Academic Procrastination in Students During Covid-19 Pandemic: The Role of Perceived Challenges and Learning Motivation

The COVID-19 pandemic has caused many changes in educational settings which have been quite demanding. Shifting to online education has resulted in many erratic changes for students, which could have threatened their learning motivation. Therefore, this study examined perceived challenges, learning motivation and academic procrastination during the COVID-19 pandemic among 458 students of public and non-public universities in Albania, and the data were collected through online questionnaires. The findings reveal a strong relationship between academic procrastination, perceived challenges and learning motivation. Furthermore, a multiple linear regression model revealed that academic procrastination was influenced by perceived challenges and motivation. Sociodemographic variables, such as age and gender, were examined. The results are relevant for understanding learning motivational processes and critical variables that influence students' procrastination, academic achievement and adjustment. © 2023 Blerina Reci Xhakolli and Oriola Hamzallari.

The Influencing Factors of Learning Satisfaction in Blended Learning during Covid-19 in Chinese medical universities

By using a technology acceptance model (TAM) on survey results collected from medical universities of China, this paper aims to uncover the major factors that affect medical students' acceptance of blended learning during the Covid-19 period. 1238 medical students completed the study survey after experiencing 3 months of blended learning. The results show that the social influence (SIN) and perceived ease of use (PEOU) have positive impacts on perceived usefulness (PU);PU has positive impacts on learning motivation (LM);LM can moderately affect learning satisfaction (LS). There is also a positive relationship between SIN and LS. It is worth noting that SIN as an intermediary factor directly affects PEOU, PU and LS. In fact, SIN is considered the key factor that affect student satisfaction of blended learning during Covid-19. © 2022 IEEE.

THE ROLE OF PERSONALITY ON LIFE-LONG LEARNING OF FOREIGN LANGUAGE IN ONLINE CONTEXT

The purpose of this research is to develop a model that clarifies the role of personality traits, motivation, and lifelong learning in the context of distance learning. Specifically, the current study hypothesis that personality traits of extroversion, agreeableness, consciousness, neuroticism, and openness correlate significantly with individuals' attitudinal-behavioral disposition of motivation, which would also impact lifelong learning. Due to the dynamic process of learning foreign languages and the belief that fluency in other languages offers economic benefits and practical applications, foreign language learning provides a suitable context for the present study. Therefore, we hypothesize that individuals who learn foreign languages are also the most likely to engage in lifelong learning. In addition, the data is collected by the fully online learning system as a result of the Covid 19 disease's spread. This makes the study even more meaningful to the study of online learning and distance education. In the present study, seven latent variables are developed and tested, totaling 45 measurement items. The survey is conducted to 200 undergraduates from east Malaysia, and only students currently enrolled in foreign language courses will be chosen as respondents. The PLS-SEM will be used to analyzing the data, and we employ two-stage approach for data analysis: (i) measurement model and (ii) analysis of the structural model. The work will provide critical information and practical contributions in line with the Malaysia National Higher Education Strategic Plan—promoting the culture of lifelong learning in on-line context. © 2022 Association for Computing Machinery.

Facilitating Engineering Students' Creativity and Teamwork Ethos Using Smart Learning Platforms during Covid-19

Covid-19 has brought some revolutionary changes in Higher Education with a shift from traditional face-to-face teaching and learning to online or hybrid-based delivery. There is a strong emphasis on the integration of technology and smart platforms to deliver an effective teaching and learning environment that can withstand the unpredictable challenges of the ongoing pandemic. But many researchers have noted a lack of social interaction and motivation among students in an online setting. Also, with limited face-to-face interactions, many students had issues with collaboration and other group-based activities. Now with the availability of pre-recorded lecture videos and course materials in several universities, there is a noticeable drop in student engagement. To retain and boost students' motivation in the current complex environment, there is an added pressure among educators to create teaching content by utilizing smart and innovative teaching approaches that are efficient and effective. Smart learning platforms might offer the potential solutions to address some of the issues with the changing landscape of teaching and learning due to the pandemic. Such platforms are versatile and therefore, can work seamlessly across in-person and virtual teaching and learning environments. They can provide an interactive platform to facilitate active learning and the quality of teamwork experience among students. The objective of this paper is to explore the effectiveness of some of the smart teaching-learning platforms used in the MSc Engineering Management programme in the School of Physics, Engineering and Technology at the University of York. A survey was conducted among the cohort from this programme in the Summer of 2021 to review their engagement and experiences with these platforms. Can such smart platforms facilitate creativity and improve teamwork ethos among students? The paper will discuss the findings of this study and also highlight if such approaches can transform the educational setting post Covid-19. © 2022 IEEE.

First-Year Engineering Students' Experiences and Motivation Amid Emergency Remote Instruction

Contribution: The study provides empirical evidence and a deeper understanding of COVID-19’s impact on first-year engineering (FYE) students’learning experiences and motivation while accounting for gender and race/ethnicity-based variations. Background: In the Spring 2020, the COVID-19 pandemic forced campuses to close and shift unexpectedly to emergency remote instruction. These rapid transitions impacted all students, including FYE students. Research Questions: Based on the importance of the first-year experience of engineering students, this study investigated two research questions: 1) How does the rapid transition to emergency remote instruction affect FYE students’learning experiences? and 2) How do students’learning experiences during the pandemic relate to their motivation (self-efficacy and task value)? Methodology: A multimethod approach is used to investigate students’experiences on two dimensions: 1) engagement, learning, effort, concentration, interest, and interactions and 2) time management, study settings, and resources, by using ANOVA, regression models, and structural equation modeling (SEM). Results: Students who reported increased value of learning experiences reported higher self-efficacy and task value. Also, the results indicated that international students reported increased learning of new concepts, concentration in the class, interactions with instructors, and higher self-efficacy, while White and Asian students reported higher task value and availability of resources. IEEE

Integrating ease of use and affordable gamification-based instruction into a remote learning environment

Increasing student engagement and improving learning outcomes are ongoing issues in higher education worldwide. These issues were particularly pertinent during the COVID-19 pandemic when remote learning was selected as the primary instructional learning setting. This study aims to assess the impact of gamification-based quiz instruction in driving college students' learning in an online class during the COVID-19 pandemic at a remote institution of higher education in Indonesia (n = 68). The study employs an explanatory sequential mixed-method approach, including quasi-experimental research, quantitative surveys, and qualitative interviews. The findings indicate that the overall result of the four tests conducted during the intervention indicates a statistically significant difference among the three groups. The gamification-based quizzes increase student enthusiasm and improve learning outcomes. The study demonstrates the transformation induced by the ease of use and low cost of digital gaming platforms from mundane activities, such as listening to lectures on Zoom, to enjoyable educational gaming activities. The weekly gamification-based formative assessments using easy-to-use media significantly increase student engagement, critical and creative thinking, and information literacy during the learning process. © 2023, Education Research Institute, Seoul National University.

How Teaching Presence Facilitate Rural Teachers' Learning Engagement in MOOC for Teacher Education: The Mediating Effect of Learning Motivation

Under the dual influence of the rapid development of education informatization and the severe impact of COVID-19, online training has become a normal way of professional learning for teachers. Teaching presence and learning engagement, as important factors affecting learning effect, have received extensive attention from educational researchers and practitioners. Based on a teacher education MOOC, this study conducted a questionnaire survey on 169 rural teachers who participated in this MOOC, and explored the relationship and mechanism of teaching presence, learning motivation and learning engagement perceived by rural teachers. This study found that there was a significant positive correlation between teaching presence, learning motivation, and learning engagement, and learning motivation played a partial mediating role in teaching presence and learning engagement. In the following MOOCs for teacher education, MOOC designers should enhance the sense of teaching presence from three aspects: learning design, learning organization, and learning intervention, and stimulate the learning motivation of rural teachers, so as to achieve the occurrence of deep online learning for rural teachers. © 2022 ACM.

Learning Motivation of University Students in Online and Classroom Teaching: Insights from Teaching during Covid-19

In this paper, I present and discuss the findings of an intentional and systematic inquiry into the learning motivation of university master's students taking the same course in online and classroom-based formats during the Covid-19 pandemic. Through capturing the students' motivation using Keller's Instructional Materials Motivation Survey at two points during the semester and analyzing the students' course evaluations and the reflective reports of tutors, I uncover various factors influencing students' motivation. Among these are the structuredness of instructions, technical difficulties, perceived effort of the teachers, novelty of tools, and the social relationships between students. I conclude my discussion with a proposition for designing motivating blends for online higher education students. Copyright for the content of articles published in Teaching & Learning Inquiry resides with the authors.

Impact of Face-to-Face Interactions and Digital Learning Platforms on Learning Motivation, Learning Achievements and Peer Interaction in After-School Activities

[LANGUAGE=”English”] With modern technological advancements, the rise of digital learning has helped teachers and students in many ways;for example, learning is becoming increasingly learner centric. In recent years, learning has been compromised because of school suspensions due to the COVID-19 pandemic. Digital learning has helped to reduce the negative impacts on students' learning, and most students have shown a positive attitude toward digital learning. A learning management system provides a platform for learners to learn and interact with teachers or peers without time and space constraints. Moodle is one of the most popular and widely-used learning management systems. It is open source, offers different functional modules, and is available free of charge. However, according to recent literature, Moodle has several disadvantages. First, the topics discussed by students in the Moodle platform are not focused enough and not easy to be discussed in depth. Second, the interaction is not immediate because of a lack of instant notifications. Third, the interface is not user friendly and is thus difficult to operate. These drawbacks can hinder students' learning. Office 365 is another digital system that assists students' learning. Various functions of Office 365, such as Teams's real-time notifications and OneNote's recording function, complement Moodle. This study investigated the effects of after-school activities conducted through different media on students' motivation, learning achievement, and peer interaction.In present study, after-school activities were conducted face-to-face or via two learning platforms, Moodle and Office 365;the learning platform was considered the independent variables. In total, 143 middle school students were recruited as participants for an after-school activity and distributed into the face-to-face, Moodle, or Office 365 group. The quantitative data of three scales concerning with learning motivation, learning achievement and peer interaction were collected to represent their learning performance. Qualitative data were collected through textual analysis based on student responses to open-ended questions. The quantitative and qualitative data were then statistically analyzed with SPSS Statistics 23.The results of the quantitative analysis revealed the following results: (1) No significant difference was observed in learning motivation among the different groups. The reasons for the result may be that students were not familiar with learning management systems, the interface and function of the learning systems were complex, or student motivation to learn English was low. (2) The learning achievement of the face-to-face group was significantly higher than that of the Office 365 group. Office 365 has many functions, but it also increases the cognitive load on students. Additionally, middle school students in Taiwan are inexperienced with using learning management systems because of the lack of opportunities to do so. Furthermore, the focus of this research was not the formal school curriculum but after-school activities;therefore, gauging learning effectiveness was challenging. Finally, students are more familiar with face-to-face discussions, and this comfort increases the effectiveness of this mode of learning. (3) Students in the Office 365 group had a higher tendency to interact with peers than those in the face-to-face group. Interacting through Office 365 (as it provides voice and text input for discussions) removes the stress of public speaking, such as that experienced in face-to-face classes, thus increasing participation. However, the peer interaction in the Office 365 group was not significantly higher than that in the Moodle group because the students using Office 365 mainly used text input, which decreased the efficiency of their discussion. (4) Some groups of students using the learning management system (no matter Moodle group or Office 365 group) posted the answers to assignments in the chat room even before much group discussion, or they divided th work among themselves, and not discussing the assignment at all. The students seemed to be unfamiliar with the way in which group discussions are conducted through digital learning platforms. This inexperience was reflected in their lack of teamwork. (5) The ratio of discussions students posted on the Moodle platform (Moodle group) was positively correlated with their learning achievement and interaction with peers. The ratio of discussions students posted on the Office 365 platform (Office 365 group) was positively correlated with their learning achievement and learning motivation.The results have several implications. First, teachers should consider the most appropriate form of discussion for middle school students when planning group discussion activities during and after lessons. Second, although middle school students are better at learning through face-to-face discussion, the demand for distance learning and the use of digital platforms are increasing. Teachers should encourage the use of digital platforms by planning more exercises to implement through these platforms, thus improving students' learning performance as well as their efficiency in using these platforms. Third, the students in the Office 365 group had a higher tendency to interact with peers than did those in the face-to-face group. Thus, teacher may use Office 365 initially to make students willing to use digital platforms and for them to get familiar with its usage. Once students are comfortable using the platform, teachers can shift the focus to enhancing the effectiveness of learning. Fourth, when students are engaged in group discussions in after-school activities, only a limited number of students may participate, or students may directly provide answers without discussing them with their peers. Providing students with instructions and training on conducting group discussions may help them make more effective use of learning management systems. Finally, regarding the design of learning management systems, the registration and login procedures should be simplified, and the platform interface and operating functions should be more effectively integrated to make them user friendly. Doing so may enable novices to start and consistently use these systems more easily and reduce the time required by users to familiarize themselves with such systems.[LANGUAGE=”Chinese”] 本研究目的在比較以面對面、Moodle、Office 365進行課後活動，對學生英文的學習動機、學習成效與同儕互動之影響。以課後活動形式為自變項，分成面對面組、Moodle組、Office 365組，分別以三種不同方式進行英文課程之課後活動，如課後分組討論、課後作業等，並探討其在不同層面之差異。本研究採量化為主、質化為輔的分析方式，以六班143位國中三年級學生為研究對象進行實驗，每種課後活動形式各兩個班級參與。研究結果顯示：一、不同課後活動形式對學習動機無顯著差異；二、面對面組之學習成效顯著優於Office 365組；三、Office 365組之同儕互動有高於面對面組之傾向；四、針對討論歷程分析發現，透過Moodle、Office 365之學習平台進行討論，會出現特定組員直接貼出解答、各組員直接任務分工等未進行小組討論之情況發生；五、對Moodle組而言，各組員之發言比例與學習成效、同儕互動為正相關；對Office 365組而言，各組員之發言比例與學習成效、學習動機為正相關。Alternate abstract:”English”] With modern technological advancements, the rise of digital learning has helped teachers and students in many ways;for example, learning is becoming increasingly learner centric. In recent years, learning has been compromised because of school suspensions due to the COVID-19 pandemic. Digital learning has helped to reduce the negative impacts on students' learning, and most students have shown a positive attitude toward digital learning. A learning management system provides a platform for learners to learn a d interact with teachers or peers without time and space constraints. Moodle is one of the most popular and widely-used learning management systems. It is open source, offers different functional modules, and is available free of charge. However, according to recent literature, Moodle has several disadvantages. First, the topics discussed by students in the Moodle platform are not focused enough and not easy to be discussed in depth. Second, the interaction is not immediate because of a lack of instant notifications. Third, the interface is not user friendly and is thus difficult to operate. These drawbacks can hinder students' learning. Office 365 is another digital system that assists students' learning. Various functions of Office 365, such as Teams's real-time notifications and OneNote's recording function, complement Moodle. This study investigated the effects of after-school activities conducted through different media on students' motivation, learning achievement, and peer interaction.In present study, after-school activities were conducted face-to-face or via two learning platforms, Moodle and Office 365;the learning platform was considered the independent variables. In total, 143 middle school students were recruited as participants for an after-school activity and distributed into the face-to-face, Moodle, or Office 365 group. The quantitative data of three scales concerning with learning motivation, learning achievement and peer interaction were collected to represent their learning performance. Qualitative data were collected through textual analysis based on student responses to open-ended questions. The quantitative and qualitative data were then statistically analyzed with SPSS Statistics 23.The results of the quantitative analysis revealed the following results:(1) No significant difference was observed in learning motivation among the different groups. The reasons for the result may be that students were not familiar with learning management systems, the interface and function of the learning systems were complex, or student motivation to learn English was low. (2) The learning achievement of the face-to-face group was significantly higher than that of the Office 365 group. Office 365 has many functions, but it also increases the cognitive load on students. Additionally, middle school students in Taiwan are inexperienced with using learning management systems because of the lack of opportunities to do so. Furthermore, the focus of this research was not the formal school curriculum but after-school activities;therefore, gauging learning effectiveness was challenging. Finally, students are more familiar with face-to-face discussions, and this comfort increases the effectiveness of this mode of learning. (3) Students in the Office 365 group had a higher tendency to interact with peers than those in the face-to-face group. Interacting through Office 365 (as it provides voice and text input for discussions) removes the stress of public speaking, such as that experienced in face-to-face classes, thus increasing participation. However, the peer interaction in the Office 365 group was not significantly higher than that in the Moodle group because the students using Office 365 mainly used text input, which decreased the efficiency of their discussion. (4) Some groups of students using the learning management system (no matter Moodle group or Office 365 group) posted the answers to assignments in the chat room even before much group discussion, or they divided the work among themselves, and not discussing the assignment at all. The students seemed to be unfamiliar with the way in which group discussions are conducted through digital learning platforms. This inexperience was reflected in their lack of teamwork. (5) The ratio of discussions students posted on the Moodle platform (Moodle group) was positively correlated with their learning achievement and interaction with peers. The ratio of discussions students posted on the Office 365 platform (Office 365 group) was positively correlated with their lea ning achievement and learning motivation.The results have several implications. First, teachers should consider the most appropriate form of discussion for middle school students when planning group discussion activities during and after lessons. Second, although middle school students are better at learning through face-to-face discussion, the demand for distance learning and the use of digital platforms are increasing. Teachers should encourage the use of digital platforms by planning more exercises to implement through these platforms, thus improving students' learning performance as well as their efficiency in using these platforms. Third, the students in the Office 365 group had a higher tendency to interact with peers than did those in the face-to-face group. Thus, teacher may use Office 365 initially to make students willing to use digital platforms and for them to get familiar with its usage. Once students are comfortable using the platform, teachers can shift the focus to enhancing the effectiveness of learning. Fourth, when students are engaged in group discussions in after-school activities, only a limited number of students may participate, or students may directly provide answers without discussing them with their peers. Providing students with instructions and training on conducting group discussions may help them make more effective use of learning management systems. Finally, regarding the design of learning management systems, the registration and login procedures should be simplified, and the platform interface and operating functions should be more effectively integrated to make them user friendly. Doing so may enable novices to start and consistently use these systems more easily and reduce the time required by users to familiarize themselves with such systems.Alternate abstract:”Chinese”] 本研究目的在比較以面對面、Moodle、Office 365進行課後活動，對學生英文的學習動機、學習成效與同儕互動之影響。以課後活動形式為自變項，分成面對面組、Moodle組、Office 365組，分別以三種不同方式進行英文課程之課後活動，如課後分組討論、課後作業等，並探討其在不同層面之差異。本研究採量化為主、質化為輔的分析方式，以六班143位國中三年級學生為研究對象進行實驗，每種課後活動形式各兩個班級參與。研究結果顯示：一、不同課後活動形式對學習動機無顯著差異；二、面對面組之學習成效顯著優於Office 365組；三、Office 365組之同儕互動有高於面對面組之傾向；四、針對討論歷程分析發現，透過Moodle、Office 365之學習平台進行討論，會出現特定組員直接貼出解答、各組員直接任務分工等未進行小組討論之情況發生；五、對Moodle組而言，各組員之發言比例與學習成效、同儕互動為正相關；對Office 365組而言，各組員之發言比例與學習成效、學習動機為正相關。

An Ensemble Learning Approach to Predict Employees' Preference for E-Working in the Post-Pandemic World

The Covid-19 pandemic has forced a large segment of the global workforce to shift to e-working. The pandemic has convinced many organizations that e-working has benefits for a successful business. As a result, it is critical to identify employees' suggestions and evaluate their motivation to continue the e-working concept in the post-pandemic world. The study was conducted by randomly surveying employees using various Machine Learning algorithms, including Naive Bayes, Decision Tree, Random Forest, Multilayer Perceptron (MLP), Support Vector Machine (SVM) and logistic regression. The ensembling algorithm uses 66% of the percentage split method in the Waikato Environment for Knowledge Analysis (WEKA) tool. Accuracy, precision, recall, /-measure values and error rates were used to compare the results. The ensemble learning algorithm shows the best results with 90% accuracy, making it easier to predict employees' preference for e-working and accordingly take decisions.

Educator perceptions and motivations of virtual professional development during the COVID-19 global pandemic: A qualitative case study

In this qualitative study, the researcher analyzed how secondary educators perceived virtual professional development (PD) during the coronavirus (COVID-19) pandemic. Furthermore, the researcher explored educators' viewpoints on mental health and whether there were additional implications as it pertained to in-person PD. When school districts started to transition back into a brick-and-mortar setting, while still having some students continue to attend school online, educators were on the educational forefront for continuous changes that required an extensive amount of PD. In this study, the researcher examined the connectivism learning theory, which was established in 2004 by George Siemens. The results in this study demonstrated significant concepts that are paramount for educators. Results revealed that secondary educators feel that they have a lack of autonomy as it pertains to PD. However, the secondary educators in this research also stated that they were pleased with virtual PD during the time of COVID-19. Results in this research also revealed that the educators would still prefer to have the opportunity to attend in-person PDs. Lastly, there were several additional major themes, such as networking with other professionals;the need for relevant PD content;getting the choice to choose which format of PD educators need;having more effective PD outcomes;and there were discussions about distractions that come along with a virtual PD experience. Although implications of COVID-19 are still ongoing, educators returning to in-person instruction prompted the need for this study. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Influence of a Virtual Physics Experiment Learning Environment on Grade 9 Students' Motivation towards Physics Learning

Experiments are essential in physics to help students comprehend concepts. Although studies had been conducted to explore whether virtual physics experiments could affect students' learning motivation, they showed inconclusive results. Therefore, this research aimed to investigate the influence of a virtual physics experiment learning environment on the physics learning motivation of Grade 9 students, combining quantitative (quasi-experimental design) and qualitative (student interviews) research methods. Participants of this research were from two different classes, divided into an experimental group (n=37) and a control group (n=37). The intervention lasted for three weeks, with one 45-min physics experiment class per week. Learning motivation was measured by the Physics Learning Motivation Test, which included dimensions like interest-enjoyment, tension-pressure, perceived choice, perceived competence, and perceived value. Based on the data analysis, we found that the virtual experiment learning environment could significantly increase students' learning motivation, especially for the perceived value dimension. Moreover, students who perceived a higher level of competence in the virtual environment were more likely to appreciate its value and utilize virtual experiments again. We expect that the implications of this study and intervention design can be a reference for teachers in incorporating virtual experiments in future physics education and provide a possible solution for conducting physics lessons during the COVID-19 pandemic. More in-depth teacher interviews are recommended to investigate the issues from different pedagogical perspectives. © 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings.

Influencing factors of Chinese EFL students' continuance learning intention in SPOC-based blended learning environment.

The online and offline blended learning mode based on SPOC has gradually become a popular teaching mode in higher institutions due to COVID-19 pandemic. However, students of English as a Foreign Language (EFL) in SPOC-based blended learning environments continue facing problems of low participation and persistent intention. In order to explore the influencing factors of EFL students' continuance intentions to learn under the SPOC blended learning environment, this study recruits 48 EFL students from three higher vocational colleges based on the grounded theory. Through the triple coding method of open, axis, and selective coding based on the grounded theory and the used of software Nvivo to conduct a triple coding analysis of the text data obtained from the in-depth interviews and focus group interviews, a theoretical model of the influencing factors of EFL students' continuous learning intention (pre-influencing factors, external situational factors, and continuance intention) is proposed. Besides, a systematic framework based on stakeholders response to improve EFL students' continuance learning intentions in SPOC-based blended learning environments is constructed accordingly. This study can provide reference for basic theory and variable selection for subsequent research on the influencing factors of EFL students' continuance learning intentions in China and elsewhere.

Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model.

The vital influence of emotional intelligence on college students' learning motivation has received considerable attention. This study analyzed not only the relationship between emotional intelligence and college students' learning motivation during the COVID-19 pandemic, but also the serial mediating roles that self-efficacy and social support play in this relationship. Using a cross-sectional survey design, we collected data from 336 college students across 30 provinces in China, using four well-established scales measuring emotional intelligence, learning motivation, self-efficacy, and social support. We analyzed the mediating effects using the Bootstrap method. The results showed that emotional intelligence positively predicted learning motivation, and that self-efficacy and social support played serial mediating roles between emotional intelligence and learning motivation. This finding suggests the need for interventions to help college students develop emotional intelligence during the COVID-19 pandemic, and that fostering college students' self-efficacy and providing multiple social supports would help improve their motivation and academic performance.

Examining impacts of information system success and perceived stress on students' self-regulated learning mediated by intrinsic motivation in online learning environments: second-order structural equation modelling analyses.

The unanticipated switch from face-to-face learning to online education caused by the Covid-19 pandemic has led to a lack of familiarization preparation for students, potentially hampering their learning processes in several ways. The success of online learning is primarily based on the quality of the information systems, self-regulated learning, and intrinsic learning motivation. The severe stress amid epidemic lockdowns might trigger negative impacts on students' learning motivation and self-regulated learning. Nevertheless, studies examining the relationship between information system success, self-regulated learning, perceived stress, and intrinsic learning motivation in the context of developing countries are still scarce. The current research aims to address this gap in the literature. Participants were 303 university students. The results of second-order structural equation modelling revealed the positive direct and indirect relationships between information system success, intrinsic learning motivation, and online self-regulated learning. Besides, despite the insignificant relationships between perceived stress, intrinsic learning motivation, and online self-regulated learning, most participants in this study were found to have moderate to high stress levels. Hence, the potential adverse effect of stress on students' learning process should not be ignored. The results provide implications for educators and researchers studying online learning environments and educational psychology.

The effect of flipped approach in teaching critical respiratory care among nurses during the COVID-19 era.

OBJECTIVES: This study investigated the efficacy of flipped approach on the nurses' knowledge and motivation regarding critical respiratory care during the COVID-19 pandemic. RESULTS: This pretest-posttest quasi-experimental study was performed in a hospital affiliated with Shiraz University of Medical Sciences during March-December 2021. One hundred and twenty eligible nurses selected by convenience sampling underwent a seven-day flipped approach respiratory intensive care training. The nurses' motivation and knowledge were evaluated using the Students' Motivation Towards Science Learning (SMTSL) and a 20-researcher-made four-option questionnaire before and two weeks after the intervention, for knowledge assessment respectively. The nurses' knowledge and learning motivation were significantly higher after the intervention (P < 0.001). The flipped approach can improve learning motivation and nurses' knowledge of critical respiratory care.

Andragogical principles in a gamification concept: how does it work for adult learners in an online class?

Purpose: A lack of research has reported how playful gamification is applied to adult learners as an idea of andragogical instruction. Thus, this study aims to identify how the concept of gamification was used for adult learners in an online class during the COVID-19 pandemic and its impact on learning performance and motivation with the guidance of Knowles' andragogical principle. Design/methodology/approach: The study applied an explanatory sequential mixed method in collecting the data. Assessments' scores during the experimental research and questionnaires were used as the quantitative data. For the qualitative data, personal semi-structured interviews were employed. Findings: The findings indicate that gamification raises student enthusiasm and interest and improves learning outcomes. Students who previously lacked attentiveness to the online class are now waiting for game quiz activities during the class meeting. Furthermore, the experimental groups reported statistically improved assessments compared to their counterparts. Indeed, some recommended other courses with whole activities of gamification and discussion rather than listening to talks. Originality/value: For its implications, this study has enriched the literature on gamification implementation for adult learners. Regarding its originality, it has discussed an old issue of Knowles' andragogical principle from the novelty angle of gamification. © 2022, Emerald Publishing Limited.

Impact of Face-to-Face Interactions and Digital Learning Platforms on Learning Motivation, Learning Achievements and Peer Interaction in After-School Activities

With modern technological advancements, the rise of digital learning has helped teachers and students in many ways;for example, learning is becoming increasingly learner centric. In recent years, learning has been compromised because of school suspensions due to the COVID-19 pandemic. Digital learning has helped to reduce the negative impacts on students' learning, and most students have shown a positive attitude toward digital learning. A learning management system provides a platform for learners to learn and interact with teachers or peers without time and space constraints. Moodle is one of the most popular and widely-used learning management systems. It is open source, offers different functional modules, and is available free of charge. However, according to recent literature, Moodle has several disadvantages. First, the topics discussed by students in the Moodle platform are not focused enough and not easy to be discussed in depth. Second, the interaction is not immediate because of a lack of instant notifications. Third, the interface is not user friendly and is thus difficult to operate. These drawbacks can hinder students' learning. Office 365 is another digital system that assists students' learning. Various functions of Office 365, such as Teams's real-time notifications and OneNote's recording function, complement Moodle. This study investigated the effects of after-school activities conducted through different media on students' motivation, learning achievement, and peer interaction. In present study, after-school activities were conducted face-to-face or via two learning platforms, Moodle and Office 365;the learning platform was considered the independent variables. In total, 143 middle school students were recruited as participants for an after-school activity and distributed into the face-to-face, Moodle, or Office 365 group. The quantitative data of three scales concerning with learning motivation, learning achievement and peer interaction were collected to represent their learning performance. Qualitative data were collected through textual analysis based on student responses to open-ended questions. The quantitative and qualitative data were then statistically analyzed with SPSS Statistics 23. The results of the quantitative analysis revealed the following results: (1) No significant difference was observed in learning motivation among the different groups. The reasons for the result may be that students were not familiar with learning management systems, the interface and function of the learning systems were complex, or student motivation to learn English was low. (2) The learning achievement of the face-to-face group was significantly higher than that of the Office 365 group. Office 365 has many functions, but it also increases the cognitive load on students. Additionally, middle school students in Taiwan are inexperienced with using learning management systems because of the lack of opportunities to do so. Furthermore, the focus of this research was not the formal school curriculum but after-school activities;therefore, gauging learning effectiveness was challenging. Finally, students are more familiar with face-to-face discussions, and this comfort increases the effectiveness of this mode of learning. (3) Students in the Office 365 group had a higher tendency to interact with peers than those in the face-to-face group. Interacting through Office 365 (as it provides voice and text input for discussions) removes the stress of public speaking, such as that experienced in face-to-face classes, thus increasing participation. However, the peer interaction in the Office 365 group was not significantly higher than that in the Moodle group because the students using Office 365 mainly used text input, which decreased the efficiency of their discussion. (4) Some groups of students using the learning management system (no matter Moodle group or Office 365 group) posted the answers to assignments in the chat room even before much group discussion, or they divided the work among themselves and not discussing the assignment at all. The students seemed to be unfamiliar with the way in which group discussions are conducted through digital learning platforms. This inexperience was reflected in their lack of teamwork. (5) The ratio of discussions students posted on the Moodle platform (Moodle group) was positively correlated with their learning achievement and interaction with peers. The ratio of discussions students posted on the Office 365 platform (Office 365 group) was positively correlated with their learning achievement and learning motivation. The results have several implications. First, teachers should consider the most appropriate form of discussion for middle school students when planning group discussion activities during and after lessons. Second, although middle school students are better at learning through face-to-face discussion, the demand for distance learning and the use of digital platforms are increasing. Teachers should encourage the use of digital platforms by planning more exercises to implement through these platforms, thus improving students' learning performance as well as their efficiency in using these platforms. Third, the students in the Office 365 group had a higher tendency to interact with peers than did those in the face-to-face group. Thus, teacher may use Office 365 initially to make students willing to use digital platforms and for them to get familiar with its usage. Once students are comfortable using the platform, teachers can shift the focus to enhancing the effectiveness of learning. Fourth, when students are engaged in group discussions in after-school activities, only a limited number of students may participate, or students may directly provide answers without discussing them with their peers. Providing students with instructions and training on conducting group discussions may help them make more effective use of learning management systems. Finally, regarding the design of learning management systems, the registration and login procedures should be simplified, and the platform interface and operating functions should be more effectively integrated to make them user friendly. Doing so may enable novices to start and consistently use these systems more easily and reduce the time required by users to familiarize themselves with such systems. © 2022, National Taiwan Normal University. All rights reserved.

The Relationship between Professional Competence and Teachers' Pedagogy in Media Literacy with Students' Motivation to Learn Economics during the Covid-19 Pandemic

This research aimed to understand the relationship between teachers' professional and pedagogic competences in media literacy with students' motivation to learn Economics during the Covid-19 pandemic. This correlational research was conducted from April to June 2022. The research samples were 269 students at State High School 1 Ngaglik, Sleman Regency, Special Province of Yogyakarta, Indonesia that were chosen by using purposeful sampling technique. The data collection method used questionnaires. The data were analyzed by using Spearman rank correlation. The results showed that there was a relationship between students' perception of teachers' professional competence in media literacy with students' motivation to learn Economics and there was a relationship between students' perception of teachers' pedagogic competence in media literacy with students' motivation to learn Economics.

Analysis of Anxiety, Motivation, and Confidence of STEM Students during the COVID-19 Pandemic

The current COVID-19 pandemic has largely impacted the academic performance of several college students. The present study is concerned with the effects of the COVID-19 pandemic on students pursuing a STEM (science, technology, engineering, and mathematics) degree. We collected weekly survey data (w=9) of students (n=53) taking calculus courses during the COVID-19 pandemic. Using the self-reported survey data, we investigated the temporal variations in the levels of anxiety, motivation, and confidence of STEM students. Studies on temporal changes to math anxiety are scarce. The present work aims to fill this gap by analyzing longitudinal survey data associated with math anxiety. Furthermore, using descriptive and inferential statistical methods such as one-way ANOVA, we analyzed the data with respect to gender and academic level. Our results indicated that male and freshman/sophomore (F/Sp) STEM students had higher levels of increased anxiety due to COVID-19. Female and F/Sp STEM students had higher levels of motivation, whereas junior/senior (J/S) and male students exhibited higher levels of confidence. Time series analysis of the data indicated that the levels of motivation and confidence significantly dropped toward the end of the semester, whereas the level of anxiety increased in all groups. Also, the use of math resources (such as tutoring and supplemental instruction) has significantly reduced during the COVID-19 pandemic.