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This study aims to identify the main psychosocial risks that COVID - 19 has caused in Ecuadorian EFL teachers and determine the factors associated with developing these risks. This study employed a quantitative approach and a non-experimental cross-sectional design, with a sample of 980 teachers from different educational levels from Ecuador. The data analysis was done using Stata 16 statistical program and a multivariate binary logistic regression (LR). The results showed that teachers are emotionally drained, isolated, frustrated with teaching, and exhausted because of teaching during the pandemic, being the women the most affected. The main factors that increased the probability of suffering these psychosocial effects were extra activities beyond working hours, status in the teacher's institutions, and gender. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The educational level of technical high schools has been affected by the current state of emergency caused by the Covid-19 pandemic, due to the lack of educational resources for subjects that require laboratory practice. The objective of the research is to describe a pedagogical strategy using interactive support material focused on augmented reality for equipment installations and electrical machines learning, in order to supply the lack of laboratories. The research carried out surveys to seven teachers, who teach practical subjects, and evaluations to 60 students who underwent the intervention with the application of augmented reality. The results of the pre-test and post-test were analyzed to verify the stated objectives, demonstrating that there are motivating results with the application of two tools Mywebar and Assemblr in the performance of the classes, affirming that the augmented reality tool impacts and motivates the teaching-learning process in the technical area in the professional figure of installations, equipment and electrical machines in a favorable way. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Social media has penetrated all strata of society and educational levels and spheres, making it an important channel of communication and knowledge transfer. Even as the Covid-19 pandemic changed the education scenario across the globe, with the medium of instruction majorly shifting to online, things are slowly returning to 'normalcy'. Albeit the use of social media as a conduit for instruction, feedback and learning, which increased during the lockdowns, continues to grow and evolve. This study aims to trace and understand the relationships between online social networking, social connectedness and learning in design education, in online, offline and blended set-ups. This paper reports findings from quantitative studies, done across various design schools in India. Participants responded anonymously to the online survey using the Google Forms platform. This study assesses the amount of course material shared, discussed, and engaged with on various social media. Respondents also marked the amount of connectedness they perceived with peers through social media and whether it impacted their class interaction with each other. It was found that students used various platforms for online communication and exchange of information, though their feedback on online interactions revealed deeper insights into factors that affect their overall experience of design education and learning. Further analysis of data found significant correlation between felt connectedness and interaction on social media with peers and design creativity and learning. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.
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Introduction: Globally, people who hesitant to receive COVID-19 vaccination were greatly influenced by their knowledge related to health. Therefore, address this knowledge gap, this research aims to evaluate the digital health literacy and vaccine hesitancy towards COVID-19 vaccine among different levels of education in Malaysia. Method(s): A total of 1546 Malaysian participated in this cross-sectional wed based survey. A standardized questionnaire was generated using Google form, and the link was shared through multiple social media platforms. Digital Health Literacy Instrument (DHLI) and WHO's vaccine hesitancy questionnaire were used to evaluate the digital health literacy and vaccine hesitancy towards COVID-19 vaccine among different levels of education in Malaysia. Result(s): Among 1546 participants, 14 participants had clear incomplete data and excluding those age less than 18 years old making a total of participants 1532. Regarding standard deviation and mean of the results, participants classified as pro-vaccine. Multiple predictors were identified that contributed to vaccine hesitancy. This included level of education which leads to various level of digital health literacy. Conclusion(s): In summary, the COVID-19 vaccine hesitancy among the people were basically due to their lack of knowledge or inability to find reliable sources on the internet that cause them to have anxiety towards the vaccination programme. Copyright © 2022, Anka Publishers. All rights reserved.
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With the increasing rate of internet related challenges such as cyber-attacks, it has become imperative for users to adopt safe practices while using the internet. This safety measures are known as cyber-hygiene. As universities are making tremendous efforts towards minimising the rate of cyber-attacks in higher education, keeping good cyber-hygiene culture among faculty employees and students will play a critical role. Cyber-attacks sophistication has become a global issue, especially now that virtually all business transactions, learning, and communication are gradually becoming online as part of the impacts of COVID-19 pandemic. To be able to conduct this study, a qualitative research methodology was employed for an exploratory online study of cyber-hygiene among students and employees of University of Nigeria, Nsukka. In the study, 316 responses were used, and the findings revealed that age and level of education do not have statistical significance on the cyber hygiene culture and behaviour of the respondents. Also, it was discovered that mobile phone is the most widely used device with 50.26%, followed by laptop with 35.65%. Findings also showed that 159 (50.32%) respondents were found to have low cyber-hygiene culture while 157 (49.68%) respondents have high cyber hygiene culture. Hence, participants portray poor cyber-hygiene. © 2022 IEEE.
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The Covid-19 pandemic has caused a lot of stress and anxiety. This study aims to observe the impact of the demographic variables of age, gender, educational level and area of residence on the anxiety and depression levels due to the pandemic. Data was obtained using a questionnaire to record demographic variables such as Age, Gender, educational level and area of residence. Data was also obtained using a questionnaire that measured questions related to depression and anxiety. Results indicated that age recorded a significant impact of chances for depression. This means that individuals between the age group of <30years had a 3 times greater chance of developing depression due to the pandemic compared to the 30-59 years and >60-year-old age groups. On the other hand, males recorded an increased level of anxiety which was 2.5 times higher than females. © 2022 IEEE.
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In only two years, COVID-19 has forced the transformation of the educational system with emergency and radical changes concerning the digitalisation and virtualisation of classrooms. A new hybrid teaching-learning context is opening in which learning analytics becomes relevant as teaching support to adapt instruction to the different learning rhythms of connected learners. As well as for students to make decisions in their self-regulated learning. However, for its proper implementation at the micro, meso and macro educational levels, it is necessary to detect and fill those gaps through training to have a sufficient level of data literacy of the roles involved. However, the educational inquiry doesn’t provide any data literacy self-assessment tools. This paper aims to provide an instrument for self-assessment of data literacy at micro, meso and macro levels in the educational context. The methodology of the work has been designed considering two phases. The first is based on the development and validation of the questionnaire through a documentary methodology with a qualitative approach. The second is based on its implementation, through a descriptive methodology with a quantitative approach. Aiming to precisely determine the wording according to the population of interest, the validity of the banks of items constructed and their content, have been carried out employing the expert consultation method. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Quality academic training at the different educational levels enhances students' meaningful learning. Due to new requirements of the Covid 19 pandemic, education started to rely more on the use of information and communication technologies. This research article aims to describe and analyze the contribution of the 'flipped classroom' model in the meaningful learning of mathematics through the use and design of web 3.0 digital tools. The methodology implemented was experimental - exploratory research, through a structured questionnaire of 17 questions on the Likert scale, which was validated using Cronbach's alpha statistic with a result of 0.846. The TAM model was applied to measure the acceptance of digital resources in virtual learning and the ADDIE methodology was used in the design and application of the 3.0 technological tools for eighth-grade students of basic general education. The contrast of the hypothesis was made by the statistical test of KolmogorovSmirnov for a sample, where a value less than 0.05 was obtained. Therefore, the results proved that the flipped classroom model contributes to the meaningful learning of mathematics, allowing greater development of 30 students in their daily educational activities. In addition, there was an increase in the frequency of the use of digital documents, multimedia resources, and especially web 3.0 resources developed by the teacher to improve virtual teaching, which enhanced optimal and flexible learning within a social setting. © 2022 IEEE.
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The inclusion of people with special abilities is not only a right but also a moral duty on the part of the state, this research aims to describe the level of inclusive knowledge in teachers of different educational levels in Peru in times of Covid-19. The research is descriptive, correlational, predictive and quantitative, achieving an online survey of 520 teachers at the initial, primary, secondary, university and postgraduate levels, the measurement instrument consists of 25 questions divided into five blocks on knowledge of ICT in visual, hearing, cognitive, motor and web accessibility disabilities, using a five-point Likert-type scale. The statistical data showed a very good Cronbach's Alpha, as well as significant results in different statistical tests. The results of this research revealed that ICT knowledge for visual impairment, cognitive impairment, motor impairment and web accessibility has a low level while for the level ICT knowledge for hearing impairment has a high level. Concluding that there is a significant gap between disabilities, teacher knowledge about inclusive education in educational levels in Covid-19 times has a low. The teacher has a high level of ICT proficiency at all educational levels and the motivation to use ICT is regular because many applications and software are of limited access © 2022. International Journal of Emerging Technologies in Learning.All Rights Reserved.
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The COVID-19 pandemic has had a significant impact on education. Almost overnight, it basically halted teaching at most educational institutions, and has gradually affected all educational levels. This situation was unprecedented. Educational institutions had to switch to a new form of education urgently. The pandemic affected the means as well as the methods of learning. It affected all stakeholders, i.e., teachers, students/pupils and institutions. The aim of this paper is to present the research results of a questionnaire that was focused on the distance learning experience of students. The questionnaire provided student feedback about the distance form (remote modality) of teaching they had experienced. The research was carried out at the Faculty of Informatics and Management (FIM) at the University of Hradec Králové. The surveyed students studied during the 2020/2021 academic year using distance learning. Overall, 122 students took part in the research. Results show that online tools such as Microsoft Teams and BlackBoard are most often used at FIM. Students indicated that the BlackBoard Learning Management System (LMS) was the most beneficial tool. Overall, respondents are equally satisfied with distance learning and face-to-face learning. It cannot be unequivocally determined whether students prefer distance learning or face-to-face learning. © 2021, Springer Nature Switzerland AG.
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The synergy of blended learning and flipped classroom educational models have been in great demand in recent years, especially as a result of the COVID-19 coronavirus pandemic that has forced traditional education to implement alternative models that make use of information technologies to continue the academic training of students worldwide at all educational levels. The objective of this research was to validate the relevance of the implementation of blended learning in a flipped classroom environment in a higher education course. The research methodology was quantitative, using the survey as an instrument. The results obtained are concentrated in a great acceptance of the applied models indicating ease in the learning scheme and the improvement in the autonomy of the students through the virtual platform, the need for adequate planning and design of the course is asserted, in addition The guidance, intervention and feedback of the teacher as facilitator of the course was essential. As a consequence of this, its validation allows endless opportunities for the design of educational experiences under these teaching models, since it can be implemented in other areas of knowledge. © 2021 IEEE.
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With the rampant pandemic of COVID-19, an increasing number of people are acquiring knowledge through online learning approaches. This study aims to investigate how to improve online learning effectiveness during this special time. Through a mixed design, this study revealed the effect of educational levels, gender, and personality traits on online learning outcomes. It was concluded that postgraduates (N = 599) outperformed undergraduates (N = 553) in online learning, learners (N = 1152) with strong personality traits such as agreeableness, conscientiousness, and openness to a new experience outperformed those with strong extraversion and neuroticism. Future research could improve interpersonal interactions and encourage learners to post words in the online discussion forum, focus on how to design scaffolding online learning and how to improve the quality and dynamic of the online contents, and highlight blended learning rather than either merely online or traditional face-to-face learning.