Mental health literacy and professional psychological help-seeking behavior in college students.

Objective: To reveal the classification characteristics of college students' mental health literacy and compare their differences in professional psychological help-seeking behavior. Methods: Totally 12 850 college students were selected and assessed with the Mental Health Literacy Questionnaire (MHLQ), Self-made Questionnaire of Professional Psychological Help-seeking Behavior in Non-epidemic and COVID-19 epidemic and Patient Health Questionnaire-9 (PHQ-9). Latent profile analysis was used to classify the mental health literacy of college students. The Chi-square test and logistic regression analysis were used to explore the differences in professional psychological help-seeking behavior of different classes of college students. Results: College students' mental health literacy could be divided into three classes including low-literacy group (7.4%), medium-literacy group (50.2%) and high-literacy group (42.4%). After controlling for demographic variables and depression level, logistic regression analysis found that there was no significant correlation between mental health literacy and professional psychological help-seeking behavior in non-epidemic situations. In the COVID-19 epidemic, compared with the low-literacy group, the medium-literacy group was more likely to seek professional psychological help (OR=1.32). The medium-literacy group and the high-literacy group were more likely to recommend others for help (OR=1.77, 2.45). Conclusion: The mental health literacy of college students has classification characteristics. During the COVID-19 epidemic, the college students with higher mental health literacy have greater possibility of seeking professional help and recommending others for seeking help. (English) [ FROM AUTHOR] 目的: 了解大学生心理健康素养的分类特点, 比较不同分类大学生在专业心理求助行为上的差异。方法: 选取 12 850 名大学生, 采用心理健康素养问卷（MHLQ）、自编非疫情和新冠肺炎疫情中专业心理求助行为自评表、病人健康问卷抑郁量表（PHQ-9）进行调查。采用潜在剖面分析将大学生心理健康素养分类, 采用 χ² 检验和 logistic 回归分析探讨不同类别大学生专业心理求助行为的差异。结果: 大学生心理健康素养可分为低素养组（7.4%）、中等素养组（50.2%）和高素养组（42.4%） 3 类。非疫情中, 心理健康素养与专业心理求助行为无关联;在新冠肺炎疫情中, 相比低素养组, 中等素养更可能寻求专业心理求助（OR=1.32）, 中等素养组、高素养组更可能推荐他人求助（OR=1.77、2.45）。结论: 大学生心理健康素养有类别特征。新冠肺炎疫情中, 心理健康素养较高的大学生的专业求助或推荐求助可能性更大。 (Chinese) [ FROM AUTHOR] Copyright of Chinese Mental Health Journal / Zhongguo Xinli Weisheng Zazhi is the property of Chinese Mental Health Journal 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.)

E-Learning Readiness Assessment Using Machine Learning Methods

Assessing e-learning readiness is crucial for educational institutions to identify areas in their e-learning systems needing improvement and to develop strategies to enhance students' readiness. This paper presents an effective approach for assessing e-learning readiness by combining the ADKAR model and machine learning-based feature importance identification methods. The motivation behind using machine learning approaches lies in their ability to capture nonlinearity in data and flexibility as data-driven models. This study surveyed faculty members and students in the Economics faculty at Tlemcen University, Algeria, to gather data based on the ADKAR model's five dimensions: awareness, desire, knowledge, ability, and reinforcement. Correlation analysis revealed a significant relationship between all dimensions. Specifically, the pairwise correlation coefficients between readiness and awareness, desire, knowledge, ability, and reinforcement are 0.5233, 0.5983, 0.6374, 0.6645, and 0.3693, respectively. Two machine learning algorithms, random forest (RF) and decision tree (DT), were used to identify the most important ADKAR factors influencing e-learning readiness. In the results, ability and knowledge were consistently identified as the most significant factors, with scores of ability (0.565, 0.514) and knowledge (0.170, 0.251) using RF and DT algorithms, respectively. Additionally, SHapley Additive exPlanations (SHAP) values were used to explore further the impact of each variable on the final prediction, highlighting ability as the most influential factor. These findings suggest that universities should focus on enhancing students' abilities and providing them with the necessary knowledge to increase their readiness for e-learning. This study provides valuable insights into the factors influencing university students' e-learning readiness.

The Syncretic Effect of Dual-Source Data on Affective Computing in Online Learning Contexts: A Perspective from Convolutional Neural Network with Attention Mechanism

Affective computing (AC) has been regarded as a relevant approach to identifying online learners' mental states and predicting their learning performance. Previous research mainly used one single-source data set, typically learners' facial expression, to compute learners' affection. However, a single facial expression may represent different affections in various head poses. This study proposed a dual-source data approach to solve the problem. Facial expression and head pose are two typical data sources that can be captured from online learning videos. The current study collected a dual-source data set of facial expressions and head poses from an online learning class in a middle school. A deep learning neural network using AlexNet with an attention mechanism was developed to verify the syncretic effect on affective computing of the proposed dual-source fusion strategy. The results show that the dual-source fusion approach significantly outperforms the single-source approach based on the AC recognition accuracy between the two approaches (dual-source approach using Attention-AlexNet model 80.96%;single-source approach, facial expression 76.65% and head pose 64.34%). This study contributes to the theoretical construction of the dual-source data fusion approach, and the empirical validation of the effect of the Attention-AlexNet neural network approach on affective computing in online learning contexts.

Technological variables predictors of academic stress in nursing students in times of COVID-19

Objective: to analyze which technological variables, derived from the use of electronic devices, predict academic stress and its dimensions in Nursing students. Method: analytical cross-sectional study carried out with a total of 796 students from six universities in Peru. The SISCO scale was used and four logistic regression models were estimated for the analysis, with selection of variables in stages. Results: among the participants, 87.6% had a high level of academic stress;time using the electronic device, screen brightness, age and sex were associated with academic stress and its three dimensions;the position of using the electronic device was associated with the total scale and the stressors and reactions dimensions. Finally, the distance between the face and the electronic device was associated with the total scale and size of reactions. Conclusion: technological variables and sociodemographic characteristics predict academic stress in nursing students. It is suggested to optimize the time of use of computers, regulate the brightness of the screen, avoid sitting in inappropriate positions and pay attention to the distance, in order to reduce academic stress during distance learning.

Performance Analysis of Learner Behavior Through Online Learning Using Learning Management System

This paper discusses the performance analysis of learner behavior through online learning using Learning Management System (LMS). The analysis is performed based on the survey of lecturers and students activities. The parameters of survey consist of the problems discussion which arise in the online learning, the level of student absorption of lecture material, the level of student attendance, and the feedback on lecturer performance carried out by students. Problems that arise in the online learning include lecturers are not being able to control as much as 37%, network disturbances are as much as 22%, students having difficulty understanding lecture material are as much as 19% which are indicated by students with D score of 10%, C score of 60%, and B score of 30%. Meanwhile 17% of students use LMS and the remaining 5% have no problems with the online learning. On the other hand, students have difficulty obtaining connection for online learning of 45%, do not have a quota of 28%, and lazy of 17%. Lecturer performance feedback carried out by students based on competency parameters of pedagogic, personality, professionalism, and social shows very good score. © 2023 IEEE.

Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process

COVID-19 has had serious consequences in all areas of social life, including education. In this period, distance education appeared as an inevitable solution. Even today, when the pandemic process is over and re-normalization has begun, online teaching environments have become such an indispensable part of education systems that it has been decided that a certain proportion of the courses will be conducted online in universities. For this reason, determining student experiences in online courses is important in planning the future of distance education. Since academic performance is the output of the teaching process, students' academic performance is one of the topics of interest in higher education research. There may be different factors affecting the academic performance of students in the distance education process, which imposes more responsibility on students and requires self-control. This study aimed to examine the relationship of academic performance in the distance education with home infrastructure, student interaction, computer skills, academic satisfaction. This research is based on a large-scale study, "The impact of the COVID-19 pandemic on the lives of higher education students", examining the pandemic's impact on higher education student perceptions in 2020. It has been observed that home infrastructure has a significant impact on the student's academic performance. The infrastructure increases the interaction of the student. When home infrastructure is taken as a control variable, students' computer skills are the highest predictor of their perception of academic performance, followed by their online interactions and, finally, perceived satisfaction. Today, pandemic conditions are still ongoing. In addition, even as the pandemic ends, online education has become an indispensable part of our education system. Therefore, the findings of the research would be beneficial for the ongoing planning process.

Understanding Chinese international students in the U.S. in Times of the COVID-19 crisis: from a Chinese discourse studies perspective

Using the Chinese Discourse Studies (CNDS) as a theoretical framework, this study seeks to challenge the cultural essentialism and uncritical roots of existing literature, with an aim to expose long-standing patterns of Western totalizing discourse in the field of international education research. This exploratory article explores how Chinese international students as cultural agents respond to the global pandemic and pandemic-related stereotypes. Through a critical analysis of 21 Chinese students' narratives, this article identifies three culturally specific characteristics that pervade Chinese normative dialogues: (1) Chinese dialectics, (2) Chinese harmony, and (3) Chinese self-criticism. They are often employed to emphasize Chinese optimistic attitudes in times of crisis, avoidance of confrontation for harmonious communication, and moral character of self-introspection to conform to the social norm. This article offers new empirical evidence for the reconstruction of the Chinese paradigm of discourse studies and reveals the inappropriateness of Western scholarship for understanding non-Western linguistic and communicative events and practices. In sum, this article demonstrates that Chinese discourse studies can be a potential decolonial option to depart from deep-seated scholarship in Western intellectual supremacy and a visionary framework to advance multicultural discourses about international education against the backdrop of geopolitical tensions and anti-Asian racism.

Effect of Distant Education on Children's Academic Achievement in Primary Schools During Corona Pandemic in Dubai Emirate- Field Study

This study aimed to examine the effect of distance education on the level of educational achievement of children during the Corona period in ten primary schools in the Emirate of Dubai. To achieve the objectives of the study the researchers adopted the descriptive analytical approach. The quantitative method of data collection had been applied using the electronic questionnaire tool consisted of four main axes for data collection and had been distributed to the study sample consisted of 190 students' parents and administrators selected by using simple random techniques. The results of the study indicated that the participation of students in the educational process, and in the establishment of appropriate educational programs and applications for the transmission to distance learning have contributed to reducing the negative effects of the process of shifting from traditional education / face-to-face education classroom teaching to virtual classroom (ZOOM).The study recommended the need for strengthening distance education mechanisms, which contribute in developing the student's interests, tendencies, attitudes, concentrating on the study material, and using of safe and secured electronic devices to increase the search for additional information to reach the correct knowledge. Also, the school administration should have good e-learning plan ahead with required financial credits that will help in overcoming the crisis and mange distance learning processes to reach future objectives successfully. © 2022 Owner/Author.

Learner' Online Self-regulated Learning Skills: A Comparison Between Chinese Undergraduates and International African Undergraduates

The outbreak of the COVID-19 pandemic forced students to move from face-to-face learning to online learning. Online learning has high demands on students' Self-regulated Learning (SRL) skills. In this study, a questionnaire that used five-point Likert scale was administrated between international African undergraduates and Chinese undergraduate students to investigate their online learning behaviors. The questionnaire was composed of six categories: environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation. 441 valid responses were received, 89 from international African students and 352 from Chinese undergraduates. The collected data were analyzed with SPSS Version 24.0. The results showed that there was no significant difference between Chinese student' and international African students' SRL skills in the six sub-scales. This may be due to the small sample size of African students and the similar learning environment. Larger samples are needed in future research to further verify the conclusion. The research results can be used as a reference for the future online learning design to strengthen learners' SRL skills. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

What StudentsWant to Have in the Post-Pandemic?: A Study about Computing Science Study Preferences and Mode of Study in Southeast Asia

After two years of online learning, minor changes happened in some tiny places which we may not always notice. These changes may impact the school management, education arrangement, and curriculum design: what do students expect from their teachers, and the school? Are they expecting forever online learning, and getting their degree completely online? In this study, we examined 93 final-year students from the school of computing science which mainly used work-based learning applied to learn pedagogy. We analyze their viewpoint on how COVID-19 changed their understanding of teaching and learning: what is the role of teachers and students? And how do they see the arrangement for the internship program? We found that over 92% of students agree that a creditable degree can better secure a job;over 68% of the students believed that face-to-face teaching is still a better choice, but at the same time, over 73% wish to have the materials recorded so that they can access them at their convenience time. We also examined some of the course design elements, especially those related to the internship program, to achieve a possible curriculum improvement for the students in the Asia Pacific region. © 2022 ACM.

Connectivity, community, and sense of belonging

This chapter illustrates how the change to a virtual setting challenged students' social connectedness and sense of belonging. It demonstrates how students found a way to build social connectedness in a virtual setting that reinforced their sense of community. The chapter discusses how Students of Color experienced the COVID-19 interruption. It offers insights into whether thriving in college is even possible for students when their means of creating community have been disrupted. At the University of Utah, the detachment was experienced by students in their interactions with faculty and their relationships with their friends, peers, and classmates. The closing of campus and the shift to online learning also limited students' social connectedness with friends, classmates, and peers. Students also relied on new communities to gain motivation and achieve academically. University employees were also a part of students' relational communities. Some students created a strong emotional connection with staff members, such as advisors and student affairs professionals. The pandemic and the resulting educational changes added another layer of complexity to the academic experiences of Students of Color. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Students and young trade workers neuropsychiatric maladjustment assessment under COVID-19 epidemic restrictions

Introduction. Since March 2020, the introduction of a self-isolation regime and significant restrictions on personal contacts at work and school in connection with the COVID-19 pandemic has led to an expansion of the introduction of information technologies and a sharp restriction of direct interpersonal communication. The introduction of these restrictions has had a stressful effect on the body of both workers and students of various age groups, including young people. For a successful analysis of the impact of COVID-19 restrictions on the psychophysiological state of these categories of young workers and students, it seems appropriate to assess the state of maladaptation, self-assessment of nervous and somatic well-being. The study aims to assess the impact on the adaptive psychophysiological parameters of young trade workers and students of the changed working and study conditions against the background of the COVID–19 epidemic situation (self-isolation). Materials and methods. The object of the study was two groups of people who have a wide range of communication with colleagues and people around them, but differ in the content of their activities: students and trade workers. Scientists have conducted the study in two stages: before the pandemic (2013) and during the pandemic (December 2020) due to drastic changes in the algorithm of existence and work/study. We have examined 119 students aged 20–24 years (RGSU). There were 61 people at the first stage of the study (2013), there were 58 people at the second stage (2020, December). The second group (trade workers): 66 people aged 20–29 years. At the first stage of the study (2013), 34 people were included, at the second stage — 32 people. Experts have carried out the assessment of the psychophysiological parameters of the examined according to the questionnaire of neuropsychiatric maladjustment (ONPD). The condition for inclusion in the groups in 2020–2021 is the absence of a history of transferred COVID-19. Results. During the tense epidemic situation (2019-2021), against the background of the spread of COVID-19 and forced self-isolation of all population groups, the lifestyle has radically changed. Face-to-face communication has been minimized, but communication using information technology in all spheres of life (daily life, study, work) has increased dramatically. The researchers found that among the surveyed population groups (students and sales workers), the spread of signs of mental discomfort increased. Limitations. The study was limited to a sample of age groups: 20–24 years for students, 20–29 years for trade workers (in both periods). Conclusion. The calculation of the odds ratio (OR) allowed us to establish with a high degree of confidence that signs of mental discomfort, including asthenic and depressive signals, were significantly more often recorded during the period of self-isolation in both study groups: for students who are on distance learning (December 2020 compared to 2013): the coefficient of OR=5.4, (χ2=14.7;p<0.001);for sales workers: coefficient OR=15.0;(χ2=9.5;p<0.001). Ethics. Questions whose content does not meet ethical standards were not included in the study, as a result of which the conclusion of the biomedical ethics committee or other documents was not required. © 2023, Izmerov Research Institute of Occupational Medicine. All rights reserved.

Impact of Teachers' Support Strategies on Students' Engagement of Online College English Class Experiences

During the covid-19 pandemic, students' online learning quality is imbued with teachers' support strategies while students' learning engagement is another great indicator underlies their learning experiences. Through a questionnaire survey of 500 freshmen who have had their college English class online in 2022 fall, an investigation using exploratory factor analysis, Pearson correlation analysis, stepwise regression analysis and parallel mediator model reveals the impact of teachers' support strategies (the six dimensions of challenge, authentic context, curiosity, autonomy, recognition and feedback) on the learners' online college English learning engagement (the four dimensions of cognitive engagement, behavioral engagement, emotional engagement, social engagement), thus particular concern is also given to the correlation with students' online learning experiences. It was found that even under diversified and comprehensive guiding strategies from teachers, university students' online college English learning engagement is at the medium level, among which the cognitive engagement should be devoted more. The experimental data also shows that teachers' support strategies have significant influence on learners' engagement, especially teachers' feedback and challenge setting will stimulate students to involve more in their study. In addition, both teachers' support strategies and students' learning engagement involves significant reflection of learning experiences accordingly. Based on this learning concept, related proposals see different degrees of prominence reflected in online instructional design, teachers' and students' feedback literacy, and technology-enabled innovative teaching practice are put forward, in order to effectively play the role of teacher scaffolding, learning experiences enrichment and students' engagement enhancement of online English learning. © 2023 IEEE.

Chinese Normal Students' Satisfaction of Emergency Remote Learning in Higher Education during COVID-19 Pandemic

Despite the widespread use of emergency remote learning (ERL) during the COVID-19 pandemic in higher education, little is known about the determinants of Chinese normal student satisfaction with ERL. This study uses a questionnaire survey method to examine how Chinese normal students' satisfaction with ERL during the COVID-19 pandemic. The results show that Chinese normal students prefer face-to-face teaching to online teaching to some extent. According to the findings, it is important to emphasize students' pre-class preparation, adjust course assessment methods, change teachers' teaching strategies, create a positive teaching environment, boost students' learning confidence, and help them deal with their anxiety during ERL to improve the online course experience for Chinese students at normal universities. © 2023 ACM.

Research on the Relationship between Teacher Expectations and College Students' Online English Learning Engagement

As a critical influencing factor of learning engagement, teacher expectation plays a vital role in ensuring the quality of online teaching under COVID-19. This paper investigates the relationship between teacher expectations (three dimensions of teacher support, teaching interaction, and academic feedback) on students' online English learning engagement (three dimensions of cognitive engagement, behavioral engagement, and emotional engagement) in e-learning through a questionnaire survey of 513 college students. Pearson correlation analysis and multiple regression analysis were applied as research methods. The results manifest that college students' online English learning engagement was above average, but emotional engagement needs improvement. In addition, teacher expectations of teaching interaction positively and significantly predict English e-learning engagement. Based on this, the article puts forward suggestions on the future of online teaching from the aspects of online teaching design, feedback quality of teachers and students, innovative teaching practice of technology empowerment to effectively play the role of teachers as scaffolding and improve the effectiveness of online English teaching. © 2023 IEEE.

Student Perspective of Online Pedagogy Post COVID-19. A Missed Opportunity?

The COVID-19 pandemic has significantly changed education and caused unprecedented disruptions. These changes may disappear once the schools resume face-to-face classes in full force. Likewise, a positive change may not be necessarily what we want in education. This may be due to the existence of digital divide among students which cannot be ignored. During the COVID-19 pandemic, OneNote Class Notebook is used as an interactive digital whiteboard and has been evident as one of the best alternatives to the traditional whiteboard in the teaching and learning process. In this study, we aim to analyze students' perceptions of OneNote Class Notebook and the level of their continuous intention to use OneNote Class Notebook as an interactive digital whiteboard to replace the traditional whiteboard when school reopens with face-to-face lessons in the classroom in full force. The findings show that the students perceived that OneNote Class Notebook is indeed a useful tool to be used for calculus learning. But, it cannot be perceived as suitability to continue to be used during post COVID-19 period, when school reopens with physical classes in full force. In this regard, it reminds educators of the importance of rethinking education in the new normal post COVID-19 era from the perspective of curriculum studies. © 2023 IEEE.

High seroprevalence of anti-SARS-CoV-2 antibodies in the capital of Chad

Background. Since the start of the COVID-19 pandemic, Chad has had 7,417 confirmed cases and 193 deaths, one of the lowest in Africa. Objective. This study assessed SARS-CoV-2 immunity in N'Djamena. Methods. In August-October 2021, eleven N'Djamena hospitals collected outpatient data and samples. IgG antibodies against SARSCoV- 2 nucleocapsid protein were identified using ELISA. "Bambino Gesu" Laboratory, Rome, Italy, performed external quality control with chemiluminescence assay. Results. 25-34-year-old (35.2%) made up the largest age group at 31.9 12.6 years. 56.4% were women, 1.3 women/men. The 7th district had 22.5% and the 1st 22.3%. Housewives and students dominated. Overall seroprevalence was 69.5% (95% CI: 67.7-71.3), females 68.2% (65.8-70.5) and males 71.2% (68.6-73.8). >44-year-old had 73.9% seroprevalence. Under-15s were 57.4% positive. Housewives (70.9%), civil servants (71.5%), and health workers (9.7%) had the highest antibody positivity. N'Djamena's 9th district had 73.1% optimism and the 3rd district had 52.5%. Seroprevalences were highest at Good Samaritan Hospital (75.4%) and National General Referral Hospital (74.7%). Conclusion. Our findings indicate a high circulation of SARS-CoV- 2 in N'Djamena, despite low mortality and morbidity after the first two COVID-19 pandemic waves. This high seroprevalence must be considered in Chad's vaccine policy.

A Descriptive Quantitative Exploration of College Students of Promise During the COVID-19 Pandemic

The term Students of Promise is used for students considered to have a heightened risk status, which not only has a negative effect on students but also on the higher education institutions they attend. This quantitative study explored how the COVID-19 virus has impacted student populations at various US higher education institutions and to uncover what specific issues (financial, emotional, social) impacted students during this unprecedented time in light of student categories and student demographics. This study found statistical significance in Students of Promise characteristics and presents data on the behaviors, activities, and tools necessary for success, concerns surrounding COVID-19, and opinions on higher education factors. Implications are also discussed to include a deeper understanding of Students of Promise needs, social mobility, and advising. This study shows that Students of Promise continue to need academic resources but also ways to lower stress levels and to afford college. © Journal of Underrepresented and Minority Progress.

Getting Students to (and Through) Advanced Math: Where Course Offerings and Content Are Not Adding Up. American Educator Panels. Research Report. RR-A827-10

This report uses Spring 2022 data from nationally representative surveys of principals and math teachers in kindergarten through grade 12 (K-12) to explore students' opportunities to prepare for and take advanced math. The authors found that small high schools, high schools in rural areas, and high schools that predominantly serve students from historically marginalized communities tend to offer fewer advanced math courses (e.g., precalculus, Advanced Placement math courses) and that uneven access to advanced math begins in middle school. K-12 teachers who work in schools that predominately serve students living in poverty are more likely to report skipping standards-aligned content and replacing the skipped content with concepts from previous grade levels. Also, more than half of K-12 math teachers said they need additional support for delivering high-quality math instruction, especially teachers who work in schools that serve predominantly high-poverty students. In the wake of the disproportionate impacts of the COVID-19 pandemic on students living in poverty and students of color, these results highlight a critical need for resources to support teachers and to increase student access to advanced courses. [For technical information about the surveys and analysis in this report, see "Learn Together Surveys. 2022 Technical Documentation and Survey Results. Research Report. RR-A827-9" (ED626092).]

Use of information technology and problems faced by students in the teaching-learning process in higher education during the 2019 Covid pandemic

The 2019 Covid pandemic has changed the interaction of human life in the education sector. The teaching-learning process in higher education uses online communication techniques more, both synchronous and synchronous. Various information technology-based applications are used for students learning to obtain learning resources and to conduct teaching-learning interactions. This is useful, but there are also many problems faced by students. This study aims to explore online communication techniques and the problems that arise in using these techniques. The research object included 80 students of the master's program. The research design used mixing methods, supported by google form as a data collection technique. Descriptive statistics were used for qualitative data analysis. The results showed that widely used online techniques by students were Google Meet, WhatsApp, Google Search, Google Scholar, Zoom Meeting, Sipejar, YouTube, and Scopus.Com. Meanwhile. Problems were related to the use of Zoom Meeting, Sipejar, Google Meet, WhatsApp, Scopus.Com, YouTube, Google Scholar, and Google Search. The source of these problems included network problems, mastery of applications, ease of use, costs, the amount of data, the troubles in the using process, and so on. Based on these problems, effective strategies for using online communication techniques are suggested. © 2023 Author(s).