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1.
J Behav Educ ; : 1-11, 2022 Apr 19.
Article in English | MEDLINE | ID: covidwho-1798509

ABSTRACT

During the COVID-19 pandemic, in-person classroom instruction was placed on hold and university courses transitioned to online instruction. This transition resulted in novel challenges for instructors, including reduced professor-student interactions due to limited student webcam usage. The purpose of this study was to assess the impact of a reinforcement contingency on students' use of webcams during synchronous online instruction. An alternating treatments design was used to assess the impact of a reinforcement contingency consisting of 0.5 points contingent on daily webcam usage. We also assessed the results based on how the contingency was communicated to the students (a verbal statement on the daily quiz plus a reminder on lecture slides versus a statement on the lecture slide only). The reinforcement contingency reliably increased webcam usage, but there was not a significant difference in results as a function of how the presence of the reinforcement contingency was communicated. These findings suggest that the behavior of using webcams can change with a simple reinforcement contingency.

2.
International Journal of Online Pedagogy and Course Design ; 12(4):1-15, 2022.
Article in English | ProQuest Central | ID: covidwho-2066740

ABSTRACT

During the COVID-19 crisis, universities worldwide were forced to shift from face-to-face instruction to online instruction. This shift exposes learners to challenges they have never encountered, and numerous studies have revealed a variety of barriers preventing learners from achieving learning goals in an online learning environment. Accordingly, there is an increasing need to understand the factors that contribute to learner success. This study therefore analyzed the key success factors that could assist learners in learning more efficiently in an online learning environment. The participants of this study were 105 Thai learners who were in their second year of an undergraduate degree. To reach the objective of this study, two distinct data collection procedures were used: a questionnaire for learners to identify the factors effecting learners' success in an online course and a focus group interview. The result indicated that teacher support, interaction during learning, and technological support are all critical for the success in online learning.

3.
Sustainability ; 14(19):12925, 2022.
Article in English | ProQuest Central | ID: covidwho-2066482

ABSTRACT

Due to the increasing appearance of global contagious diseases such as COVID-19, the goal of this research is to directly and explicitly advance the learning motivation, interests, and performance of online course participants into developing sustainable development and strategic approaches to discover the effective solution of the research question: how to provide the most effective online courses of sustainable development strategy for contemporary higher education in order to advance the student’s learning motivation, confidence, and desires? This is accomplished by integrating the three briefest analytical aspects of the Social Learning Theory, the main theoretical philosophies of Learning Community, and 10 core technological features to determine the most critical core determinants. Beyond the complex measured results, the most valuable conclusions were: (1) the highest Standardized Comparative Weight Scales (SCWS) was located in the Publicity Philosophy for contemporary online higher education sustainable development strategy, which meant the first hypothesis was accepted and the second and third hypotheses were denied. Hence, the Publicity Philosophy (PP) of the learning community directly and effectively advanced the contemporary online higher education sustainable development strategy for educational institutions as the best solution to the research question in order to achieve the main research objective. (2) Continuously, in detail, the PP of the learning community was directly and effectively enforced by the Professionalization Technology Feature of Course Function. This directly indicated that most online course participants focus on the professionalized technological features in the system operation, such as friendly operational platforms for easy uploads, convenient downloads of online course information, and real-time news during online courses at higher education institutions. Significantly, the aggregated technology in group discussions or teamwork assignments and the complete and fair evaluation of online course technological system can facilitate collaborative lesson preparation and lesson observation of the PP of the learning community in order to advance online course interests and learning performance to be the sustainable development strategic approach in contemporary higher education era.

4.
Sustainability ; 14(19):12867, 2022.
Article in English | ProQuest Central | ID: covidwho-2066473

ABSTRACT

The aim of this research was to address the issues in virtual-reality technologies and gamification within the context of immersive technologies. The author drew together, in a hybrid methodology, the principles of virtual touring and online training, as these need to be understood by destination and tourism professionals. The emphasis was on the utility of innovative multimedia and multimodal technological tools for modern content creation, which led to an online training process for travel agents, the role of gamification and how a virtual platform could be developed to promote a tourism destination during the COVID-19 pandemic. The author based the research on a case study of an immersive platform of a Greek destination and on the degree of the user response to the virtual technology and content. The study also included a comparison between two platforms: one using conventional content and one using multimedia content. The author methodologically used VAR models to describe the cogeneration process of multiple variables over time to investigate the relationships between these variables. The results led to a preference for immersive platforms, which can be a guide for corresponding platforms that are concerned with the promotion of destinations.

5.
International Journal of Humanities, Arts and Social Sciences ; 6(3):134-141, 2020.
Article in English | ProQuest Central | ID: covidwho-2067458

ABSTRACT

COVID19 outbreak took the school community by surprise, as no one was prepared for what has already been delivered and achieved in the last 4 months in the United Arab Emirates (UAE);and around the world alike. It was comparatively easier for teachers and students to connect with each other in UAE, with over 98% of the population connected to high quality internet. This study is an attempt to evaluate the online experience of both teachers and the students;during the emergency switch amid COVID19 lockdown;compared to the traditional physical classes. A quantitative rating survey was used to collect data from teachers and students of only current Grade XII at 3 private schools delivering the Central Board of Secondary Education (CBSE) curriculum in the UAE. A total of 110 subjects responded and registered their feedback. The study found that while both teachers and students rated the overall physical class experience substantially higher than online. The online teaching successfully delivered and achieved the core academic objectives. Teachers rated online classes rated marginally higher than students, indicating a high level of commitment and readiness to learn and adapt. Though there was a clear concern on students’ engagement during online classes and their physical wellbeing during the period.

6.
Frontline Gastroenterology ; 13(Suppl 1):A19, 2022.
Article in English | ProQuest Central | ID: covidwho-2064207

ABSTRACT

G6 Table 1 Strongly disagree (%) Disagree (%) Neutral (%) Agree (%) Strongly agree (%) Pandemic related questions Felt safe at work 30.4 30.4 39.1 Negative affect on mental health 13 17.4 47.8 17.4 4.3 Improved working environment 8.7 30.4 43.5 13 4.3 Online teaching useful 13 4.3 82.6 Online teaching attendance >50% 21.7 39.1 21.7 8.7 8.7 More online teaching PGHAN services preserved 13 13 30.4 43.5 Supported by team 17.4 17.4 47.8 17.4 Endoscopy Reduced endoscopy lists 8.7 13 26.1 52.2 OGD confident 4.3 4.3 13 21.7 56.5 Colonoscopy confident 56.5 13 17.4 13 G6 Table 2 2016 (%) 2018 (%) 2021 (%) Minimum 70% working in PGHAN 68 57 65.2 <33% out of hours 78 73.9 Complex safeguarding involvement 82.6 Home parenteral nutrition clinic attended 47 Transition clinic attend d 56.5 Attendance to trainees’ day 14/7/21 65.2 >2 endoscopy lists per month 67% 68%

7.
Learning & Instruction ; 82:N.PAG-N.PAG, 2022.
Article in English | Academic Search Complete | ID: covidwho-2061630

ABSTRACT

Online teaching has been capitalized to maintain normal educational activities since the outset of the pandemic. However, the wide adoption of emergency remote teaching may present challenges to teachers in terms of performing their instructional work. Hence, this study aimed to deeply explore the affecting factors of teachers' adoption of online instruction during emergencies through a qualitative research design. Semi-structured interviews and document analysis were utilized to collect data with nine higher education teachers at nine Chinese universities. Eight categories of factors emerged from this study that influenced the participants' adoption of online instruction, namely, facilitating conditions, technology self-efficacy, characteristics of learners, teaching administration, pedagogical factors, resistance to change, time issues, and security issues. A framework for developing teachers' competencies for online instruction is proposed based on the results. • A qualitative research design is used to explore teacher technology acceptance. • The original Technology Acceptance Model has been extended. • A framework for enhancing teachers' abilities for online instruction is developed. [ FROM AUTHOR] Copyright of Learning & Instruction is the property of Pergamon Press - An Imprint of Elsevier Science 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.)

8.
Knowledge Management & E-Learning ; 14(3):245-268, 2022.
Article in English | ProQuest Central | ID: covidwho-2058562

ABSTRACT

The aim of the research was to investigate teachers' perspectives on the elements of emergency e-learning during the COVID-19 pandemic. The research was conducted with 134 teachers from different types of schools in Poland during the first wave of crisis e-learning (March - May 2020). The variables included in the analysis comprise teachers' use of differentiated teaching methods, student collaboration, school support for modern ICT, and teachers' digital competence. The findings are summarized as follows (1) about a third of students did not develop the ability to work together in emergency e-learning;(2) more than two-thirds of teachers underlined that their schools actively promoted the idea of implementing ICT in education;(3) more than two-thirds of teachers emphasized that their school principals had systematically modernized the IT facilities necessary for effective teaching;(4) approximately half of the teachers were supported by the school authorities in strengthening their digital competence;and (5) teachers used various teaching methods in emergency e-learning, and the most popular methods were videos, presentations, e-learning platforms, and interactive games and applications;(6) teachers who did not differentiate digital teaching methods did not believe in the development of opportunities for soft skills among students;(7) the schools invested in technological facilities and supported the development of digital competence among teachers;and (8) the intensive use of e-learning platforms by teachers increased their positive attitude towards the development of soft competences (e.g., collaboration skills) among students. https//doi.org/10.34105/j.kmel.2022.14.014

9.
Journal of Higher Education Theory and Practice ; 22(12):23-37, 2022.
Article in English | ProQuest Central | ID: covidwho-2058481

ABSTRACT

With the emergence of the Covid-19 epidemic the realization that online teaching and learning management became a high priority with many education institutions worldwide. In Thailand, government mandated online learning and coaching solutions became the 'New Normal' imperative across all levels of the educational system. Therefore, the researchers undertook a systematic literature review (SLR) of both Thai and international literature to establish which factors played a key role. From the SLR, a determination was made that the proposed model should contain project-based learning management (PBLM) and online coaching through information communication technology (ICT) systems. The results revealed that the proposed model should contain six main steps which the authors labeled the DSPDPE Model (define, select, plan, do, present, evaluate). The six steps of learning activities included Step 1's planning to enter a project, Step 2's choosing a project topic, Step 3's planning and analysis of work, Step 4's project implementation, Step 5's presentation of study results, and Step 6's project evaluation.

10.
Journal of Higher Education Theory and Practice ; 22(12):8-17, 2022.
Article in English | ProQuest Central | ID: covidwho-2058283

ABSTRACT

The COVID-19 pandemic has affected the global educational standards of nearly 1.6 billion pupils in over 200 countries. For instance, face-to- face educational cancellations, social alienation and constrained mobility restrictions of students around the world have wreaked havoc on standard teaching approaches. Following the COVID-19 pandemic, various findings have been reported by a group of investigators on the teaching and learning process. At a wide range of educational institutions, face-to-face training has been tapered away where inclusive educational settings and evaluation techniques required urgent creativity and deployment. The role of faculty members has been transformed from the traditional lecturer-centric to student-centric model which serves the current new global situation. Therefore, this study aims to investigate the university staff perceptions, experiences and barriers, and focus on their e-learning challenges during the COVID-19 pandemic. Additionally, the study investigates the factors that have influenced the acceptance of e-learning as a teaching tool at the higher educational level that could assist in implementing e-learning for future endeavours.

11.
English Journal ; 112(1):14-16, 2022.
Article in English | ProQuest Central | ID: covidwho-2057606

ABSTRACT

Bradberry focuses on how to teach during the pandemic. Ten days into the dramatic shift to online teaching, public school teachers around Virginia realized that these ten days were going to lead to many more. They immediately began figuring out how to reach out to students who were in their homes, their lives upended. Other areas of the state were already being affected by the virus. Hospitals in Northern Virginia filled, as students learned the new vernacular: COVID-19. Coronavirus. Masks. Testing. Social distancing. Quarantine. Students were still hearing the new words from the news. The virus simply wasn't here yet. Spring 2020 was a challenge, but at this point, their community was still safe from the virus, and their students were unaware of its seriousness. Educators face new obstacles of tending to students' social and emotional health as we continue to navigate through the pandemic, yet students are even more prepared for an ever-changing technological world. Teachers appreciate the many parents and community members who supported them throughout the pandemic.

12.
Management Accountant ; 57(10):114, 2022.
Article in English | ProQuest Central | ID: covidwho-2057508

ABSTRACT

The Chapter commenced offline coaching classes at the Chapter premises from Aug 8, 2022, after a two years' break on account of Covid pandemic. CMA (Dr.) K.Ch.A.V.S.N. Murthy, Central Council Member, CMA Vijay Kiran Agastya -- Secretary, SIRC -- ICAI were present at the program. The Chapter conducted a number of events under the "Azadi ka Amrit Mahotasav" banner commemorating India's 75th year of Independence. National Flags were distributed to the students as part of the" Har Ghar Tiranga" campaign to commemorate this significant anniversary.

13.
CEPS Journal : Center for Educational Policy Studies Journal ; 12(3):149-165, 2022.
Article in English | ProQuest Central | ID: covidwho-2056915

ABSTRACT

[...]the Covid-19 pandemic forces all learning processes to be carried out from home using online learning. [...]it would be interesting to capture and discover student satisfaction with online learning using students readiness as a predictor. In general, student satisfaction can be described as the student's satisfac- tion and happiness related to the various aspects of the service they received (Karataş & Şimşek, 2009;Yilmaz, 2017). [...]satisfaction is a construct that is directly derived from the service components. There are various aspects regarding students0 satisfaction with online learning: curriculum, in- structor presence and feedback, course structure, discussion forum, technolog- ical features, instructional style, interaction, materials, technical support, and learning styles (Wei & Chou, 2020;Yilmaz, 2017). [...]students must have good time man- agement to obtain satisfactory results in the online environment.

14.
CEPS Journal : Center for Educational Policy Studies Journal ; 12(3):167-189, 2022.
Article in English | ProQuest Central | ID: covidwho-2056914

ABSTRACT

[...]as noted by the Human Rights Council of the United Na- tions (2020), under Covid-19 pandemic conditions 'students with disabilities are facing barriers on account of the absence of required equipment, access to the internet, accessible materials and support necessary to permit them to follow online school programmes. [...]many students with disabilities are being left behind, particularly students with intellectual disabilities' (p. 6). [...]the focus of the present article is on how the pandemic has affected different students, what learning barriers they have faced, and how the school can help overcome these learning barriers. [...]the results of the research and a discussion are provided on the basis of the performed inductive thematic analysis.

15.
Ubiquitous Learning ; 15(1):23-36, 2021.
Article in English | ProQuest Central | ID: covidwho-2056690

ABSTRACT

Instagram has revolutionized the way in which young people relate to each other. However, its use is often penalized in educational centers, making its presence as an educational tool in the subject of Spanish Language and Literature scarce. To propose improvements, we carried out a case study focused on spelling with students in their 4th year of secondary education. Three mixed groups from a public school (seventy-one students in total) participated in the study. The results of the spelling activity show that the students of these educational levels (14 and 15 years old) are more receptive to integrating spelling when examples and explanations are found on Instagram. Our work is an invitation for teachers to accept and incorporate the educational potential of social networks as a strategy that improves students’ learning and increases their motivation.

16.
Economics & Sociology ; 15(3):216-247, 2022.
Article in English | ProQuest Central | ID: covidwho-2056474

ABSTRACT

Clayton Christensen's theory of "disruptive innovation" describes how smaller firms, with access to far fewer resources, are still able to challenge and displace well-established industry leaders. Uber and Airbnb as startups were able to disrupt the global taxi and hotel industries despite the economic shock of the financial crisis (2007-2008). The COVID-19 pandemic is currently an even more powerful catalyst that is forcing businesses and institutions to define and adapt to the "new normal". Higher education also finds itself at a critical crossroads where universities around world need to quickly adapt to the changing needs of younger generations, discover the optimal balance between traditional and online learning, find ways to reduce costs and avoid tuition escalation, and become better prepared for future health crises and geopolitical events. The COVID-19 pandemic has already significantly accelerated trends in education and a failure to adapt could spark the disruption in education that Christensen spoke of more than a decade ago. This research utilizes valuable feedback from a diverse group of international students to help educators better understand changes that occurred during COVID-19 and form recommendations regarding how to use technology to maximize learning outcomes.

17.
Geoscience Communication ; 5(4):307-323, 2022.
Article in English | ProQuest Central | ID: covidwho-2056006

ABSTRACT

The rise seen in the use of the virtual field trip in 2020 and 2021 due to the global COVID-19 pandemic was unprecedented. Virtual field trips aim to replicate the learning outcomes and experiences of actual field trips by providing a digital alternative to in-field courses. They provide valuable opportunities for those unable to visit the field and alternative learning experiences for those that can. However, understanding their efficacy in terms of learning outcomes, the effectiveness of the learning support offered, and cohort cohesion generally remains untested. Here, we show how negative aspects of a virtual field trip both pre- and post-course are countered by positive outcomes in terms of the breadth of learning outcomes and experience. As part of our analysis, we tested methods to mitigate barriers to inclusion and learning on a virtual field trip, including internet connectivity and hardware access;the use of printed workbooks;and limitations to interaction, support, and cohort cohesion. Our results show that, although negative perceptions (as evidenced by questionnaire responses) are dominant, with 71 % of the 27 pre-course respondents and 88 % of the 21 post-course respondents commenting on these aspects across both student and staff cohorts, positive aspects of virtual field trips (43 %–57 %) also feature highly. Students show a positive shift in their perception of online teaching and learning over the course, with positive comments moving from 19 % pre-course to 71 % post-course, whereas positive comments by staff are low both pre- and post-course (at 14 %). Printed workbooks, staff-to-student ratios, and interaction are received positively. Overall, we find that negative perceptions of virtual field trips pre- and post-course exist but that both students and staff also identify positive elements, including the breadth of learning outcomes, particularly regarding data synthesis and analysis. We suggest ways to learn from these findings in order to design virtual field trips that deliver effectively in blended learning environments for the benefit of all.

18.
International Journal of Emerging Technologies in Learning (Online) ; 17(18):118-135, 2022.
Article in English | ProQuest Central | ID: covidwho-2055560

ABSTRACT

There have been many studies on technology-supported learning based on cognitive theory in the literature. However, little is known about GeoGebra-assisted social cognitive learning in supporting students' reasoning abilities for online learning during the COVID-19 pandemic. This study aims to examine and analyze the differences in the improvement of students' mathematical reasoning abilities who follow GeoGebra-assisted social cognitive learning (Geo-SCL) and GeoGebra-assisted problem-based learning (Geo-PBL). This study used a quantitative method with a quasi-experimental nonequivalent pre-test post-test control-group design. The sample consisted of 70 students from XI SMA Negeri 8 in Bandung, Indonesia. Before and after therapy, research data were collected using a mathematical reasoning test consisting of 5 essay questions. Paired sample t-test analysis and independent t-test were used to answer the research hypothesis. The results of the study concluded that students who studied with Geo-SCL obtained a higher increase in mathematical reasoning abilities than students who studied with Geo-PBL, with the criteria for improving abilities in both classes being in the moderate category. Research findings related to the application of Geo-SCL can be an alternative learning model in online learning situations.

19.
Education Sciences ; 12(9), 2022.
Article in English | Scopus | ID: covidwho-2055174

ABSTRACT

The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belonging during the onset of the pandemic. Interviews with 25 STEM faculty at an undergraduate Hispanic Serving Institution revealed a wide range of accommodations they made to their courses and how they managed communication with students. Faculty strived to support student belonging with responses ranging from caring to crisis management, though some faculty expressed feelings of powerlessness when unable to accommodate certain challenges. The case of a responsive and flexible instructor is presented to highlight a productive response to a crisis. These retrospective findings point to strategies to support faculty teaching in virtual learning environments in the future;increasing opportunities for student–student and student–faculty interaction, supporting faculty in learning technologies that support these interactions and addressing faculty’s feelings of powerlessness. © 2022 by the authors.

20.
Wireless Communications & Mobile Computing (Online) ; 2022, 2022.
Article in English | ProQuest Central | ID: covidwho-2053443

ABSTRACT

In the long-running battle against COVID-19, it is worth further discussing how well online education is accepted by users as a new type of education method which is popularized suddenly. The launch of a large-scale online teaching during the COVID-19 pandemic gave us the opportunity to investigate the opinions and emotions of online teaching users. This paper employs NLP techniques and statistical methods to process 93754 comments collected from the three online teaching platforms designated by the Ministry of Education for universities. This study aims to gain a better understanding of the changing characteristics of students’ opinions and emotions regarding online teaching, as well as to learn what students required and how the platforms functioned during the epidemic period. The findings revealed that (1) users of online teaching platforms were mostly concerned about whether the teaching resources provided by the platforms were rich and of high quality all along. The main influencing factors affecting online teaching experiences during the implementation of large-scale online teaching are hardware device deficiencies such as server congestion and network lag. (2) The majority of users expressed positive attitude towards online education which played a positive role during the outbreak. (3) The epidemic had a significant impact on the emotions of online teaching users. In short, the research themes showed that online teaching users are always concerned with the richness and quality of the platform’s resources. Furthermore, the most important issues for users during the period of large-scale online teaching are whether the network infrastructure is efficient and smooth, as well as the platform’s function perfection. The popularity of online teaching helped to solidify the online teaching space and improve its social image. This study provides a point of reference for the development and improvement of online education and compensates for a lack of relevant studies.

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