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The study aimed to analyse changes in school belonging in higher education students during online instruction and to verify its cross-sectional and longitudinal relationships with academic adjustment in the first and higher years of study. The research sample consisted of 169 higher education students (90.5% women, M = 21.71;SD = 2.63) in the first measurement (end of the winter term), and 77 respondents (96% women, M = 21.38;SD = 2.03) in the second measurement (end of the summer term). Self-report methods were used. Results showed a decline in school belonging among first-year students. School belonging significantly predicted academic adjustment, and the relationship with internal motivation persisted even four months later. The findings support the key role and need for facilitating school belonging in higher education students in the online environment. © 2023, Adam Marszalek Publishing House. All rights reserved.
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Purpose: This study aims to describe the profile of students' learning motivation in online learning and compare intrinsic motivation and extrinsic motivation. Furthermore, the research also seeks to examine the development of intrinsic and extrinsic motivation over time during online learning. Design/Methodology/Approach: This survey research was conducted for mathematics learning at the Vocational High School level, involving a sample of 218 students selected by multistage random sampling technique. Questionnaires were administered periodically three times at an interval of six weeks. Data were analyzed using profile analysis. Findings: The analysis revealed that the intrinsic and extrinsic dimensions of students' learning motivation tend to be parallel, with the intrinsic dimension being higher than the extrinsic dimension. The period of time also affects the development of students' learning motivation, both for the intrinsic and extrinsic dimensions. Conclusion: The study highlights the importance of independent learning activities in online learning, which tend to develop and encourage the growth of internal motivation, essential for lifelong learning. Teachers are recommended to apply various learning theories in the digital era to increase students' internal and external motivation. In addition to well-designed learning materials, the effectiveness of online learning also depends on motivating interactions between instructors and students. Well-designed materials supported by a variety of communication media make online learning very beneficial. © 2023 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
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This chapter explores trustworthiness in AI and penetrates the black-box opacity through explainable, fair, and ethical AI solutions. AI remains a spirited topic within academic, government, and industrial literature. Much has occurred since the last AI winter in the early 1990's;yet, numerous sources indicate the initial successes solving problems like computer vision, speech recognition, and natural sciences may wane — plunging AI into another winter. Many factors contributed to advances in AI: more data science courses in universities producing data-science capable graduates, high venture capital funding levels encouraging startups, and a decade of broadening awareness among corporate executives about AI promises, real or perceived. Nonetheless, could sources like Gartner be right? Are we approaching another AI winter? As the world learned during the COVID-19 pandemic, when we find ourselves in a crisis, focusing on the fundamentals can have a powerful effect to easing the troubles. As AI makes history, it relies on progress from other domains such as data availability, computing power, and algorithmic advances. Balance among elements maintains a healthy system. AI is no different. Too much or too little of any elemental capability can slow down overall progress. This chapter integrates fundamental ideas from psychology (heuristics and bias), mindfulness in modeling (conceptual models in group settings), and inference (both classical and contemporary). Practitioners may find the techniques proposed in this chapter useful next steps in AI evolution aimed at understanding human behavior. The techniques we discuss can protect against negative impacts resulting from a future AI winter through proper preparation: appreciating the fundamentals, understanding AI assumptions and limitations, and approaching AI assurance in a mindful manner as it evolves. This chapter will address the fundamentals in a unifying example focused on healthcare, with opportunities for trustworthy AI that is impartial, fair, and unbiased. © 2023 Elsevier Inc. All rights reserved.
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Interest in online learning is increasing due to its advantages and pedagogical potential. However, few studies have investigated the effects of task-driven instruction on learning outcomes. This study examines the effectiveness of the application of task-driven instruction as a means of verifying that the use of task-driven instruction in online learning is effective by comparing changes in students' grades, intrinsic motivation, perceived social presence, and perceived cognitive load before and after the application of the method. Eighty high school students (33 males) were recruited for this experiment. Prior to the experiment, the purpose and steps of the study were explained frankly and candidly, problems and risks that might arise from participation in the study were pointed out, the benefits that would result from participation in the study were explained, and the possibility of voluntarily withdrawing from the study at any time was clearly communicated and approved by the study subjects or guardians. They were divided into experimental group I and control group II, with 40 students in each group. The results of the study showed that after the implementation of the instruction, the experimental group I performed significantly better than the control group II. In addition, the experimental group II outperformed the control group II in terms of perceived intrinsic motivation, social presence, and cognitive load. © 2023 ACM.
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Introduction: COVID-19 infections resulting in pathological kidney manifestations have frequently been reported in adults since the onset of the global COVID-19 pandemic in December 2019. Gradually, there have been an increased number of COVID-19-associated intrinsic kidney pathologies in children and adolescents reported as well. The pathophysiological mechanisms between COVID-19 and the onset of kidney pathology are not fully known in children; it remains a challenge to distinguish between intrinsic kidney pathologies that were caused directly by COVID-19 viral invasion, and cases which occurred as a result of multisystem inflammatory syndrome due to the infection. This challenge is made more difficult in children, due to the ethical limitations of performing kidney biopsies to reach a biopsy-proven diagnosis. Although previous systematic reviews have summarized the various pathological kidney manifestations that have occurred in adults following acute COVID-19 infection, such reviews have not yet been published for children and adolescents. We describe the results of a systematic review for intrinsic kidney pathology following COVID-19 infection in children and adolescents. Methods: A systematic literature search of published data up until 31 October was completed through the Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) guidelines. Research articles reporting new-onset or relapsed intrinsic kidney pathology in children or adolescents (≤18 years) following acute COVID-19 infection were included for qualitative review. COVID-19 infection status was defined by a positive result from a RT-PCR, or nuclear antibody testing. Only full-text articles published in the English language were selected for review. Results: Twenty-nine cases from fifteen articles were included in the qualitative synthesis of this systematic review. Nephrotic syndrome, as an umbrella condition, appeared as the most frequently observed presentation (20 cases) with disease remission noted in all cases with steroid treatment. Other cases included numerous glomerulonephritides, such as acute necrotizing glomerulonephritis, MPO vasculitis and collapsing glomerulopathy, and thrombotic microangiopathies, such as aHUS. For patients with transplanted kidneys, T-cell-mediated rejection and mild tubular interstitial infiltration were noted following testing positive for COVID-19. There were no mortalities reported in any of the included cases, although two patients remained dialysis dependent at hospital discharge. Conclusion: This systematic review highlights the various intrinsic pathological kidney manifestations in children and adolescents as a result of acute COVID-19 infection. The clinical timeline and presentation of these cases support the mechanistic hypothesis between COVID-19 infection and the onset of intrinsic kidney pathologies within this context. The progressive introduction of vaccination programs for children and adolescents may hopefully reduce the severity of COVID-19-associated illnesses, and pathological kidney manifestations in this population.
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Academic motivation is recognised as a key factor for academic success and wellbeing. Highly motivated students actively engage with academic activities and maintain good wellbeing. Despite the importance of motivation in education, its relationship with engagement and wellbeing remains to be evaluated. Accordingly, this study explored the relationships between motivation, engagement, self-criticism and self-compassion among UK education postgraduate students. Of 120 postgraduate students approached, 109 completed three self-report scales regarding those constructs. Correlation, regression and moderation analyses were performed. Intrinsic and extrinsic motivation were positively associated with engagement, whereas amotivation was negatively associated with it. Engagement positively predicted intrinsic motivation. Self-criticism and self-compassion moderated the pathway from extrinsic motivation to intrinsic motivation: higher self-criticism weakened the pathway, while higher self-compassion strengthened it. Findings suggest the importance of engagement in relation to cultivating intrinsic motivation of education students. Moreover, enhancing self-compassion and reducing self-criticism can help transfer extrinsic to intrinsic motivation.
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Introduction: We investigated the effect of time spent at home on employee voice behavior and leadership openness during Covid 19. According to DeRue's adaptive leadership theory which offers an interactionist perspective to explain adaptive organizational behavior during an environmental crisis, we proposed that in the WFH's (work from home) reduced and limited communication space, leaders, who need more feedback, will encourage employees to express their opinions and will show more willingness to listen to them. Meanwhile, employees will ask more questions and make more suggestions to alleviate uncertainty and misunderstanding. Methods: Using an online questionnaire, a cross-sectional study (N = 424) has been carried out with employees working from home for a different amount of their working time during the pandemic. Data were analyzed using structural equation models (SEM) in which the effect of leadership openness on employee voice behavior was assessed through the mediation of affective commitment, psychological safety, and intrinsic motivation. Results: The results showed that in the WFH situation, time spent in home office had a low but significant direct negative effect on promotive voice behavior. At the same time, leadership openness was growing with the amount of time spent at home. Leadership openness counteracted the negative effect of WFH on voice behavior: although leadership openness did not have a direct significant effect on voice behavior, it had a positive effect on psychological safety and work motivation which, in turn, influenced positively both promotive and prohibitive voice behavior. Employee's voice, for its part, further augmented leadership openness. Discussion: In our research we could demonstrate the contingent nature and the mutual influence patterns and feedback loops of leaders-employees exchange. In the WFH situation the openness of the leader is growing with the amount of time spent at home and with the amount of promotive voice manifested by the employee. In consent with DeRue social interactionist adaptive leadership theory, a mutually reinforcing process of leadership openness and employee voice could be demonstrated. We argue that leadership openness is a key factor to motivate employee voice behavior during WFH.
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Background. Students with poor sleep quality will undoubtedly disturb their daily activities, such as being absent from lec-tures due to illness and falling asleep during lectures. A further impact of poor sleep quality is decreased student academic achievement.Objectives. To analyse the relationship between sleep hygiene and the prevalence of insomnia in medical students during the COVID-19 pandemic at the Faculty of Medicine, Universitas Sumatera Utara. Material and methods. The research design was analytic with a cross-sectional approach. The study population was medical students in clinical clerkships, which amounted to 152 people using consecutive sampling methods. The data was collected using a Sleep Hy-giene Index (SHI) and Insomnia Severity Index (ISI) questionnaire, conducted online via Google Forms. Data processing was carried out using SPSS and the Chi-square statistical test.Results. Most students, as many as 101 people (66.4%), had moderate sleep hygiene, and most students were without insomnia (ap-prox. 61.8%). The results of the Chi-square test bivariate analysis showed a relationship between the degree of sleep hygiene and the prevalence of insomnia in the medical students of Universitas Sumatera Utara.Conclusions. Students are exposed to psychological impacts that can affect the quality of their sleep. Sleep hygiene and sleep cycles in students change due to changes in daily activities, such as physical activity, class schedules, assigned tasks and the use of electronic equipment.
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PurposeThis paper investigates the probable differential impact of the confirmed cases of COVID-19 on the equities markets of G7 and Nordic countries to ascertain possible interdependencies, diversification and safe haven prospects in the era of the COVID-19 pandemic over the short-, intermediate- and long-term horizons.Design/methodology/approachThe authors apply a unique methodology in a denoised frequency-domain entropy paradigm to the selected equities markets (Li et al. 2020).FindingsThe authors' findings reinforce the operability of the entrenched market dynamics in the COVID-19 pandemic era. The authors divulge that different approaches to fighting the pandemic do not necessarily drive a change in the deep-rooted fundamentals of the equities market, specifically for the studied markets. Except for an extreme case nearing the end (start) of the short-term (intermediate-term) between Iceland and either Denmark or the US equities, there exists no potential for diversification across the studied markets, which could be ascribed to the degree of integration between these markets.Practical implicationsThe authors' findings suggest that politicians should pay closer attention to stock market fluctuations as well as the count of confirmed COVID-19 cases in their respective countries since these could cause changes to market dynamics in the short-term through investor sentiments.Originality/valueThe authors measure the flow of information from COVID-19 to G7 and Nordic equities using the entropy methodology induced by the Improved Complete Ensemble Empirical Mode Decomposition with Adaptive Noise (ICEEMDAN), which is a data-driven technique. The authors employ a larger sample period as a result of this, which is required to better comprehend the subtleties of investor behaviour within and among economies - G7 and Nordic geographical blocs - which largely employed different approaches to fighting the COVID-19 pandemic. The authors' focus is on diverging time horizons, and the ICEEMDAN-based entropy would enable us to measure the amount of information conveyed to account for large tails in these nations' equity returns. Furthermore, the authors use a unique type of entropy known as Renyi entropy, which uses suitable weights to discern tailed distributions. The Shannon entropy does not account for the fact that financial assets have fat tails. In a pandemic like COVID-19, these fat tails are very strong, and they must be accounted for.
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OBJECTIVES: To determine how the intrinsic severity of successively dominant SARS-CoV-2 variants changed over the course of the pandemic. METHODS: A retrospective cohort analysis in the NHS Greater Glasgow and Clyde (NHS GGC) Health Board. All sequenced non-nosocomial adult COVID-19 cases in NHS GGC with relevant SARS-CoV-2 lineages (B.1.177/Alpha, Alpha/Delta, AY.4.2 Delta/non-AY.4.2 Delta, non-AY.4.2 Delta/Omicron, and BA.1 Omicron/BA.2 Omicron) during analysis periods were included. Outcome measures were hospital admission, ICU admission, or death within 28 days of positive COVID-19 test. We report the cumulative odds ratio; the ratio of the odds that an individual experiences a severity event of a given level vs all lower severity levels for the resident and the replacement variant after adjustment. RESULTS: After adjustment for covariates, the cumulative odds ratio was 1.51 (95% CI: 1.08-2.11) for Alpha versus B.1.177, 2.09 (95% CI: 1.42-3.08) for Delta versus Alpha, 0.99 (95% CI: 0.76-1.27) for AY.4.2 Delta versus non-AY.4.2 Delta, 0.49 (95% CI: 0.22-1.06) for Omicron versus non-AY.4.2 Delta, and 0.86 (95% CI: 0.68-1.09) for BA.2 Omicron versus BA.1 Omicron. CONCLUSIONS: The direction of change in intrinsic severity between successively emerging SARS-CoV-2 variants was inconsistent, reminding us that the intrinsic severity of future SARS-CoV-2 variants remains uncertain.
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COVID-19 , SARS-CoV-2 , Adult , Humans , SARS-CoV-2/genetics , Retrospective Studies , HospitalizationABSTRACT
Due to the global restrictions to decrease the risk of infection in classrooms, the transition from face-to-face education to distance learning was a necessity during the Covid-19 pandemic. Grounded in Self-Determination Theory, the present research sought to explore how the pandemic affects university students during distance learning. Specifically, the study examined the predictors of pressure/tension and attempted to identify the unique and mediator roles of correlates of pressure/tension of university students. This cross-sectional study was conducted with 432 university students from different departments of different universities in Turkey. The online survey was administered between the last week of October and the second week of December 2020. Our findings revealed that there is a positive association between pressure/tension and Covid-specific worry. Also, there is a negative association between learning climate and pressure/tension and between perceived competence and pressure/tension. Further, learning climate mediated the link between Covid-specific worry and pressure/tension. The data of the present study depends on students' academic (learning climate) and also non-academic (Covid worry) experiences during the pandemic. Methodological limitations concerning the research design are discussed.
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In late December 2019, the world witnessed the outbreak of the novel coronavirus disease (COVID-19), which subsequently led to numerous social and work limitations including face-to-face communication and documentary production worldwide. While many studies have focused on the framing of COVID-19 by mainstream news agencies and political figures, few studies have concentrated on the perspectives of independent filmmakers regarding the pandemic. The challenges faced by these niche filmmakers during COVID-19 would have likely magnified and changed due to the uncertainties that befell filming and distribution. In this intrinsic case study, the researcher aims to explore the creative processes of two documentary films, Luo Luo's Fear and Entrapment, produced by emerging and experienced filmmakers, respectively, during the pandemic while participating in the Caochangdi (CCD) Workstation's Folk Memory Project. A qualitative thematic analysis was conducted on data collected from in-depth interviews with two participants and their reflective memos. This work also seeks to describe the filmmakers' experiences of filming during the pandemic and how these experiences framed their documentary filmmaking. Next, the researcher explores the salient visual framework used by the filmmakers through their documentary film analysis. Both films focused on their fears and challenges at this particular time of the pandemic, framing the entire film through internal monologues that have also become a distinctive style of their own creation. Overall, the current research contributes to the limited literature by focusing on the impacts of building of online strategies and creative community support on independent filmmakers' self-rescue during the pandemic and how visual framing can be enhanced in the study of films.
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Being a researcher on a highly sensitive issue and an international PhD student in Melbourne, I have faced significant challenges throughout my ongoing PhD journey. Using an autoethnographic approach, this chapter describes the lived experiences of the intense situations that impacted my research activities under the COVID-19 pandemic. Through my PhD, I am committed to contributing my bit toward changing global perceptions of HIV and AIDS. My intrinsic motivations draw from the death of my brother figure and childhood best friend. These motivations have enabled me to fight back against numerous challenges that have appeared within the circle of research opportunities. I dealt with each challenge by returning to my intrinsic motivations, showing resilience, and progressing with my research. In the beginning, I had challenges getting my project approved by the Human Research Ethics Committee of my University, which took about two years. Once my research was approved, the COVID-19 pandemic situation pushed me back to square one. Subsequently, I chose an online research methodology due to the state of helplessness I experienced as a result of COVID-19 restrictions. These conditions changed my overall research landscape and introduced several unanticipated challenges to my original plans to conduct an ethnographic study. Based on my reflections, I recommend that all PhD researchers, and international students in particular, pay significant attention to the timeline of their candidature. Researchers need to be flexible and rationalise the importance of continuing their research activities amidst difficult situations such as the COVID-19 pandemic. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.
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Online teaching and learning have become the novel norm amidst COVID-19 pandemic crisis across the world. The educational institutions across the world have switched to online mode of instruction to continue to provide education. Thus, research on effectiveness of online teaching and factors affecting the student's engagement in a virtual classroom has gained importance. Students during pandemic are learning at home and lack motivation and confidence in their academic life. The present study aimed to analyze the student engagement and the factors that affect the student engagement in online learning environment. The study employed a quantitative research design to collect data from 600 students attending online classes in schools and colleges of Bangalore, India. The study found that there is a positive correlation between students' intrinsic motivation and student engagement. Student engagement increases as the academic pressure or tension decreases. The core findings of the study showed that interest towards learning, perceived competence, and perceived choice of students determines student engagement in online classroom. Almost 33.7 % variance in student engagement is because of students' intrinsic motivation. Future researchers may explore external factors affecting student engagement. Student engagement is significant for meaningful learning in online learning environment.
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Late adults differ in the degree to which their mental health is impacted by the COVID-19 crisis, with interindividual differences in their capacity to mobilize coping resources playing an important role. Therefore, the search for inner sources of resilience is important to understand late adults' adaptation to this crisis. Based on Goal Content Theory, a mini-theory within the broader Self-Determination Theory, this study aimed to examine whether older adults' valuation and attainment of intrinsic goals represent such a source of resilience. Intrinsic goals would form a solid foundation to experience a sense of meaning during this crisis, which, in turn, relates to higher well-being (i.e., life satisfaction and vitality) and lower ill-being (i.e., symptoms of depression, anxiety, and loneliness). During the second month of the lockdown period in Belgium, 693 older adults (Mage = 70.06, SD = 4.48, range: 65-89 years, 62.1% female) filled out online questionnaires concerning the study variables. Structural equation modeling showed that intrinsic goal attainment and goal importance related positively to experiences of meaning in life which, in turn, were related to higher levels of well-being and lower levels of ill-being. No evidence was found for an interaction effect between intrinsic goal attainment and goal importance. Supporting late adults' pursuit and attainment of meaningful intrinsic goals relates to their well-being and may potentially strengthen their resilience in times of crisis.
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The commonly applied strategies for promoting compliance with public health and safety policies can be inefficient and coercive, posing a need to examine novel motivational strategies to aid in this endeavor. Gamification, which aims to foster engagement and intrinsic motivation towards mundane activities and behaviors, is one of the vanguard design approaches among behavioral change support systems. Despite the increasing interest in gamification, the corpus lacks studies on its effects on policy compliance. Therefore, this study examines the relationships between gamification design types, gameful experience, and policy compliance in the social distancing context (during COVID-19) using a vignette-based online experiment (n=937). Based on the results, gameful experience mediates the positive relationships between achievement and progression-based, competitive, and immersive gamification and policy compliance, while social gamification is not associated with gameful experience. The results provide evidence of gamification's potential as a non-coercive method of helping people follow policies. © 2023 IEEE Computer Society. All rights reserved.
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The present study aims to identify the main determinants of mobile payment adoption in tier-II cities, specifically in the wake of COVID-19. We tried to contribute to the existing body of knowledge by proposing a model that combines two constructs, i.e., intrinsic motivation and perceived credibility in an extended unified theory of acceptance and use of technology (UTAUT2). The research model was empirically tested using 450 responses from a questionnaire-based survey conducted in India. Data was analysed using structural equation modelling (SEM). We found intrinsic motivation and effort expectancy as the most significant determinants of the behavioural intentions to adopt mobile payment in tier-II cities of India. COVID-19 also emerged as a factor, but not the most important factor in the study. The study has relevance for practitioners also because understanding the key constructs is crucial to design, refine, and implement mobile payment services. Copyright © 2023 Inderscience Enterprises Ltd.
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BACKGROUND: Acute acquired concomitant esotropia (AACE) is usually a benign form of strabismus that infrequently is associated with intracranial pathology. Clinicians have noted an increase in its incidence and theorize that it may be related to public health "lockdown" measures taken in response to the COVID-19 pandemic. With an increased incidence of AACE clinicians must firstly differentiate AACE from common accommodative esotropia and secondly recognize AACE as a possible sign of serious neuropathology.Diffuse Intrinsic Pontine Glioma (DIPG) is a devastating diagnosis for affected families. Children typically present at age 6-7 years with cranial nerve palsies, long tract signs, and/or cerebellar signs. Diagnosis is made from characteristic findings on magnetic resonance brain imaging (MRI brain) and treatment includes radiotherapy and palliative care. Two years from diagnosis, 90% of affected children will have died from their disease. CASE SERIES: We present four cases that attended our pediatric ophthalmology clinic with AACE either as a presenting sign of DIPG or as a clinical finding following a DIPG diagnosis. Patient A (age 5 years) presented to the emergency eye clinic with sudden onset diplopia and intermittent esotropia. Suppression later developed, they had 0.00 logMAR visual acuity either eye, and bilateral physiological hypermetropia. MRI brain imaging requested as a result of the unusual presentation led to the DIPG diagnosis. The other 3 cases (ages 11, 5 & 5 years) were assessed post DIPG diagnosis and found to have an esotropia measuring bigger on 1/3-meter fixation than 6-meter fixation, full ocular motility, physiological hypermetropia or emmetropia, and visual acuity normal for age. Other than patient B (age 11 years), who had papilledema and gaze evoked nystagmus when they were assessed 2 weeks prior to death, no patient had any other clinical eye findings. CONCLUSIONS: This small series of 4 patients attending our clinic within a 12-month period supports the notion that children presenting with AACE should routinely be offered brain MRI. Not all children with DIPG-associated AACE have significant ophthalmic findings indicative of intracranial pathology. With the potential for increased incidence of AACE related to lockdowns, clinicians should be reminded of the infrequent possibility their patient has a more serious condition.
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COVID-19 , Diffuse Intrinsic Pontine Glioma , Esotropia , Hyperopia , Strabismus , Child , Humans , Child, Preschool , Esotropia/diagnosis , Esotropia/etiology , Esotropia/surgery , Diffuse Intrinsic Pontine Glioma/complications , Pandemics , COVID-19/complications , Communicable Disease Control , Strabismus/complications , Acute Disease , Retrospective StudiesABSTRACT
This study aimed to examine the relationships between mental wellbeing and positive psychological constructs in therapeutic students (psychotherapy and occupational therapy students). The number of therapeutic students has increased recently; however, they suffer from poor mental health, which may be improved by potentiating their positive psychological constructs, bypassing mental health shame. Therapeutic students (n = 145) completed measures regarding positive psychological constructs, namely mental wellbeing, engagement, motivation, resilience, and self-compassion. Resilience and self-compassion predicted mental wellbeing, explaining a large effect. Self-compassion partially mediated the relationship between resilience and mental wellbeing. This study highlights the importance of positive psychological constructs, especially resilience and self-compassion, for mental wellbeing of therapeutic students.
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Many courses from Chinese Universities have to change the teaching model and content in suit for distance learning because of COVID-19 pandemic. This paper indicates a virtual learning community called Digital Philosophy Club (DPC) instead of learning philosophy in classroom. It uses three cooperative platforms to integrate an E-learning environment, in which students can participate online activities. They can motivate positively through explorative, and social learning experiences. To research the result of students' learning, consulting from semi-structured interviews with students from 8 faculties, analyses how to improve the intrinsic motivation and 4C skills (4Cs) in the virtual e-learning community. The research method is based on the Tripartite Model of Intrinsic Motivation and explains the results from consultation. Base on the questionnaire analysis, the following results are reached: 1. The practical methods of DPC can improve the students' positive motivation;2, Learning- support in DPC is conductive to enhance 4Cs abilities;3. The teaching methods in DPC are approved by the theory of Tripartite Model of Intrinsic Motivation from Psychology. © 2022 ACM.