ABSTRACT
This quasi-natural experimental study examined an online teaching intervention implemented in response to COVID-19 in China in 2020. It applied the difference-in-difference model to examine the impact and path of the intervention on students' learning performance of a college foreign language (LPCFL). Based on data from records of withdrawing and changing courses, classroom learning, and teaching evaluations; a questionnaire survey of teachers and students; and relevant school documents during the last seven terms, the results indicated that the online teaching intervention could significantly improve students' LPCFL. This finding remained robust after adopting a placebo test approach to mitigate possible endogeneity issues. Additionally, this study also conducted a group test through sub-sample regression based on students' discipline characteristics and intervention organization methods. The results showed that the students who participated in the intervention significantly improved in the three disciplines: humanities was most significantly affected, science and engineering were least significantly affected, and economics and management were in the middle. A range effect was observed for organizational methods. The two downward transmission methods by college teaching management terms had significant positive effects, whereas the other two methods of downward transmission by college student management had significant negative effects. An analysis of the action mechanism indicated that the online teaching intervention mostly improved LPCFL through two channels: students' learning input and learning support. Overall, these findings not only help expand the research framework on macro environmental intervention policy and micro-learning behavior but also have implications for the in-depth understanding of the real learning effect of online learning interventions for college students and their design in the post-COVID-19 era.
ABSTRACT
The solidity of social-emotional skills has become a useful tool related to success in the lives of individuals. Some statements claim that a high level of IQ does not ensure assertiveness when acting or making good decisions, but that there must be a balance between it and socio-emotional intelligence. What concerns social-emotional education cannot be simplified as a look inside, but represents a greater complexity, although it leads the subject to self-centeredness;individual concreteness, to discover their inner strength, promote personal growth and the construction of their own identity, its purpose is not individualism, but it is a collective consciousness, where competences such as self-knowledge, self-regulation, autonomy, empathy and collaboration come into play. The present research was carried out in the pandemic situation caused by the COVID-19 virus, it pursues the objectives of a more clearly understanding of socio-emotionalskills development process, in addition to identify the factors that prevent their acquisition, as well as explaining the benefits that individuals can achieve by promoting these abilities. This is channeled by an interpretative paradigm to analyze the phenomena in which the participating subjects are involved;how certain factors interfere with the development of social-emotional skills. This is linked to a qualitative approach, thus focusing on the experiences of the sample in question. The process takes the methodology of the case study due to the small number of students who manifest socioemotional limitations. Data collection was carried out through interviews, observation guides, file research and anecdotal recording. These techniques and instruments made it possible to systematize the information obtained and then schematize them. It was found that there are different factors that influence the development of the emotional intelligence, such as parents, parenting style, teaching intervention, psychological, psychiatric or neurological issues, as well as the disposition and motivation of students. It is concluded that socio-emotional skills are not innate, but it is necessary to activate them, they are influenced, limited or propitiated, by the particular life experience, in the same way they are not acquired at the same pace. Another relevant point is the teaching preparation necessary to achieve a socioemotional solidity, in order to lead students to emerge the best version of themselves.