Factors that negatively influence students' transition from the traditional classroom to emergency remote education (ERT)

Universities worldwide had to adopt Emergency Remote Teaching (ERT) because of the COVID-19 pandemic. This abrupt change forced students used to face-to-face classes to adapt to a new reality. However, this transition is different for each student because of personal realities. For example, the student's generation, emotional state, and some factors (e.g., tech skills, technological infrastructure, place of study, and perspectives regarding this change) may influence the feelings of optimism and awareness of learning. This work describes a quantitative study conducted before the first ERT academic semester starts with 1011 undergraduate students measuring those factors through questionnaires. In addition, to test whether the measuring factors are consistent with our understanding, the confirmatory factor analysis (CFA) and the statistical reliability analyses were performed. From the results, we identified differences between the participants' age generations. The mean scores for the Z generation were lower than other generations concerning the measuring factors and feelings. Plus, it was found that students' emotional states negatively influence their feelings about ERT. Also, the measuring factors influence optimism and awareness of learning. Therefore, we suggest that institutions around the globe should offer innovative distance learning strategies to train the students for this paradigm shift, identify the students' needs for the Internet and devices, and provide psychologists to aid the student's emotional state. Thus, helping a better and faster transition and adaptation of students to the change of educational methodology to improve students' experience in distance education.

Reuse and Remix: Creating and Adapting Open Educational Tutorials for Information Literacy

This article explores how one large university library created, with minimal resources, a suite of openly licensed tutorials on information literacy. The article also describes how another academic library adapted the tutorials for its own goals to fill a need during the crisis created by the COVID-19 pandemic. The authors hope that this model shows potential for others to follow, and they call on the library community to develop more openly licensed resources using intuitive and affordable technology. They encourage libraries creating content, as well as those updating material, to share, adapt, and customize open educational resources to meet their local instruction goals and student needs for information literacy.

A descriptive study of adult student preferences for technology-enabled learner support amid the COVID-19 Pandemic

Although online distance education provides adult learners with an opportunity for lifelong learning, technology-enabled learner support remains a challenge. The COVID-19 pandemic introduced additional complications. The purpose of the current study was to determine which form of technology-enabled academic learner support students would prefer, and to assess their readiness for information and communications technology (ICT), be that under normal conditions or amid the pandemic. The study collected data using an online survey among fourth-level students enrolled in a research proposal module. The respondents indicated that, under normal, healthy conditions, they would prefer webinars to face-to-face learner support. Under COVID-19 conditions, respondents still ranked webinars first, online question and answer (Q&A) sessions second, vodcasts third, and lecturer-recorded videos made available via YouTube, fourth. The remainder indicated a preference for other forms of learner support. The respondents indicated their timing preference as a month before each of the assignment due dates or alternatively a week prior to the due date, with the remainder preferring more frequent online learner support. The practical implications of the study are that webinars, online Q and A sessions, and vodcasts should be actively considered for use instead of face-to-face classes for students at the University of South Africa (UNISA).

How should online antenatal and parenting education be structured according to parents? Qualitative findings from a mixed-methods retrospective study.

BACKGROUND: Over the past 50 years, the content and structure of antenatal education classes have varied to reflect social norms of the time, the setting and context in which they have been held and who has facilitated them. In recent times, antenatal and parenting education classes have become a smorgasbord of information, offering a range of diverse content. Where and how parents-to-be may access formal antenatal and parenting education classes are also varied. Even before the lockdown challenges of the Covid-19 pandemic, many antenatal and parenting education classes had become available and accessible online. While the flexibility and accessibility of this option are apparent, scant research to date has reported on parents' experiences of undertaking online antenatal education. OBJECTIVES: The objectives of this study were to explore new parents' experiences of engaging in online antenatal education, and to discover how consumers of online antenatal education perceive it should be designed and delivered. DESIGN/METHODS: A mixed-methods design was used for this study, which was conducted with 294 past enrolees in a range of online antenatal and early parenting education programmes delivered by one private provider in Australia. The past enrolees were invited to participate in the study by email, wherein a link to an online information sheet and survey containing closed- and open-ended questions was provided. The responses to the open-ended questions that are reported in this article were analysed using a thematic approach that involved coding, sub-categorizing and then categorizing the data. RESULTS: A total of 108 participants provided qualitative data about the delivery and design of online antenatal education and information. The data were captured in three themes: video control and content, accessibility and pre-/intra-programme support. CONCLUSIONS: The results of this study provide important insights for the development of online antenatal education programmes and courses that will be of interest to antenatal educators, maternity services and maternity care policy developers. Specifically, millennial parents want trustworthy and accurate antenatal education that is delivered in a framework that aligns with and builds on adult-learning principles. The diversity of families and of expectant parents' learning styles is also important to recognize in antenatal education curricula.

Implementation of a blended learning course for adult learners during the COVID-19 pandemic

Purpose>This study aims to evaluate a culture-based blended learning multilingual course created for adult learners in ten languages and the development of learners' 21st-century skills during its implementation in six European countries – Croatia, Latvia, Slovenia, Romania, Poland and Czechia in the COVID-19 period.Design/methodology/approach>A cross-sectional survey of 638 participants was conducted using a paper-based questionnaire. Data analysis was carried out applying Bereday's four-step model comprising description, interpretation, juxtaposition and comparison to find out similarities and differences among various groups of learners.Findings>Overall, learners have developed their 21st-century skills, but the improvement has not been the same for all target audiences. Learners with economic, social and cultural barriers were more positive in their evaluation than those with geographic and learning obstacles.Research limitations/implications>The research was conducted during the COVID-19 pandemic, and the face-to-face stage was replaced with online learning on virtual platforms, which impacted the research results. The results cannot be generalized to all adult learners as significant differences were discovered among various target groups of learners.Practical implications>The course may be implemented for formal and non-formal adult education when face-to-face teaching/learning is restricted.Social implications>The findings indicate that the course is especially suitable for learners with economic, social and cultural obstacles to learning.Originality/value>The article focuses on the use of blended learning in non-formal/informal adult education, which is a less widely researched area. The target course implemented during the COVID-19 pandemic shows a novel way of engaging adult learners in lifelong learning, including those with certain barriers to learning.

The great equalizer: Effects of digital inclusion on access to online healthcare certificate programs for financially disadvantaged students

Digital inclusion is an opportunity to fill the digital divide, the inequity preventing access to technological resources which support participation in online learning. Specific to financially disadvantaged students, this interpretive qualitative study examines how factors of digital inclusion influence one's decision to pursue an online health certificate program. To better understand how digital inclusion may impact the decision to pursue an online program, prospective students and faculty members were interviewed. From interview data, the following digital inclusion themes emerged (a) access to reliable internet, (b) access to internet-enabled devices, (c) access to digital literacy training, (d) quality technical support, and (e) applications designed to enable self-sufficiency and participation. Themes of online education include (a) characteristics of the learner, (b) value of student engagement, and (c) supporting adult learners. Lastly, themes related to social influences are (a) financial barriers and (b) impacts of COVID-19. Utilizing a social justice theoretical lens for sensemaking and understanding of data, propositions and implications for practice that benefit higher education institutions are given. Such propositions include: (a) offering digital inclusion support (e.g., access to reliable internet and quality devices) to provide an equitable educational experience, (b) understanding the stratification of generational differences in technology usage, explicitly for adult learners, (c) developing a robust Learning Management System (LMS) training strategy to support faculty and students, and (d) reevaluating communication in and outside of the classroom to provide more opportunities to improve student understanding and peer engagement. These action-based propositions provide salient steps for continued work in digital inclusion within the higher education realm. Key recommendations for higher education institutions include: (a) establishing a program that provides access to reliable devices and internet service, (b) mandating a robust institution-wide training for digital literacy, and (c) cultivating an online community environment to support engagement and to centralize digital and financial resources. With these recommendations, institutions of higher education can offer equitable online education, attainable by more students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Perceptions of Postgraduates Majoring in English Education on Speaking Assessment Module for Online Distance Learning (ODL)

[...]eight adult learners were interviewed to give their perceptions towards this newly designed module. [...]language learners of English (ESL) often faced difficulties in speaking skills, thus, they could not perform well in speaking assessment. A. Underpinning Theory The Speaking Assessment Module was developed for adult learners to experience learning remotely via the online distance learning approach (ODL). Since the module is designed for adult learners, it is equipped with teaching and learning materials based on andragogy learning theory. [...]online distance learning (ODL) has become a learning option for Malaysians.

Have we failed them? Online learning self-efficacy of physiotherapy students during COVID-19 pandemic.

BACKGROUND & OBJECTIVE: The use of online learning systems during COVID-19 pandemic created concerns about students' ability to successfully navigate the online learning environment. This study aims to capture the experience and changes in self-efficacy of physiotherapy students in Jordan. METHODS: A mixed methods online survey was used. Physiotherapy entry-level students in public universities completed the online learning self-efficacy (OLSE) and the academic self-efficacy (ASE) scales. A free-entry text box was used to document the factors that augmented or reduced the perceived level of self-efficacy. RESULTS: A statistically significant decrease in OLSE (t = 6.043, p < 0.001) and in ASE (t = 3.960, p < 0.001) was identified. Four main qualitative themes were identified, namely: availability of time, resources and learning skills; social and psychological stress; educators' skills and access; and accepting the need for a change. CONCLUSION: Contrary to expectations, the findings indicated a decrease in self-efficacy. This has implications in light of the new direction to formalise online learning in Jordanian higher education institutes post COVID-19 pandemic. Training educators as well as students on best online learning practices could increase students' perceived efficacy.

Learning Performance Styles in Gamified College Classes Using Data Clustering

This study aimed to investigate the efficacy of learning gamification in developing sustainable educational environments. To this end, gamified class data were analyzed to identify students' learning performance patterns. The study sample comprised 369 data points collected across four point domains: Activity, Game, Project, and Exam Points, which students obtained in their gamified college courses conducted between 2016 and 2019. A K-means data clustering algorithm and silhouette analysis were utilized to evaluate student performances and determine differential learning styles in gamified environments. Cluster analysis revealed three types of learning patterns centered on performance, mastery, and avoidance. Based on our findings, we propose suggestions regarding class design for instructors considering using gamification strategies to support a sustainable educational environment. We also highlight the scope for future research in both in-person and online gamified learning.

Integrating the external enablers of new venture creation theory into practice: A simulation approach for teaching entrepreneurship

Theory and practice in entrepreneurship education are still a subject of research. This paper proposes a simulation in which, based on the External Enablers of New Venture Creation approach, students can translate environmental changes generated by the unbalancing conditions of the Covid-19 pandemic into strategic entrepreneurial actions. The practice-based approach grounded in actionable theory is chosen to build our simulation. The exercise is carried out through the business model canvas because of its practical value. Running the simulation proves to be helpful in teaching new theoretical approaches. The simulation also proves that new venture teams can impact more the conversion of environmental changes into strategic entrepreneurial actions than individual entrepreneurs. [ FROM AUTHOR]

A qualitative exploration of organizational leaders, educational leaders, and training specialists' lived experience of transitioning training from in-person to e-learning during the covid-19 pandemic

The COVID-19 pandemic was a crisis with significant impact on business and educational institutions' training and development programs that without practical solutions may have halted training completely. Professional training is a critical function for organizational and individual faculty or employee performance that transition to eLearning helped sustain during pandemic restrictions. Using a hermeneutic phenomenological design, exploration of the lived experience of organizational leaders,educational leaders, and training specialists while transitioning training programs from in-person to eLearning offers insight into what research-based strategies were used or neglected to during the pandemic. Centered on a theoretical framework of adult learning theory, organizational change theory, and leadership theory, findings suggested that intuition, reactionary decisions, and ad hoc actions were used rather than deliberate organizational change methods, leadership approaches, or consideration of faculty and employee adult learning needs. Findings suggested that application of a defined model such as Lewin's 3-stage process or Leavitt's Diamond model may have changed the transition to eLearning from hasty to intentional. Additionally, using a training needs assessment based on the Technological, Pedagogical, and Content Knowledge (TPACK)framework assists in identifying adult learner needs and gaps in technology competency necessary for developing eLearning training programs that are engaging to the learner.The imperative for understanding the experience of a rapid transition from in-person to eLearning is preparing business and educational institutions for sustaining effective professional training in the face of future crises that may significantly restrict or halt traditional in-person methods for training. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Chinese EFL Learners' Attitudes Towards Smartphone-Based Reading

-Reading through mobile phones is increasingly popularized worldwide, particularly among young adults. However, few researchers investigate EFL learners' attitudes towards smartphone-based reading. The present research conducted a questionnaire survey to explore EFL learners' perceptions and beliefs by integrating the reading attitude model with the technology acceptance model UTAUT2. One hundred ninety-two participants responded to the questionnaire. The statistical data analysis, including t-tests and analysis of variance (ANOVA), indicated that Chinese EFL learners were generally positive in smartphone-based reading. Although they did not show keen feelings about it or form a habit of using the smartphone for EFL reading, they could perceive its usefulness and ease of use and positively believed in its future use in EFL reading. Additionally, gender differences did not impact EFL learners' overall attitudes. Still, participants' interest in English and experiences in mobile reading did suggest positive influences on their attitudes towards reading through the phone. Finally, the implications of the results and pedagogical practice of smartphone use in EFL reading are discussed.

‘Virtually Pen Green’: developing a synchronous teaching response for adult learners studying early childhood degree programmes during COVID-19

This article explores an idea the researchers are calling Andragogical Isomorphism. The idea being that adults who are motivated to learn become academic when in non-linear relationships with other learners and their tutors. When all are able to be curious, vulnerable and confident shifts in academic capabilities occur. The global pandemic COVID-19 in 2020 brought with it exceptional challenges in education across the globe. Adaptations to teach virtually were expected almost immediately, educators needed to facilitate learning experiences in an unfamiliar, virtual world with little or no previous training. Research was conducted to gather feedback to capture how the recreation of face-to-face teaching online impacted female, undergraduate early years students. The researchers spent time reflecting on the principles that underpin their practice of working with mature learners. Essential elements of social constructivism alongside the critical nature of highly effective andragogical practice and the importance of practice wisdom/life experiences are explored. The benefits of reflection and gaining academic recognition are considered, as are the implications of these within the sector. The results suggest a principled synchronous teaching approach that attends to emotional and cognitive needs, could lead to internalising an altered sense of self in academia – Andragogical Isomorphism.

Tele-Mentoring and Monitoring of the National Mental Health Program: A Bird’s-Eye View of Initiatives from India

Objective: To provide a glimpse of various digital programs and modules that are being implemented across the country by the National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, India (an institution of national importance under the Ministry of Health and Family Welfare, Government of India;one of its mandates is to develop innovative strategies to improve mental health capacity building as part of the National Mental Health Program, a publicly funded health program to cater to the public health need posed by psychiatric disorders). Design: The information is presented in a narrative fashion by organizing the activities into three categories of digital training methods: webinar mode, blended mode and hybrid mode. Results: Cadres ranging from lay-counsellors (volunteers in the community), non-specialist health workers to professionals including medical officers are covered with these initiatives. During the period from August 2016 till December 2020, more than 16 million man hours of training is delivered for more than 35,000 participants from across the country. Conclusions: These have a tremendous potential to exponentially increase skilled human resources capable of providing quality care to hitherto unserved remote areas of the rural hinterland and ultimately reduce the burgeoning treatment gap. In-depth outcome assessments are the need of the hour.

Working Toward Becoming Doctoral Researchers: A Collective Autoethnography of International Students in Australia

It is well established that international education can profoundly influence a student, including identity and agency formation and the acquisition of knowledge and culture. This study applies the concept of self-formation to reconceptualize the international student experience. It captures the development, changes, and operation of identity and agency during self-formation. Utilizing collective autoethnography, the authentic experiences of three international students studying in Australia during the Covid-19 pandemic were collected. These stories illustrate their transformation from international students to student researchers. Through thematic analysis, three phases have been identified in this study, which are self-exploration, self-positioning, and self-determination and shedding light on the role of agency and hybrid identity. A further scholarly investigation is advocated to enrich the discussion of self-formation and add a nuanced investigation into the variability of individual experiences.

Virtual professional development on conflict management for school leaders

From 2017 until 2020, we held face-to-face professional development focused on enhancing instructional leadership for underserved schools at the campus level. We quickly determined in March 2020, based on the predicted situation of COVID-19, that we needed to change that venue to virtual professional development (VPD). The study was grounded in the theoretical base of adult learning theory and transformational learning since we were working with school leaders. The researchers used a mixed methods research design with a survey to examine to what extent school leaders perceived their engagement in a synchronous VPD webinar with facilitators increased their knowledge on the topic of conflict management. The findings showed that the participants perceived targeted VPD to have significantly increased their knowledge on conflict management. Additionally, the participating school leaders indicated a shift in their attitudes from negative to positive perceptions regarding conflict. The findings suggest that structured VPD for school leaders has the potential to advance school leaders’ knowledge on conflict management. Copyright © 2022 Irby, Pashmforoosh, Druery, Lara-Alecio, Tong, Etchells and Algert.

CHALLENGES OF THE ADULT LEARNING SECTOR IN CONTEXT OF COVID-19 IN LATVIA

The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to attend high-quality trainings regardless the place of residence. In context of COVID-19, during the emergency situation Latvia has fully moved to remote learning, including adult learning. Educational institutions as well as enterprises that organise trainings for adults have to implement remote learning using several online tools. The aim of the paper is to analyse the main challenges of the adult learning sector in Latvia in context of COVID-19 taking into consideration the regional development issues. In order to achieve the aim, following research methods have been used: scientific literature studies, statistical data analysis, interviews. Main results of the survey: in case of Latvia, the Ministry of Education and Science of Republic of Latvia has launched several initiatives towards enabling the shift to online learning, providing recommendations, digital tools as well as good practice sharing. At the same time, there is no methodology and detailed step-by-step recommendations, how to develop the online education learning for educational institutions in Latvia. However, there are incentives to develop online adult learning via project funding.

Implementation of an Interprofessional Education Case Study During the COVID-19 Pandemic A Report

This article discusses the importance of interprofessional education (IPE) programming and provides discussion and student evaluation data on implementation of a virtual IPE COVID-19 patient case study. Represented disciplines included athletic training, clinical psychology, communication sciences and disorders, nursing, nutrition and dietetics, physician assistant, and social work. Faculty committee members from each discipline developed a case study that followed COVID-19 patients in a family and allowed for students to explore cultural considerations within the case. Sixty-four of the 80 students who participated in the event responded to a survey of close-ended and open-ended questions in a predominantly positive manner. Utilizing the experience of this IPE case study and feedback from student participants, we conclude with suggestions for future IPE programming. J Allied Health 2021;50(4):269-276.

Adult student perspectives toward housing during COVID-19.

Precarious housing conditions are on the rise in many developing economies, which has resulted in increasing segmentation between population groups with different socioeconomic backgrounds, and in differentiated access to life chances. With the onset of the COVID-19 pandemic, and its subsequent lockdowns, the relation between learning and housing conditions has become crucial for understanding the adult student's learning experience and well-being. However, knowledge about this relation is limited. This study employs the concept of dwelling to investigate how housing-related precarities may impact upon experiences of students during COVID-19 induced stay-at-home orders. The study draws on fifteen in-depth interviews and a Zoom Video Conferencing (ZVC)-aided focus group in the Ashaiman Municipality in Ghana, to explore students' perspectives on precarious housing conditions, well-being and learning. Findings reveal that experiences of precarious housing conditions can be complicated and compromised in diverse ways related to quality learning environment, financial, and personal well-being. Through ZVC-aided focus groups, participants defined housing suitable for learning - not purely in academic terms but in relation to housing characteristics, the neighbourhood environment, the built environment, and the social relations of learning. The study finds that students perceive an array of economic, social and geographic barriers to learning and that these perspectives deserve attention in adult student housing policy debate.

Lonely at the top: A study on how CEOs in philanthropy learn to make strategic decisions

This qualitative multiple-case study was designed to explore how CEOs in philanthropy learn to make strategic decisions. The study builds off the following premises: (1) as part of their role, CEOs need to make critical decisions in a complex and rapidly changing environment;(2) due to the role of a CEO there are power dynamics at play, and these may have an impact on how CEOs are able to engage in conversation;and (3) due to the staff reporting to the CEO and the CEO reporting to the board, they are essentially peerless within their respective organization, possibly contributing to a sense of isolation.The research site of this study was across a number of organizations, one for each participant. There were three primary sources of data: semi-structured interviews, data collection of publicly available documents, and critical incident reports. Key findings included that: (1) all participants engaged with staff and/or the Board of directors before making a strategic decision, either to obtain buy-in or get information needed to make the decision;(2) informal learning was the primary way participants learned what activities they needed to partake in, in order to make a critical decision;and (3) having full authority and responsibility helped CEOs in their decision-making, while power and other interpersonal dynamics hindered a CEOs ability to make a critical decision. Two main categories of CEOs emerged during the data collection process, those who were deemed Reflective and those who were Action-Oriented.Although not part of this research study's original design, the data collection took place during the COVID-19 pandemic and also after a resurgence of attention to police brutality against Black people in the United States and other violence towards historically marginalized groups. These themes were prevalent throughout the data gathered for this study and findings and analysis.The overarching recommendation emanating from this research is that succession plans should be put in place in order to best develop potential candidates for the role of CEO. (PsycInfo Database Record (c) 2022 APA, all rights reserved)