic social media use, social isolation, and online information-seeking, explaining 33.5 % of the variance in health-promoting behaviors. Conclusion Prolonged social media use and social isolation negatively affected undergraduate students' health-promoting behaviors, while online information-seeking positively affected them. Nurses should assist young adults in improving health-promoting behaviors by preventing problematic social media uses, reducing social isolation, and strengthening their online health information-seeking ability.

How did the COVID-19 pandemic influence students' career expectations in the hotel and tourism industry?

Career expectations contribute to job satisfaction and worker persistence. The tourism industry is characterized by high staff turnover. The industry was decimated by the COVID-19 pandemic causing widespread unemployment and transforming working conditions, while radically altering educational conditions for hospitality and tourism students. We assessed how the pandemic influenced students' expectations, comparing undergraduate opinions before and during the pandemic. While Pandemic-Students were more pessimistic about working conditions, they revealed an increased desire to provide personal interactive service and a greater tendency towards entrepreneurialism. These results contrast with previous research; highlighting students' resilience and suggesting a positive vision of pandemic-related opportunities.

The Awareness and Confidence About COVID-19 Vaccines Among Selected Students in Faculty of Health Sciences: Comparison Study Among Malaysia, Pakistan and UAE

The COVID-19 pandemic has impacted the world in an unpredictable way, affecting economic, socio-cultural, political, environmental statuses and billions regardless of privilege and wealth. Vaccines were developed quickly, for protection against the Coronavirus, as well as to curb the pandemic. This study aimed to (1) compare awareness about risks and benefits of getting vaccinated against COVID-19, (2) compare the confidence in usage of vaccines for protection against the COVID-19 (3) determine the association between awareness about risks and benefits of the COVID-19 vaccine and confidence in getting it among selected undergraduate students in the Faculty of Health Sciences in Malaysia, Pakistan and UAE. A quantitative cross-sectional study was carried out using an online validated questionnaire with a 3-point Likert scale, which consisted of three domains, namely sociodemographic, awareness on risks and benefits of the vaccine, and confidence in getting the vaccine. Subjects were Faculty of Health Sciences' undergraduate students from three institutions;one each in Malaysia, Pakistan and UAE, that were recruited through non-probability sampling techniques;convenience and snowball sampling. The subjects' obtained scores on awareness and confidence from each country were averaged, and then compared between the countries using One-Way-ANOVA. Pearson's correlation was used to determine the association between awareness and confidence of the students. All data were analyzed using SPSS version 27.0. A number of 405 students from the three countries;Malaysia (142), Pakistan (124) and UAE (139) participated in this study. One-Way-ANOVA showed that students in Pakistan scored the highest mean awareness with a 1.55 ± 0.23 score, followed by UAE (1.53 ± 0.29) and Malaysia (1.49 ± 0.19). For confidence, students in Malaysia scored the highest mean confidence with a 1.25 ± 0.25 score, followed by Pakistan (1.24 ± 0.31) and UAE (1.20 ± 0.23). Pearson's correlation showed that there was a statistically significant association (p < 0.001, r = 0.442) between the students' awareness (1.52 ± 0.24) and confidence (1.23 ± 0.26) of getting COVID-19 vaccines. The study found that students in Pakistan had the highest awareness, followed by UAE and Malaysia. Whereas students in Malaysia had the highest confidence followed by Pakistan and UAE. There was a significant association found between the students' awareness regarding the benefits and risks of COVID-19 vaccines and their confidence in getting it. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

A mixed blessing: student engagement in emergency online learning during COVID-19 in China

With a sample of 4,646 undergraduate students from four universities in China, this study examined the psychometric qualities of a newly-adapted measurement, namely, the Online Motivation and Engagement Scale for university and college students, and investigated the characteristics of and differences in Chinese students' motivation and engagement in emergent online learning during the COVID-19 pandemic. The results supported the reliability and construct validity of the measurement, and identified four types of learners with distinctive features of student engagement. The research revealed a complex picture with promising and worrying messages about student engagement in emergency online learning during the pandemic. These findings contribute to the conceptualisation and measurement of student engagement in online learning, and provide insights for improving online learning and teaching during and beyond the pandemic.

Food Insecurity and Coping Strategies amongst Undergraduate Students during the COVID-19 pandemic in Malaysia

Introduction: Undergraduate students are at a high risk for food insecurity and knowledge on relevant coping strategies is the key issue in dealing with food insecurity. Therefore, this study is aimed at determining the food insecurity status, coping strategies, and the factors associated with food insecurity and coping strategies during the COVID-19 pandemic. Methods: This cross-sectional study involved 383 undergraduate students from health-related courses at the International Islamic University Malaysia Kuantan campus. The participants were selected by convenience sampling. The instrument used for data collection was a self-administered questionnaire consisting of three parts: socio-demographic background, food insecurity, and coping strategies. The data were analysed as descriptive and inferential analyses, such as Chi-Square, Mann-Whitney, and Kruskal-Wallis. Results: It was found that 21.41% of the participants reported experiencing food insecurity. There were significant associations between parents' income (p<0.001), financial status (p<0.001), academic performance (p = 0.04) and working part-time (p = 0.01) with food insecurity. It was also discovered that there were significant associations between working part-time (p<0.001), faculty of study (p<0.001), academic year (p<0.001), financial status (p<0.001), academic cumulative grade point average (CGPA) (p<0.001) and monthly expenses (p = 0.01) with Malaysian Coping Strategies Instruments (MCSI) score. A significant association between food insecurity and MCSI score (p<0.001) was also found in this study. Conclusion: The prevalence of food insecurity was consistent with previous studies, which is considered high in Malaysia. The findings could assist university authorities to identify the characteristics of the students that are related to food insecurity. © 2023 Authors. All rights reserved.