Remote synchronous delivery for interior design education: The shift toward innovative paradigms in design teaching approaches

In the uncertain COVID-19 situation, professionals working in education development and learning strategies start to wonder why the situation seems strange or even tough. Institutions got involved, somehow, in online teaching delivery. Most post-secondary institutions worldwide began to use virtual learning or remote synchronous delivery (RSD) as the most applicable method to keep a connection with students in a social-distancing situation. It might be too early to rush to drive solutions or summarize conclusions. The key point is to reach for expressive questions that describe and evaluate the situation in interior design education - an advanced step in the diagnosis of the current situation. This chapter investigates how the current pandemic situation affected teaching methods in the Bachelor of Interior Design (BID) program at University X. The chapter explores remote synchronous delivery in this program with a focus on three core interior design streams: studio, visual communication, and software and technology. As a response to crisis situations, the chapter begins to answer these questions: How did remote synchronous delivery affect interior design education? How can we be prepared for advanced teaching approaches? Will this pandemic lead to innovative approaches in interior design teaching pedagogy? © Springer Nature Switzerland AG 2021. All rights reserved.

Undergraduate Studies and the Covid Context: Promoting Self-Regulated Learning

With COVID-19 shifting educational institutions to remote teaching globally, Bangladeshi universities, too, began taking classes online from June 2020, using different learning management system (LMS) platforms. Facing students completely unfamiliar with learning outside traditional classrooms, the need for instructors to utilize best practices in online instruction and course design was extra enhanced. How online instructors can promote the use of self-regulated learning strategies (SRLS) amongst students is evaluated by considering a variety of extant methods. Taking universal teaching platforms into the nooks and corners of any country may be the biggest takeaway from this study, but a transition certain to elicit variegated responses. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Responding to adult learner student needs in the COVID-19 pandemic: Modifying online graduate courses in education to seize teachable moments

This chapter focuses on how faculty teaching online graduate courses needed to modify teaching practices and make adjustments and accommodations in response to student needs during the COVID-19 pandemic. Although the online platform did not need to change, student stressors significantly increased. This was particularly true in the Educational Leadership Department at New Jersey City University (NJCU), located in the most diverse city in the United States and in the epicenter of the pandemic. Most students were impacted directly by the pandemic with many becoming ill and losing loved ones. As a graduate program focusing on developing leadership skills, our student body is comprised of working professionals in the field of education. In addition to having to manage personal stressors, students who are educators and administrators in the K-12 and community college setting also had to shift teaching, learning, and supportive services from face-to-face to remote environments in a matter of days or weeks. Examples of how we gained an understanding of our student needs and responded to these needs are provided. © Springer Nature Switzerland AG 2021. All rights reserved.

Making the Most of Online Classes: Clipping pedagogy's Future?

Since Internet video transmission emerged around 2000, online classes have yet to produce pandemic protocols and etiquette. Teachers and students alike remain in unknown territory. Sporadic rules emerge, as the audience muting their microphones, but whether videos should be on or off remains unclear, as too online exam policies (varying as they do from instructor to instructor). The onset of online classes makes standards-convergence an imperative. Personal pedagogical experiences and practices (from three terms of undergraduate/graduate electrical engineering IUB online courses) also suggest the need for a micro-macro "best practices” manual, asking if videos can be kept on or not, recording (but not distributing) classes and examinations, and permitting open-book tests and open Internet (without third-party communications). As globalizing and localizing forces both support and oppose each other, optimizing post-COVID-19 pedagogical solutions help. Overcoming pandemic and lockdown mindsets may be key to enhancing our perceptions and pedagogical practices. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

The influence of digital competence of academicians on students' engagement at university level: moderating effect of the pandemic outbreak

Purpose: The purpose of this study is to investigate how the digital competence of academicians influences students' engagement in learning activities in the face of the pandemic outbreak. In addition to this, the paper investigates how digital competence influences each dimension of student engagement (cognitive, affective and behavioural). Design/methodology/approach: A cross-sectional, quantitative and explanatory research design was used to conduct the study. Data were gathered with an adopted questionnaire administered to a randomly selected sample of 500 university faculty members who were not digitally literate prior to the outbreak of the pandemic. Apart from the goodness of data tests, inferential statistics were applied to test hypotheses. Findings: Results indicate a significant influence of teachers' digital competence on student engagement and the pandemic outbreak positively moderates the relationship. Digital competence equally influences all three dimensions of student engagement. Practical implications: The outbreak of COVID-19 made the adoption of digital life more compulsive and the nations with already available digital infrastructure and digital competence effectively minimized the adverse effect of social distancing as a result of the pandemic outbreak. Findings emphasize practitioners to focus on the digital capacity building of academicians and the provision of digital infrastructure to facilitate student engagement. Social implications: Society is transforming into a hi-tech lifestyle and technological advancement is penetrating almost every sphere of life at an unprecedented pace. From the digitalization of day-to-day affairs to e-governance, the adoption of technology is becoming a new normal. The outbreak of the pandemic overtook academic institutions equally. So, the social distancing compelled academicians and other stakeholders of universities to switchover from in-campus classes to online classes. The findings enrich the existing body of literature by explaining how digital competence has a determining role in ensuring student engagement amid the COVID-19 outbreak. Originality/value: This research is a seminal work, as it tests the influence of digital competence on student engagement with the moderating role of the pandemic outbreak. To the best of the author's knowledge, existing literature does not present this kind of research. © 2023, Emerald Publishing Limited.

Development and Validation of Online Learning Assessment Survey (OLAS) and Student Perception of Online Classes During the Covid-19 Pandemic

The COVID-19 pandemic forced the educational institutions in the Philippines to go full online, full modular or blended during its height in 2020. This study surveyed students' perception of online classes after having experienced the modality for one school year. An online questionnaire was developed and validated to collect data relevant for this research. The Cronbach's alpha value obtained is 0.85 suggesting an acceptable internal reliability. The survey went through evaluation by experts and was found to be valid and reliable. The quantitative and qualitative data gathered show that the students perceive online or virtual classes as innovative. It increases their autonomy and self-determination. It opens access to variety of platforms, online resources, and materials. However, there is a need to improve conduct of online classes to make learning easy and enjoyable, make it more engaging and motivating. Findings in this study reveal that the general perception of students on the conduct of online classes is neither positive nor negative. However, most of the negative feedback come from unreliable internet connectivity, physiological issues, financial demands, delayed feedback and issues with authenticity of examination scores that come along with online instruction. The results of this study can be used as a basis for development of interventions that could help address the issues that come along with online learning. Further research is recommended to fill the gaps created by the virtual teaching and learning arrangements to assist educators and institution administrators in drafting policies and strategies in managing the challenges of online modality. © 2023 ACM.

Determinants of digital eye strain among university students in a district of India: a cross-sectional study.

Aim: Digital device usage, especially during the pandemic, has catapulted into a new age problem, the computer vision syndrome. This study aimed to quantify the prevalence and determinants of digital eye strain (DES). Subject and Methods: A total of 345 university students in India were surveyed in June-July 2022, by a validated tool, the Computer Vision Syndrome Questionnaire (CVS-Q) © in this cross-sectional study. According to American Optometric Association, digital eye strain and computer vision syndrome are synonyms. Non-parametric tests of medians were used to compare the median DES scores, Chi square test to compare categorical variables, and binary logistic regression to find the determinants of DES. Results: The average age of the study participants was 21.0 ± 2.2 years, ranging between 18-26 years with 52.8% females and 47.2% males. The prevalence of DES was 45.5% (CI 95% = 40.2%-50.8%). Any existing eye disease (p-value = 0.000, OR = 0.41, 95% CI = 0.26-0.65), average daily screen time (p-value = 0.001, OR = 1.61, 95% CI = 1.22-2.13) and using gadgets in the dark (p-value = 0.000, OR = 0.37, 95% CI = 0.23-0.61) were significant determinants of the same. Conclusion: Framing guidelines limiting the hours allotted for online classes for university students are imperative, with promotion of ergonomic practices for digital device usage such as blue light filters and night mode on devices.

First year students enrolled in university during the COVID-19 disaster and online classes: physical and mental health and desire for Hikikomori

The purpose of this study was to quantitatively clarify the physical and mental health of first year university students whose classes were conducted online due to COVID-19. The checklist of Visual Display Terminal (VDT) syndrome suggested that physical stress was placed mainly on the eyes, shoulders, neck, and head. In addition, from the results of the Kessler Psychological Distress Scale (K6) scale, higher values were obtained than those of previous studies, which indicated the poor mental health of first year university students. Consequently, university academics who conduct online classes must consider the physical and mental fatigue of the students. In contrast, there was a correlation between university students who had desire for Hikikomori and students who preferred on line classes. In other words, for students who experienced difficulties with existing face-to-face classes, it is suggested that online classes are one of the potential solution. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Effects of Long-term Social Distancing on Sleep and Mood in Adolescents During the COVID-19 Pandemic

Background: School timings could influence teens' sleeping patterns by interrupting their sleep or the timing of light can shift their biological clock. The COVID-19 pandemic has altered teens' sleeping schedule making it important to analyze the effects of long-term social distancing on adolescents' sleep and mood. Objective(s): This study analyzes the effects of long-term social distancing, due to the COVID-19 pandemic, on their sleeping patterns and mood. Method(s): In this cohort study, data from the 2018 - 2020 Korea Youth Risk Behavior Web-based Survey (KYRBS) were used to compare teens' sleep patterns in 2020 with those in 2018 - 2019. The primary outcomes of this study were the sleep duration and sleep time of adolescents throughout the week, between 2018 and 2019, and in 2020. The secondary outcomes were the teens' mood, health perception, and sleep satisfaction, including differences in total sleep time and sleep discrepancies between weekends and weekdays. Result(s): Around 58 - 63 thousand students were surveyed each year, and the participation rate was 94.9 - 95.6%. After exclusion, 132,839 teens participated in the survey. From 2018-2020, the height and body weight of the participants did not change. After adjusting for participants' sex and school year, it was found that more teens felt happy, fewer teens experienced sadness and desperation, and fewer teens had suicidal thoughts in 2020, compared with the previous two years. They also slept 10 minutes later (9.743 (95% confidence interval 7.954-11.530)), with wake-up times of 3 - 5 minutes later on weekdays (4.684 (3.449-5.919)). On weekends during social distancing, they slept 16 minutes later (15.721 (14.077-17.366)), with wake-up times of 12 minutes later (12.309 (10.393-14.225)). Although they slept five minutes less on weekdays (-5.059 (-6.817 to-3.301)) and three minutes less on weekends (-3.413 (-5.419 to-1.407)), their overall sleep satisfaction increased, and differences in sleep duration between weekdays and weekends decreased in 2020. Conclusion(s): During social distancing, the mood and sleep efficiency of teens improved. In the future, once the COVID-19 pandemic subsides, online classes can be included in the curriculum of school systems to ensure healthy sleep patterns in teenagers.Copyright © 2023, Author(s).

Attitudes toward active learning in online learning in COVID-19: Preference for online learning

In the first semester of the 2020 academic year, many universities and junior colleges in Japan were affected by COVID-19 and had to switch to non-in-person classes. This study explored active learning attitudes in online classes. The survey was conducted in two sessions (late June and mid-August). Participants (489 undergraduate and junior college students) completed a questionnaire and the results showed that students' attitudes toward active learning and preference for online learning did not dramatically change during this period. In order to obtain in sights into the changes in attitudes toward active learning, the present study used a multiple-population analysis to examine the relationship between attitude and an item related to preferences for online learning. The results showed that there was a positive association between preferences for online learning and active learning among first-year students, but not among second-year students and above. The influence of online learning needs to be considered particularly as regards first-year students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Public Library "Bora Stankovic" in Vranje and the COVID-19 Pandemic

The previous year was marked by the challenges imposed by the covid-19 pandemic and epidemiological measures that significantly hindered the regular functioning of all segments of our life and work. Libraries around the world have closed their doors to limit virus transmission and preserve human health. What hasn't stopped and shut down is finding ways to preserve users and provide key services. Librarians have strengthened and focused on their essential role of serving the public, acting responsibly and reinforcing their unwavering commitment to, more than ever, providing users with the infrastructure to openly access information, collections, and meet the new demands of their community. The aim of this paper is to look at the position and functioning of public libraries during the coronavirus pandemic, with special emphasis on the activities of the "Bora Stankovic" Library in Vranje. Vranje librarians overcame the new challenges and, despite the unenviable situation, adjusted their programs to the "new normality", continued to provide their services, and successfully implemented content, among which the most important is certainly the implementation of the Biblionet 2020 in our city.

Indirect Effects of COVID-19 Pandemic on Children?s Ocular Health (Myopia and Digital Eye Strain): A Narrative Review

Background: The outbreak of COVID-19 has significantly affected people's lives worldwide. Governments have used various measures to contain the spread of the pandemic, including confinement policies that have changed children's lifestyles. Children had to limit their outdoor activities and daily routine to indoor activities. Alternative learning systems, such as online and offline teaching via digital devices have replaced traditional teaching methods. Therefore, children have to spend many hours in front of digital devices. As a natural side effect of the pandemic, these changes may influence children's ocular health who may not be able to complain about these problems as early as adults.Objectives: This study reviews the literature regarding the effects of the COVID-19 pandemic on children's eye health, including myopia and digital eye strain.Methods: For this narrative review, a comprehensive literature search was performed on December 30, 2021, in Google Scholar, PubMed, and Scopus using the following keywords: "COVID-19," "lockdowns," "children," "ocular health," "eye health," "visual health," "ocular complications," "myopia," " myopia progression," "digital eye strain," "computer vision syndrome," "quarantine," and "prevention." A total of 22 eligible studies were identified for review.Results: Studies performed during the COVID-19 pandemic have shown an increase in myopia prevalence, incidence, and progression in children, especially among young children. Strategies imposed by governments to control the spread of COVID-19 during confinement have led to dramatic changes in children's lifestyles. These measures have compelled children to restrict outdoor activities and increase their near-work time (e.g., online e-learning), which contributes to the increase in digital eye strain and myopia progression.Conclusions: Children's eye health can be influenced by the COVID-19 outbreak. These can serve as a warning to policymakers, health professionals, teachers, parents, and children about the effects of pandemics, such as COVID-19, on children's visual health and the need to implement preventive and therapeutic measures.

Sociability and Technostress in Online Classes: The Effects on Students' Emotional Exhaustion During the COVID-19 Pandemic

The move to online classes due to the COVID-19 pandemic has led students in high schools to experience new issues because of their constant use of information and communication technologies (ICTs). One of the consequences of constant ICT use is emotional exhaustion, which is raised or limited by different factors. The teachers' sociability is one of the factors that might decrease emotional exhaustion in students during online classes, while technostress could further it. Moreover, technostress creators could act as moderators on the effect of sociability on emotional exhaustion. These effects are tested with the help of a study with 592 participants, discovering that the sociability in online classes has an effect on how emotionally exhausted the students are. The antecedent technostress also has an effect on emotional exhaustion, thus furthering it. This paper contributes to the information systems (IS) literature by showing how students are affected by constant ICT use. © 2023 IEEE Computer Society. All rights reserved.

University student absenteeism to virtual classes. A case study of two different careers from the University of Concepcion, Chile

Social distancing due to COVID-19 pandemic sharply transferred face-to-face teaching to online modality in all universities in the country. Observing this scenario as particularly favorable to encourage absenteeism to classes, this study objective is to unveil the reasons that students have to miss online synchronic lectures. Students' answers from two different faculties of the University of Concepcion were analyzed with logistic regression model and Mann-Whitney U-test. We found that among students who reported missing synchronic online lectures most frequently, the reasons were internet connection problems;the possibility to access the lecture video asynchronously;lack of motivation in their studies or laziness. A significant correlation was also found between missing classes and teachers' reading their presentations in class or not being inspiring. © 2023, Estudios Pedagógicos. All Rights Reserved. El distanciamiento social obligado por la pandemia de COVID-19 transfirió abruptamente la enseñanza presencial a modalidad online en todas las universidades del país. Observando que este escenario genera incentivos adicionales para el absentismo estudiantil, se desarrolla este trabajo con el objetivo de aproximar las razones que llevan a los estudiantes a faltar a clases virtuales sincrónicas. Se utiliza un modelo de regresión logística ordinal, correlaciones y el test U de Mann-Whitney para analizar una muestra de dos carreras de la Universidad de Concepción. Se concluye que aquellos estudiantes que faltan con mayor frecuencia a clases virtuales lo hacen porque: tienen problemas de conexión, las clases quedan grabadas y pueden verlas en otro momento, no están motivados con sus estudios o les da flojera conectarse. Así también, se encontró asociación significativa, en faltar porque el docente es aburrido y que lea sus presentaciones o no los motive. © 2023, Estudios Pedagógicos. All Rights Reserved.

FACTORS CONTRIBUTING TO VIETNAMESE UNIVERSITY LECTURERS' BURNOUT IN ONLINE EMERGENCY CLASSROOMS AMIDST THE COVID-19 PANDEMIC

This large-scale study aimed to investigate the impacts of underlying factors on lecturers' burnout in emergency online classrooms during the outbreak of the Covid-19 pandemic. The study attracted the participation of 399 lecturers conducting online emergency classrooms from 30 universities and colleges across Vietnam. Data analyses with EFA, CFA, and SEM indicated that such factors as support resources, anxiety towards emergency online teaching and Coronavirus, lecturer's technological and pedagogical content, and knowledge significantly impacted their burnout levels. In contrast, no significant difference in burnout states was found between lecturers with different demographic features, genders, and residences. The results from this study also suggested critical pedagogical implications for higher education leaders and administrators to prepare emergency online classes for sustained education in times of crisis. © 2023,Turkish Online Journal of Distance Education. All Rights Reserved.

Assessment of Sleep Quality among Medical Students During the Covid- 19 Pandemic

Objective: To assess the sleep quality among medical students, comparing their sleep cycles during physical and online studies along with other factors associated with sleep patterns. Study Design: Cross-sectional Questionnaire based survey Place and Duration of Study: Department of Community Medicine, HITEC Institute of Medical Sciences Taxila from 1st January 2020 to 31st March 2020 Methodology: One hundred and forty seven students were surveyed in a time period of 1 month. The questionnaire included PSQI Pittsburgh Sleep Quality Index and other clinically validated questions. Students with known sleeping disorders were excluded from this survey. Result(s): There were 81 (55.1%) females and 65 (44.2%) males with mean age 20+/-1.4 years. Out of these 94(63.9%) were classified as "Poor Sleepers" and only 53 (36.1%) were "Good Sleepers". Poor sleep quality was associated with female gender (p<0.05), day-scholar residence status (p<0.054), excessive time required to sleep (p<0.00), excessive screen time usage (p<0.007), increased hours of study (p<0.089), experiencing trouble while driving, eating and socializing (p<0.002), lack of enthusiasm (p<0.000), unsatisfactory daily activities (p<0.000) and poor daytime alertness levels (p<0.360). 104 (70.7%) were aware of the effects of melatonin on sleep, only 51 (34.7%) admitted to have used coffee to stay awake at night. 98 (66.7%) subjects were pre-exam workers, 95 (64.6%) admitted not being able to wake up easily in the morning. Conclusion(s): The students and hostelites that used less screen time slept better. Excessive daytime tiredness was also a result of poor sleeping habits. Students who studied for longer periods of time and had difficulty waking up in the morning slept poorly. Poor sleepers also find it difficult to interact and are often unambitious about performing their daily menial tasks, as well as displeased with their daily activities. As a matter of fact, we deduce that sleep quality has unanticipated consequences for medical students' social and mental health.Copyright © 2023 Lahore Medical And Dental College. All rights reserved.

Rationalizing the TPACK Framework in Online Education: Perception of College Faculties Towards Aakash BYJU'S App in the ‘New Normal'

The past couple of years have witnessed an inexorable upsurge in the usage of internet activities, especially, after the emergence of the COVID-19 pandemic. Keeping in pace with the fast track mercurial changes in the aura of technology, a handful of electronic gadgets and head turning mobile applications have also emerged, further propelling the ambit of technological development. Ever since the emergence of the COVID-19 pandemic, education has been largely supported by via online mode. There has also been large scale acceptance of Online Learning Apps. One of the latest grown Online Learning app is the latest version of BYJU'S known as "Aakash BYJU'S”. Teachers that of late, especially the college faculties have shown huge penchant towards the online classes delivered by Aakash BYJU'S. In this light, it is vital to throw light upon the perception of such college teachers towards Aakash BYJU'S online classes. The present research undertaking aims at probing into the attitudes and behaviour of such college teachers towards Aakash BYJU'S online classes by the application of Technology Pedagogical and Content Knowledge (TPACK) model. For this purpose, a survey has been conducted among 343 college faculties in selected districts of West Bengal and their responses were recorded. "Structural Equation Modeling” (SEM) has been used to unravel the model fits and hypothesis testing done at the ultimate stage for validation. The findings reveal positive perception among the surveyed consumers towards the online classes of Aakash BYJU's. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

A Practical Study on Foreign Language Anxiety of College Students in Online Classes

In the spring of 2020, due to the outbreak of COVID-19, college students in China had to take online classes at home. The present paper aims to explore whether college students suffer more anxiety in online classes and what factors may affect students' anxiety. The study finds that in addition to demographic variables like age and gender, factors such as grade, English test scores, self-concept, and network stability can lead to students' anxiety. Constructive suggestions are given to alleviate students' anxiety and improve learning effect. © 2023 ACADEMY PUBLICATION.

The effect of teacher presence on task performance in online classes: An exploratory study on gazing

Objectives The COVID-19 pandemic has caused difficulties in conducting face-to-face classes in schools;instead, conducting online classes has been encouraged. However, the effect of the teacher's screen presence on students' performance is unclear. This study (n = 60) aimed to explore whether students' gaze during the task could predict their task performance and examined the difference in students' performance when the teacher was present on the screen. Design In this study, participants were divided into three groups and completed an error search task to measure their concentration during learning. The task was performed on a PC screen, and each participant was monitored by the experimenter under different conditions. Results The results revealed that although students' attention was drawn towards the teacher's face (ps < .05), there was no difference in task performance. However, when the teacher's face was not shown and only a thumbnail was displayed, students' gaze was attracted more to that area, and their task performance decreased (r = -.446, p = .049). Conclusion It was suggested that when the teacher shows their face, and students' attention may be drawn to it. Also, when thumbnails are displayed, students would perform better on assignments if they do not focus on them. (PsycInfo Database Record (c) 2023 APA, all rights reserved) KEY POINTS What is already known about this topic: (1) How to measure performance in online learning is an important research topic. (2) The possibility of predicting learning outcomes from gaze patterns has been suggested. (3) Good learners may share a common gaze pattern. What this topic adds: (1) When the teacher shows their face, the learner's gaze focuses on it. (2) However, the teacher's presence does not affect the task performance. (3) When only thumbnails were presented, the task performance decreased due to increased gazing at that area. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Refractive Errors Due To Online Classes Among School Children During The Covid-19 Pandemic

Aim: The current study aimed to assess the effect of refractive errors among school children due to online classes. Material(s) and Method(s): School-going children who were attending online classes between five and fifteen years were subjected to ophthalmic evaluation. A questionnaire including sections like demographics, gadget use, on-screen time, and physical complaints was administered to collect the required data. Result(s): The participants in our study had a mean age of 9 +/- 2 years (range 5-15 years) of whom 48.4% (n = 140) were males and 51.6% (n = 149) were females. There was a predominance of myopia (86.5%) in children where 44.6% of them have newly developed refractive errors. Around 70 (67.8%) children with a previous refractive error have been shown to have progression of refractive error. Conclusion(s): Our study reports that children were exposed to prolonged screen time which led to a rise in the number of myopia cases.Copyright © 2022 Wolters Kluwer Medknow Publications. All rights reserved.