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“School’s Out, But Class’s On”, The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control as an Example

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... During the virtual clinical listening groups, the university students shared that they felt vulnerable and that they also were aware of people near them because of the fear of possible contamination and the need for social distancing, which generated intense emotional effects, with negative repercussions on their mental health. Some studies, such as those by Schmidt et al. (9) and Zhou et al. (39), indicate that symptoms of anxiety, depression, and stress have been the most mentioned in the experience of people during the COVID-19 pandemic, and are manifested as physical and mental exhaustion due to greater demands for productivity at work, interruption of dreams and projects, difficulty in adapting to the remote modality in their contact with others, crises in family relationships, unemployment, financial problems, and mourning the death of loved ones. ...
... Among university students, the manifestations of psychological suffering have also increased significantly (5,6). In the university context, the little attention paid to mental health by students can impact their academic activities, generating negative results in their professional construction and the development of psychopathological experiences (6,39). Participants in the virtual clinical listening groups said they learned less in remote classes, found it difficult to pay attention to academic activities, and missed socializing on the University campus. ...
... Fear and the feeling of helplessness, added to human and economic losses, will continue to demand attention to the harmful effects on health from professionals in the area (36). It is a process of building knowledge about how virtual clinical listening groups, in the long term and in times of crisis, can function as good practices aimed at providing psychological support to different audiences (39). ...
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The pandemic has affected people's mental health and university students are considered one of the most vulnerable groups, encouraging the development of psychological interventions that can minimize the suffering and illness of this public. Among the possibilities of intervention, virtual clinical listening groups were created which, during the period of social isolation, had the purpose of opening up a listening space for university students suffering from emotional distress. The focus of the group meetings was how university students were experiencing the pandemic, as well as the consequences of this experience. In this article, we discuss virtual clinical listening groups as a form of psychological intervention in the mental health care of university students during the COVID-19 pandemic at a university in northeastern Brazil. This is a qualitative study that began with 274 university students and 5 psychologists who facilitated the listening groups. We used as instruments the registration forms, the participation records of the virtual clinical listening groups and the field diaries written by the facilitators after each meeting. We described in the results the collected data and, from the field diaries, the themes that emerged in the various meetings were listed and analyzed in dialogue with the literature. At the end of the psychological screening process, 117 students participated in the 17 organized groups, with an average of 8 university students per group. Among the main motivations for participating in virtual clinical listening groups, we highlight: the desire to share experiences, a search for control of anxiety, depression and stress, care for mental health, a willingness to promote listening to psychological support for themselves and for others, and self-knowledge. We discuss the nuances in the process of forming the listening groups and the characteristics of the participants, as well as a central element of the group process, which is the establishment of bonds and mutual help among the participants. Feeling vulnerable and the fear of contamination is an element of suffering and, above all, of stress experienced by university students. The group presented itself as an alternative of mutual care in the pandemic context.
... Training programmes and technical support can alleviate resistance to change. Furthermore, sufficient ERL resources must be made available [18]. Thus, this study hypothesises that: Hypothesis 2 (H2): Training, support and resources are positively related to learners' future preference for e-learning. ...
... ERL is a "learner-centric" education model [18,19], meaning that the emphasis is on the learner, for example, self-direction, self-discipline, self-organisation, and self-regulated (autonomous) learning ability [2,17,18,21]. Thus, this study hypothesises that: ...
... ERL is a "learner-centric" education model [18,19], meaning that the emphasis is on the learner, for example, self-direction, self-discipline, self-organisation, and self-regulated (autonomous) learning ability [2,17,18,21]. Thus, this study hypothesises that: ...
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The sudden switch to emergency remote learning during the COVID-19 pandemic posed many challenges for learners, but it also provided the opportunity to research these challenges. This study empirically examines the relationships of the contextual challenges of emergency remote learning with future preference for e-learning, as well as moderating effects of learning outcomes on future preference for e-learning of undergraduates during the closure of Higher Education Institutions. Participants were drawn from two universities in Malaysia practising emergency remote learning during the survey period. Underpinned by the literature, the challenges of emergency remote learning and future preference for e-learning were operationalised into items reflective of each factor. In total, 352 valid responses were collected via a self-administered questionnaire hosted on Google Forms, and responses were analysed with Eviews statistical software. In this study, the significant challenges associated with future preference for e-learning, in descending order, were disadvantages (negative), learning outcomes, and advantages. Additionally, the interaction between learning outcomes and disadvantages has a positive relationship, reversing the original negative relationship of disadvantages with future preference for e-learning. Sustainability of higher education in times of crisis is critical. This study provides valuable insights concerning the importance of achieving learning outcomes in order to support sustainable higher education using emergency remote learning during similar future crises.
... Furthermore, mathematics was difficult to teach online; and students were less enthusiastic studying at home due to a lack of discussion partners and reliance on Google for answers. These results support previous studies that students and parents experienced several obstacles during DLM (Agaton & Cueto, 2021;Akar & Erden, 2021;Chirinda et al., 2021;Soloveva et al., 2020;Van-Lancker & Parolin, 2020;Zhou et al., 2020). ...
... The results support various studies on learning during the COVID-19 pandemic. The studies found that signal interference and internet quota limitations are the main obstacles during DL (Akar & Erden, 2021;Chirinda et al., 2021;Soloveva et al., 2020;Van-Lancker & Parolin, 2020;Zhou et al., 2020). In this case, parents' financial constraints make students experience problems of quota limitation (Hadriana et al., 2021). ...
... Some parents view DLM or online learning as an obstacle. These results support several previous studies that DLM causes new problems in learning (Akar & Erden, 2021;Chirinda et al., 2021;Hadriana et al., 2021;Mailizar et al., 2020;Megatsari et al., 2020;Soloveva et al., 2020;Van-Lancker & Parolin, 2020;Zhou et al., 2020). For instance, mathematics teachers lack knowledge and skills in implementing online learning, and there are limited supporting facilities and infrastructure. ...
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The Coronavirus disease (COVID-19) pandemic has caused an inevitable shift from face-to-face to distance learning, a phenomenon known as panic-gogy. Parents are the main students' companions while studying at home. Although various studies show the constraints in this condition, few employ phenomenology that accurately describes people's experience regarding a situation. Therefore, this study aimed to describe parents' experience during distance learning mathematics using a phenomenology approach. The participants comprised 71 35-50-year-old parents of junior high school students. A Google form with open-ended questions was used as the main instrument in data collection. Data were analyzed using NVivo-12-assisted thematic analysis in coding, while source triangulation was used to strengthen the data trustworthiness. The results showed that students did not learn the content well due to poor explanations by the teacher. Furthermore, they did not study well at home due to signal constraints and quota limitations. This study recommends blended learning by combining limited face-to-face and online learning.
... During the COVID-19 outbreak, the Chinese government launched the "School is Closed, But Class Open" campaign that established a large-scale, regular online education application. This application had a substantial impact on society and education [32]. The Beijing University in China proposed five specific teaching strategies for online education for the university educators and the individuals, namely (a) high correspondence between student learning and online instructional design; (b) effective presentation of online teaching information; (c) adequate support by teaching assistants and faculty for students; (d) high-quality engagement to improve the extent and depth of student learning; and (e) contingency plan to cope with unforeseen events of online education platforms [33]. ...
... It was understood that during the pandemic process, distance education was a less efficient and less helpful process compared to face-to-face education, which was an overall result among the participants. However, although it is a new education method within the scope of the evaluation of the distance education process, it can be said from the opinions of the participants that it was very useful and beneficial for teachers and that it did not have much loss in education thanks to technology, which showed similarity between the idea of [32] who emphasized that it has become an important cause. In this context, it can be suggested that to make distance education more accessible and more practical, which is a complex process, the Ministry of National Education should reduce the course curriculum and shorten the duration of the courses. ...
... It can be said that some teachers do not have too many problems due to their sufficient knowledge and equipment in the distance education process. However, it can be concluded that teachers have a little more difficulty in following the student academically [32]. According to the data, it can be said that teachers have difficulty activating the student to the lesson and have great difficulties controlling the student in the lesson [46]. ...
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The COVID-19 pandemic threw the education system out of gear worldwide. This crisis calls for fundamental reforms and strategic planning to continue education. There are other factors, like pedagogy of care, adoption of emergency remote teaching methods, training of teachers, and assessment strategies. This paper examines teachers’ professional competencies working in secondary schools in the rural areas of the Turkish Republic of Northern Cyprus. The paper investigates how distance teaching and learning are adopted, problems encountered for the same, and modes of assessment used. Data was collected by adopting a qualitative survey design, using a holistic case design to understand qualitatively complex events from the participants’ perspectives. Data were obtained from 122 teachers working at schools in different regions of the TRNC (Nicosia, Kyrenia, Famagusta, İskele). The findings revealed that although the teachers found the distance education process exhausting, they found ICT helpful. Further, teachers reported that distance education was the best training process in the current pandemic situation. Difficulties were reported to increase students’ motivation and prepare appropriate materials for the lesson. They used teaching methods, such as question and answer, narration, fun videos, whiteboard, and online test application techniques.
... According to UNESCO (2020) more than 290 million students had to study at home relying heavily on digital education platforms during the pandemic. China, the first country to face this challenge, the government launched the "School's out, but class's on" programme for 270 million students (Zhou et al., 2020). According to Xiaoqiao (2020) this programme prevented the majority of Chinese students from missing the school year completely. ...
... It is already known that the key to the success of technology as a tool for education is teacher competence (Aldunate & Nussbaum, 2013). Some teachers have made the "e" in e-learning mean more than electronic, electronic but also efficient, exploratory, experiential, extended or even easy (Zhou et al., 2020). Montacute & Cullinane (2021) report that teachers working in schools with highneeds families who had more difficulties with access to devices and the internet, less family support, showed more worry and frustration. ...
Chapter
This chapter presents pedagogical adaptation in higher learning institutions (HLIs) during the pandemic in Tanzania. The study employed a phenomenological research design under the qualitative research approach. Twenty-four respondents, including university lecturers and students from five selected universities, participated in the study. Data collection used an unstructured interview guide. Data analysis employed content and thematic analysis methods. The findings revealed that universities employed different pedagogical approaches such as online learning, lecturing in small groups, and extending the timetable. Institutions supported pedagogical adaptation by building academic staff capacity to use online platforms and providing necessary facilities. Further, the main challenges were the digital divide among students and limited skills for both students and teachers to manage online learning. Future studies should investigate how programmes that require practical sessions such as engineering, agriculture, and vocational education implemented pedagogical innovations.
... The authors suggested some improvements in support systems, facilitation of interactions, optimisation of ease of use and enrichment of user platforms. In another Chinese study, [10] evaluated the effectiveness of the 'Schools out, Classes on' large scale campaign implemented by Chinese government to address the problems of education during the pandemic. The campaign had a very large impact on the majority of educational institutions and students, accelerated integration of technology with teaching and home and school education. ...
... Although these aspects were covered in this study, their importance was not high. Big campaigns like 'School out, Classes on' [10] may help students to recognize the benefits of online education despite difficulties, facilitating quick transformation from face to face to online mode as the pandemic spreads fast in different waves. In Saudi Arabia also, a variety of factors contribute to positive perception on online education. ...
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One of the impacts of Covid-19 on education systems has been the shift to online education. This shift has changed the way education is consumed and perceived by students. However, the exact nature of student perception about online education is not known. The aim of this study was to understand the perceptions of Saudi higher education students (e.g., post-school students) about online education during the Covid-19 pandemic. Various aspects of online education including benefits, features and cybersecurity were explored. The data collected were analysed using statistical techniques, especially artificial neural networks, to address the research aims. The key findings were that benefits of online education was perceived by students with positive experience or when ensured of safe use of online platforms without the fear cyber security breaches for which recruitment of a cyber security officer was an important predictor. The issue of whether perception of online education as a necessity only for Covid situation or a lasting option beyond the pandemic is a topic for future research.
... Our fundamental daily activities have been swirled by the unprecedented global pandemic, COVID-19, thereby minimizing and eliminating direct human contacts but creating the new normal such as social distancing, self/mandatory quarantine, virtual and contactless services and virtual hospitality activities and so on (Sigala, 2020). Preventing and controlling the COVID-19 epidemic is very important in which schools postponed the start of 2020 academic section in order to avert the spreading of the contagious disease amongst students thereby limiting school activities during normal school hours (Zhou et al., 2020) The entire educational landscape has been severely affected by this phenomenon, instructing remote online learning from traditional face-to-face teaching in Yaba College of Technology was introduced (Zapata-Cuervo et al., 2021). Many higher institutions around the globe have already implemented online instructions for their students before the advent of COVID-19. ...
... Zhang et al., 2020). Educational activities through the Internet are been carried out by many teachers and students for a period of more than two months, which is a great initiative of online education in the world (Zhou et al., 2020). However, implementation and reactions towards the policy are under severe debate such as whether online education can adequately replace the traditional offline education, to what extent students and teachers have access to the Internet, whether the home is a desirable learning environment, whether teachers and students may experience work overload and whether the "epidemic" should be one of the educational topics (W. ...
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This work is an extended version of a research work earlier conducted to evaluate engineering student's preference of eLearning and face-to-face method of leaning delivery after COVID-19 lockdown in Nigeria where data was collected through the use of structure questionnaire were analyzed using frequency and percentage. It was opined from the results that engineering students preferred face-to-face compared to eLearning. This extended version of the research move a little bit further by collating the students' performance in examination during the use of eLearning compared to face-to-face. Descriptive analysis methods involving the use of appropriate tables and graphs were used in this version of the work for the preliminary data presentation followed by inferential analysis which includes the use of t-test, chi-square and logistic regression. Based on the primary data from questionnaire and the secondary data retrieved from student's transcripts, this study can conclude that success rate of students' academic performance is not dependent on the method of learning (face-2-face or eLearning), rather it can be attributed to factors relating to attitude; virtual mode of learning affect the grade of the students positively, but the difference is not significant. More students passed during the online lecture than face-2-face; the students are ready for online learning approach if the following conditions are improve when using e Learning approach: quality of teaching and learning, responsiveness of lecturers, support from school management during, meeting learning expectations, availability of course materials, and internet connectivity. According to the students, the advantages online method has over face-2-face is that assessment is made easier and better, and unholy interactions between the students and lecturers would reduce.
... Regular teaching material, methods, and assessment techniques cannot be used in online teaching. But, instead of delivering specialized content designed for the online mode of teaching, often teachers use classroom teaching content in online classes (Fedynich, 2014;Wedenoja, 2020;Zhou et al., 2020). Successful delivery of online teaching depends heavily on the technological abilities of both teachers and students. ...
... Online tools are useful in giving creative activities to students and save time and cost of travel (Fedynich, 2014;Kim, 2020, p. 149). Online teaching helps in reforming the methods of teaching in line with the needs of the digital age (Zhou et al., 2020). Using online platforms teachers could communicate regularly with students and parents, provide learning content, assign work and provide requisite feedback (König et al., 2020, p. 615). ...
Research
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As a preventive measure to control the spread of the novel coronavirus nationwide lockdown was imposed in India in March. Since then schools in Delhi have been closed and online teaching is being done to prevent academic losses. Teachers went through a sudden shift from classroom teaching to online teaching. Online teaching is new to teachers. In the absence of any standard protocol or a structured approach, it is being delivered in varied ways. The current study explores the experiences of teachers and the opportunities and challenges felt during online teaching. This qualitative study was done using an online questionnaire and telephonic interviews with eight teachers working in different private and government schools in Delhi. Teachers mainly relied on WhatsApp to connect with students and found online teaching interesting and interactive. Major challenges highlighted were the non-availability of smartphones and the internet, the speed of the internet, and the lack of student motivation.
... Many colleges are now providing online undergraduate and graduate degrees. Unlike the practice of online education in the higher education sector, online learning in the K-12 sector is more commonly used as a supplement to traditional school education [5,6]. Online education courses and programs designed for high school students are mostly private, after-school, and voluntary. ...
... Since the outbreak of COVID-19, a uniformed national online education and a high protection measure against the pandemic have been adopted in China. As early as 4 February 2020, China's Ministry of National Education released a "Notification on Supporting Education and Teaching with Information Technology during Epidemic Prevention and Control" to guide the implementation of the "School's Out, But Class's On" online learning policy across the country [5]. According to a nationwide survey in China, 34.1% of participants who experienced quarantine during the COVID-19 outbreak reported at least one depressive, anxious, insomniac, or acute stressful symptom, which is higher than that of those who were not quarantined (27.3%). ...
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Online learning has emerged as a widely used learning mode and will likely supplement traditional learning in the post-pandemic era. The purpose of this study is to present student voices of online school education by investigating students’ online learning experiences during the COVID-19 pandemic in various contexts, and explain why the impacts are important to student learning and well-being. Semi-structured in-depth interviews were conducted with nine students from China, Lebanon, and the United States to gain direct insight into students’ perceptions of each country. The results showed that the online learning environment provided at the national level, such as social conflicts, and the facilities provided at the individual level, such as information access, increase the educational inequity. High-school students experienced numerous psychological changes and encountered academic cheating issues in the home online-learning environment. We recommend that online school education should make significant improvements in pedagogy, students’ mental health, and learning assessment, and consider factors beyond technology solutions.
... The literature includes terms such as 'distance education', 'e-learning', 'virtual learning', and 'online teaching and learning. According to Zhou et al (2020), what is common among them is that they all 'refer to the method of content dissemination and rapid learning through the application of information technology and Internet technology" (p. 502). ...
Article
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Educational systems have been affected by the Covid-19 pandemic, leading to the closure of colleges and schools in order to restrain the spread of Covid-19. This requires continuing the teaching learning process online. Online teaching and learning entails additional applications, websites and platforms, and the ability to learn from others. One of the most commonly used platforms is Google Classroom. This study aims to investigate EFL Libyan undergraduate students' perception of the use of Google Classroom in a writing course. A mixed method approach was used through the use of questionnaires and reflection journals. The participants in this study were 35 students in the Department of English, Faculty of Arts and Education, Sabratha University. The findings of this research showed that students find Google Classroom beneficial in having access to the material in all times, getting feedback from the teacher and a less stressful environment. Despite these benefits, most of the participants in this research prefer the physical classroom than the virtual one.
... 3. What are the common challenges EFL teachers encountered in synchronous and asynchronous online teaching? There is a growing body of literature on distance education, and synchronous and/or asynchronous online teaching (Akhter & Mahmood, 2018;Asoodar et al., 2016;Baker & Hjalmarson, 2019;Betts et al., 2013;Cho & Byun, 2017;Crouse et al., 2018;Forbes & Gedera, 2019;Gerrard, 2007;Glenn, 2018;Harrison, 2015;Honarzad & Rassaei, 2019;Lamb & Arisandy, 2020;Marteney & Bernadowski, 2016;Massengale & Vasquez III, 2016;McGuire, 2016;Murphy et al., 2011;Nami et al., 2018;Pearson et al., 2019;Peterson et al., 2018;Phelps, & Vlachopoulos, 2019;Rivera Barreto, 2018;Smith & Basham, 2014;Stark, 2019;Zarzycka-Piskorz, 2016;Zhou et al., 2020;Zydney et al., 2019). Nevertheless, there seems to be no study investigating the perceptions of EFL teachers on how competent they regard themselves in synchronous and asynchronous online education. ...
Article
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In this single case study, university students’ burnout was examined with respect to the curricular activities in an institution. The participants consisted of A2 level English students (N=390) at an English preparatory school of a state university. The participants were given a survey consisting of the Turkish version of the Maslach Burnout Inventory-Student Scale and open-ended questions. The data were analyzed and the results were reported through descriptive and inferential statistics and content analysis. In the study, implications were drawn for curriculum developers and educators.
... A second possible explanation is that an external factor, such as the setting of online school curricula rather than the family environment, may have a positive effect on the development of adolescents' self-compassion during the COVID-19 pandemic. For instance, the School's Out, But Class's On project launched by the Chinese Ministry of Education considered students' mental health education as greatly important during the pandemic (51). Adolescents may have opportunities to learn how to promote self-kindness and mindfulness in dealing with their negative emotions during the COVID-19 school closure period. ...
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The COVID-19 outbreak triggered dramatic changes to family life. Parents, especially mothers, were found to experience more psychological distress during the pandemic, which may have had an impact on their children's mental health. The primary goal of this study was to examine the potential protective role of adolescents' self-compassion in the relationship between maternal anxiety and adolescents' mental health during the COVID-19 pandemic. Participants included 5,720 adolescents (48.9% girls; Mage = 11.60, SDage = 1.36) and their mothers from Zhengzhou city, Henan province, in Mainland China. Adolescents reported their level of self-compassion, PTSD symptoms, and negative affect during the COVID-19 pandemic. Mothers reported their own anxiety symptoms and their children's depression and anxiety symptoms. Results indicated that older female adolescents reported higher levels of PTSD symptoms and negative affect and lower levels of self-compassion than their counterparts. Maternal anxiety during the COVID-19 pandemic was consistently positively associated with adolescents' psychological maladjustment. These associations were buffered by adolescents' self-compassion. Specifically, adolescents with higher levels of self-compassion were found to be less psychologically affected by their mothers' anxiety during the COVID-19 pandemic. Findings highlighted the possibility of improving adolescents' mental health through fostering their self-compassion during the COVID-19 pandemic.
... Fu and Zhou [14] found in the survey that most teachers have a strong demand for online teaching technical guidance during the COVID-19 period. In a recent survey, researchers found that teachers still show continuous enthusiasm for applying information technology in the teaching process despite the restoration of offline teaching [15]. Some teachers who have not used information technology before are now trying to use simple technology for teaching activities. ...
Article
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Teachers’ informatization teaching ability (TITA) is the core ability of teachers to engage in educational activities in the informatization environment. It is an essential indicator of the quality of education and affects teachers’ professional development in the technological age. To get a precise teachers’ informatization teaching ability scale and to measure TITA more accurately, the quality of existing scales needs to be improved. This study analyzed and generalized definitions, models and frameworks for TITA, proposed a four-dimension model (teachers’ informatization teaching metacognitive ability, informatization teaching design ability, informatization teaching implementation ability and informatization teaching evaluation ability), and developed the TITA scale. Three experts were involved in the content validity of the TITA scale process. A total of 403 valid questionnaires answered by Chinese primary and secondary school teachers were used to test the reliability and convergent validity of the scale. The results showed that the TITA scale has high reliability and good validity, and it can be used to evaluate TITA in future studies. The TITA scale also provided a theoretical framework to help teachers consider how to transfer knowledge and skills to students by various technologies more effectively.
... Pakistan, an underdeveloped country, has a traditional mode of teaching and learning where the administrative activities are carried out manually (Salam et al., 2017). Due to the abrupt shift of education from manual to digital mode, many educational institutions merely focus on transferring learning content electronically rather than using online teaching and delivery methods (Zhou et al., 2020). ...
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ABSTRACT Purpose: The objective of this study was to assess the predictive association between distorted thinking patterns and psychological distress (depression, stress, anxiety) in university e-learners during COVID-19 outbreak. Methodology: In this correlational study, 643 participants between age18 to 29 years (M= 21.27, SD+4.06) participated online through convenient sampling technique. They were sent an online google questionnaire, including the informed consent form, the depression, anxiety, stress scale (DASS-21), and cognitive distortions scale in Urdu, which assessed the distorted thinking patterns of adults. Findings: Analysis through Pearson product moment correlation revealed that the distorted thinking patterns of predictive thinking, rigid thinking and stress-creating thinking pattern had a strong positive association with depression, stress, and anxiety. The distorted thinking pattern of self-criticism/self-blame also had a strong positive association with depression and stress, and a moderate positive association with anxiety. Multiple stepwise regression was performed to calculate the predictive association between distorted thinking patterns and psychological distress of university students seeking digital education during the COVID-19 outbreak. Analysis revealed that distorted thinking patterns of stress-creating thinking, self-criticism/self-blame, and predictive thinking are predictors of depression. However, stress-creating thinking was the strongest predictor of depression. Stress-creating thinking, predictive thinking, and rigid thinking were predictors of anxiety in university students during online education and stress-creating thinking is the strongest predictor of anxiety as well. Moreover, the distorted thinking patterns of stress creating thinking, self-criticism/self-blame, and rigid thinking strongly predicted stress in university students engaged in distant education during the COVID-19 outbreak. Implications to Research and Practice: The study’s findings emphasize the role of distorted thinking patterns in the stress experience of students during COVID and encourage teachers and universities to consider the findings while developing an online education system for the students. Keywords: COVID-19, e-education, university students, cognitive distortions, psychological distress.
... Pakistan, an underdeveloped country, has a traditional mode of teaching and learning where the administrative activities are carried out manually (Salam et al., 2017). Due to the abrupt shift of education from manual to digital mode, many educational institutions merely focus on transferring learning content electronically rather than using online teaching and delivery methods (Zhou et al., 2020). ...
Article
Full-text available
participated online through convenient sampling technique. They were sent an online google questionnaire, including the informed consent form, the depression, anxiety, stress scale (DASS-21), and cognitive distortions scale in Urdu, which assessed the distorted thinking patterns of adults. Findings: Analysis through Pearson product moment correlation revealed that the distorted thinking patterns of predictive thinking, rigid thinking and stress-creating thinking pattern had a strong positive association with depression, stress, and anxiety. The distorted thinking pattern of self-criticism/self-blame also had a strong positive association with depression and stress, and a moderate positive association with anxiety. Multiple stepwise regression was performed to calculate the predictive association between distorted thinking patterns and psychological distress of university students seeking digital education during the COVID-19 outbreak. Analysis revealed that distorted thinking patterns of stress-creating thinking, self-criticism/self-blame, and predictive thinking are predictors of depression. However, stress-creating thinking was the strongest predictor of depression. Stress-creating thinking, predictive thinking, and rigid thinking were predictors of anxiety in university students during online education and stress-creating thinking is the strongest predictor of anxiety as well. Moreover, the distorted thinking patterns of stress creating thinking, self-criticism/self-blame, and rigid thinking strongly predicted stress in university students engaged in distant education during the COVID-19 outbreak. Implications to Research and Practice: The study's findings emphasize the role of distorted thinking patterns in the stress experience of students during COVID and encourage teachers and universities to consider the findings while developing an online education system for the students.
... Data released by China's Ministry of Education in 2020 show that the country ranks first globally in the number and scale of higher education MOOCs. The COVID-19 outbreak has further propelled this learning mode, with universities being urged to leverage MOOCs and other online resource platforms to respond to government's "School's Out, But Class's On" policy [3]. Besides MOOCs, to reduce in-person gatherings and curb the spread of COVID-19, various online learning methods have since become ubiquitous [4]. ...
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The COVID-19 outbreak brought online learning to the forefront of education. Scholars have conducted many studies on online learning during the pandemic, but only a few have performed quantitative comparative analyses of students’ online learning behavior before and after the outbreak. We collected review data from China’s massive open online course platform called icourse.163 and performed social network analysis on 15 courses to explore courses’ interaction characteristics before, during, and after the COVID-19 pan-demic. Specifically, we focused on the following aspects: (1) variations in the scale of online learning amid COVID-19; (2a) the characteristics of online learning interaction during the pandemic; (2b) the characteristics of online learning interaction after the pandemic; and (3) differences in the interaction characteristics of social science courses and natural science courses. Results revealed that only a small number of courses witnessed an uptick in online interaction, suggesting that the pandemic’s role in promoting the scale of courses was not significant. During the pandemic, online learning interaction became more frequent among course network members whose interaction scale increased. After the pandemic, although the scale of interaction declined, online learning interaction became more effective. The scale and level of interaction in Electrodynamics (a natural science course) and Economics (a social science course) both rose during the pan-demic. However, long after the pandemic, the Economics course sustained online interaction whereas interaction in the Electrodynamics course steadily declined. This discrepancy could be due to the unique characteristics of natural science courses and social science courses.
... These rural secondary schools experience a lack of ICT resources and infrastructure, access to the internet, lack of software and hardware, electronic content resources and electricity blackouts (Barakabitze et al., 2015;DBE, 2019), and they still use fixed study timetables (Hodges et al., 2020). Ideally, ICT provide access to advanced learning content and ignite cognitive processes that enhance learning (Glasset and Schrum (2009), provide timely feedback and personalized study/learning options (Zhou et al., 2020), supplement to traditional learning, to add an active component (Allcoat & von Mühlenen, 2018), and foster creativity, innovation and enterprise skills integral to a future economy (Prinsley and Johnston, 2015;Bebell & O'Dwyer 2010), ...
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Information and Communication Technology (ICT) has undoubtedly forms an important channel for improving student learning through continuous access to information and knowledge development. Evidence suggests that teachers in rural secondary schools are still unclear about how to use technology appropriately to facilitate particular approaches to educational practice. Quantitative research method and the modified Unified Theory for Acceptance and Use of Technology (UTAUT) model were used to investigate factors that influence teachers to adopt ICT in rural secondary schools. A closed questionnaire was used as a data collection instrument and the data was analysed using descriptive statistics techniques. The results show that opportunities such as ICT infrastructure, training policy, collaboration, ICT assessments and ability to communicate using ICT influence teachers’ adoption of ICT and make teaching and learning effective. ICT assessments facilitate the recording of responses, provide necessary feedback, empower teachers and students and transform teaching and learning processes from being teacher-centered to student-centered. Furthermore, communication platforms and collaboration models if implemented might be particularly effective in generating increased participation and improve learning outcomes. The ICT training policy guide teachers in the adoption of ICT in the classroom. Evidently, it is essential to adequately develop teachers’ ICT fluency and put in place appropriate ICT infrastructure and training policy to enhance teaching and learning practices in rural secondary schools.
... the internet can break through geographical limitations and realize instantaneous largescale telematics exchanges without face-to-face contact, etc. These advantages have led to a massive migration of traditional information exchange (12), entertainment consumption (6), business offices (13), education and training (14,15), online teaching (16), and other activity scenarios to interact in cyberspace, resulting in a significant increase in internet usage scenarios. ...
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... Around 214 million students affected by the policy. China is the first country that implemented nationwide school closure and change its delivery through internet platforms called "School's Out, But Class's On" (Zhou, Wu, Zhou, & Li, 2020). In Indonesia, school closure is started on March 16, 2020, but the policy on learning from home announced on March 24, 2020 (Kemdikbud, 2020). ...
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Bidayuh is an indigenous group living in Sarawak, Malaysia. The study examined the perceptions of Bidayuh people on the importance of the Bidayuh language. The specific aspects studied were the reasons for the importance of the Bidayuh language and the connotative meanings of the language. Questionnaire data were obtained from 61 Bidayuh participants from Sarawak. Results showed the participants felt that the Bidayuh language is important because of government agencies and non-governmental organisations looking after the customary laws, culture and language of the Bidayuh. They also felt that the presence of highly-educated Bidayuh and Bidayuh leaders in the community, as well as the Bidayuh population in Sarawak, contributed to the importance of the Bidayuh language. These could have led to perceptions of Bidayuh as a prestigious language. The participants felt that the Bidayuh language will be stronger if it is taught in school because there are currently inadequate written materials in Bidayuh. The Bidayuh language is valued as an ethnic marker but not for instrumental purposes. The Bidayuh language is not seen as a language for rural and old people, suggesting that there is room for the intergenerational transmission of the Bidayuh language to the younger generation in urban areas.
... Since 1998, with the immense development of technology and the Internet, e-learning has gained worldwide attention and has extended across the sphere. 10,11 The virtual mode of instruction can be categorized into three types: synchronous, asynchronous, and blended learning strategy. 12 In a synchronous (real-time) mode of teaching, teachers and students come together online through a video conferencing software during the designated class timings and teachers deliver lectures on the course materials. ...
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... Pandemi COVID-19 memaksa pembatasan pembelajaran di sekolah dan penerapan pembelajaran di rumah [1]. Senjata utama para pendidik untuk mensiasati hal itu adalah pembelajaran daring melalui teknologi informasi dan komunikasi (TIK) [2]. Berbagai penelitian telah dilakukan terkait pendidikan daring di masa normal baru, mulai dari tingkat prasekolah [3] dan sekolah dasar [4] hingga pendidikan tinggi [5]. ...
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The covid-19 pandemic has forced many education systems around the world to adopt e-learning as a mode of teaching and learning to limit the spread of the virus. Some universities and schools were already prepared while others were not. This paper presents a study conducted by a self-administered questionnaire. Its objective is to study the higher education student's perception of the usefulness and of the ease of use of e-learning in Morocco during the covid-19 pandemic period. Likewise, this study aims to investigate the impact of the previous two determinants on the intention to use e-learning as a learning mode after the current health crisis. Results showed that there are four categories of students: the supporters of e-learning, the opponents of e-learning, conditional supporters and the grateful one. Also, results show that the acceptance of e-learning and the intention of its use in the future by students for their learning is impacted positively by their perception of its ease of use and usefulness, which in turn is affected positively by its perceived ease of use.
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This study aimed to examine the distance education model in Turkey from the perspective of tourism education, which heavily includes applied courses, and to test its functionality in this way. Qualitative research methods were used in the study. The interview method was used to collect data. The obtained data were subjected to content analysis using the MAXQDA software. In addition, SWOT analysis of the distance education model in Turkey has been made using the obtained data. According to our findings, the strongest aspect of the distance education model is that it makes education sustainable. Moreover, it is emphasized that the model includes many opportunities to provide the necessary information and infrastructure for similar crises in the future. Besides these positive aspects, we also identified some negative consequences of the distance education model, including threats such as reducing students’ sense of responsibility and weaknesses such as the inability to carry out the applied courses in the field of tourism.
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In online classroom teaching, the function of teaching system can play an important role in the effectiveness of classroom teaching. How to use genetic algorithm to optimize online classroom teaching system has become a research hotspot. Based on genetic algorithm, this paper proposes an adaptive genetic algorithm model based on the traditional algorithm. After setting the appropriate mutation probability, the model can improve the convergence speed. Moreover, based on adaptive genetic algorithm, combined with the direct value method and BT neural network theory, this paper constructs the online classroom teaching quality evaluation model and the teaching system test paper data model, and optimizes adaptive mutation genetic algorithm and BP neural network to evaluate the teaching effectiveness. Simulation experiments are carried out based on the algorithm model, and the visual parameter values are obtained. After experimental comparison, the initial value of the mutation rate is set between 0.002 and 0.004. For the network classroom teaching system, this paper introduces the system demand analysis, function module design, and database design in detail. Finally, through the questionnaire survey, this paper understands the network situation of students in class and the use of online classroom teaching platform in detail, analyzes the problems and influencing factors of online teaching, and finally puts forward the strategies to improve the effectiveness of online classroom teaching.
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The inclusion of information and communication technologies in education has become a priority for all educational models, particularly for higher education institutes that have observed the need to integrate these technologies in the classroom. However, to guarantee educational quality and learning, establishing a process that allows the identification of the response of the students towards its use is necessary. For this purpose, there are several works that address the issue and have determined the functionality of these technologies, but each environment is different, and this is recognized by the higher education institutes of Ecuador that have limited economic, technological, and academic resources. This work seeks to create a method that allows the needs and doubts of students about the use of educational technologies in the classroom to be established without affecting their academic performance. To perform this, a process has been designed that identifies learning needs through the validation of data obtained from surveys and a comparison of two groups of students, in which one group makes use of technologies in the classroom and the other group uses a model of traditional education. By obtaining the results of the analysis, the method determines the impact of technology on learning.
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The study aims to identify the differences between Virtual learning and electronic universities in Coronavirus Pandemic, the study indicated that there is a fundamental difference between e-learning as a term and the practice and distance education currently applied to us, we have actually only digitized learning resources from lectures, books and references without being accompanied by the development and employment of educational theories in the field of utilizing technology and interactive tools to enrich the learner's experience.
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The emergence of the coronavirus disease saw the closure of schools as well as a hitch in the application of the face-to-face approach to classroom interaction. During this period, digital technologies presented a useful alternative. In the present study, we examined the use of digital technologies among students of the University of Cape Coast during the coronavirus pandemic. The study relied on a qualitative research design involving interviews with 10 students. The findings revealed that students used mainly mobile phones and laptops to facilitate learning during the pandemic. It was also found that these devices had essential software such as Moodle, Zoom, WhatsApp, and YouTube installed on them, which enabled interactions between course instructors and students. Again, we found that these technologies were useful in helping students develop information-seeking, typing and research skills. However, the use of these devices came with some challenges, such as the breakdown of the machines, expensive data bundles, and unfamiliarity with the operational procedures of software. Students adopted various coping strategies in dealing with these problems. Based on these findings, the study highlighted some implications for practice.
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The rapid development of multimedia technology provides technical support for higher education and makes higher education move towards automation and informatization. Multimedia technology has been widely used in the teaching of colleges and universities in China, and the traditional teaching mode will be gradually replaced. Multimedia education is the product of the combination of multimedia technology and modern educational technology. It can create a broader space for the future of education and help education achieve diversified development. This technology can not only improve the teaching efficiency but also further complete the comprehensive training of students’ quality. The popularization of multimedia information technology in the classroom is also a main direction of today’s education reform. The application of multimedia technology in moral education teaching system is highly valued by teachers. Students have a strong autonomy to understand and accept the network education mode. Therefore, network multimedia information technology can be widely used. In particular, for moral education, network education is more feasible and scientific. It can widely cover every student through the construction of network platform and integrate moral education teaching into campus culture for gradual development. This paper discusses multimedia information technology. This paper discusses the design of moral education teaching system under the environment of multimedia information technology, including the design of various functions, in order to improve the integrity of moral education teaching in colleges and universities.
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Due to the COVID-19 outbreak, schools are closed in many countries worldwide. China is the first to develop a distance learning program of ‘Schools Out, But Classes On' not to disrupt learning. Ethiopia closed schools on 16 March 2020 after it confirmed the first coronavirus on 13 March 2020. To avoid learning disruption, the Ethiopian Ministry of Education has tried to develop strategies to resume classes at home. Accordingly, radio and TV education programs are designed for primary education, secondary education programs, and online teaching for higher education. This chapter aimed to explore the educational inequality of rural students of Ethiopia using situational analysis. The findings unveil the multiple inequalities of rural students that make them disadvantaged compared to urban students. The available distance learning programs homogenize students, which can create educational inequality.
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The aim of this study is to present an example roadmap, in the context of the integration of technology, which has become increasingly important with the COVID-19 pandemic, into teaching environments, for the integration of remote online environments into the Abstract Mathematics course, which is one of the basic courses in mathematics teacher training programs. This roadmap, which can inspire field experts and teacher candidates, has been prepared within the framework of flipped learning theory.
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E-Learning is a popular computer-based teaching–learning system that has been rapidly gaining global attention during and post COVID-19. The leaping changes in digital technology have enabled E-Learning to become more effective in recent years. It offers freedom from restrictions caused by geographical boundaries and provides time flexibility in the teaching–learning process. Apart from its numerous advantages, the success of E-Learning depends upon many critical success factors (CSFs) and barriers. If the barriers that lie in the way of successful E-Learning implementation are not addressed diligently, it will limit E-Learning success. It has been revealed through past research that these barriers are serious threats that need immediate attention in their redressal. This paper attempts to reveal sixteen barriers under four different dimensions by going through a comprehensive review of the literature and engaging decision makers. Furthermore, it uses the Analytic Hierarchy Process-Group Decision Making (AHP-GDM) methodology to evaluate and prioritize them. The results obtained show that barriers related to the Institutional Management Dimension (BIMD), Infrastructure and Technological Dimension (BITD), Student Dimension (BSD), and Instructor Dimension (BID) pose the greatest challenges in the successful implementation of E-Learning. The AHP-GDM methodologies reveal the comparative relationship among these barriers as BIMD > BITD > BSD > BID and further quantify their negative effects as 46.35%, 29.88%, 12.30%, and 11.4%, respectively, on successful E-Learning systems (‘>’ indicates comparative challenges).
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Faced with massive resources, many learners find it difficult to quickly screen out useful content for themselves. In order to help learners acquire the required network resources quickly and accurately, the birth of a personalized recommendation system solves this problem perfectly. A collaborative filtering algorithm has been widely used in the field of personalized recommendation. However, due to the limitation of the model, the recommendation effect has not been further improved. The single weakness of a collaborative filtering algorithm to recommend learning resources is difficult to meet the needs of learners to acquire personalized resources. This paper proposes a recommendation algorithm for business English online learning resources based on an attention mechanism and collaborative filtering model. The learner vector and learning resource vector are mapped to multispace, and the learner-learning resource interaction is done from multiple angles. The final learner representation vector and learning resource representation vector are aggregated by a two-level attention mechanism to predict scores. Through teaching practice in student associations, it is found that students from different backgrounds have different preferences for business English online learning resources. This method has a positive impact on online learning. This study aims to provide some references for English education resource recommendations. The results at Precision@K and Recall@K prove that the proposed model has better recommendation ability.
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The present study evaluated the students’ psychological wellbeing, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self‐administered online questionnaires including the Zung’s Self‐Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0 %) positively evaluated the current distance learning model. More than 80 % were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2 %) and videos showing dissections (70.6 %) during the distance learning sessions. However, writing laboratory reports and case‐based learning were the least preferred modes of learning as they were only preferred by 23.2 % and 14.1 % of the students, respectively. There was no significant lockdown‐related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students’ confidence scores in distance learning were significantly higher after five weeks than at the beginning of the session (3.05 ± 0.83 vs 3.70 ± 0.71, P < 0.05). Furthermore, the present results showed no significant differences between the current group’s academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year’s cohort. The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students’ confidence in virtual and self‐directed learning and did not negatively affect their academic performance.
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Purpose – This study identified salient challenges related to future preference for e-learning of undergraduates during closure of institutions of higher learning due to the Coronavirus disease 2019 (COVID-19) and put forth suggestions to overcome challenges of e-learning for present and future crises. Design/methodology/approach – Undergraduates were drawn from two universities in Malaysia who normally attend conventional classroom learning. Underpinned by the literature, the challenges and future preference for e-learning were operationalised into statements. Data were collected via a self-administered questionnaire hosted on Google Forms and were analysed with Statistical Package for the Social Sciences and STATA statistical software. Findings – The hierarchical multiple linear regression results showed that the salient challenges related to undergraduates’ future preference for e-learning, in descending order, were learning outcomes, followed by disadvantages (negatively) and discipline. Moreover, there were nuanced gender differences on the relative importance of salient challenges related to future preference for e-learning. Research limitations/implications – Because the literature on e-learning during the closure of institutions of learning due to the COVID-19 pandemic is evolving, some salient challenges may not be captured in this study. Next, this survey was carried out in July 2020 when all courses were conducted using one hundred per cent e-learning for the first time. Hence, future replication studies may produce different results. Lastly, findings are not generalisable to other contexts as the salient challenges may be unique to the Malaysian context. Practical implications – Concerted efforts by all stakeholders to address these salient challenges will shift e-learning in higher education closer to a panacea during present and future crises. Originality/value – The sudden and involuntary switch from face-to-face learning to e-learning during the closure of institutions of higher learning due to the COVID-19 pandemic provided opportunity to research the salient challenges encountered by undergraduates and to overcome these salient challenges.
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By analyzing and reflecting on the characteristics of the network in teaching applications and some problems that arise in the traditional classroom teaching mode and classroom teaching in the network environment, some ideas and measures are proposed on how to strengthen and improve the organization and management of teaching in the network environment, and for the effective integration of teaching elements and resources. This paper proposes a teaching evaluation model based on a weighted plain Bayesian algorithm. According to the degree of influence of different attributes on the evaluation results, a method is proposed to determine the weights of each evaluation attribute using the correlation probabilities of class attributes and set the corresponding weights for each evaluation index. The experiment demonstrates that the accuracy of using the weighted plain Bayesian algorithm to construct the model for classification can reach 75%, and the average accuracy can be improved by about 3% compared with the traditional Bayesian classification algorithm.
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Big data visualization in education plays an essential role in understanding and uncovering complex educational laws and is increasingly becoming an essential topic in the current research fields of educational information science and educational management. In the context of China’s new curriculum reform, research on big data in education is in the process of deepening. A series of high-tech information technologies represented by big data technology is widely used in education, thus promoting intelligent campus construction. Based on this, the researcher combed through the relevant literature and found that there is still much room for improvement in the current research on the visualization of education big data, especially the research on the design of education informatization platforms based on the visualization of education big data. This study first summarizes the current and practical use of educational visualization research and finds that big educational data generated in the educational process plays an essential role for students, teachers, and teaching administrators. Visualizing big educational data provides an optimized way for students, teachers, and teaching administrators. Therefore, this paper designs the framework design process, platform selection, related technology introduction, platform implementation, and functional analysis of the educational information platform visualized by big data and conducts system testing. Through the research of 250 customers, it is concluded that the platform satisfaction of educational information visualized by big data is 92.4%, the satisfaction of individual function is 95.6%, system ease of use is 93.2%, and the satisfaction of system compatibility is 93.6%.
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During the 2020 spring semester, as COVID-19 infection rates increased, universities and colleges closed campuses and moved courses online. All of these responses occurred as the Center for Disease Control (CDC), World Health Organization (WHO), and other national and global health organizations attempted to understand this new and deadly illness. Library and Information Science (LIS) schools were, in particular, ready for this unexpected education shift with their long history of online learning and online engagement. This article is both a reflection on and analysis of the teaching experiences of the author during this period of crisis.
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Background: The COVID-19 pandemic has caused not only viral infection-related deaths, but also uncontrollable psychological problems and anxiety in different parts of society. The COVID-19 pandemic has resulted in adaption of a comprehensive online education period that has not been previously experienced in modern education. Aim: This cross-sectional study aims to evaluate dental students' experiences with emergency remote education practices, related levels of anxiety, and sociodemographic factors affecting anxiety during the COVID-19 pandemic. Subjects and methods: This study was conducted during the period when social isolation measures were applied at the maximum level and face-to-face education was suspended in all dentistry faculties in Turkey due to the COVID-19 pandemic. Sociodemographic data and anxiety experienced by dental students were investigated using an online questionnaire. The anxiety levels were evaluated by using a 10-Item Perceived Stress Scale (PSS-10), and attitudes of the students toward distance education were determined using a 5-point Likert-type scale. Results: The study included 2.290 students. A total of 76.46% of these students attended to emergency remote education practices provided by their faculty. While 66.7% of students were satisfied with the transition process of their faculty to distance education, 18.4% of them found emergency remote learning to be completely unsuccessful. Mean PSS-10 score was 24.68 ± 6.74 and 94.8% of the students experienced moderate-to-high anxiety during the process. The compulsory and emergency remote education was found to significantly increase anxiety in private university students compared to public university students (P = 0.03) and in those students with low family income than the moderate and high ones (P = 0.01). There was a significant relationship between PSS-10 levels and students' anxiety about their academic performance, career plans, transition process to distance education, and their desire to continue remote theoretical online educations. The increase in these aforementioned parameters significantly decreased PSS-10 scores (P = 0.000). Conclusions: The emergency online remote education practices during the COVID-19 pandemic caused anxiety in dentistry students. It is expected that only distance education practices would be insufficient, and blended education models consisting of distance and face-to-face practices should be implemented.
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This paper constructs a platform framework for extensive data analysis of college students’ psychological quality with the help of the thinking mode of big data and related technologies and proposes the construction principles, data sources, data processing methods, data platform construction, and platform application of big data analysis platform for college students’ psychological quality assessment. This paper combines the application methods of big data technology, collects the management data related to the psychological quality assessment of college students, saves them into the system database with certain storage logic, and realizes the function of psychological quality assessment through the design of selected psychological quality assessment data, data management and data resource management and other parts based on the data results of extensive data analysis. This study provides some insights into the psychological quality assessment of college students. The strength of association between the variables of psychological quality assessment of college students changes over time, but the overall psychological structure is more stable. This stable psychological structure characteristic is conducive to constructing the policy of constant psychological education in large universities.
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Interactive digital technologies have become relevant in modern education. The use of these technologies in the classroom contributes to the development of professional competencies and skills. The purpose of the study is to analyze the effectiveness of interactive learning environments and online platforms in learning history. The features of modern online learning platforms and the possibilities of their use in the study of history have been analyzed. The research was carried out at the Department of National History of Moscow City University (Moscow, the Russian Federation). The experiment involved 623 history students of different years of study of the following training profiles: "History" (124 students of 1-4 years of study) and "Pedagogical education" ("History and a foreign language", "History and social studies" – 399 students of 1-5 years of study). Also, the survey was addressed to 29 faculty members from the university under consideration. The results of the first survey show that the majority of students (62%) noted the use of traditional methods and 38% of respondents indicated the use of the modern ones. The majority of students (52%) also answered that digital tools are rarely used in the study of history while 71% of respondents reported that digital technology affects their motivation to learn. Therefore, the majority of students rated their level of motivation as average (43%) or low (47%). The most frequent professional competencies and skills are “technical competence (modern technologies)” (62%), “creativity” (65%), “critical thinking” (60%), “strategic thinking” (55%), and “practical skills” (78%). Based on the results obtained in the first survey, a program was developed to increase the motivation of students to study history and archeology, as well as to familiarize themselves with modern educational technologies that can be used in the learning process. The second survey showed an increase in the indicators of students' motivation to learn, which indicates the effectiveness of the developed program for the study of history. The majority of students (85%) answered that digital tools affect their motivation to learn. Thus, they rated it as medium (50%), high (20%) and low (30%). Accordingly, the indicators of professional competencies and skills increased by 10%: “technical competence (modern technologies)” (72%), “creativity” (75%), “critical thinking” (71%), “strategic thinking” (65%), and “practical skills” (88%). No less significant were the shifts in students’ creative thinking development indicators – they changed from 18% (before the experiment) to 58% (after the experiment). The practical significance and prospects for further research are explained by the possibility of using the developed program for the study of history in other universities located in different countries. Also, the methodological basis of the proposed program can be used to study not only history but also other subjects as digital technologies are relevant in the modern education system.
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Using the data of students’ learning process recorded in the network teaching platform to predict students’ learning performance, assist teachers to analyze learning situation, formulate teaching strategies, and warn about students’ learning state is a hot spot in the field of mixed curriculum research in recent years. In view of the complexity, heterogeneity, and security of college educational administration data and the difficulty of predicting and analyzing college students’ achievements, this paper designs a college educational administration management system platform based on improved random forest algorithm. Combining the advantages of three data-driven prediction algorithms, namely, random forest, extreme gradient boosting (XGBoost), and gradient boosting decision tree (GBDT), a model based on improved random forest algorithm is proposed. It is proved that this method is a noninferior prediction method. Secondly, the model is applied to practical problems to solve the problem of predicting college students’ grades. An experiment is carried out on the real data set provided by a municipal education bureau. The results show that the proposed model not only achieves good prediction accuracy, but also solves the stability problem of the model after adding new data, which will contribute to the iterative optimization of the model, improve the universality of the model, and help continuously track the learning behavior characteristics of college students in different semesters.
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The pandemic, as a super-problem, caused the greatest educational challenge of the last decades. The educational response of different countries was unplanned and led to what has been called emergency online learning. This chapter describes the effects of this educational response on the different agents involved teachers, students, and educational organizations. Finally, the analysis focuses on Spain, where the conclusions are the lack of planning, the lack of teacher training, and the lack of infrastructure and technology both in the education system and at home. At the same time, it has been an opportunity to test the potential of technology, the generation of educational innovation, and different alternative ways to solve problems such as teacher training.
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In the background of the information age of “Internet+,” the traditional teaching mode of business English has many drawbacks in terms of curriculum, teaching content, teaching methods, and teachers’ backgrounds and cannot adapt to the needs of the times. Therefore, business English teaching should actively follow the trend of “Internet + education” and continue to innovate in a multimodal way. The multimodal teaching mode of “wireless network + business English” is in line with the background of “Internet+,” optimizing teaching resources to the maximum extent and truly realizing the effective combination of Internet and business English teaching. The Internet-based multimodal innovation can be carried out in the four elements of business English teaching: environment, task, learner, and guide teaching. The specialization and modernization of business English teaching can be promoted through the optimization of O2O multisituational classroom, the application of multimodal tasks in three-dimensional teaching materials, the communication of diversified categories of students, and the configuration of multilevel teachers across fields.
Research on the construction and development of digital education resources in the intelligent age
  • H Cai
  • M Chen
Cai, H., Chen, M. (2019) Research on the construction and development of digital education resources in the intelligent age. Modern Dist Edu, (03): 74-81.
Digital China construction handed out dazzling "transcripts
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