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BACKGROUND: Teaching is indeed a very stressful occupation. Owing to the novel coronavirus SARS-CoV-2, certain changes were made in education in Saudi Arabia. A switch to a 100% distant learning in some courses was implemented, thereby increasing the burden on teachers. The aim of this study was to assess the level of burnout and the impact of distant learning on burnout in primary school teachers during the pandemic. MATERIALS AND METHODS: This cross-sectional study recruited 295 primary school teachers in Jeddah City, Saudi Arabia. Data were collected using self-administered questionnaire having two parts: the first part included questions on sociodemographic charecteristics and the second part included questions related to distant learning and the Arabic version of the Maslach Burnout Inventory. Chi-square test was used to assess association between burnout and various factors. For comparison of mean scores by various factors, analysis of variance (ANOVA) was performed. RESULTS: A high level of burnout was perceived by 48.4% of the teachers in the dimension of emotional exhaustion, 26.4% in the depersonalization dimension, and 60% in the reduced personal accomplishment dimension. Teachers in the public school showed a higher burnout score than teachers in the private schools. The teachers in 40-50 age group had higher scores than the teachers with other age groups. There were no significant differences in terms of gender and years of experience. A higher proportion of teachers working in private schools had higher personal accomplishment than teachers working in Government schools (P = 0.01). Regarding personal accomplishment and depersonalization subscales, there were differences between the different types of schools. The teachers who believed "distance/E-learning was difficult" had lower personal accomplishment score. CONCLUSION: According to the study, primary teachers in Jeddah suffer from burnout. More programs should be implemented to deal with teacher burnout and more research focusing on these groups should be done.
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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.
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Face to face activities at universities became difficult in the spring of 2020 with the worldwide outbreak of the SARS virus version COVID19. The initial information was that all classes were to be done online for a short period only, and we believed that we would return to the classroom in two weeks. But within a short period, all face-To-face classes were cancelled and replaced with remote lectures utilizing online Learning Management Systems (LMS) and video conferencing. For many colleges, most classes are still conducted this way in the spring of 2021. The large scale of online education has exposed a number of problems and challenges that although somewhat known have taken on greater significance. This paper describes online teaching models, learning styles, engagement, and interaction models to create a foundation for a set of patterns that capture ways of dealing with these problems-solutions that have been developed and applied for online education even before the pandemic hit but are now being more broadly used. The paper was written over the course of 3 semesters, with examples from teaching at 3 different colleges, depicting the transition from face-To-face teaching coming to an abrupt halt and the rapid transition to pure on-line mode. To support remote activities, the universities contracted some sort of software. St John's University contracted Cisco WebEx, which was available to faculty and students. The City University of New York, (CUNY) system has unique software within each College. At The College of Technology, we used Collaborate Ultra, a tool part of the LMS (Blackboard). Baruch College offered this tool and Zoom was offered with a license from the school. During the second semester, zoom licensing was enhanced and offered throughout the CUNY system. Most of the patterns in this paper depend on an LMS system being in place, as they cover practical topics like course design and how to deal with testing and exams, but also move into areas of student engagement and motivation. Definitions of user experience may be vague and conflicting, as each student and school is unique. The motivation of this paper was the pandemic;however, the findings show engagement as being positive, and yet still exploratory. We engage with technology because it allows us to achieve our purposes. This work contributes to the understanding of how we can apply patterns for online education and shows the start of a whole new pattern language that can benefit educators as well as students as we move forward with a new educational model. © 2022 ACM.
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COVID-19 has impacted life of high school students worldwide. As distant learning became prevalent in the pandemic, the form of social anxiety has been taken from contingent and noncontingent interaction to a new degree of internet interaction, which will be divided into traits of loneliness, self-doubt, and internet reliance. This paper presented a survey resulting from a range of 235 students either distant or in-person learning examining their anxiety level in the three degrees. In addition, results were separated in grade and gender to test a deeper understanding of various factors that affect the level of social anxiety. Two factorial MANOVA analyses were executed with the result indicating no interaction significance between gender∗class grade∗class but significance difference among the gender level under the three anxiety variables. This contradicts the concept of what we define pandemic and online learning as greatly depressing. As distant learning became prevalent, one cannot conclude this mode had influenced students to become more anxious compared to the in-person learning ones, but the result of the study supported the idea that a higher anxiety level was reached in the general high-school students. © 2022 IEEE.
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The aim of the article is to present how foreign language teachers assess their digital skills at the end of the COVID-19 pandemic, and what impact the increasing digitization might have on the future of foreign language teaching. Analysis of the survey results shows that foreign language teachers are very good at finding, selecting, and delivering existing learning materials, but somewhat less good at creating their own interactive learning materials and designing complex and problem-based tasks for learners to solve using ICT. They are also relatively good at designing learning activities that promote autonomous learning with ICT. The context in which the participants had developed their digital competence was very specific, so further development of digital competence, especially among learners, requires much encouragement. © 2022, Pedagoska Obzorja d.o.o. All rights reserved.
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In the midst of the COVID-19 pandemic, distant learning has become a norm. In this study, a situated learning game "Ticketing Expert” was designed, combining the real person-NPC mechanism to provide a highly realistic travel agency environment and atmosphere. In the game, the real person-NPCs play the customer, which allow the learners to be immersed in the travel agency's ticketing department and simulate the interaction between the ticketing staffs and customers for enhancing learners' ticketing and communication capabilities. The preliminary study investigated the learners' flow state and their acceptance of the game. The results showed that the game-based learning mechanism could effectively enhance the flow of the learners, enabling them to be highly concentrated. And the learners highly agreed with the idea of using the game to help them learn in the ticketing field. © ICCE 2022.All rights reserved.
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BACKGROUND: The COVID-19 pandemic has imposed unprecedented hurdles on health care systems and medical faculties alike. Lecturers of practical courses at medical schools have been confronted with the challenge of transferring knowledge remotely. OBJECTIVE: We sought to evaluate the effects of a web-based medical microbiology course on learning outcomes and student perceptions. METHODS: During the summer term of 2020, medical students at Saarland University, Germany, participated in a web-based medical microbiology course. Teaching content comprised clinical scenarios, theoretical knowledge, and instructive videos on microbiological techniques. Test performance, failure rate, and student evaluations, which included open-response items, for the web-based course were compared to those of the on-site course from the summer term of 2019. RESULTS: Student performance was comparable between both the online-only group and the on-site comparator for both the written exam (n=100 and n=131, respectively; average grade: mean 7.6, SD 1.7 vs mean 7.3, SD 1.8; P=.20) and the oral exam (n=86 and n=139, respectively; average grade: mean 33.6, SD 4.9 vs mean 33.4, SD 4.8; P=.78). Failure rate did not significantly differ between the online-only group and the comparator group (2/84, 2.4% vs 4/120, 3.3%). While lecturer expertise was rated similarly as high by students in both groups (mean 1.47, SD 0.62 vs mean 1.27, SD 0.55; P=.08), students who took the web-based course provided lower scores for interdisciplinarity (mean 1.7, SD 0.73 vs mean 2.53, SD 1.19; P<.001), opportunities for interaction (mean 1.46, SD 0.67 vs mean 2.91, SD 1.03; P<.001), and the extent to which the educational objectives were defined (mean 1.61, SD 0.76 vs mean 3.41, SD 0.95; P<.001). Main critiques formulated within the open-response items concerned organizational deficits. CONCLUSIONS: Web-based courses in medical microbiology are a feasible teaching option, especially in the setting of a pandemic, leading to similar test performances in comparison to on-site courses. The lack of interaction and the sustainability of acquired manual skills warrant further research.
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The COVID-19 pandemic made distance learning an essential medium for teaching worldwide. The use of three-dimensional protein visualisation in teaching undergraduate medicinal chemistry courses was shown to be highly effective in increasing the students' understanding and interest in the topic. The course was designed to use the visualisation tools in lectures, and students would then use them to study drug-target interactions and present their work as a part of the course assessment. With the pandemic induced-lockdown imposed early in the term, the faculty were faced with many challenges to keep the use of tools as part of the course. The lack of direct contact, differences in students' computer literacy and availability of internet connections, in addition to the need for appropriate mediums for assignment presentations and assessment, were major concerns. In this case study the author presents the Faculty of Pharmacy and Medical Sciences at the University of Petra's approaches to overcome the challenges faced in the course delivery and assessment. Copyright © 2020 FIP.
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Introduction. The changed living and learning conditions caused by quarantine and social restrictions in connection with the COVID-19 pandemic have radically transformed the interaction and communication between people. Genuine scientific interest is aroused by the problem of learning motivation and parental attitude toward the child in the context of a pandemic and the transition of the entire education system to a distance or blended learning format. The article presents a theoretical analysis of the motivation to learn of an elementary school child and the peculiarities of the parental attitude toward a child of elementary school age. Methods. The empirical research was carried out using several techniques: the method of "Learning motives questionary” by M.R. Ginzburg;the questionnaire "Parent-child interaction" by I.M. Markovskaya. The study was carried out in two stages during the 2019-2020 learning year based on the MAEI "School No. 96 Eureka-Development named after Nagibin M.V.” Rostov-on-Don. The study involved 107 schoolchildren aged 8-9 years and 107 parents of elementary school children (aged 30 to 39 years). Results. The results revealed the presence of some changes in the severity of the learning motives of younger schoolchildren: the degree of significance of cognitive motivation of younger schoolchildren from families inclined to cooperate during blended learning became significantly lower than during contact learning;in younger schoolchildren from families inclined to control, the importance of external and game motives increased, while the severity of learning and grading motives has significantly decreased. © 2022, Russian Psychological Society. All rights reserved.
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Changes in everyday activities, such as adapting to the new online format due to lockdowns during the COVID-19 pandemic and being far away from family and friends, greatly influenced the emotions and feelings of students and their parents. Assessing the emotions of students' parents at the higher education level is necessary since their emotional well-being has a direct impact on the emotional well-being of students throughout their distant learning experience. In this article, we held a quantitative study over 8 subsequent weeks from the onset of the COVID-19 pandemic in students and parents from the Mexican institution Tecnologico de Monterrey. Using a questionnaire from Inteligencia Audiencias (Intelligence Hearings), students and their parents could register their feelings and their valence from April 13th to July 20th, 2020. The results indicate that the most predominant emotions in both groups were very unpleasant and unpleasant in nature, being "worried"and "tired"the most common ones. The current study also provides some approaches for addressing the negative repercussions of the COVID-19 pandemic. © 2022 IEEE.
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The SARS-CoV-2 pandemic affected all aspects of daily life overnight, worldwide. In education, academic systems had to frantically switch to an online format. Teachers and students had to face an unknown situation, with difficulties as isolation, technology management and pedagogical approaches. However, this impact can be drastically reduced for schools with strong previous background in information and communication technologies (ICT). We reached this conclusion by objectively quantifying the learning results in a sudden transition from face-to-face (F2F) to distant learning (DL). We focus on the abrupt home confinement experienced by the Maristak Durango school during the COVID-19 outbreak. As revealed by the statistical analysis related to the grades of the 360+ students (VET, High School) who went through this F2F to DL transition (F2F2DL), almost all students were able to retain and improve their grades. The results prove how a good ICT-based background can tangibly alleviate any radical F2F2DL shift brought by an unforeseen chain of events. This paper contributes to this type of analysis for VET, since there are hardly any studies related to this scenario. © 2022 IEEE.
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The outbreak of the coronavirus disease 2019 (COVID-19) has resulted in widespread university lockdown. However, impacts of the university lockdown on the learning and academic development of university students have not been thoroughly investigated. The current study examined college students' changes of learning outcomes during the COVID-19 lockdown period and clarified what might explain individual differences in students' learning outcomes after they had learned from home for a whole semester when universities were physically closed due to the COVID-19 pandemic. Data were derived from a longitudinal study examining the development of college students including students' academic achievement and critical thinking (including both skills and dispositions) before and after the university lockdown. We observed significant decreases in critical thinking skills and dispositions from pre- to post-lockdown. Both perceived academic achievement and critical thinking exhibited greater variability after the lockdown. In addition, students' readiness for online learning, especially their self-management skills, consistently predicted post-lockdown learning outcomes after controlling for pre-lockdown outcomes and family socioeconomic status (SES). Those who have assumed more responsibilities at home, or who were more vulnerable to emotional distress during the pandemic, performed less well in post-lockdown learning outcomes. These findings call for better management of student learning and development when major changes are required in higher education practices for responding to the ongoing COVID-19 crisis as well as other potential situations.
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The global COVID-19 pandemic in 2020-2021 resulted in the most significant disruption to school attendance in the history of humanity. Subsequent anti-pandemic caregivers demanded a shift to distance learning from kindergartens to higher education. Slovakia was one of the European Union countries with the most extended closed schools – 28 weeks. The main aim of the research was to analyze the impacts of the COVID-19 pandemic on education in the Slovak Republic by teaching civic and financial literacy in secondary schools in 2020-2021. In the form of in-depth interviews with selected teachers, the authors analyzed the actual state of education during the ongoing COVID-19 pandemic. Among other things, the research showed that Slovakia was not prepared for the distance form of teaching. As a result, some children were educated in the form of self-study, some online, others combined, and some were not educated at all. Teachers used different didactic aids in online teaching;the competent state institutions published online textbooks only with hindsight. The global pandemic thus demonstrated shortcomings in the digitization of regional education. In the paper, the authors offer solutions for the future.
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OBJECTIVE: The aim: To explore the students' mental health in general and their anxiety in particular on remote learning during COVID-19 pandemic. PATIENTS AND METHODS: Materials and methods: The study is based on the material of 112 respondents (85 females and 27 males), interviewed using The Depression, Anxiety and Stress scale-21 (DASS-21) and SAN - the test for emotional state. RESULTS: Results: There are statistically significant differences between the samples of 1st and 2nd year students in terms of "depression" and "stress". The latter are more typical for second-year students. The article argues that, given the COVID-19 pandemic situation and the disruption of normal face-to-face learning, the true causes that determine the indicated trends deserve more extensive and comprehensive research. CONCLUSION: Conclusions: It has been identified that the situation as a whole significantly affected the students' mental health in general and their anxiety level in particular.
Subject(s)
COVID-19 , Anxiety/epidemiology , COVID-19/epidemiology , Female , Humans , Male , Pandemics , Stress, Psychological , Students/psychologyABSTRACT
The recent increase in the amount of research on Distance Learning in Engineering, Technology, and Computing, produced by the adaptations in response to the sanitary emergency, makes it necessary to systematize, classify and analyze the current trends. This paper presents a meta-analysis of peer-reviewed papers written and published in the Iberoamerican region, regarding remote learning and distant teaching in ETC. Using PRISMA, we selected articles located in several academic repositories, which were classified in order to identify countries of origin, types of research (research, application, review), main keywords, and universities. The results were then analyzed to identify regional trends and possible lines of action to better ensure that the research efforts continue after the emergency.
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Although all the pandemics, humanity has witnessed, have huge impacts on social, cultural, and educational life, the COVID-19 differs from such times of crisis with uninterrupted communication facilities among social actors provided by digital technologies. While the lockdowns and strict measures for public events have dramatically impacted how music is learned, produced, and shared, new ways of experiencing all these processes could be invented with the help of technological infrastructures. To be more specific, music education is coping with the lack of face-to-face learning by using new forms of organizations formed by new software and hardware programs. For some, this process is nothing but a temporary solution until the end of the pandemic. However, for others, these practices promise a more permanent way of distant music learning. On the other hand, such reflections on the music industry have been experienced through performance practices. Some musical events are held online, while others are canceled because of unstable regulations. This chapter aims to understand the attitudes and experiences of the music education community and the music industry in Istanbul during the COVID-19 pandemic. For this purpose, the chapter uses the literature review methods on distant learning and online events, a survey conducted among all music practitioners such as teachers, students, performers, composers. In addition, it makes inner and outer observations and uses virtual ethnography. © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2022. All rights reserved.
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A crucial part of education is knowledge assessment. In the distant setting it seems even more important. A knowledge assessment provides a lot of important feedbacks, among others, students’ acquired knowledge. The COVID-19 pandemic forced teachers and students online for a few semesters. Quite a few knowledge assessments were implemented online during that period. They provided an extensive collection of recurring practices. Within the research we collected and categorized them into an assessment pattern catalog for distant education. We also validated and rated the catalog using empirical research with a help of practitioners. In this paper, we present the catalog and its definition process, emphasizing the top-rated patterns in each category. However, practice and experience show that some patterns could also be used in a classroom setting. This is why we also investigated the classroom pattern appropriateness. In this paper we present the top-rated patterns in each category that are, according to our survey participants, suitable for classroom use. Since our lives are getting back to normal and the learning process is moving back to the classroom, this paper demonstrates that most patterns within the catalog, although formed for distant education, could also be applied in a classroom knowledge assessment. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Using mobile learning (ML) has become exceedingly relevant in times of distant teaching. Although much is known about the factors affecting ML usage, less is known about the ML adoption process under constraints such as the COVID-19 pandemic. The aim of this exploratory case study was to gain insight into the ML adoption process using the lens of Rogers' Diffusion of Innovation Theory. Participants were in-service (32) and preservice (29) teachers who attended ML training. Data were collected using semi-structured interviews (20), focus groups (6), and participants' reflections (183) at three time points. Data underwent multilevel analysis (content and linguistic analysis), revealing 12 themes that denote the ML adoption process and demonstrated intergroup similarities and differences. The study provides theoretical insight into the ML adoption process under crisis and highlights the features that must be addressed to promote optimal ML adoption in teacher education in both routine and emergency conditions.
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Collaborative virtual environment (CVE) is a set of technologies that enable collaborative activities in virtual scenarios while users can participate in such activities remotely via various interfaces. The unique features of CVE make it a promising tool for distant and blended learning, especially when considering the impact of COVID-19 pandemic on conventional face-to-face learning and the much-improved accessibility of the relevant technologies nowadays. This paper reports a systematic review on this emerging area and aims to answer four research questions related to the subject areas being covered, instructional and pedagogical methods, interface technology and virtual world design, and learning outcomes and effectiveness. After applying the selection criteria, a total number of 11 studies, which were published between 1 January 2017 and 31 December 2021, were included in our analysis and discussion. Our findings support the use of CVE in the higher education setting and suggest further investigating the underlying mechanism of learning in CVE, exploring the potential and unique benefits of CVE in practicing distant and blended learning, studying the roles of teachers in CVEs, and evaluating the learning effectiveness on larger samples and through longitudinal studies. © 2022, Springer Nature Switzerland AG.
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This research is considered as the transformation of cognitive immersion based on the theory by Liu et al. (2021), to describe the possibilities of immersive learning by distance teaching tools. It provides insights among the importance of distance learning for design education, especially under specific situations such as COVID-19 pandemic. The tools to support distance learning are categorized and discussed, degrees of immersion are compared among formal learning, informal learning and social learning courseware. The methods rely on an extensive secondary research and literature review, aims to transform the theoretical framework of cognitive immersive learning by online-based tools, also provide new thoughts for innovatively teaching design in the future. As the output, we establish a theoretical model based on online tools, also a design framework to help with course design or idea visualization for instructors. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.