Predicting Student's Satisfaction towards Hybrid Learning in Informatics

This paper used regression and moderation approaches to evaluate the student's satisfaction with informatics towards the hybrid learning in their study. Multiple Linear Regression (MLR) identified student satisfaction based on hybrid learning difficulty and benefit ($p < 0.001$). Linear Regression (LR) found hybrid learning benefits impacted the student's satis-faction significantly $(p < 0.001$). Student's $t$-test also revealed that Overall Satisfaction (OS) significantly affected hybrid learning's satisfaction ($p < 0.001$). Analysis of Co-variants (ANCOVA) also proved that hybrid learning's benefit ($p < 0.001$) and OS ($p < 0.05$) significantly influenced student satisfaction. The paper also proved that hybrid learning's benefits positively correlate with student satisfaction (0.596). The slopes of 'Yes' and 'No' are substantially different from one another when the probability value of 0.22 $(p > 0.05$). Hence, no moderator (OS) affects the relationship's strength between the benefit and satisfaction of hybrid learning. The paper also revealed that hybrid learning's difficulty has a negative correlation (-.18), and the benefit of hybrid learning is positively associated with student satisfaction (.66). Implementing a hybrid learning mode during Covid-19 periods significantly impacted student satisfaction and the decision taken by the administration was also meaningful. © 2023 IEEE.

The Use of Animal Metaphors to Reveal Beliefs of Grade Three Namibian Learners Who Experienced Mathematics Learning Difficulties During the COVID-19 Pandemic

This chapter examines the use of animal metaphors to explore the beliefs of six grade three learners in a rural Namibian school. The study was conducted during the COVID-19 pandemic. The learners had been observed by their teacher and had been found to be experiencing difficulties in learning mathematics. The teacher, therefore, labelled the learners as experiencing mathematics learning difficulties (MLD) and believed they were not mathematically talented. The grade three learners had missed out on some essential basic mathematical competencies in the previous grades due to a lockdown during the pandemic, unplanned school closures, and the implementation of a rationalised syllabus/COVID-19 emergency curriculum. Using animal metaphors, a qualitative research method was used to collect data through semi-structured interviews and learners' drawings. Findings revealed that learners associated mathematics with dangerous animals or situations, and they believed mathematics to be a difficult subject to learn. The learners' beliefs indicated that they struggle to learn mathematics;however, all the learners considered knowledge of the subject an essential part of life. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Brief Report: The Impact of COVID-19 on Parental Stress and Learning Challenges for Chinese Children with SpLD.

The pandemic induced a radical shift to online learning with increased parental involvement. This study investigates the challenges that students with specific learning difficulties (SpLD) encountered during the pandemic and the mediating role of parental stress. A total of 294 parents of children with SpLD (mean age = 10.6; SD = 1.5) were recruited. Parents reported concerns over their children's difficulties maintaining learning routines, lack of suitable environment for online classes, and ineffective remote learning. Results of mediation analysis showed that online learning challenges, SpLD symptoms, and emotional and behavioral difficulties positively predicted parental stress. In turn, parental stress negatively predicted children's self-esteem and family quality of life. The study implies that parents of children with SpLD need both psychological and technical support under suspension of face-to-face teaching.

BADR: A Talking Face To Teach Arabic Vocabulary Under COVID-19

We propose an Arabic talking face called Badr to teach the language vocabulary for young students under COVID-19 pandemic. Badr is built on the previous talking face Baldi (e.g., an American English talking face) with many enhancements in interaction and words pronunciation. It can complement the work of instructors who can get tired and bored when teaching online for long hours. It can pronounce standard Arabic vocabulary accurately and interact with learners in natural manner. Listening and observing Badr improve the learners' ability to understand speech in a noisy background. We tested Badr with Qatar University students, and we show its effectiveness and usefulness in introducing smoothly new vocabulary. Badr can act as an independent tutor for different categories of learners including those with learning difficulties, slow learners, and non-Arabic speaking learners. © 2022 IEEE.

Advantages and Disadvantages of Online Learning Counseling Practice.

The School of Medicine offers study counseling. In particular, the School of Medicine has many required courses, and it is important to respond to students with learning difficulties. It is necessary to discuss a new approach to learning counseling for such students, considering the prevention of COVID-19 infection, but online learning counseling has not been discussed so far. In the future, flexible selection and response based on an understanding of the advantages and disadvantages of online learning counseling will be required. To overcome this challenge, this paper examines the practice of online learning counseling at the University's School of Medicine in the Corona Disaster. The practice could be characterized by seven advantages [behavioral understanding, physical condition consideration, continuity, confidentiality, sharing, immediacy, and convenience] and two challenges [grasping reactions and interruptions]. Subsequently, it was presented new possibilities for online learning counseling by examining the content related to learning.

Smart Assistive 3D Tool to Remedy Children's Learning Difficulties for Distance Education

COVID-19 has accelerated the shift away from the traditional classroom to online learning around the globe. Despite its advantages, students could not easily adapt to the challenges of transition overnight. To remedy academic difficulties that arise with online education, this paper introduces an assistive 3D educational tool for slow learners in elementary school, mainly for Arabic, English, and Math subjects. The proposed tool can be fully integrated with remedial programs to help students who could not adapt to distance learning during the pandemic, slow learners, or even students who cannot attain school. This tool automatically adapts to students' weaknesses and classifies students based on academic performance rather than age. Furthermore, it provides an easy-to-use interface for teachers to customize it using their own content and game scenarios. © 2022 IEEE.

The Level of Satisfaction of Parents of Students with Learning Difficulties Towards Distance Learning after the Corona Pandemic

This study aimed to identify the level of satisfaction of parents of students with learning difficulties towards distance learning after the Corona pandemic, and also aimed to identify if there are statistically significant differences about the level of satisfaction of parents of students with learning difficulties towards distance learning after the Corona pandemic, and in order to achieve this, the researchers used the descriptive analytical approach, where the study population consisted of all parents of students with learning difficulties in both Nablus and Kuwait City. Satisfaction of parents of students with learning difficulties towards distance learning after the Corona pandemic and it consisted of three areas. The level of satisfaction of parents of students with learning difficulties towards distance learning after the Corona pandemic was average, and it was found that there were no statistically significant differences at the level (alpha<= 0.05) in the level of satisfaction of parents of students with learning difficulties towards distance learning after the Corona pandemic. after c Corona list according to the kinship variable, the educational qualification of the mother, the educational qualification of the father, and based on the results of the study, the study came out with several recommendations, the most important of which was the need to train teachers of learning difficulties on how to effectively deal with students with learning difficulties during distance education, providing appropriate suggestions by parents from In order to increase the effectiveness of distance education for students with special needs. Copyright © 2022, Anka Publishers. All rights reserved.

Impact of Covid-19 on students in high schools located in rural communities in México

The educational process shifted from schools to the home for Mexicans as a result of COVID-19. The objective was to analyze the economic, family and academic impact of COVID-19 among students from rural communities attending high school in Sinaloa. The methodology used for the study was the quantitative. The statistical sample size was 222 students from the Universidad Autónoma de Sinaloa, in México, who respond to an online questionnaire. The data was analyzed using descriptive statistics and correlational analysis. The results showed three types of problems: economic issues due to lack of income to buy the technological items required for online learning;family problems, specifically the lack of support provided by parents to help children with distance education;and academic difficulties, because there was little training provided to students on the use of technology. The authors concluded that COVID-19 caused difficulties and highlighted the existence of a digital divide, social inequality and educational lag. © Revista Latinoamericana de Ciencias Sociales. All rights reserved.

Student Strategies in Overcoming Learning Difficulties during The Covid-19 Pandemic

Along with Indonesia, the COVID-19 outbreak has expanded across the globe. All facets of community life are affected by this disruption, including the educational system, which shifts from face-to-face instruction to online distance learning. To break the link of the COVID-19 outbreak's spread, the West Sumatra PGRI STKIP campus has made changes to the educational system. Without having to travel to a campus, students can learn online from the comfort of their own homes. However, this causes students to have issues with internet networks, quota availability, and understanding in the classroom. The goal of this study was to describe the methods used by students to deal with challenges presented by online learning in the COVID-19 program. The idea put forth between COVID-19 outbreaks. Constructivism theory was the one that was employed. Additionally, this study takes a qualitative descriptive technique to offer information about students' online learning strategies. Twenty students and five professors served as the study's informants. using Matthew Milles and Huberman's interactive model to analyze the data after gathering it through interviews and documentation. The study's findings show that students always provide a quota before classes begin, opt for a place where they can easily access the internet, question friends about concepts they don't understand, read articles and tutorials on YouTube, and always have memory available. [ FROM AUTHOR] Copyright of International Journal of Multidisciplinary: Applied Business & Education Research is the property of Future Science 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.)

DISTRACTORS IN REMOTE CLASSES DURING COVID-19 IN ECUADOR: AN ANALYSIS OF PERCEPTIONS

This article makes a diagnosis about distractors and problems presented by students during virtual classes in the confinement caused by the COVID-19. A non-experimental ex-post-facto methodology was used, and an ad hoc questionnaire was applied to 60 students from a higher education institution in Ecuador. Data were summarized using descriptive statistics and tests of association were performed. Subsequently, a logistic regression model was fitted to explain the number of distractors as a function of predictors. Students identified several technical problems and a myriad of distractions when receiving remote classes at home. No association was found between variables, but a high presence of distracters was determined, regardless of career, gender, age and type of device. The number of distracters to which students were exposed reflects a possible ecosystem of negative impacts on the learning process during online classes.

The Development of Inclusive Practice in the Context of COVID-19 Pandemic: The Overcoming Learning Difficulties of Students Having Special Educational Needs

The transition to emergency distance education in the context of the COVID-19 pandemic has had a significant negative impact on children with special educational needs. The article presents a study conducted in Lithuania. The aim of the study was to reveal the practice of inclusive education and its development in the context of the COVID-19 pandemic in terms of the difficulties of students having SEN (special educational needs) and overcoming strategies based on the experience of schools. The following problematic questions were formulated: What learning difficulties and barriers did students with SEN and their educators face in the context of COVID-19? What are methods used to overcome the difficulties? The research data were collected using the focus group method. There were organized 18 focus group discussions. The focus groups consisted of teachers of various pedagogical specializations (teachers of various subjects, support specialists – social pedagogues, special pedagogues, speech therapists), psychologists and representatives of school administrations (principals, deputies, heads of departments) (N = 173). The research disclosed that students with SEN were more vulnerable in the context of distance learning due to their individual educational needs, their learning process is hampered by educational barriers and a lack of support at school and at home. An effective school support system, teamwork and collaboration, teacher support and working in small groups help to achieve better results and overcome difficulties. © 2022, Vilnius Pedagogical University. All rights reserved.

The impact of the COVID-19 pandemic on college students in USA: Two years later.

Coronavirus disease 19 (COVID-19) has posed an unprecedented public health challenge for most countries, and the repeated outbreaks of this disease have created a largest disruption of education systems. The intent of this work was to examine the intersection of COVID-19 fear and mental health consequences among college students in Northern Michigan, a region of the U.S. severely affected by the pandemic. This study was conducted from January 17 to February 25, 2022, two years later since the outbreak of the pandemic, and 151 college students (female, 76) were involved. Participants' potential psychological symptoms, anxiety, happiness, learning difficulty, and demographic information were surveyed. We have three main findings. First, 60.3% of students had tested positive for COVID-19, and more female than male students were affected (female, 69.7%; male, 50.7%). Second, there was a high prevalence of mental problems among college students, with 95.7% of the sample experiencing moderate or severe mood disorders. Third, respondents' education was severely affected by the pandemic, averaging a score of 7.6 on a scale of 10 when asked how much their learning quality was affected. They showed increased fear, stress, and decreased happiness, and these were associated with their learning quality change. Given the impact would be far-reaching, not only college students' mental health but also their learning difficulties should be monitored during the pandemic. These findings are alarming and timely, and their implications are discussed.

Withdrawal phenomenon of students with learning difficulties in distance learning in the context of covid-19

The withdrawal phenomenon of students with special educational needs (SEN) and other learning difficulties in distance learning in the context of Covid-19. The withdrawal phenomenon was revealed by a qualitative study involving mixed groups of teachers, support specialists, and managers in 23 schools (236 participants in total). The focus group discussion method was used for data collection, and inductive content analysis was applied for data analysis. The results revealed the following stages of the deepening of withdrawal phenomenon: partial or occasional withdrawal;silencing, invisibility, confusion;demotivation and apathy;imitation of participation;loss of social connections;exhaustion, helplessness, and complete withdrawal. The withdrawal phenomenon has been triggered by the sudden shift from eye-to-eye to distance learning without prior preparation, as well as by the digital divide of students with learning difficulties due to a lack of digital skills or the slow development of digital skills in the absence of contact support. © 2021 Association for Computing Machinery.

Secondary school students' perception of the online teaching experience during COVID-19: The impact on mental wellbeing and specific learning difficulties.

BACKGROUND: Student engagement and concentration is critical for successful learning. Due to the COVID-19 pandemic, there has been a dramatic increase in the use of online learning which may affect engagement and concentration, particularly for those students with specific learning difficulties. AIMS: Students would show lower scores on all the measures of student experience when judging these during online learning versus learning within the classroom. This negative impact of online learning on concentration, engagement, perceived learning, and self-worth compared to classroom education would be more significant for those with specific learning difficulties. The drop in student experience scores due to online learning would be associated with poorer mental well-being. SAMPLE: Four hundred seven pupils aged 11-18 years at a secondary education school in Wales. METHODS: A retrospective online survey comparing pupils' normal classroom experience to learning online during the first national lockdown in the United Kingdom (March-July 2020). RESULTS: Pupils' learning experiences (concentration, engagement, ability to learn, and self-worth from learning) were significantly lower for online learning compared to the classroom learning. These differences were more marked in students with specific learning difficulties. Perceived ability to learn and engage during classroom and online learning were also associated with mental well-being. CONCLUSIONS: The move to online learning appears to have affected students' ability to concentrate and engage in their schoolwork and appears to have reduced their ability to learn and get self-worth from their work. These decreases are associated with a decrease in mental well-being. The effects appear to be exacerbated in some students with specific learning difficulties.

Evaluate Students' Interaction and Happiness in Distance Learning Among Students with Learning-Difficulties During Covid-19 Pandemic

This study aimed at Evaluate Students' Interaction and Happiness in Distance Learning Among Students with Learning-Difficulties, by identifying the level of students' interaction in distance education and differences between them, as well as its impact on their happiness to learn. To achieve the aim of the study, two scales were designed for this purpose and were applied to a sample consisting of (310) individuals. The results showed that the level of students' interaction through the e-learning platform was at a high level. The results also showed that there was no statistically significant difference between the mean scores of males and females in the scale of students' interaction through the e-learning platform. There was no statistically significant difference between them in their happiness for distance learning via the online platform. There were also no statistically significant differences related to the grade variable in the level of interaction through the electronic platform and in the happiness to learn, while there was a positive statistically significant effect of interaction through the electronic platform on students' happiness to learn.

Daily Behaviors, Worries and Emotions in Children and Adolescents with ADHD and Learning Difficulties during the COVID-19 Pandemic.

The aim of the present study was to investigate the effects of the coronavirus crisis on behavioral and emotional parameters in children and adolescents with ADHD and Learning Difficulties. A total of 101 children, 5-18 years old, were included in the study, 63 (44 boys) of which were diagnosed with ADHD and learning difficulties (ADHD/LD) and 38 were healthy children (19 boys). The CRISIS questionnaire for parents/caregivers was used. The questionnaire was completed during the first national lockdown in Greece and the data referred to two time-points: 3 months before, and the past 2 weeks. A significant deterioration in the "Emotion/Worries (EW)" symptoms was observed during the pandemic in the control group (2.62 ± 0.16 vs. 2.83 ± 0.18, p < 0.001). No such differences were noted in the ADHD group: 3.08 ± 0.25 vs. 3.12 ± 0.29, p = 0.12. Provision of educational and activities support was related to increased EW before the crisis. In ADHD/LD children, higher parental education and child's younger age were related to increased symptoms of EW. In the entire group, previous mental health conditions, increasing stress due to restrictions, and increased COVID-related worries were positively associated with the EW symptoms during the crisis. Less affected relations with friends and less reduction in contact with people outside the home were negatively related with EW during the crisis. The study revealed specific parameters that negatively affected the emotional and behavioral variables of children with ADHD and learning difficulties.

Equity factors during the COVID-19 pandemic: Difficulties in emergency remote teaching (ert) through online learning.

Since the onset of the COVID-19 pandemic, Emergency Remote Teaching through Online Learning (ERT-OL) has become the prevalent form of learning at many universities worldwide. At the same time, voices around the world have pointed to difficulties in online learning in general and to concerns regarding educational equity in particular. The current study sought to increase knowledge about specific hindering elements in ERT-OL and about the relationships between these elements from the standpoint of the following equity factors-socioeconomic status, language, and juggling among students who are also parents or working. To this end, the study analyzed 154 open-ended textual statements concerning the difficulties perceived by students at a university in Israel. The qualitative thematic analysis generated a map of hindering elements categorized in terms of a) processes: technology, pedagogy, content, situation and individual characteristics, and b) outcomes: cognitive, affective, social, and physical. The map revealed a mesh of intricate mediating and moderating links whose effect can intensify for each equity factor. On the positive side, seeds of mitigating strategies emerged as well. The study advances knowledge regarding ERT-OL hindering elements and their relationships and provides a better understanding of how these debilitating relationships may be exacerbated when equity factors are considered. Researchers and teachers interested in ERT-OL or in "normal" online learning in the future can use the map as a research and teaching framework to identify inequities and prevent further gaps.

Online University Counselling Services and Psychological Problems among Italian Students in Lockdown Due to Covid-19.

Introduction: With the advent of Covid-19, Italian university students were overwhelmed by fear of the pandemic and the social restrictions of the lockdown phase, with all didactic activity provided online. These stress factors caused people to experience psychological problems and/or the aggravation of pre-existing mental symptomatology. Psychological support is, therefore, important for the university-student population. Aims: (1) Analyzing the psychological difficulties and mental problems relative to lockdown from Covid-19 of students who asked for help from the Center of Psychological Counseling of the University of Salerno. (2) Describing the online services of the university's psychological counseling treatment. Participants: 266 university students, but only 49 were undergoing psychological treatment during the Covid-19 lockdown at the center. Methods: (1) Semistructured interview; (2) Questionnaire consisting of sociodemographic information and ad hoc questions; and (3) Scl-90-r test. Results and Conclusions: Aim 1: The main results highlight high levels of anxiety and stress, concentration disorders, and psychosomatization. In several cases, there was a reactivation of previous traumas and sleep was found qualitatively compromised. Aim 2: Counseling services included telephone listening activities, online psychological interviews, psychoeducational groups for interventions of anxiety management, and workshops on study methods conducted in small groups. The online counseling intervention, in times of emergency, increased the resilience and identified any psychological problems in order to implement timely management.