ABSTRACT
Education has changed dramatically with the surging growth of online learning since the COVID-19 pandemic began, and the entire globe has turned away from the classrooms. Teaching has moved to be via digital platforms. With this abrupt shift to digital learning, a concern has been raised about how this shift will affect worldwide learning. This research aims to study the impact of the COVID-19 switch on student performance and whether online learning can deliver the same academic student performance as face-to-face. The data of this study was compiled from three engineering courses taught at the engineering technology department at a public university in Texas. The complexity of these courses ranges from low, average, and high levels for courses A, B, and C, respectively. An analysis of variance (ANOVA) was used to compare the differences in student performance outcomes of three exams and other graded assignments. The impact of four learning modalities, involving face-to-face (F2F), synchronous, asynchronous, and mixed (F2F and synchronous), was explored. The results of the overall mean scores show that, for courses B and C, the student performance outcomes are higher in the mixed (F2F and synchronous) and online groups (synchronous and asynchronous groups) than in the F2F group. For course A, there is a significant difference in the overall academic performance of online learning modes compared to F2F. Whereby, in general, the F2F mode deliver a higher level of student performance outcomes than that delivered by mixed and asynchronous groups for these kinds of courses. © American Society for Engineering Education, 2021
ABSTRACT
To investigate attention deficit hyperactivity disorder (ADHD) core symptoms that impair executive function (EF), emotional state, learning motivation, and the family and parenting environment of children and adolescents with ADHD, both with and without severe difficulties. This will be explored within an online learning environment during the period of COVID-19 pandemic. A total of 183 ADHD children diagnosed using DSM-V criteria were selected and divided into 2 groups high difficulties during online learning (HDOL) and low difficulties during online learning (LDOL) according to the answer of Home Quarantine Investigation of the Pandemic (HQIP). The participants filled out a set of questionnaires to assess their emotional state and learning motivation, and their parents also filled out the questionnaires about ADHD core symptoms, EF, and family and parenting environment. Compared with ADHD children in the LDOL group, the children in the HDOL group had significant symptoms of inattention, hyperactivity, oppositional defiant, behavioral and emotional problems according to the Swanson, Nolan, and Pelham Rating Scale (SNAP). They also had more severely impaired EF according to the Behavior Rating Inventory of Executive Function (BRIEF), more difficulties and disturbances in the family by the Chinese version of Family Environment Scale (FES-CV), and lower parenting efficacy and satisfaction by Parenting Sense of Competence (PSOC). With regard to the self-rating questionnaires of children and adolescents, the HDOL group reported lower learning motivation according to the Students Learning Motivation Scale (SLMS). By Screening for Child Anxiety-Related Emotional Disorders and Depression Self-Rating Scale for Children (DSRSC), those in HDOL presented more negative emotions. The HDOL group spent significantly more time on both video games and social software per day and significantly less time on multiple activities per week, when compared to those in the LDOL group. This study demonstrated that ADHD children and adolescents with HDOL had more inattention-related behaviors, more severe emotional problems and EF impairment, weaker learning motivation, and poorer family and parenting environment. Meanwhile, digital media use should be supervised and appropriate extracurricular activities should be encouraged by parents and schools.