Black Student-Athletes and racism pandemic: Building antiracist practices in athletics

The year 2020 was filled with injustices, fear, and uncertainty that has disproportionately affected Black communities in the United States and abroad. From the unprecedented number of deaths inflicted by COVID-19, specifically on minority groups, to the horrific murders of Black citizens by those in positions of authority and power, the world was once again reminded that racism is still alive. Black student-athletes are among those enduring trauma that has been consistent over centuries and are contending with the chronic nature of systemic racism as it pertains to being a Black athlete within the world of athletics and their respective schools. Through grounded theory, researchers captured the lived experiences of 14 Black student-athletes through qualitative interviews to ensure that sports psychology practitioners and researchers are equipped with the correct resources, knowledge, and skills, to aid in the healing of Black student-athletes although also advocating for expedited social reform and representation within the realm of education, law enforcement, politics, and mental health services. Five key domains emerged from this study including Identity Development, Perception and Expectations, Mental Health, Privilege, and Systems. The authors offer best practices within each domain in an effort to develop anti-racist practices to be implemented within athletic institutions and beyond. Lay summary: Black student-athletes are faced with systemic racism within all the worlds they live in, and as it pertains to being an athlete of color within the National Collegiate Athletic Association (NCAA). Black student-athletes are also coping with major life stressors and, as such, this paper gathered the lived experiences of student-athletes identifying as Black and explored how they experienced support during their tenure as student-athletes in an attempt to establish anti-racist and supportive practices within athletic communities. Develop strategies for athletes to understand and evaluate their identity. Integrate anti-racist practices into large systems including implicit bias training, undoing racism, and privilege education. Create tools and visuals for athletes of color, illustrating the institution's commitment to diversity, equity and inclusion.

Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown

This paper documents co‐participatory research with children in six primary schools in Ireland during the COVID‐19 pandemic. It explores the use of what we term digital dialogues with diverse groups of children aged 9–10 years as members of Child Research Advisory Groups. The paper conceptualises the digital dialogues as sites of resistance as well as constraint, empowering children to articulate their voices in relation to schooling and the pandemic, whilst mediated by power dynamics—between adults and children, and between children, in the articulation of those voices.

"This pandemic has changed our daily living": Young adults' leisure experiences during the COVID-19 pandemic in South Africa

The COVID-19 pandemic is a global human ecosystem disruption affecting almost every facet of daily living. South Africa adopted a risk-adjusted approach comprising five-levels to curb the spread of COVID-19. Early in 2020, the country experienced level 5 and 4 restrictions, indicating high COVID-19 spread with low to moderate health system readiness. South Africans were largely confined to their homes. This study explored young adults' experiences of leisure engagement during the confinement, adaptations made, and the influence on health and well-being. Thirteen occupational therapy student researchers conducted individual qualitative, exploratory-descriptive studies on young adults' leisure experiences during the level 5 and 4 confinements. The authors used a qualitative meta-analytic approach to review the student researchers' primary studies and synthesize findings for this paper. The sample comprised 65 participants aged 18 to 32 years (mean age 22.2 years), the majority being either students or employed. Participants were interviewed online or submitted written responses to open-ended questions focusing on their leisure engagement during the confinement. Relevant data were extracted from the primary studies and analyzed thematically. Four themes emerged: 1) disruption, 2) time, 3) adaptations to change, and 4) leisure benefits. Although participants experienced the confinement as disruptive, and restricting their leisure and social engagement, they adapted and developed new leisure occupations, which had a positive influence on their health and well-being. In conclusion, the young adults dealt with the occupational injustices of confinement by adapting their leisure engagement, thus displaying occupational resilience, which positively influenced health and well-being. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Chinese) COVID-19 -, COVID-19 2020 , 5 4 , COVID-19 , 13 5 4 , 65 18 32 ( 22.2 ),,:1),2),3) , 4) ,,,,,, (PsycInfo Database Record (c) 2023 APA, all rights reserved) (French) TITRE "Cette pandemie a change notre vie quotidienne" : Les experiences de loisir des jeunes adultes lors de la pandemie de COVID-19 en Afrique du Sud RESUME La pandemie de COVID-19 perturbe l'ecosysteme humain mondial, affectant presque toutes les facettes de la vie quotidienne. L'Afrique du Sud a adopte une approche ajustee au risque comprenant cinq niveaux d'interventions pour freiner la propagation du COVID-19. Au debut de 2020, le pays a connu des restrictions de niveau 5 et 4, indiquant une forte propagation du COVID-19, avec un etat de preparation du systeme de sante a composer avec cette situation, qualifie de faible a modere. Les Sud-Africains ont ete largement confines chez eux. Cette etude a explore les experiences des jeunes adultes en matiere d'engagement dans les loisirs pendant le confinement, les adaptations effectuees et l'influence de ces experiences sur la sante et le bien-etre. Treize etudiants chercheurs en ergotherapie ont mene individuellement des etudes qualitatives exploratoires et descriptives sur les experiences de loisirs des jeunes adultes pendant les confinements de niveau 5 et 4. Les auteurs ont realise une meta-analyse qualitative, reposant sur les etudes primaires des etudiants chercheurs, dont la synthese est presentee dans cet article. L'echantillon comprenait 65 participants ages de 18 a 32 ans (age moyen de 22,2 ans), dont la majorite etait aux etudes ou avaient une activite professionnelle. Lors de videoconferences, les participants ont partage leurs experiences de loisir lors du confinement, a l'aide d'une entrevue semi-structuree. Toutefois, une part des participants a plutot soumis des reponses ecrites aux questions, selon leur convenance. Les donnees pertinentes ont ete extraites des etudes primaires et analysees de maniere thematique. Quatre themes ont emerge : 1) la perturbation, 2) le temps, 3) l'adaptation au changement, et 4) les bienfaits des loisirs. Bien que les participants aient vecu le confinement comme une perturbation et une restriction de leurs loisirs et de leur engagement social, ils se sont adaptes et ont developpe de nouveaux loisirs, ce qui a eu une influence positive sur leur sante et leur bien-etre. En conclusion, les jeunes adultes ont compose avec les injustices occupationnelles associees au confinement en adaptant leur engagement dans des loisirs, faisant ainsi preuve de resilience occupationnelle, ce qui a influence positivement leur sante et leur bien-etre. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Spanish) La pandemia de COVID-19 constituye una alteracion del ecosistema humano a nivel mundial que afecta casi todas las facetas de la vida cotidiana. Frente a este contexto, Sudafrica adopto un enfoque ajustado al riesgo que comprende cinco niveles, con el objetivo de frenar la propagacion de la COVID-19. A principios de 2020, el pais establecio restricciones de nivel 5 y 4, lo que indica alta propagacion de la COVID-19 con baja a moderada preparacion del sistema sanitario. En gran medida, los sudafricanos estaban confinados en sus hogares. Este estudio examino las participaciones en el ocio de adultos jovenes durante el confinamiento, las adaptaciones que debieron realizar y como ello influyo en su salud y bienestar. Trece investigadores, estudiantes de terapia ocupacional, realizaron estudios individuales, cualitativos y exploratorios-descriptivos sobre las experiencias de ocio descritas por adultos jovenes durante los confinamientos de nivel 5 y 4. Los autores utilizamos un enfoque metaanalitico cualitativo para revisar los estudios primarios de dichos estudiantes y sintetizar los hallazgos para este articulo. La muestra la conformaron 65 participantes de entre 18 y 32 anos (edad media de 22.2 anos), la mayoria de ellos estudiantes o empleados. Los participantes fueron entrevistados en linea o enviaron respuestas escritas a preguntas abiertas centradas en su participacion en el ocio durante el encierro. De los estudios primarios se extrajo la informacion pertinente y se analizo tematicamente, identificandose cuatro temas: 1) perturbacion;2) tiempo;3) adaptaciones al cambio;y 4) beneficios del ocio. Aunque los participantes experimentaron el confinamiento como algo perturbador que restringia su ocio y su participacion social, se adaptaron y desarrollaron nuevas ocupaciones que incidieron de manera positiva en su salud y bienestar. En conclusion, los adultos jovenes afrontaron las injusticias ocupacionales que implico el confinamiento adaptando su participacion en el ocio, lo que mostro su resiliencia ocupacional e influyo positivamente en su salud y bienestar. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Preliminary Results on the Online Lessons of IDPE Department of University of West Attica 2019-2020

During the pandemic outbreak of COVID-19 in Greece that coincided with the spring semester of the year 2020, conventional face-to-face lessons presented a threat to public health. As a result, house confinement measures were taken. Universities, due to their offering either directly or via their lifelong education centers, were partially prepared to offer distant learning solutions for their students during the pandemic. The lessons, in the general case, were delivered in an ad hoc manner utilizing teachers' personal experiences and preferences creating some pressure on existing infrastructures. In the case of the Department of Industrial Design & Production Engineering at the University of West Attica, things were more organized than in the general case: there was a, more or less, uniform practice of preferring synchronous lessons and some monitoring was planned in order to evaluate the application for future reference. While data collected in the process are still going through statistical analysis there are some preliminary results that can be reported here.

An Investigation on the Online Learning Engagement of Malaysian Secondary School Students from Different School Types

This study explored the perceptions of students from different types of schools in Malaysia towards their online learning engagement during COVID-19's movement control order using Fredricks et al.'s framework of behavioural, cognitive, and emotional engagement. In addition to these variables, external support provided to the students was also considered. To this end, a questionnaire that examined the students' general online practices and online learning engagement was administered. Seven hundred sixty-eight students from four different types of secondary schools (national, Chinese, international, and high performing schools) responded to the questionnaire. The findings from the ANOVA analysis indicated that generally the respondents demonstrated positive online learning practices. However, the amount of time spent interacting with teachers online should be much improved. The findings also indicated significant differences in perceptions towards online learning engagement and external support based on school types.

The design and implementation of a video-facilitated transdisciplinary STEM curriculum in the context of COVID-19 pandemic

The COVID-19 pandemic has brought disruptions and constraints to K-12 STEM education, such as the shortened classroom time and the restrictions on classroom interactions. More empirical evidence is needed to inform educators and practitioners which strategies work and which do not in the pandemic context. In response to the call for more empirical evidence and the need for cultivating responsible and competent 21st century citizens, we designed and implemented a transdisciplinary STEM curriculum during the COVID-19 outbreak. In order to facilitate the smooth delivery of the learning contents and authentically engage learners in the learning process, multi-model video approaches were employed considering the characteristics of three disciplines, STEM, social service, and writing, as well as learner diversity. Pre- and post-test results indicated that students' transdisciplinary STEM knowledge improved significantly after completing the curriculum. The integration of STEM, social service, and writing disciplines promoted the growth of students' empathy, interest, and self-efficacy. Consistent with the quantitative results, students responded in the interview that their STEM knowledge and empathy were both enhanced. Some implementation strategies introduced in the current study are also applicable when the standard teaching order is restored in the post-COVID-19 era. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Relations between higher- and lower-order alcohol and cannabis expectancies and simultaneous use frequency among undergraduate dual users

Simultaneous alcohol and cannabis (i.e. marijuana;[SAM]) use is prevalent among college students. There is limited research on expectancy effects for SAM use, which are known correlates of use frequency and mediators of treatment outcomes. We examined the unique associations of both positive and negative alcohol and cannabis expectancies with frequency of SAM use among college students. Participants were 1012 college students (70.9% female, 51.8% white, Mage = 19.63) from seven US universities who reported past-month alcohol and cannabis use (77.2% of the sample reported SAM use). Students completed measures of past-month typical weekly alcohol and cannabis frequency and quantity, alcohol and cannabis expectancies, and SAM frequency through an online self-reported survey. A negative binomial regression revealed that higher-order positive, but not negative, alcohol and cannabis expectancies were significant predictors of SAM frequency above and beyond frequency of alcohol and cannabis use, biological sex, and whether the survey was completed pre- or post-COVID-19 campus closures. Specifically, higher frequency SAM use was associated with weaker positive alcohol and stronger positive cannabis expectancies. A second negative binomial regression including lower-order expectancies found that SAM frequency was associated with weaker social and cognitive and behavioral impairment alcohol expectancies and stronger sexual and social facilitation cannabis and liquid courage alcohol expectancies, specifically. Results highlight the importance of comprehensively examining both higher- and lower-order alcohol and cannabis expectancies when examining SAM frequency, and provide avenues of targeted intervention to reduce SAM use among dual users.

An Evaluation of an English Language Course Given via Distance Education

Uzaktan eǧitim Kovid-19 pandemisi ile dünyada pek çok durumda tek seçenek haline gelmiştir. Türkiye'deki yükseköǧretim sisteminde ise zorunlu temel Íngilizce dersleri için sıklıkla kullanılmaktaydı. Bu çalışma, Ístanbul'da bir devlet üniversitesinde uzaktan eǧitim ile verilen Íngilizce dersinin etkinliǧini öǧrenci görüşlerine dayanarak deǧerlendirmeyi amaçlamaktadır. Çalışma, 2018-2019 akademik yılında birinci sınıfta okuyan 121 öǧrenci ile yürütülmüş betimsel bir araştırmadır. Veriler, 5'li Likert tipi bir ölçek ile toplanmış, SPS S programı ile analiz edilmiştir. Bulgular, öǧrencilerin uzaktan Íngilizce dersi deneyimlerinden memnun olduklarını ortaya koymuştur. En yüksek memnuniyet, dersin süreç boyutuna ilişkindir. Öǧrenciler dersin baǧlam, girdi ve çıktı boyutlarına ilişkin daha düşük düzeyde bir memnuniyet bildirmişlerdir. Yine de çoǧunluk yüz yüze eǧitimi daha tatmin edici bulmuştur. Bu çalışmada uzaktan Íngilizce dersine ilişkin orta düzeyde bir memnuniyet olduǧu ve bunun temelde dersi veren öǧretim elemanlarından kaynaklandıǧı anlaşılmıştır. Bu yüzden, uzaktan eǧitim ile ders verecek öǧretim elemanlarının eǧitimlerle ve zengin materyallerle hazırlık aşamasında desteklenmesi önemlidir. Buna ek olarak, öǧrenciler dersi yazma ve konuşma becerilerinin gelişimine katkısı açısından yetersiz bulmuşlar ve öǧretmenleri ile zaman zam an doǧrudan iletişim kurma ihtiyacı hissettiklerini belirtmişlerdir. Bu nedenle, uzaktan Íngilizce derslerinin üretim odaklı becerilere daha fazla aǧırlık verecek şekilde tasarlanması ve uzaktan eǧitim ile yürütülen derslerin zaman zaman yüz yüze ya da eş zamanlı oturumlarla desteklenmesi önerilebilir.Alternate :Distance education has turned into the only option with the unexpected Covid-19 pandemic for many countries all over the world. In the system of Turkish higher education, it is frequently used for the compulsory basic English courses. This study aims to evaluate the effectiveness of the English course given at a state university in Istanbul in order to see the perceptions of the students in the distance education. It was a descriptive study conducted with 121 freshmen during the academic year of 2018 and 2019. The data were collected with a 5-point Likert type scale and analyzed via SPSS software. The findings revealed that the students were content with their experience of the distance English course. Moreover, they were pleased with the process at most and there was rather less satisfaction with the context, input, and the product of the course. However, the majority still consider face-to-face language instruction as a more satisfactory mode of learning. This study revealed a moderate satisfaction with the distance English course in general, and the main source of this satisfaction has been identified as the course instructors. Therefore, instructors need to be supported in their preparation for distance education courses with rich materials and trainings. Moreover, the students found the course less efficient to develop writing and speaking, and needed a direct contact with the instructors at times. So, these courses should be designed to focus on productive skills more and to include some face-to-face or synchronous sessions along with the distance education classes regularly.

Exploring Students'Attitudes toward Science and Course Engagement as Predictors of Science Literacy

Studies are limited that investigate the relationship of students' attitudes toward science and their engagement in the teaching-learning process to science literacy in a higher education setting and within the context of a pandemic. Hence, this cross-sectional, correlational study seeks to determine if (1) students' attitudes toward science are significantly related to science literacy;(2) student course engagement is significantly related to science literacy;(3) students' attitudes toward science and their course engagement are significant predictors of science literacy. 67 undergraduate students taking the mandated Science, Technology, and Society during the second semester of the academic year 2020 to 2021 in an institution of Jesuit higher education in the Philippines were surveyed in this study. Results revealed that 1) there is a positive moderate relationship between students' attitudes toward science and science literacy (p < 0.001);2) there exists a positive strong relationship between student course engagement and science literacy (p < 0.001);3) both students' attitudes toward science (p = 0.02) and their course engagement (p < 0.001) are significant predictors of science literacy. Such results can be helpful in (re)designing science education in a higher education setting and within the context of a pandemic. Copyright 2022. © by the International Institute of Informatics and Systemics. All rights reserved.

Study Abroad and Student Decision Making in Times of COVID: A Mixed Methods Study

The impacts of COVID-19 on Study abroad (SA) are deep and widespread and potentially affect the factors that guide US undergraduate students' choices as they relate to SA. To investigate them, the present study relies on the MSA (Motivation to SA questionnaire: Anderson & Lawton, 2015) and adds two new groups of factors: language learning and health. To observe changes in the relative weight of factors before and during the pandemic, responses to two different versions of the MSA from 83 students who had participated in SA prior to the pandemic were compared. Results from statistical analyses show stability in the ranking of importance of factors pre- and during pandemic, except for health-related factors, which come second after world enlightenment. In addition, interviews show that while students view "immersive" SA as a significant experience for its contribution to their personal and intellectual development, they do not consider virtual SA a real SA experience.

Student Voices Form (Virtual) Language Classrooms

A cohort of American students came to Prague for their Study Abroad in spring 2020. They signed up for a Czech language course but had to leave the country in the middle of the term and continue learning from homes. At the end of the term, they were asked to write a short reflective essay on how their motivation to learn Czech transformed throughout the term and what motivational factors they regarded as key for themselves. This text explores what the students have to say about their own learning experience from their unique study abroad experience and confirms that the integrative factor plays the most important role in the study abroad context.

Crisis as Opportunity: Reimagining Global Learning Pathways through New Virtual Collaborations and Open Access during COVID-19

In the spring of 2020, as COVID-19 forced the suspension of most U.S. education abroad programs, study abroad students returned home, summer programs were canceled, and international educators pondered the unlikelihood of resuming fall 2020 study abroad, larger questions about the future of international education and global learning with limited student mobility weighed heavily, Dickinson and Haverford colleges in Pennsylvania and the membership of the Community-based Global Learning Collaborative started reimagining the future of global learning. What drove us was our collective commitment to building just, inclusive and sustainable communities, a spirit of collaboration and a desire to seek out future-forward and innovative opportunities for continued global learning. Around the world, xenophobia and nationalism were on the rise. One of the clearest continuous mechanisms for combating those horrors, student international mobility, would cease. It was clear that global educators had to do something, but what? This article is a case study about how we began to answer the question of what we could do. It follows the evolution of our thinking, emergent projects, lessons learned and new collaborative pathways.

Investigating Students' Perceptions of Their Learning Experience and Self-Regulated Learning Skills during Emergency Remote Teaching

Academically successful students are those who are confident in their learning skills, self-directed learners, able to exert control on their learning, and manage it in a self-reliant manner. One of the highly autonomous instructional contexts students could go through was Emergency Remote Teaching. In this research, the author used a mixed method, through a survey with open-ended questions, to measure students' attitudes towards the rapid transition to fully online classes and explore students' evaluation of their SRL skills during emergency learning circumstances. The author examined students' perceptions of their online learning experience and self-regulated learning SRL. The results highlight students' perceptions of their experience after the rapid transition to distance education which they evaluated as not easy transition. However, 61 of the respondents agreed that they were motivated towards learning during the pandemic time.

Using Course Level Data Analytics to Evaluate Student Learning Outcomes & Engagement

This paper describes a process for evaluating student learning at the course-level. Course-level data is used to inform continuous improvement of program-level assessment. The sample consists of direct and indirect measures related to 101 students enrolled in a principles of financial accounting course. Direct measures indicate that most students meet or exceed learning expectations. Students scored higher on questions related to lower levels of Bloom's taxonomy (1956). Indirect measures indicate students perceive stronger than actual performance. Students not meeting the threshold of performance, cite student engagement as the reason. As engagement is paramount to success in COVID-19 learning environments, results are relevant for informing assessment interventions.

The Promotion of Knowledge and Attitude towards the Prevention of COVID-19 for Undergraduate Students

The purpose of this research were to study and compare knowledge and attitudes towards prevention of COVID-19 before and after promotion and study and compare knowledge and attitudes towards the prevention of COVID-19 of students with different genders. The sample used in the study were 50 the third year undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University, which was derived by purposive sampling. The research tools were the coronavirus disease 2019 prevention and control manual for citizens by the Ministry of Health, knowledge test about prevention of COVID-19, attitude test towards prevention of COVID-19. The statistics used for data analysis were frequency, percentage, mean, standard deviation and hypothesis testing using Paired t-test and One-Way ANOVA. The results of the research showed that the posttest, the students had average scores of the knowledge and attitude towards prevention of COVID-19 higher than the pretest statistical significance (p < 0.05). And there was no significant difference of score of knowledge and attitude towards prevention of COVID-19 of students with different genders (p > 0.05).

Opinions of Postgraduate Students in Northern Cyprus towards Distant Education during COVID-19 Pandemic

In this research, the "case study" model was used to determine the views of university students in Northern Cyprus on distance education during the COVID-19 pandemic process. The population of this research consists of students studying in the districts of Nicosia, Famagusta, Girne and Lefke in Northern Cyprus. The study group was used as an easily accessible case sample and 20 students were studied in the study group. As a data collection tool in this study, a semi-structured interview form consisting of 6 open-ended questions was used, developed by the researchers regarding the views of higher education students in Northern Cyprus on distance education during the COVID-19 pandemic process. In the study, "content analysis" was used in the evaluation of the data. The collected data were organized within the framework of themes and concepts and presented in the findings. According to the results of the research, it has been determined that the online teaching of the courses during the pandemic process has various advantages and disadvantages that the students have some difficulties while using the online education system and some suggestions have been developed to make the system more useful by eliminating the disadvantages and difficulties.

Facebook Social Learning Group (FBSLG) as a Classroom Learning Management Tool

This study focuses on the step-to-step procedure in creating Facebook Social Learning Group (FBSLG) and the perception of students on using FBSLG as learning management tool. Descriptive method was employed in this study participated by two hundred eighty (280) teacher education students in Nueva Ecija University of Science and Technology--College of Education during the academic year 2020-2021 who were purposively selected based on the criteria set by the researcher. Five simple steps on creating FBSLG were discussed by the researcher. Using the adapted survey questionnaire, the data revealed that the students strongly agreed on the four aspects of perception about FBSLG namely: pedagogical affordance, social affordance, technological affordance, and their overall perception on the platform. Some worries of the students on the platform were addressed like the safety of sharing ideas in the FBSLG and some technical difficulties were encountered. It is concluded that the FBSLG is a good platform of conducting classes during this time of pandemic, so the use of this platform to other subjects is highly recommended.

Towards a New Learning Ecology: A Critical Participatory Action Research for a Transformative Mission

The aim of this study is to serve as a self-transformative process targeting undergraduate students' professional perspectives, sayings, doings and meaning makings on the conventional classroom management thought by introducing them to the possibilities of Web 3.0 technologies. The study was designed as a critical participatory action research (CPAR) and conducted with the participation of 46 undergraduate students (29 female, 17 male) from English Language Teaching department during the first term of 2019-2020 academic year (just before the COVID-19 closures) in Gaziantep University. To guide participants, a Video Clip Assessment Rubric was developed collaboratively. Critical self-reflections and in-class discussions were the sources of data. A great majority of the participants reflected that flipped learning could be a promising alternative over conventional pedagogies. They also declared the need for a comprehensive preparation and professional guidance in video clip casting for flipped classes. The most outstanding actionable knowledge, on the part of participants, produced by this CPAR would be the internal transformation enabled through reinterpretation of the facts and first hand learning experiences they encountered. Some further suggestions are made for the redesign of conventional classroom management courses at undergraduate level.

Business Student Preferences toward Traditional, Hybrid, and Online Deliveries: Pre and Post COVID-19

This exploratory research paper addresses undergraduate business student course instruction method preferences both pre and post COVID-19. A survey was given to a convenience sample of undergraduate business students across four areas of business: Accounting, Financial Services, Marketing/Management, and Health Care at a small university in the southeastern United States in spring 2019 (N=246) and again in spring 2021 (N=103). The purpose of the survey was to identify undergraduate business student preferences for both pre-COVID (spring 2019) and post-COVID (spring 2021) regarding Online, Hybrid, and Traditional (face-to-face) classes. The findings of this study show student preferences for the three types of delivery, as well as the change in preferences between spring 2019 and spring 2021. Future recommendations for study include an expanded study across disciplines and emphases. A qualitative investigation into the reasons for student survey responses is also suggested.

Social Media Utilization and Its Impact on Male Medical Students' Learning during COVID-19 Pandemic

To assess the patterns of social media uses and their impact on the learning of male medical students during the COVID-19 pandemic. A cross-sectional descriptive study was conducted from March to May 2020 at the College of Medicine, University of Bisha (UBCOM) in Saudi Arabia. A validated questionnaire was used to collect data from the students at first year, pre-clerkship and clerkship levels about the types, patterns and benefits of social media usage in their learning. A five-Likert scale was used to measure the students' responses. Descriptive statistics and ANOVA tests were used for data analysis. Of the 203 students enrolled, 89.2% (n=181) were responded. Most students commonly used Twitter (75.1%), followed by YouTube (52.5%) and Facebook (24.3%). The highest usage of Twitter was found among clerkship students (85.1%) compared to first-year (76.2%) and pre-clerkship students (69.6%), with no significant differences (p = 0.133). About 38.7% of students spent over 10 hours per week on social media and pre-clerkship students being the highest group (43.5%). Most students (67.9%) showed that social media enhance learning activities, 65.2% are interested in using social media in their learning and 64.1% suggested that their inappropriate use consumes time. We concluded social media become interactive tools of learning in medical schools during the urgent situation such as the COVID-19 pandemic. Such findings highlighted the benefits of considering social media inclusion when designing medical curricula.