The document summarizes a study that investigated the online learning challenges faced by college students in the Philippines during the COVID-19 pandemic and the strategies they used to cope with these challenges. The study found that the greatest challenge was related to students' home learning environment, while their lowest challenge was technological literacy. It also found that the pandemic most impacted students' learning experience quality and mental health. The most common coping strategies students used were resource management, help-seeking, improving technical skills, time management, and controlling their learning environment. The study aimed to provide insights on supporting students' online learning needs during the pandemic.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Factors Influencing Online Education during COVID-19 Pandemic: Sri Lankan Stu...Dr. Amarjeet Singh
This study examines the factors influencing online education for selected Sri Lankan universities during the COVID-19 pandemic. It also analyses the moderate effect of gender and type of the university on online education. Primary data were collected using a questionnaire via google form from Management students in Sri Lankan selected universities. Data analysis was done through structural equations using analysis of moment structures (AMOS) version 22.0. Attitude, internet and related facilities, curriculum, and self-motivation were found to have a significant positive impact on online education, while workload & time have no significant effect on online education. Among four factors, the strongest influence was derived from self-motivation followed by the curriculum. We have not found significant differences among male and female students’ views on online education, while the impact from the type of university is different among the two categories. This study effectively guides policy makers and university administrators across the educational institutes to decide on continuing online education. It reveals some insights to the teachers, students, and parents to understand the significance of the modern online learning environment and its positive impact on the new learning mode. There is no study related to the factors associated with the impact of online education during the Covid-19 pandemic in the Sri Lankan context.
COVID-19 and university learning spaces. González-Zamar, Emilio Abad-Segura y...eraser Juan José Calderón
COVID-19 and university learning spaces. MarianaDaniela González-Zamar, Emilio Abad-Segura y César Bernal-Bravo
La COVID-19 ha irrumpido en la vida de los seres humanos causando efectos devastadores en la salud y en la vida de gran parte de la población mundial, afectando a las esferas sociales, económicas y educativas del planeta. La comunidad científica se encuentra ante uno de sus mayores retos para resolver un problema sanitariode alcance global como es la pandemia del COVID-19. Esta situación ha generado un volumen de publicaciones sin precedentes. El impacto del COVID-19 en la enseñanzaha supuesto que los momentos de contacto social hayan desaparecido a cambio de reuniones, clases, exámenes o encuentros virtuales. En este escenario, las aulas universitarias al volver a abrirse no serán las mismas, tampoco sus campus ni espacios del ámbito educativo, deberán aportan creatividad en el a la hora de organizarse y usarse. El objetivo del estudio fue identificar las publicaciones científicas relacionadas con los efectos del COVID-19 en las aulas universitarias durante el período 2019 hasta la actualidad. Para esto, se realizó un análisis bibliométrico de la literatura científica. Se identificaron 676documentos sobre esta temática. Los resultados del análisis revelaron que la productividad científica se ha incrementado desde enero de 2020 con más de 650 artículos sobre la enfermedad, verificando el profundo interés por el COVID-19 en todas las disciplinas. Las principales tendencias de investigación incluyen el impacto de la vuelta a las aulas con los efectos en los procesos cognitivos, motivaciones y del rendimiento académico de los estudiantes.
CYBERBULLYING AMONG EFL STUDENTS’ BLOGGING
ACTIVITIES: MOTIVES AND PROPOSED SOLUTIONS
by Budianto Hamuddin1, Fathu Rahman2, Abidin Pammu3
Yusring Sanusi Baso4 & Tatum Derin5
1, 2, 3, 4 Hasanuddin University, Makassar, 9245, Indonesia
1, 5 Universitas Lancang Kuning, Pekanbaru, 28265, Indonesia
budihamuddin @ unilak.ac.id; fathu.rahman @ unhas.ac.id; abidinpammu60 @ gmail.com;
yusring @ unhas.ac.id; t.derin @ unilak.ac.id
Abstract
Cyberbullying during English teaching involving Information Communication Technology (ICT) is
an exciting topic to study. Seeing how new language learners share their thoughts and feelings
through blogs as alternative learning media and how they engage in cyberbullying in their online
interactions may reveal the motives beyond cyberbullying acts. This present study used the mixed
method approach to understand the motives to tailor the anti-cyberbullying recommended
solutions. The data is extended from a 3-month preliminary study to an 18-month investigation of
711 cyberbullying comments archived in 251 blogs owned and actively used by EFL university
students at English Department of Universitas Lancang Kuning (Unilak). The analysis revealed the
major students’ motive is just to have fun (70%), followed far behind by the motive to fight back
(8%), to express upset feelings (7%), and other motives (12%). 16 students with the highest track
record of cyberbullying in their blogging activities were interviewed to discuss their motives for
cyberbullying other students whom they have known for at least more than 18 months. Results
indicate cyberbullying among language learners seems to be an act of playing with language or
linguistics wordplay. Cyberbullying seems to be a sort of language exaggeration for EFL students
who possess limited competence in English when they interact in the online network. Based on the
results, a new definition of cyberbullying was offered to accommodate the linguistic nature of
cyberbullying. Using the primary health care framework by the World Health Organization
(WHO), this present study designed a practical list of ready-made classroom activities to combat
cyberbullying in four different steps, i.e. promotive, preventive, curative and rehabilitative.
Keywords: cyberbullying; motives; solutions; linguistic wordplay; blogs
A study on impact of ict in teaching economics during covid 19Dr. C.V. Suresh Babu
International virtual conference 2021 on Post COVID global scenario: Threats and Opportunities organized by St. Joseph's College, Irinjalakuda, Kerala in collaboration with Graduate Business, Christian Brothers University, USA on 27th - 29th January 2021
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Factors Influencing Online Education during COVID-19 Pandemic: Sri Lankan Stu...Dr. Amarjeet Singh
This study examines the factors influencing online education for selected Sri Lankan universities during the COVID-19 pandemic. It also analyses the moderate effect of gender and type of the university on online education. Primary data were collected using a questionnaire via google form from Management students in Sri Lankan selected universities. Data analysis was done through structural equations using analysis of moment structures (AMOS) version 22.0. Attitude, internet and related facilities, curriculum, and self-motivation were found to have a significant positive impact on online education, while workload & time have no significant effect on online education. Among four factors, the strongest influence was derived from self-motivation followed by the curriculum. We have not found significant differences among male and female students’ views on online education, while the impact from the type of university is different among the two categories. This study effectively guides policy makers and university administrators across the educational institutes to decide on continuing online education. It reveals some insights to the teachers, students, and parents to understand the significance of the modern online learning environment and its positive impact on the new learning mode. There is no study related to the factors associated with the impact of online education during the Covid-19 pandemic in the Sri Lankan context.
COVID-19 and university learning spaces. González-Zamar, Emilio Abad-Segura y...eraser Juan José Calderón
COVID-19 and university learning spaces. MarianaDaniela González-Zamar, Emilio Abad-Segura y César Bernal-Bravo
La COVID-19 ha irrumpido en la vida de los seres humanos causando efectos devastadores en la salud y en la vida de gran parte de la población mundial, afectando a las esferas sociales, económicas y educativas del planeta. La comunidad científica se encuentra ante uno de sus mayores retos para resolver un problema sanitariode alcance global como es la pandemia del COVID-19. Esta situación ha generado un volumen de publicaciones sin precedentes. El impacto del COVID-19 en la enseñanzaha supuesto que los momentos de contacto social hayan desaparecido a cambio de reuniones, clases, exámenes o encuentros virtuales. En este escenario, las aulas universitarias al volver a abrirse no serán las mismas, tampoco sus campus ni espacios del ámbito educativo, deberán aportan creatividad en el a la hora de organizarse y usarse. El objetivo del estudio fue identificar las publicaciones científicas relacionadas con los efectos del COVID-19 en las aulas universitarias durante el período 2019 hasta la actualidad. Para esto, se realizó un análisis bibliométrico de la literatura científica. Se identificaron 676documentos sobre esta temática. Los resultados del análisis revelaron que la productividad científica se ha incrementado desde enero de 2020 con más de 650 artículos sobre la enfermedad, verificando el profundo interés por el COVID-19 en todas las disciplinas. Las principales tendencias de investigación incluyen el impacto de la vuelta a las aulas con los efectos en los procesos cognitivos, motivaciones y del rendimiento académico de los estudiantes.
CYBERBULLYING AMONG EFL STUDENTS’ BLOGGING
ACTIVITIES: MOTIVES AND PROPOSED SOLUTIONS
by Budianto Hamuddin1, Fathu Rahman2, Abidin Pammu3
Yusring Sanusi Baso4 & Tatum Derin5
1, 2, 3, 4 Hasanuddin University, Makassar, 9245, Indonesia
1, 5 Universitas Lancang Kuning, Pekanbaru, 28265, Indonesia
budihamuddin @ unilak.ac.id; fathu.rahman @ unhas.ac.id; abidinpammu60 @ gmail.com;
yusring @ unhas.ac.id; t.derin @ unilak.ac.id
Abstract
Cyberbullying during English teaching involving Information Communication Technology (ICT) is
an exciting topic to study. Seeing how new language learners share their thoughts and feelings
through blogs as alternative learning media and how they engage in cyberbullying in their online
interactions may reveal the motives beyond cyberbullying acts. This present study used the mixed
method approach to understand the motives to tailor the anti-cyberbullying recommended
solutions. The data is extended from a 3-month preliminary study to an 18-month investigation of
711 cyberbullying comments archived in 251 blogs owned and actively used by EFL university
students at English Department of Universitas Lancang Kuning (Unilak). The analysis revealed the
major students’ motive is just to have fun (70%), followed far behind by the motive to fight back
(8%), to express upset feelings (7%), and other motives (12%). 16 students with the highest track
record of cyberbullying in their blogging activities were interviewed to discuss their motives for
cyberbullying other students whom they have known for at least more than 18 months. Results
indicate cyberbullying among language learners seems to be an act of playing with language or
linguistics wordplay. Cyberbullying seems to be a sort of language exaggeration for EFL students
who possess limited competence in English when they interact in the online network. Based on the
results, a new definition of cyberbullying was offered to accommodate the linguistic nature of
cyberbullying. Using the primary health care framework by the World Health Organization
(WHO), this present study designed a practical list of ready-made classroom activities to combat
cyberbullying in four different steps, i.e. promotive, preventive, curative and rehabilitative.
Keywords: cyberbullying; motives; solutions; linguistic wordplay; blogs
A study on impact of ict in teaching economics during covid 19Dr. C.V. Suresh Babu
International virtual conference 2021 on Post COVID global scenario: Threats and Opportunities organized by St. Joseph's College, Irinjalakuda, Kerala in collaboration with Graduate Business, Christian Brothers University, USA on 27th - 29th January 2021
THE IMPACT OF COVID-19 ON LEARNING -THE PERSPECTIVE OF THE GHANAIAN STUDENT. ...eraser Juan José Calderón
THE IMPACT OF COVID-19 ON LEARNING -THE PERSPECTIVE OF THE GHANAIAN STUDENT
Owusu-Fordjour, C.1i
,
Koomson, C. K.2
,
Hanson, D.3
1Institute for Distance and e-learning,
University of Education, Winneba,
P.O. Box 25, Winneba,
Ghana
2,3Department of Integrated Science Education,
University of Education, Winneba,
P.O. Box 25, Winneba,
Ghana
A Framework to Achieve Quality and Excellence in Higher Education: A Literatu...Dr. Amarjeet Singh
Educating large numbers of people to a high
standard and disseminating knowledge can be considered as
the main objectives of today’s higher education sector. An
effective framework for delivery mechanism by enhancing
the functional responsibility and its effective execution will
help the nation in achieving quality and excellence in higher
education. Present paper tries to explore framework for
achieving quality and excellence in higher education by
analysing the various functional aspect of higher educational
system in the country. After extensive literature survey and
analysing the research work of eminent researchers and
thinkers, it is concluded that higher education has become
larger and more central to society and individuals; hence,
there a need to develop framework including different
functional components for performance indicator and
measurement. It is suggested that various enhancement
function should be executed primarily in systems of high
trust, whereas the accountability function has to be
developed to prevent bad quality of institutions and
programs, and thus to protect the beneficiaries i.e. students
and society. Universities need to be consciously and
explicitly managing the processes associated with the
creation of their knowledge assets and to recognise the value
of their intellectual capital to their continuing role in society
and in a wider global marketplace for higher education.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
“School’s Out, But Class’s On”, The Largest Online Education in the World Tod...eraser Juan José Calderón
“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
Longjun Zhou,1,2
Fangmei Li,3
Shanshan Wu,3 Ming Zhou 4
1. Jiangsu Second Normal University, Nanjing 211200, Jiangsu, China
2. Engineering Research Center of Digital Learning Support Technology, Ministry of Education, Changchun 130000, Jilin, China
3. Nanjing Dianji Institute of Psychological Education, Nanjing 210000, Jiangsu, China
4. Jiangnan School, Zhenjiang 212008, Jiangsu, China
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
Covid 19 Pandemic and Educational Innovations and Development of Nigerian Ter...ijtsrd
Covid 19 is a social problem with both positive and negative implications on the people. A lot of studies were conducted on the negative implications of covid 19 on nation’s educational development, regrettably, there were paucity of scholarsly studies on the posivtive implication of this pandemic on the educational development in Nigeria. Therefore, this study seeks to fill this gap in scholarship by examining the positive implications of Covid 19 pandemic on educational development of tertiary institutions in the 21st century in Nigeria. Thus, the study was guided with three objectives and three corresponding research questions. The social change theory evolutionary perspectives and functionalist theory were used as the theoretical approaches to the study.. The study adopted a quantitative method, whereby, the survey design was adopted. The questionnaire instrument was used for data collection. The instrument was titled Covid 19 Pandemic Questionnaire CPQ and Educational Innovations, Improvement and Development Questionnaire EIIDQ . The four Likert scale SA, A, D and SD were also used. The sample size for the study was 400 derived through convenience sampling technique. The study equally used quota, purposive and accidental sampling techniques. Simple percentage, mean and standard deviation were used for data analysis. The paper reveals that apart from the negative outcome, the outbreak of covid 19 in Rivers State brought about positive outcome in the tertiary institutions, as there were perceived improvement, innovations and development in the system, through the use of online or e learning medium. Therefore, the study recommends that teachers who are the pioneer of teaching or education, should even at this period of time when there is ease of the pandemic, utilize or subject the students with e learning so as to avoid shock in case of future occurrence, and also, that teachers and students should do the needful to ensure they improve on ICT skills in case there is need for e learning. Emeodu, Elijah Nwabueze | Obuzor, Mezewo Emerinwe "Covid-19 Pandemic and Educational Innovations and Development of Nigerian Tertiary Institutions in the 21st Century" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46278.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/other/46278/covid19-pandemic-and-educational-innovations-and-development-of-nigerian-tertiary-institutions-in-the-21st-century/emeodu-elijah-nwabueze
Undergraduate Student’s Perspectives on E-learning during COVID-19 Outbreak i...Dr. Amarjeet Singh
As education moves e-learning all over the world due to COIVD-19 pandemic, students spend more time on e-learning than ever before. This is also equally applied to the Sri Lankan education system. Thus this study examines the undergraduate students’ perspectives on e-learning during the COVID-19 outbreak in universities in Sri Lanka. Primary data was obtained from undergraduate students in Sri Lankan university using a structured questionnaire via Google form. The perspectives on e-learning education during the COVID-19 pandemic was investigated using descriptive statistics and frequency analysis. The majority of the undergraduate students felt that the e-learning version of education saved travel time and cost of accommodation. Furthermore, the study revealed that the majority of students were happy with the e-learning form of education during the pandemic since it allowed them to finish their degrees faster and access the labor market without a delay. The biggest challenges with e-learning, according to the student responses, were internet access, device availability, visionary issues, technical issues, and stress. As a result of this COVID -19 pandemic, if higher education officials in Sri Lankan universities want to keep e-learning education on going, they must focus on offering cost-effective, high-speed data connections while minimizing technological hurdles. At the same time, it is important to update and revise the curriculum content according to this new mode of education since this is a completely new situation for all. There is relatively little research on students’ perspectives on e-learning education during the COVID-19 pandemic in the Sri Lankan context and it will provide some important highlights to the researchers, parent and academics as well.
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
How education system suddenly changes due to COVID-19. It's problem and solution faced by both teachers and students and how it's going to effect on future generation.
A Sudden Screen Learning Student Acceptance Model (SSL)Dr. Amarjeet Singh
COVID-19 pandemic has forced schools and academic institutions all over the world to shift to remote online learning overnight. This is the longest disruption to the traditional face-to-face (physical) classroom learning ever. As the shift was unexpected, many stakeholders including teachers, administrators, parents and the students themselves have to embrace the Sudden Screen Learning (SSL) with or without sufficient resources, strategy and plans. As a result of social distancing in order to curb the spread of the pandemic, some students struggled to catch up with online learning challenges as family incomes deteriorated. This research intended to investigate the factors that push private university students to accept and adopt the sudden, remote online learning by applying the UTAUT constructs namely Performance Expectancy (PE), Effort Expectancy (EE), Subjective Norms (SN) and Facilitating Conditions (FC), taking into account the students’ Learning Styles as well as the moderating effect of Trusting Beliefs. The expected outcomes of the research will provide useful insights to the school administrators and regulators in understanding students’ SSL actual usage behaviour, thus, devising effective e-curriculums that will adhere to the same or even better quality of education as an assurance to the future of the younger generations.
Effect of lockdown on generation Z learning RockstarBoy1
The study was conducted to assess the impact of online learning on the learning status and
physical and mental health of students of all the private universities in the state of Punjab.
The coronavirus pandemic is having a huge impact on Global as well as Indian education
system because it has enforced a worldwide lockdown and millions of learners throughout the
world has stopped to move and all the educational activities stopped learning online is a need
for continuation of educational activities in all institutes around the India. To assess the
impact of online learning on students an online survey was conducted throughout all the
private universities in Punjab. A questionnaire link using Google Form was sent to the
students through watsapp and E-mail. A total of 395 students provided information through
the survey. Simple percentage distribution was used to assess the impact of online learning on
learning status and physical and mental health of students. During the lockdown period
around 65.7% students were involved in online learning. Students have faced many problems
related to device and network, contact hours with teacher, presentation and lecture delivery
etc. consistent use of online resources has also results into depression and anxiety in some
students, besides this many students have also complained about physical ailments like
watery eyes, headache, dizziness etc. the study suggests a very strong participation of the
Government so as to create a well-developed infrastructure for online studies. Strategies are
needed to take enough steps that will help in ensuring mental and physical well-being of
students.
Attitude of Secondary School Students towards Online Education during Covid 1...ijtsrd
In the present study the investigator attempted to find out the secondary students’ attitude towards online education in West Bengal. 240 secondary school students were taken as a representative sample of the whole population. For selecting higher secondary students as a sample, the purposive sampling method was adopted. The investigator has adopted the survey research method for this study. A self made attitude scale consists of 40 items was developed and used for collecting the data. For analyzing and interpreting the data the investigator used to mean, S.D, t test, ANOVA. The study revealed that there is no significant difference in attitude between male and female students towards online education. The study also revealed that there is a significant difference in attitude towards online education concerning their locality and stream of study. Nilay Mondal | Dr. Arjun Chandra Das "Attitude of Secondary School Students towards Online Education during Covid-19 in West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38381.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38381/attitude-of-secondary-school-students-towards-online-education-during-covid19-in-west-bengal/nilay-mondal
PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
Emerging Trends of Remote Learning in the Higher Education Challenges and Opp...YogeshIJTSRD
The COVID 19 pandemic has not only affected higher education on a global scale, but it has also brought numerous challenges to the higher education community. Remote learning refers to situations where learners and lecturers or information sources, separated by time and distance, and therefore cannot meet their needs in a traditional classroom environment. It can encompass a wide variety of learning opportunities. This could include exploring the natural world, activities to support students’ local communities with appropriate social distancing , and engaging in hands on projects and artistic creations that stem from students’ passions and experiences. The purpose of the study is to emphasize the benefits and impact of remote learning on higher education. The research method of this study used the second hand data listed in different databases of books, research papers and related articles on remote learning and higher education on the Internet. The research results of the paper show that higher education in India lacks challenges in terms of declining institutional income and national budget cuts, deterioration of financial conditions among students, quality problems of remote learning, and inefficient credit transfers. The study also reports on various opportunities for higher education. Researchers have found that remote learning can help promote flexible schedules. Learn important skills enhance technical knowledge a safer and more accessible environment a world full of possibilities walk your own way and build long remote friendships. Higher education institutions need to improve their quality and reputation. Colleges and universities should have good infrastructure to attract students. The government must promote cooperation between Indian higher education institutions and top international institutions. It can also establish links between national research laboratories and research centers of top institutions to improve quality and conduct collaborative research. Mrs. Ani Smriti | Mr. Rajesh Kumar "Emerging Trends of Remote Learning in the Higher Education: Challenges and Opportunities after COVID -19 Situation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41132.pdf Paper URL: https://www.ijtsrd.commanagement/general-management/41132/emerging-trends-of-remote-learning-in-the-higher-education-challenges-and-opportunities-after-covid-19-situation/mrs-ani-smriti
Around the world, people are facing the issue of COVID-19. The COVID-19 is having a dramatic impact on several sectors especially the educational sector. Here my team and I will share our ideas about this issue. Please check this out!
WEB-BASED LEARNING IN PERIODS OF CRISIS: REFLECTIONS ON THE IMPACT OF COVID-19ijcsit
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
THE IMPACT OF COVID-19 ON LEARNING -THE PERSPECTIVE OF THE GHANAIAN STUDENT. ...eraser Juan José Calderón
THE IMPACT OF COVID-19 ON LEARNING -THE PERSPECTIVE OF THE GHANAIAN STUDENT
Owusu-Fordjour, C.1i
,
Koomson, C. K.2
,
Hanson, D.3
1Institute for Distance and e-learning,
University of Education, Winneba,
P.O. Box 25, Winneba,
Ghana
2,3Department of Integrated Science Education,
University of Education, Winneba,
P.O. Box 25, Winneba,
Ghana
A Framework to Achieve Quality and Excellence in Higher Education: A Literatu...Dr. Amarjeet Singh
Educating large numbers of people to a high
standard and disseminating knowledge can be considered as
the main objectives of today’s higher education sector. An
effective framework for delivery mechanism by enhancing
the functional responsibility and its effective execution will
help the nation in achieving quality and excellence in higher
education. Present paper tries to explore framework for
achieving quality and excellence in higher education by
analysing the various functional aspect of higher educational
system in the country. After extensive literature survey and
analysing the research work of eminent researchers and
thinkers, it is concluded that higher education has become
larger and more central to society and individuals; hence,
there a need to develop framework including different
functional components for performance indicator and
measurement. It is suggested that various enhancement
function should be executed primarily in systems of high
trust, whereas the accountability function has to be
developed to prevent bad quality of institutions and
programs, and thus to protect the beneficiaries i.e. students
and society. Universities need to be consciously and
explicitly managing the processes associated with the
creation of their knowledge assets and to recognise the value
of their intellectual capital to their continuing role in society
and in a wider global marketplace for higher education.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
“School’s Out, But Class’s On”, The Largest Online Education in the World Tod...eraser Juan José Calderón
“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
Longjun Zhou,1,2
Fangmei Li,3
Shanshan Wu,3 Ming Zhou 4
1. Jiangsu Second Normal University, Nanjing 211200, Jiangsu, China
2. Engineering Research Center of Digital Learning Support Technology, Ministry of Education, Changchun 130000, Jilin, China
3. Nanjing Dianji Institute of Psychological Education, Nanjing 210000, Jiangsu, China
4. Jiangnan School, Zhenjiang 212008, Jiangsu, China
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
Covid 19 Pandemic and Educational Innovations and Development of Nigerian Ter...ijtsrd
Covid 19 is a social problem with both positive and negative implications on the people. A lot of studies were conducted on the negative implications of covid 19 on nation’s educational development, regrettably, there were paucity of scholarsly studies on the posivtive implication of this pandemic on the educational development in Nigeria. Therefore, this study seeks to fill this gap in scholarship by examining the positive implications of Covid 19 pandemic on educational development of tertiary institutions in the 21st century in Nigeria. Thus, the study was guided with three objectives and three corresponding research questions. The social change theory evolutionary perspectives and functionalist theory were used as the theoretical approaches to the study.. The study adopted a quantitative method, whereby, the survey design was adopted. The questionnaire instrument was used for data collection. The instrument was titled Covid 19 Pandemic Questionnaire CPQ and Educational Innovations, Improvement and Development Questionnaire EIIDQ . The four Likert scale SA, A, D and SD were also used. The sample size for the study was 400 derived through convenience sampling technique. The study equally used quota, purposive and accidental sampling techniques. Simple percentage, mean and standard deviation were used for data analysis. The paper reveals that apart from the negative outcome, the outbreak of covid 19 in Rivers State brought about positive outcome in the tertiary institutions, as there were perceived improvement, innovations and development in the system, through the use of online or e learning medium. Therefore, the study recommends that teachers who are the pioneer of teaching or education, should even at this period of time when there is ease of the pandemic, utilize or subject the students with e learning so as to avoid shock in case of future occurrence, and also, that teachers and students should do the needful to ensure they improve on ICT skills in case there is need for e learning. Emeodu, Elijah Nwabueze | Obuzor, Mezewo Emerinwe "Covid-19 Pandemic and Educational Innovations and Development of Nigerian Tertiary Institutions in the 21st Century" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46278.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/other/46278/covid19-pandemic-and-educational-innovations-and-development-of-nigerian-tertiary-institutions-in-the-21st-century/emeodu-elijah-nwabueze
Undergraduate Student’s Perspectives on E-learning during COVID-19 Outbreak i...Dr. Amarjeet Singh
As education moves e-learning all over the world due to COIVD-19 pandemic, students spend more time on e-learning than ever before. This is also equally applied to the Sri Lankan education system. Thus this study examines the undergraduate students’ perspectives on e-learning during the COVID-19 outbreak in universities in Sri Lanka. Primary data was obtained from undergraduate students in Sri Lankan university using a structured questionnaire via Google form. The perspectives on e-learning education during the COVID-19 pandemic was investigated using descriptive statistics and frequency analysis. The majority of the undergraduate students felt that the e-learning version of education saved travel time and cost of accommodation. Furthermore, the study revealed that the majority of students were happy with the e-learning form of education during the pandemic since it allowed them to finish their degrees faster and access the labor market without a delay. The biggest challenges with e-learning, according to the student responses, were internet access, device availability, visionary issues, technical issues, and stress. As a result of this COVID -19 pandemic, if higher education officials in Sri Lankan universities want to keep e-learning education on going, they must focus on offering cost-effective, high-speed data connections while minimizing technological hurdles. At the same time, it is important to update and revise the curriculum content according to this new mode of education since this is a completely new situation for all. There is relatively little research on students’ perspectives on e-learning education during the COVID-19 pandemic in the Sri Lankan context and it will provide some important highlights to the researchers, parent and academics as well.
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
How education system suddenly changes due to COVID-19. It's problem and solution faced by both teachers and students and how it's going to effect on future generation.
A Sudden Screen Learning Student Acceptance Model (SSL)Dr. Amarjeet Singh
COVID-19 pandemic has forced schools and academic institutions all over the world to shift to remote online learning overnight. This is the longest disruption to the traditional face-to-face (physical) classroom learning ever. As the shift was unexpected, many stakeholders including teachers, administrators, parents and the students themselves have to embrace the Sudden Screen Learning (SSL) with or without sufficient resources, strategy and plans. As a result of social distancing in order to curb the spread of the pandemic, some students struggled to catch up with online learning challenges as family incomes deteriorated. This research intended to investigate the factors that push private university students to accept and adopt the sudden, remote online learning by applying the UTAUT constructs namely Performance Expectancy (PE), Effort Expectancy (EE), Subjective Norms (SN) and Facilitating Conditions (FC), taking into account the students’ Learning Styles as well as the moderating effect of Trusting Beliefs. The expected outcomes of the research will provide useful insights to the school administrators and regulators in understanding students’ SSL actual usage behaviour, thus, devising effective e-curriculums that will adhere to the same or even better quality of education as an assurance to the future of the younger generations.
Effect of lockdown on generation Z learning RockstarBoy1
The study was conducted to assess the impact of online learning on the learning status and
physical and mental health of students of all the private universities in the state of Punjab.
The coronavirus pandemic is having a huge impact on Global as well as Indian education
system because it has enforced a worldwide lockdown and millions of learners throughout the
world has stopped to move and all the educational activities stopped learning online is a need
for continuation of educational activities in all institutes around the India. To assess the
impact of online learning on students an online survey was conducted throughout all the
private universities in Punjab. A questionnaire link using Google Form was sent to the
students through watsapp and E-mail. A total of 395 students provided information through
the survey. Simple percentage distribution was used to assess the impact of online learning on
learning status and physical and mental health of students. During the lockdown period
around 65.7% students were involved in online learning. Students have faced many problems
related to device and network, contact hours with teacher, presentation and lecture delivery
etc. consistent use of online resources has also results into depression and anxiety in some
students, besides this many students have also complained about physical ailments like
watery eyes, headache, dizziness etc. the study suggests a very strong participation of the
Government so as to create a well-developed infrastructure for online studies. Strategies are
needed to take enough steps that will help in ensuring mental and physical well-being of
students.
Attitude of Secondary School Students towards Online Education during Covid 1...ijtsrd
In the present study the investigator attempted to find out the secondary students’ attitude towards online education in West Bengal. 240 secondary school students were taken as a representative sample of the whole population. For selecting higher secondary students as a sample, the purposive sampling method was adopted. The investigator has adopted the survey research method for this study. A self made attitude scale consists of 40 items was developed and used for collecting the data. For analyzing and interpreting the data the investigator used to mean, S.D, t test, ANOVA. The study revealed that there is no significant difference in attitude between male and female students towards online education. The study also revealed that there is a significant difference in attitude towards online education concerning their locality and stream of study. Nilay Mondal | Dr. Arjun Chandra Das "Attitude of Secondary School Students towards Online Education during Covid-19 in West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38381.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38381/attitude-of-secondary-school-students-towards-online-education-during-covid19-in-west-bengal/nilay-mondal
PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
Emerging Trends of Remote Learning in the Higher Education Challenges and Opp...YogeshIJTSRD
The COVID 19 pandemic has not only affected higher education on a global scale, but it has also brought numerous challenges to the higher education community. Remote learning refers to situations where learners and lecturers or information sources, separated by time and distance, and therefore cannot meet their needs in a traditional classroom environment. It can encompass a wide variety of learning opportunities. This could include exploring the natural world, activities to support students’ local communities with appropriate social distancing , and engaging in hands on projects and artistic creations that stem from students’ passions and experiences. The purpose of the study is to emphasize the benefits and impact of remote learning on higher education. The research method of this study used the second hand data listed in different databases of books, research papers and related articles on remote learning and higher education on the Internet. The research results of the paper show that higher education in India lacks challenges in terms of declining institutional income and national budget cuts, deterioration of financial conditions among students, quality problems of remote learning, and inefficient credit transfers. The study also reports on various opportunities for higher education. Researchers have found that remote learning can help promote flexible schedules. Learn important skills enhance technical knowledge a safer and more accessible environment a world full of possibilities walk your own way and build long remote friendships. Higher education institutions need to improve their quality and reputation. Colleges and universities should have good infrastructure to attract students. The government must promote cooperation between Indian higher education institutions and top international institutions. It can also establish links between national research laboratories and research centers of top institutions to improve quality and conduct collaborative research. Mrs. Ani Smriti | Mr. Rajesh Kumar "Emerging Trends of Remote Learning in the Higher Education: Challenges and Opportunities after COVID -19 Situation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41132.pdf Paper URL: https://www.ijtsrd.commanagement/general-management/41132/emerging-trends-of-remote-learning-in-the-higher-education-challenges-and-opportunities-after-covid-19-situation/mrs-ani-smriti
Around the world, people are facing the issue of COVID-19. The COVID-19 is having a dramatic impact on several sectors especially the educational sector. Here my team and I will share our ideas about this issue. Please check this out!
WEB-BASED LEARNING IN PERIODS OF CRISIS: REFLECTIONS ON THE IMPACT OF COVID-19ijcsit
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
Capstone in Interprofessional Informatic // IMPACT OF COVID 19 ON EDUCATIONLakpaYanziSherpa
In my capstone project, I investigated the impact of COVID-19 on education. Using data analysis and statistical methods, I explored various aspects such as enrollment trends, access to resources, and socioeconomic disparities. I found a significant association between children missing classes and a lack of internet connection at home, as well as between household financial situations and children's enrollment in school. These findings highlight the importance of addressing disparities in internet access, household finances, and geographical location to ensure equal educational opportunities for all students during and beyond the pandemic.
Challenges Encountered by Parents in the Education of their Children during C...IJAEMSJORNAL
This study described the challenges encountered by the 100 selected parents in the education of their children, enrolled at the primary level, during the COVID-19 Pandemic. Based on the survey conducted, most of the parents preferred online distance learning for the education of their children. As to the facilities used in distance learning, 96% of the respondents have an internet connection, and 89% utilized Wi-Fi to have internet access at home. Personal computers were the most used gadget in the studies of their children. The main challenges encountered by the parents were: lack or limited access to the internet and the poor internet connection in the Area. As to the quality of printed modules, there are items that are not readable and some colors of the figures are not appropriate.
Perceptions of Online Teaching and Learning During the Covid-19 Pandemic in B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
Perceptions of Online Teaching and Learning During the Covid-19 Pandemic in B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on
teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation
method was mixed and captured data from key participants/stakeholders in education using CAPI
Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were
conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative
Software. The data on online teaching and learning from Barbados was selected for further review and
presented an opportunity to assess the Barbadian experience against other developing and developed
countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were
generally dissatisfied with the online and blended learning modalities citing challenges relating to the
equality and equity in access to devices and the enabling environment that facilities effective online
teaching and learning.
This literature review is focused on the rallying cry in the transition to post-pandemic education in the Philippines. The country experienced a series of lockdowns that catapulted prolonged closures of school premises for more than eighteen months and was considered the last country to reopen. As steps to conduct and resume limited in-person classes, selected schools have led the priming for the gradual transition, but the implications of readapting educational landscapes remain an emerging challenge to be dealt with. To delimit the discussion of educational reviews, subtopics were articulated, these are: 1) Integration of Health in Education; 2) Hybrid Learning; 3) Online Learning Space; 4) Assessment and Evaluation Methods; and 5) Enhancing Data Security. This paper reiterates the recalibration of curriculum from the basic and the higher institutions, the campaign for proactive thinking of curriculum planners as well as the underscore of insights that the online and hybrid learning will be mainstay imperative as the country adjusts and awaits the ebbing of the COVID-19.
The Adoption of Online Teaching and Learning strategy in Tertiary Learning In...AJHSSR Journal
ABSTRACT:The teaching and learning process has been a big revolution since Corona Virus Disease 19
(COVID-19) has spread out to the world. This paper assessed adoption of Online Teaching and Learning in the
Midst of COVID-19 in Tertiary Learning Institutions in Tanzania. Specifically, the study examined readiness
level of students and teachers on the practices of online teaching and learning strategy during COVID-19 and
lock down; the attitude of students towards online teaching and learning; and online teaching and learning
facilities in Tertiary Learning Institutions in Tanzania. A case study research design was adopted while a sample
of 87 respondents was selected using judgemental sampling technique. Data was collected through a
questionnaire tool while descriptive statistics was used for data analysis. The findings revealed that57.5% of
students were ready to learn though online services. On other hand the findings revealed that college
management and staff were not ready to adopt online teaching and learning strategy. The reluctant of staffs
were caused by inadequate online learning resources, incapability of staff, and absence of policies and
guidelines issued by government on application of online teaching and learning programs. The study concludes
that although there was high degree of readiness of students and internet accessibility, the adoption of online
teaching and learning strategy was impossible due to inadequate facilities. Therefore, the study recommend to
the government to establish and issue the policies and guidelines about the application of online teaching and
learning technologies.
Key words: Online Teaching and Learning, Tertiary Learning Institutions, COVID-19, Online learning
facilities.
Sushma
Jawahar Navodaya Vidyalaya, Mankapur, Gonda(U.P,) Pin-271302
Abstract: The COVID-19 disease which first appeared in Wuhan, in the Hubei province of China, in December
2019 was declared a global pandemic by the World Health Organization in March 2020.Within a very short span
of time it lead to an unexperienced worldwide public health crisis. In order to prevent the worldwide spread of the
novel coronavirus disease universities, schools, and many other educational institutions have been either partially
or completely closed in many countries, by national governments. Problem of disengagement, shortage of
attendance and deterioration in academic achievement was experienced by many children and youth during the
pandemic. With the closure of schools and the postponement of face-to-face lessons in many countries due to the
COVID-19 pandemic, the education activities at all levels primary, secondary, high school and higher education
level as well were soon affected. In order to compensate the interrupted educational activities, due to the onset of
the COVID-19 pandemic, it became important for educational institutions to develop and implement effective
strategies in order to remodel the changes that occurred due to pandemic. Shifting towards fully-online learning
was a speedy yet necessary reflex to the coronavirus crisis. Therefore in order to provide effective learningteaching environment increased importance was given to the use of information technologies in education from the
beginning. Countries took quick steps towards digital transformation in education, and focus was given to the use
of distance learning, teaching, and assessment approaches, which was not very common prior to the pandemic.
The present situation is considered as the biggest education crisis in human history.
Keywords: Novel coronavirus, Pandemic, online learning, digital transformation, information technologies.
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do
with the frustration of students for whom traditional education has been replaced by the online format.
Students are experiencing technical difficulties in the digitalization of education. International monitoring
of education systems has shown that quite a few countries were ready to move to distance learning, both for
technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that
learning in this format not only does not reduce, but can increase inequality, increasing the gap in
educational outcomes between students with different socioeconomic status. The article describes
applications of using voice recognition technology based on artificial intelligence which, by our opinion,
may reduce educational inequality during covid-19. We presented a comparative analysis of existing
examples artificial intelligence in the educational process.
USING VOICE RECOGNITION IN E-LEARNING SYSTEM TO REDUCE EDUCATIONAL INEQUALITY...IJCSEA Journal
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do
with the frustration of students for whom traditional education has been replaced by the online format.
Students are experiencing technical difficulties in the digitalization of education. International monitoring
of education systems has shown that quite a few countries were ready to move to distance learning, both for
technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that
learning in this format not only does not reduce, but can increase inequality, increasing the gap in
educational outcomes between students with different socioeconomic status. The article describes
applications of using voice recognition technology based on artificial intelligence which, by our opinion,
may reduce educational inequality during covid-19. We presented a comparative analysis of existing
examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software
it makes educational process more convenient for both the students and the teachers. There is a description
of an application “Academic phrase bank" developed by author. The application consists of two specialising
actions for Google assistant. The application allows to increase academic vocabulary, train of creating
grammatically correct academic expressions, and memorize templates of academic phrases. In active mode,
this application helps to create correct phrases of academic English and improve the abilities of
understanding English speech
Using Voice Recognition in E-Learning System to Reduce Educational Inequality...IJCSEA Journal
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do with the frustration of students for whom traditional education has been replaced by the online format. Students are experiencing technical difficulties in the digitalization of education. International monitoring of education systems has shown that quite a few countries were ready to move to distance learning, both for technical and economic reasons. The covid pandemic has caused an increase in educational inequality. E learning systems were expected to reduce inequality in education, but empirical research has shown that learning in this format not only does not reduce, but can increase inequality, increasing the gap in educational outcomes between students with different socioeconomic status. The article describes applications of using voice recognition technology based on artificial intelligence which, by our opinion, may reduce educational inequality during covid-19. We presented a comparative analysis of existing examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software it makes educational process more convenient for both the students and the teachers. There is a description of an application “Academic phrase bank" developed by author. The application consists of two specialising actions for Google assistant. The application allows to increase academic vocabulary, train of creating grammatically correct academic expressions, and memorize templates of academic phrases. In active mode, this application helps to create correct phrases of academic English and improve the abilities of understanding English speech.
Descriptive Analysis of Students’ Satisfaction Level on Modular Approach as L...AJHSSR Journal
ABSTRACT: This paper was conducted to determine the students’ satisfaction level on blended learning
particularly the used of modular approach. Using quantitative method of research through descriptive analysis
the study covered 230 students enrolled at Basilan State College during the Academic Year 2020-2021.
Learning module was used as an instrument in this study. The satisfaction levels of the students were reflected
by frequency percentage from highest to lowest. It was discovered that the students are mostly “Satisfied”
having the highest percentage score of the module as learning aide. The result also revealed that there are also
those students whom were Very satisfied, Dissatisfied, and Very Dissatisfied from highest to lowest
respectively. Thus, Basilan State College subscription to Blended Learning through the modular approach has
high satisfaction level based from the students’ feedback of their learning module as this study have shown.
KEYWORDS : Blended Learning, Modular Approach, Covid-19, Global Pandemic, Learning Continuity Plan
Due to the lockdown caused by COVID 19, education is moving fully online. COVID 19 has become a catalyst for educational institutions worldwide to search for innovative solutions to how students are educated around the world, embracing the”learning anywhere,anytime.
The Paradigm Shift in the Indian Education System during COVID19: Impact, Opp...Dr. Amarjeet Singh
The COVID-19 pandemic is a huge challenge to education systems. Education is the main priority direction and main development indicator in all civilized countries of the world. The COVID-19 global pandemic has upended all the education system across the world. In this time of crisis, a well-rounded and effective educational practice is what is needed for the capacity-building of young minds. It will develop skills that will drive their employability, productivity, health, and well-being in the decades to come, and ensure the overall progress of India. This research paper tries to investigate on the various impact of Covid-19 in education system especially on rural India. We also try to throw light on the different existing and new initiatives by government during the pandemic. The novel coronavirus has transformed the centuries-old, chalk–talk teaching model to one driven by technology. The last 50 years have seen huge growth worldwide in the provision of education at all levels. COVID-19 is the greatest challenge that these expanded national education systems have ever faced. Many governments have ordered institutions to cease face-to-face instruction for most of their students, requiring them to switch, almost overnight, to online teaching and virtual education. We see a drastic rise in the use of various teaching and conferencing technologies which has been explained in this paper, also various advantages and disadvantages to the students in the use of these technologies have been covered in this research paper by identifying opportunities and trends. Finally research has been concluded by providing avenues to future research and a meaningful conclusion.
Computer Based Training and Leaning under the Influence of the COVID 19 Pande...ijtsrd
The article investigates computer based training during the COVID 19 pandemic in South Africa's Institutions of Higher Learning, as well as assess the feasibility of Computer Based Learning in the post COVID era. The data was gathered through the use of desk top research by looking at how various South African university institutions have made CBT an important learning and teaching tool when it comes to copying with the politics that came about with lockdowns such as the closure of schools as a way to manage the spread of the pandemic. The study reveals that, the emergent appearance of the COVID 19 pandemic in South Africa, saw an increased usage of computers and mobile phones as an alternative learning tool which could eventually replace face to face learning. It is however revealed that, the success of computer based training and learning heavily relies on efficiency and reliability of computer infrastructure, reliable internet connectivity as well as knowledge of computer technology by instructors and learners. The research is however, limited to the confines and experiences of South African educators and learners and concludes by giving recommendations on how these challenges can be solved. Nana Owusu Atta Yeboah | Sun Yuan | Liu Xuan "Computer-Based Training and Leaning under the Influence of the COVID-19 Pandemic: A Case of South African Institutions of Higher Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47689.pdf Paper URL : https://www.ijtsrd.com/home-science/education/47689/computerbased-training-and-leaning-under-the-influence-of-the-covid19-pandemic-a-case-of-south-african-institutions-of-higher-learning/nana-owusu-atta-yeboah
Navigating Challenges: Mental Health, Legislation, and the Prison System in B...Guillermo Rivera
This conference will delve into the intricate intersections between mental health, legal frameworks, and the prison system in Bolivia. It aims to provide a comprehensive overview of the current challenges faced by mental health professionals working within the legislative and correctional landscapes. Topics of discussion will include the prevalence and impact of mental health issues among the incarcerated population, the effectiveness of existing mental health policies and legislation, and potential reforms to enhance the mental health support system within prisons.
How many patients does case series should have In comparison to case reports.pdfpubrica101
Pubrica’s team of researchers and writers create scientific and medical research articles, which may be important resources for authors and practitioners. Pubrica medical writers assist you in creating and revising the introduction by alerting the reader to gaps in the chosen study subject. Our professionals understand the order in which the hypothesis topic is followed by the broad subject, the issue, and the backdrop.
https://pubrica.com/academy/case-study-or-series/how-many-patients-does-case-series-should-have-in-comparison-to-case-reports/
Global launch of the Healthy Ageing and Prevention Index 2nd wave – alongside...ILC- UK
The Healthy Ageing and Prevention Index is an online tool created by ILC that ranks countries on six metrics including, life span, health span, work span, income, environmental performance, and happiness. The Index helps us understand how well countries have adapted to longevity and inform decision makers on what must be done to maximise the economic benefits that comes with living well for longer.
Alongside the 77th World Health Assembly in Geneva on 28 May 2024, we launched the second version of our Index, allowing us to track progress and give new insights into what needs to be done to keep populations healthier for longer.
The speakers included:
Professor Orazio Schillaci, Minister of Health, Italy
Dr Hans Groth, Chairman of the Board, World Demographic & Ageing Forum
Professor Ilona Kickbusch, Founder and Chair, Global Health Centre, Geneva Graduate Institute and co-chair, World Health Summit Council
Dr Natasha Azzopardi Muscat, Director, Country Health Policies and Systems Division, World Health Organisation EURO
Dr Marta Lomazzi, Executive Manager, World Federation of Public Health Associations
Dr Shyam Bishen, Head, Centre for Health and Healthcare and Member of the Executive Committee, World Economic Forum
Dr Karin Tegmark Wisell, Director General, Public Health Agency of Sweden
Antibiotic Stewardship by Anushri Srivastava.pptxAnushriSrivastav
Stewardship is the act of taking good care of something.
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
WHO launched the Global Antimicrobial Resistance and Use Surveillance System (GLASS) in 2015 to fill knowledge gaps and inform strategies at all levels.
ACCORDING TO apic.org,
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
ACCORDING TO pewtrusts.org,
Antibiotic stewardship refers to efforts in doctors’ offices, hospitals, long term care facilities, and other health care settings to ensure that antibiotics are used only when necessary and appropriate
According to WHO,
Antimicrobial stewardship is a systematic approach to educate and support health care professionals to follow evidence-based guidelines for prescribing and administering antimicrobials
In 1996, John McGowan and Dale Gerding first applied the term antimicrobial stewardship, where they suggested a causal association between antimicrobial agent use and resistance. They also focused on the urgency of large-scale controlled trials of antimicrobial-use regulation employing sophisticated epidemiologic methods, molecular typing, and precise resistance mechanism analysis.
Antimicrobial Stewardship(AMS) refers to the optimal selection, dosing, and duration of antimicrobial treatment resulting in the best clinical outcome with minimal side effects to the patients and minimal impact on subsequent resistance.
According to the 2019 report, in the US, more than 2.8 million antibiotic-resistant infections occur each year, and more than 35000 people die. In addition to this, it also mentioned that 223,900 cases of Clostridoides difficile occurred in 2017, of which 12800 people died. The report did not include viruses or parasites
VISION
Being proactive
Supporting optimal animal and human health
Exploring ways to reduce overall use of antimicrobials
Using the drugs that prevent and treat disease by killing microscopic organisms in a responsible way
GOAL
to prevent the generation and spread of antimicrobial resistance (AMR). Doing so will preserve the effectiveness of these drugs in animals and humans for years to come.
being to preserve human and animal health and the effectiveness of antimicrobial medications.
to implement a multidisciplinary approach in assembling a stewardship team to include an infectious disease physician, a clinical pharmacist with infectious diseases training, infection preventionist, and a close collaboration with the staff in the clinical microbiology laboratory
to prevent antimicrobial overuse, misuse and abuse.
to minimize the developme
India Clinical Trials Market: Industry Size and Growth Trends [2030] Analyzed...Kumar Satyam
According to TechSci Research report, "India Clinical Trials Market- By Region, Competition, Forecast & Opportunities, 2030F," the India Clinical Trials Market was valued at USD 2.05 billion in 2024 and is projected to grow at a compound annual growth rate (CAGR) of 8.64% through 2030. The market is driven by a variety of factors, making India an attractive destination for pharmaceutical companies and researchers. India's vast and diverse patient population, cost-effective operational environment, and a large pool of skilled medical professionals contribute significantly to the market's growth. Additionally, increasing government support in streamlining regulations and the growing prevalence of lifestyle diseases further propel the clinical trials market.
Growing Prevalence of Lifestyle Diseases
The rising incidence of lifestyle diseases such as diabetes, cardiovascular diseases, and cancer is a major trend driving the clinical trials market in India. These conditions necessitate the development and testing of new treatment methods, creating a robust demand for clinical trials. The increasing burden of these diseases highlights the need for innovative therapies and underscores the importance of India as a key player in global clinical research.
CHAPTER 1 SEMESTER V - ROLE OF PEADIATRIC NURSE.pdfSachin Sharma
Pediatric nurses play a vital role in the health and well-being of children. Their responsibilities are wide-ranging, and their objectives can be categorized into several key areas:
1. Direct Patient Care:
Objective: Provide comprehensive and compassionate care to infants, children, and adolescents in various healthcare settings (hospitals, clinics, etc.).
This includes tasks like:
Monitoring vital signs and physical condition.
Administering medications and treatments.
Performing procedures as directed by doctors.
Assisting with daily living activities (bathing, feeding).
Providing emotional support and pain management.
2. Health Promotion and Education:
Objective: Promote healthy behaviors and educate children, families, and communities about preventive healthcare.
This includes tasks like:
Administering vaccinations.
Providing education on nutrition, hygiene, and development.
Offering breastfeeding and childbirth support.
Counseling families on safety and injury prevention.
3. Collaboration and Advocacy:
Objective: Collaborate effectively with doctors, social workers, therapists, and other healthcare professionals to ensure coordinated care for children.
Objective: Advocate for the rights and best interests of their patients, especially when children cannot speak for themselves.
This includes tasks like:
Communicating effectively with healthcare teams.
Identifying and addressing potential risks to child welfare.
Educating families about their child's condition and treatment options.
4. Professional Development and Research:
Objective: Stay up-to-date on the latest advancements in pediatric healthcare through continuing education and research.
Objective: Contribute to improving the quality of care for children by participating in research initiatives.
This includes tasks like:
Attending workshops and conferences on pediatric nursing.
Participating in clinical trials related to child health.
Implementing evidence-based practices into their daily routines.
By fulfilling these objectives, pediatric nurses play a crucial role in ensuring the optimal health and well-being of children throughout all stages of their development.
We understand the unique challenges pickleball players face and are committed to helping you stay healthy and active. In this presentation, we’ll explore the three most common pickleball injuries and provide strategies for prevention and treatment.
Welcome to Secret Tantric, London’s finest VIP Massage agency. Since we first opened our doors, we have provided the ultimate erotic massage experience to innumerable clients, each one searching for the very best sensual massage in London. We come by this reputation honestly with a dynamic team of the city’s most beautiful masseuses.
The dimensions of healthcare quality refer to various attributes or aspects that define the standard of healthcare services. These dimensions are used to evaluate, measure, and improve the quality of care provided to patients. A comprehensive understanding of these dimensions ensures that healthcare systems can address various aspects of patient care effectively and holistically. Dimensions of Healthcare Quality and Performance of care include the following; Appropriateness, Availability, Competence, Continuity, Effectiveness, Efficiency, Efficacy, Prevention, Respect and Care, Safety as well as Timeliness.
1. See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/351956944
Students' online learning challenges during the pandemic and how they cope
with them: The case of the Philippines
Article in Education and Information Technologies · May 2021
DOI: 10.1007/s10639-021-10589-x
CITATIONS
7
READS
29,227
3 authors, including:
Some of the authors of this publication are also working on these related projects:
A holistic Multidisciplinary Model towards Drug Addiction Recovery: Community Based Approach View project
Knowledge Channel View project
Jessie Barrot
National University, Philippines
46 PUBLICATIONS 348 CITATIONS
SEE PROFILE
All content following this page was uploaded by Jessie Barrot on 29 May 2021.
The user has requested enhancement of the downloaded file.
3. Education and Information Technologies
1 3
that allow teachers to deliver instruction interactively, share resources seamlessly,
and facilitate student collaboration and interaction (Elaish et al., 2019; Garcia et al.,
2018). Although the efficacy of online learning has long been acknowledged by the
education community (Barrot, 2020, 2021; Cavanaugh et al., 2009; Kebritchi et al.,
2017; Tallent-Runnels et al., 2006; Wallace, 2003), evidence on the challenges in
its implementation continues to build up (e.g., Boelens et al., 2017; Rasheed et al.,
2020).
Recently, the education system has faced an unprecedented health crisis (i.e.,
COVID-19 pandemic) that has shaken up its foundation. Thus, various governments
across the globe have launched a crisis response to mitigate the adverse impact of
the pandemic on education. This response includes, but is not limited to, curricu-
lum revisions, provision for technological resources and infrastructure, shifts in the
academic calendar, and policies on instructional delivery and assessment. Inevita-
bly, these developments compelled educational institutions to migrate to full online
learning until face-to-face instruction is allowed. The current circumstance is unique
as it could aggravate the challenges experienced during online learning due to
restrictions in movement and health protocols (Gonzales et al., 2020; Kapasia et al.,
2020). Given today’s uncertainties, it is vital to gain a nuanced understanding of
students’ online learning experience in times of the COVID-19 pandemic. To date,
many studies have investigated this area with a focus on students’ mental health
(Copeland et al., 2021; Fawaz et al., 2021), home learning (Suryaman et al., 2020),
self-regulation (Carter et al., 2020), virtual learning environment (Almaiah et al.,
2020; Hew et al., 2020; Tang et al., 2020), and students’ overall learning experi-
ence (e.g., Adarkwah, 2021; Day et al., 2021; Khalil et al., 2020; Singh et al., 2020).
There are two key differences that set the current study apart from the previous stud-
ies. First, it sheds light on the direct impact of the pandemic on the challenges that
students experience in an online learning space. Second, the current study explores
students’ coping strategies in this new learning setup. Addressing these areas would
shed light on the extent of challenges that students experience in a full online learn-
ing space, particularly within the context of the pandemic. Meanwhile, our nuanced
understanding of the strategies that students use to overcome their challenges would
provide relevant information to school administrators and teachers to better sup-
port the online learning needs of students. This information would also be critical in
revisiting the typology of strategies in an online learning environment.
2 Literature review
2.1 Education and the COVID‑19 pandemic
In December 2019, an outbreak of a novel coronavirus, known as COVID-19,
occurred in China and has spread rapidly across the globe within a few months.
COVID-19 is an infectious disease caused by a new strain of coronavirus that
attacks the respiratory system (World Health Organization, 2020). As of January
2021, COVID-19 has infected 94 million people and has caused 2 million deaths
in 191 countries and territories (John Hopkins University, 2021). This pandemic
4. 1 3
Education and Information Technologies
has created a massive disruption of the educational systems, affecting over 1.5 bil-
lion students. It has forced the government to cancel national examinations and the
schools to temporarily close, cease face-to-face instruction, and strictly observe
physical distancing. These events have sparked the digital transformation of higher
education and challenged its ability to respond promptly and effectively. Schools
adopted relevant technologies, prepared learning and staff resources, set systems
and infrastructure, established new teaching protocols, and adjusted their curricula.
However, the transition was smooth for some schools but rough for others, particu-
larly those from developing countries with limited infrastructure (Pham Nguyen,
2020; Simbulan, 2020).
Inevitably, schools and other learning spaces were forced to migrate to full online
learning as the world continues the battle to control the vicious spread of the virus.
Online learning refers to a learning environment that uses the Internet and other
technological devices and tools for synchronous and asynchronous instructional
delivery and management of academic programs (Usher Barak, 2020; Huang,
2019). Synchronous online learning involves real-time interactions between the
teacher and the students, while asynchronous online learning occurs without a strict
schedule for different students (Singh Thurman, 2019). Within the context of the
COVID-19 pandemic, online learning has taken the status of interim remote teach-
ing that serves as a response to an exigency. However, the migration to a new learn-
ing space has faced several major concerns relating to policy, pedagogy, logistics,
socioeconomic factors, technology, and psychosocial factors (Donitsa-Schmidt
Ramot, 2020; Khalil et al., 2020; Varea González-Calvo, 2020). With reference
to policies, government education agencies and schools scrambled to create fool-
proof policies on governance structure, teacher management, and student manage-
ment. Teachers, who were used to conventional teaching delivery, were also obliged
to embrace technology despite their lack of technological literacy. To address this
problem, online learning webinars and peer support systems were launched. On
the part of the students, dropout rates increased due to economic, psychological,
and academic reasons. Academically, although it is virtually possible for students
to learn anything online, learning may perhaps be less than optimal, especially in
courses that require face-to-face contact and direct interactions (Franchi, 2020).
2.2 Related studies
Recently, there has been an explosion of studies relating to the new normal in educa-
tion. While many focused on national policies, professional development, and cur-
riculum, others zeroed in on the specific learning experience of students during the
pandemic. Among these are Copeland et al. (2021) and Fawaz et al. (2021) who
examined the impact of COVID-19 on college students’ mental health and their
coping mechanisms. Copeland et al. (2021) reported that the pandemic adversely
affected students’ behavioral and emotional functioning, particularly attention and
externalizing problems (i.e., mood and wellness behavior), which were caused by
isolation, economic/health effects, and uncertainties. In Fawaz et al.’s (2021) study,
students raised their concerns on learning and evaluation methods, overwhelming
5. Education and Information Technologies
1 3
task load, technical difficulties, and confinement. To cope with these problems, stu-
dents actively dealt with the situation by seeking help from their teachers and rela-
tives and engaging in recreational activities. These active-oriented coping mecha-
nisms of students were aligned with Carter et al.’s (2020), who explored students’
self-regulation strategies.
In another study, Tang et al. (2020) examined the efficacy of different online
teaching modes among engineering students. Using a questionnaire, the results
revealed that students were dissatisfied with online learning in general, particu-
larly in the aspect of communication and question-and-answer modes. Nonethe-
less, the combined model of online teaching with flipped classrooms improved
students’ attention, academic performance, and course evaluation. A parallel study
was undertaken by Hew et al. (2020), who transformed conventional flipped class-
rooms into fully online flipped classes through a cloud-based video conferencing
app. Their findings suggested that these two types of learning environments were
equally effective. They also offered ways on how to effectively adopt videoconfer-
encing-assisted online flipped classrooms. Unlike the two studies, Suryaman et al.
(2020) looked into how learning occurred at home during the pandemic. Their find-
ings showed that students faced many obstacles in a home learning environment,
such as lack of mastery of technology, high Internet cost, and limited interaction/
socialization between and among students. In a related study, Kapasia et al. (2020)
investigated how lockdown impacts students’ learning performance. Their findings
revealed that the lockdown made significant disruptions in students’ learning experi-
ence. The students also reported some challenges that they faced during their online
classes. These include anxiety, depression, poor Internet service, and unfavorable
home learning environment, which were aggravated when students are marginalized
and from remote areas. Contrary to Kapasia et al.’s (2020) findings, Gonzales et al.
(2020) found that confinement of students during the pandemic had significant posi-
tive effects on their performance. They attributed these results to students’ continu-
ous use of learning strategies which, in turn, improved their learning efficiency.
Finally, there are those that focused on students’ overall online learning expe-
rience during the COVID-19 pandemic. One such study was that of Singh et al.
(2020), who examined students’ experience during the COVID-19 pandemic using a
quantitative descriptive approach. Their findings indicated that students appreciated
the use of online learning during the pandemic. However, half of them believed that
the traditional classroom setting was more effective than the online learning plat-
form. Methodologically, the researchers acknowledge that the quantitative nature of
their study restricts a deeper interpretation of the findings. Unlike the above study,
Khalil et al. (2020) qualitatively explored the efficacy of synchronized online learn-
ing in a medical school in Saudi Arabia. The results indicated that students gener-
ally perceive synchronous online learning positively, particularly in terms of time
management and efficacy. However, they also reported technical (internet connec-
tivity and poor utility of tools), methodological (content delivery), and behavioral
(individual personality) challenges. Their findings also highlighted the failure of the
online learning environment to address the needs of courses that require hands-on
practice despite efforts to adopt virtual laboratories. In a parallel study, Adarkwah
(2021) examined students’ online learning experience during the pandemic using a
6. 1 3
Education and Information Technologies
narrative inquiry approach. The findings indicated that Ghanaian students consid-
ered online learning as ineffective due to several challenges that they encountered.
Among these were lack of social interaction among students, poor communication,
lack of ICT resources, and poor learning outcomes. More recently, Day et al. (2021)
examined the immediate impact of COVID-19 on students’ learning experience.
Evidence from six institutions across three countries revealed some positive experi-
ences and pre-existing inequities. Among the reported challenges are lack of appro-
priate devices, poor learning space at home, stress among students, and lack of field-
work and access to laboratories.
Although there are few studies that report the online learning challenges that
higher education students experience during the pandemic, limited information is
available regarding the specific strategies that they use to overcome them. It is in
this context that the current study was undertaken. This mixed-methods study inves-
tigates students’ online learning experience in higher education. Specifically, the fol-
lowing research questions are addressed: (1) What is the extent of challenges that
students experience in an online learning environment? (2) How did the COVID-19
pandemic impact the online learning challenges that students experience? (3) What
strategies did students use to overcome the challenges?
2.3 Conceptual framework
The typology of challenges examined in this study is largely based on Rasheed
et al.’s (2020) review of students’ experience in an online learning environment.
These challenges are grouped into five general clusters, namely self-regulation
(SRC), technological literacy and competency (TLCC), student isolation (SIC),
technological sufficiency (TSC), and technological complexity (TCC) challenges
(Rasheed et al., 2020, p. 5). SRC refers to a set of behavior by which students exer-
cise control over their emotions, actions, and thoughts to achieve learning objec-
tives. TLCC relates to a set of challenges about students’ ability to effectively use
technology for learning purposes. SIC relates to the emotional discomfort that stu-
dents experience as a result of being lonely and secluded from their peers. TSC
refers to a set of challenges that students experience when accessing available online
technologies for learning. Finally, there is TCC which involves challenges that stu-
dents experience when exposed to complex and over-sufficient technologies for
online learning.
To extend Rasheed et al. (2020) categories and to cover other potential challenges
during online classes, two more clusters were added, namely learning resource chal-
lenges (LRC) and learning environment challenges (LEC) (Buehler, 2004; Recker
et al., 2004; Seplaki et al., 2014; Xue et al., 2020). LRC refers to a set of challenges
that students face relating to their use of library resources and instructional materi-
als, whereas LEC is a set of challenges that students experience related to the con-
dition of their learning space that shapes their learning experiences, beliefs, and
attitudes. Since learning environment at home and learning resources available to
students has been reported to significantly impact the quality of learning and their
achievement of learning outcomes (Drane et al., 2020; Suryaman et al., 2020), the
7. Education and Information Technologies
1 3
inclusion of LRC and LEC would allow us to capture other important challenges
that students experience during the pandemic, particularly those from developing
regions. This comprehensive list would provide us a clearer and detailed picture of
students’ experiences when engaged in online learning in an emergency. Given the
restrictions in mobility at macro and micro levels during the pandemic, it is also
expected that such conditions would aggravate these challenges. Therefore, this
paper intends to understand these challenges from students’ perspectives since they
are the ones that are ultimately impacted when the issue is about the learning experi-
ence. We also seek to explore areas that provide inconclusive findings, thereby set-
ting the path for future research.
3 Material and methods
The present study adopted a descriptive, mixed-methods approach to address the
research questions. This approach allowed the researchers to collect complex data
about students’ experience in an online learning environment and to clearly under-
stand the phenomena from their perspective.
3.1 Participants
This study involved 200 (66 male and 134 female) students from a private higher
education institution in the Philippines. These participants were Psychology, Physi-
cal Education, and Sports Management majors whose ages ranged from 17 to 25
(x̅ = 19.81; SD = 1.80). The students have been engaged in online learning for at least
two terms in both synchronous and asynchronous modes. The students belonged
to low- and middle-income groups but were equipped with the basic online learn-
ing equipment (e.g., computer, headset, speakers) and computer skills necessary for
Table 1 Participants’ Online
Learning Platforms
Learning Platforms Classification
Primary Supplementary
f % f %
Blackboard - - 1 0.50
Canvas - - 1 0.50
Edmodo - - 1 0.50
Facebook 9 4.50 170 85.00
Google Classroom 5 2.50 15 7.50
Moodle - - 7 3.50
MS Teams 184 92.00 - -
Schoology 1 0.50 - -
Twitter - - - -
Zoom 1 0.50 5 2.50
200 100.00 200 100.00
8. 1 3
Education and Information Technologies
their participation in online classes. Table 1 shows the primary and secondary plat-
forms that students used during their online classes. The primary platforms are those
that are formally adopted by teachers and students in a structured academic context,
whereas the secondary platforms are those that are informally and spontaneously
used by students and teachers for informal learning and to supplement instructional
delivery. Note that almost all students identified MS Teams as their primary plat-
form because it is the official learning management system of the university.
Informed consent was sought from the participants prior to their involvement.
Before students signed the informed consent form, they were oriented about the
objectives of the study and the extent of their involvement. They were also briefed
about the confidentiality of information, their anonymity, and their right to refuse
to participate in the investigation. Finally, the participants were informed that they
would incur no additional cost from their participation.
3.2 Instrument and data collection
The data were collected using a retrospective self-report questionnaire and a focused
group discussion (FGD). A self-report questionnaire was considered appropri-
ate because the indicators relate to affective responses and attitude (Araujo et al.,
2017; Barrot, 2016; Spector, 1994). Although the participants may tell more than
what they know or do in a self-report survey (Matsumoto, 1994), this challenge was
addressed by explaining to them in detail each of the indicators and using methodo-
logical triangulation through FGD. The questionnaire was divided into four sections:
(1) participant’s personal information section, (2) the background information on the
online learning environment, (3) the rating scale section for the online learning chal-
lenges, (4) the open-ended section. The personal information section asked about
the students’ personal information (name, school, course, age, and sex), while the
background information section explored the online learning mode and platforms
(primary and secondary) used in class, and students’ length of engagement in online
classes. The rating scale section contained 37 items that relate to SRC (6 items),
TLCC (10 items), SIC (4 items), TSC (6 items), TCC (3 items), LRC (4 items), and
LEC (4 items). The Likert scale uses six scores (i.e., 5–to a very great extent, 4–to
a great extent, 3–to a moderate extent, 2–to some extent, 1–to a small extent, and
0–not at all/negligible) assigned to each of the 37 items. Finally, the open-ended
questions asked about other challenges that students experienced, the impact of the
pandemic on the intensity or extent of the challenges they experienced, and the strat-
egies that the participants employed to overcome the eight different types of chal-
lenges during online learning. Two experienced educators and researchers reviewed
the questionnaire for clarity, accuracy, and content and face validity. The piloting
of the instrument revealed that the tool had good internal consistency (Cronbach’s
α = 0.96).
The FGD protocol contains two major sections: the participants’ background
information and the main questions. The background information section asked
about the students’ names, age, courses being taken, online learning mode used
in class. The items in the main questions section covered questions relating to the
9. Education and Information Technologies
1 3
students’ overall attitude toward online learning during the pandemic, the reasons
for the scores they assigned to each of the challenges they experienced, the impact
of the pandemic on students’ challenges, and the strategies they employed to address
the challenges. The same experts identified above validated the FGD protocol.
Both the questionnaire and the FGD were conducted online via Google survey
and MS Teams, respectively. It took approximately 20 min to complete the ques-
tionnaire, while the FGD lasted for about 90 min. Students were allowed to ask for
clarification and additional explanations relating to the questionnaire content, FGD,
and procedure. Online surveys and interview were used because of the ongoing
lockdown in the city. For the purpose of triangulation, 20 (10 from Psychology and
10 from Physical Education and Sports Management) randomly selected students
were invited to participate in the FGD. Two separate FGDs were scheduled for each
group and were facilitated by researcher 2 and researcher 3, respectively. The inter-
viewers ensured that the participants were comfortable and open to talk freely dur-
ing the FGD to avoid social desirability biases (Bergen Labonté, 2020). These
were done by informing the participants that there are no wrong responses and that
their identity and responses would be handled with the utmost confidentiality. With
the permission of the participants, the FGD was recorded to ensure that all relevant
information was accurately captured for transcription and analysis.
3.3 Data analysis
To address the research questions, we used both quantitative and qualitative analy-
ses. For the quantitative analysis, we entered all the data into an excel spreadsheet.
Then, we computed the mean scores (M) and standard deviations (SD) to determine
the level of challenges experienced by students during online learning. The mean
score for each descriptor was interpreted using the following scheme: 4.18 to 5.00
(to a very great extent), 3.34 to 4.17 (to a great extent), 2.51 to 3.33 (to a moderate
extent), 1.68 to 2.50 (to some extent), 0.84 to 1.67 (to a small extent), and 0 to 0.83
(not at all/negligible). The equal interval was adopted because it produces more reli-
able and valid information than other types of scales (Cicchetti et al., 2006).
For the qualitative data, we analyzed the students’ responses in the open-ended
questions and the transcribed FGD using the predetermined categories in the con-
ceptual framework. Specifically, we used multilevel coding in classifying the codes
from the transcripts (Birks Mills, 2011). To do this, we identified the relevant
codes from the responses of the participants and categorized these codes based on
the similarities or relatedness of their properties and dimensions. Then, we per-
formed a constant comparative and progressive analysis of cases to allow the ini-
tially identified subcategories to emerge and take shape. To ensure the reliability of
the analysis, two coders independently analyzed the qualitative data. Both coders
familiarize themselves with the purpose, research questions, research method, and
codes and coding scheme of the study. They also had a calibration session and dis-
cussed ways on how they could consistently analyze the qualitative data. Percent of
agreement between the two coders was 86 percent. Any disagreements in the analy-
sis were discussed by the coders until an agreement was achieved.
10. 1 3
Education and Information Technologies
4 Results
This study investigated students’ online learning experience in higher education
within the context of the pandemic. Specifically, we identified the extent of chal-
lenges that students experienced, how the COVID-19 pandemic impacted their
online learning experience, and the strategies that they used to confront these
challenges.
4.1 The extent of students’online learning challenges
Table 2 presents the mean scores and SD for the extent of challenges that students’
experienced during online learning. Overall, the students experienced the identi-
fied challenges to a moderate extent (x̅ = 2.62, SD = 1.03) with scores ranging from
x̅ = 1.72 (to some extent) to x̅ = 3.58 (to a great extent). More specifically, the great-
est challenge that students experienced was related to the learning environment
(x̅ = 3.49, SD
=
1.27), particularly on distractions at home, limitations in complet-
ing the requirements for certain subjects, and difficulties in selecting the learning
areas and study schedule. It is, however, found that the least challenge was on tech-
nological literacy and competency (x̅ = 2.10, SD
=
1.13), particularly on knowledge
and training in the use of technology, technological intimidation, and resistance to
learning technologies. Other areas that students experienced the least challenge are
Internet access under TSC and procrastination under SRC. Nonetheless, nearly half
of the students’ responses per indicator rated the challenges they experienced as
moderate (14 of the 37 indicators), particularly in TCC (x̅ = 2.51, SD = 1.31), SIC
(x̅ = 2.77, SD = 1.34), and LRC (x̅ = 2.93, SD = 1.31).
Out of 200 students, 181 responded to the question about other challenges that
they experienced. Most of their responses were already covered by the seven prede-
termined categories, except for 18 responses related to physical discomfort (N = 5)
and financial challenges (N
=
13). For instance, S108 commented that “when it
comes to eyes and head, my eyes and head get ache if the session of class was 3 h
straight in front of my gadget.” In the same vein, S194 reported that “the long expo-
sure to gadgets especially laptop, resulting in body pain headaches.” With refer-
ence to physical financial challenges, S66 noted that “not all the time I have money
to load”, while S121 claimed that “I don’t know until when are we going to afford
budgeting our money instead of buying essentials.”
4.2 Impact of the pandemic on students’online learning challenges
Another objective of this study was to identify how COVID-19 influenced the online
learning challenges that students experienced. As shown in Table 3, most of the stu-
dents’ responses were related to teaching and learning quality (N = 86) and anxiety
and other mental health issues (N
=
52). Regarding the adverse impact on teaching
and learning quality, most of the comments relate to the lack of preparation for the
transition to online platforms (e.g., S23, S64), limited infrastructure (e.g., S13, S65,
S99, S117), and poor Internet service (e.g., S3, S9, S17, S41, S65, S99). For the
11. Education and Information Technologies
1 3
Table 2 The Extent of Students’ Challenges during the Interim Online Learning
CHALLENGES x̅ SD
Self-regulation challenges (SRC) 2.37 1.16
1. I delay tasks related to my studies so that they are either not fully completed by their
deadline or had to be rushed to be completed.
1.84 1.47
2. I fail to get appropriate help during online classes. 2.04 1.44
3. I lack the ability to control my own thoughts, emotions, and actions during online classes. 2.51 1.65
4. I have limited preparation before an online class. 2.68 1.54
5. I have poor time management skills during online classes. 2.50 1.53
6. I fail to properly use online peer learning strategies (i.e., learning from one another to bet-
ter facilitate learning such as peer tutoring, group discussion, and peer feedback).
2.34 1.50
Technological literacy and competency challenges (TLCC) 2.10 1.13
7. I lack competence and proficiency in using various interfaces or systems that allow me to
control a computer or another embedded system for studying.
2.05 1.39
8. I resist learning technology. 1.89 1.46
9. I am distracted by an overly complex technology. 2.44 1.43
10. I have difficulties in learning a new technology. 2.06 1.50
11. I lack the ability to effectively use technology to facilitate learning. 2.08 1.51
12. I lack knowledge and training in the use of technology. 1.76 1.43
13. I am intimidated by the technologies used for learning. 1.89 1.44
14. I resist and/or am confused when getting appropriate help during online classes. 2.19 1.52
15. I have poor understanding of directions and expectations during online learning. 2.16 1.56
16. I perceive technology as a barrier to getting help from others during online classes. 2.47 1.43
Student isolation challenges (SIC) 2.77 1.34
17. I feel emotionally disconnected or isolated during online classes. 2.71 1.58
18. I feel disinterested during online class. 2.54 1.53
19. I feel unease and uncomfortable in using video projection, microphones, and speakers. 2.90 1.57
20. I feel uncomfortable being the center of attention during online classes. 2.93 1.67
Technological sufficiency challenges (TSC) 2.31 1.29
21. I have an insufficient access to learning technology. 2.27 1.52
22. I experience inequalities with regard to access to and use of technologies during online
classes because of my socioeconomic, physical, and psychological condition.
2.34 1.68
23. I have an outdated technology. 2.04 1.62
24. I do not have Internet access during online classes. 1.72 1.65
25. I have low bandwidth and slow processing speeds. 2.66 1.62
26. I experience technical difficulties in completing my assignments. 2.84 1.54
Technological complexity challenges (TCC) 2.51 1.31
27. I am distracted by the complexity of the technology during online classes. 2.34 1.46
28. I experience difficulties in using complex technology. 2.33 1.51
29. I experience difficulties when using longer videos for learning. 2.87 1.48
Learning resource challenges (LRC) 2.93 1.31
30. I have an insufficient access to library resources. 2.86 1.72
31. I have an insufficient access to laboratory equipment and materials. 3.16 1.71
32. I have limited access to textbooks, worksheets, and other instructional materials. 2.63 1.57
33. I experience financial challenges when accessing learning resources and technology. 3.07 1.57
12. 1 3
Education and Information Technologies
anxiety and mental health issues, most students reported that the anxiety, boredom,
sadness, and isolation they experienced had adversely impacted the way they learn
(e.g., S11, S130), completing their tasks/activities (e.g., S56, S156), and their moti-
vation to continue studying (e.g., S122, S192). The data also reveal that COVID-
19 aggravated the financial difficulties experienced by some students (N = 16), con-
sequently affecting their online learning experience. This financial impact mainly
revolved around the lack of funding for their online classes as a result of their
parents’ unemployment and the high cost of Internet data (e.g., S18, S113, S167).
Meanwhile, few concerns were raised in relation to COVID-19’s impact on mobility
(N = 7) and face-to-face interactions (N = 7). For instance, some commented that the
lack of face-to-face interaction with her classmates had a detrimental effect on her
learning (S46) and socialization skills (S36), while others reported that restrictions
in mobility limited their learning experience (S78, S110). Very few comments were
related to no effect (N = 4) and positive effect (N = 2). The above findings suggest the
pandemic had additive adverse effects on students’ online learning experience.
4.3 Students’strategies to overcome challenges in an online learning
environment
The third objective of this study is to identify the strategies that students employed
to overcome the different online learning challenges they experienced. Table 4
presents that the most commonly used strategies used by students were resource
management and utilization (N = 181), help-seeking (N = 155), technical aptitude
enhancement (N = 122), time management (N = 98), and learning environment con-
trol (N = 73). Not surprisingly, the top two strategies were also the most consistently
used across different challenges. However, looking closely at each of the seven chal-
lenges, the frequency of using a particular strategy varies. For TSC and LRC, the
most frequently used strategy was resource management and utilization (N = 52,
N
=
89, respectively), whereas technical aptitude enhancement was the students’
most preferred strategy to address TLCC (N
=
77) and TCC (N
=
38). In the case
of SRC, SIC, and LEC, the most frequently employed strategies were time man-
agement (N = 71), psychological support (N = 53), and learning environment control
(N
=
60). In terms of consistency, help-seeking appears to be the most consistent
Table 2 (continued)
CHALLENGES x̅ SD
Learning environment challenges (LEC) 3.49 1.27
34. I experience online distractions such as social media during online classes. 3.20 1.58
35. I experience distractions at home as a learning environment. 3.55 1.54
36. I have difficulties in selecting the best time and area for learning at home. 3.40 1.58
37. Home set-up limits the completion of certain requirements for my subject (e.g., labora-
tory and physical activities).
3.58 1.52
AVERAGE 2.62 1.03
13. Education and Information Technologies
1 3
Table 3 Summary
of
students’
responses
on
the
impact
of
COVID-19
on
their
online
learning
experience
Areas
f
Sample
Responses
Reduces
the
quality
of
learning
experience
86
The
pandemic
really
worsen
everything
in
all
levels.
We’re
currently
in
a
stressful
year
because
of
our
researches
and
exams
and
the
online
class
makes
it
harder
for
us
to
perform
better
as
it
limits
our
resources
and
activities
that
we
should’ve
done
in
school.
Studying
is
hard
but
learning
thru
online
because
of
pandemic
makes
it
worse.
(S13)
It
is
very
difficult
to
have
online
class
during
this
pandemic,
not
all
family
are
blessed
to
have
a
good
shelter,
good
gadget
and
good
connection.
(S65)
I
find
it
really
hard
to
find
a
company
that
I
can
apply
to
for
my
internship
that
allows
WFH.
(S118)
Causes
anxiety
and
other
mental
health
issues
52
It
worsen
by
adding
up
to
the
anxiety
I
am
feeling
every
time
I
think
about
it.
(S11)
It’s
really
hard
especially
there’s
a
treat
of
getting
the
virus
whenever
I
go
to
computer
shops
just
to
comply
every
requirement
in
every
subject.
(S56)
I
always
feel
anxious
and
nervous
knowing
what
is
happening
around
me.
Also,
the
fact
that
there
is
still
no
progress
in
coping
up
with
COVID-19
cases.
It
feels
heavy.
I
also
having
second
thought
of
stop-
ping
my
online
classes
even
though
I
am
equipped
in
tools,
but
not
mentally
and
emotionally.
(S192)
Aggravates
financial
problems
16
The
fact
that
my
parents
can
only
get
40%
of
their
monthly
salary,
makes
it
hard
for
us
to
fit
my
school
expenses
to
our
daily
necessities.
(S18)
Financial
problems
because
I
don’t
know
where
to
get
money
to
load
for
participate
in
our
class
but
I
surely
do
my
very
best
to
find
a
way
so
that
I
can
participate
our
online
class
learning.
(S167)
Limits
interaction
7
My
plan
to
improve
my
socialization
skills
failed.
(S36)
I
do
not
have
a
problem
academically,
it
is
the
human
or
face-to-face
interaction
that
I
miss.
Learning
is
much
better
when
I
am
with
my
friends/classmates.(S46)
Restricts
mobility
7
The
pandemic
limits
the
things
that
we
should
do
in
school.
(S78)
In
terms
of
activity,
we
can’t
do
activity
we
need
to
experience
and
accomplished
because
it
can’t
be
done
online
such
as
lab
works,
conducting
test
and
research.
(S110)
No
effect
4
It
doesn’t
really
affect
my
online
class
so,
I
think
it
doesn’t
worsen
the
challenges
I
am
experiencing
dur-
ing
online
class.
(S100)
For
me
it’s
ok
as
long
as
we
are
safe
in
our
places
(S168)
Positive
effect
2
It
help
me
somehow
because
I
save
some
money
because
if
we
have
face
to
face
classes,
I
need
to
com-
mute
everyday.
(S35)
This
pandemic
taught
me
somehow
to
be
resilient
and
be
productive
even
during
such
challenges.
(S112)
14. 1 3
Education and Information Technologies
across the different challenges in an online learning environment. Table 4 further
reveals that strategies used by students within a specific type of challenge vary.
5 Discussion and conclusions
The current study explores the challenges that students experienced in an online
learning environment and how the pandemic impacted their online learning experi-
ence. The findings revealed that the online learning challenges of students varied in
terms of type and extent. Their greatest challenge was linked to their learning envi-
ronment at home, while their least challenge was technological literacy and com-
petency. Based on the students’ responses, their challenges were also found to be
aggravated by the pandemic, especially in terms of quality of learning experience,
mental health, finances, interaction, and mobility. With reference to previous studies
(i.e., Adarkwah, 2021; Copeland et al., 2021; Day et al., 2021; Fawaz et al., 2021;
Kapasia et al., 2020; Khalil et al., 2020; Singh et al., 2020), the current study has
complemented their findings on the pedagogical, logistical, socioeconomic, techno-
logical, and psychosocial online learning challenges that students experience within
the context of the COVID-19 pandemic. Further, this study extended previous stud-
ies and our understanding of students’ online learning experience by identifying
Table 4 Students’ Strategies to Overcome Online Learning Challenges
Strategies SRC TLCC SIC TSC TCC LRC LEC Total
Adaptation 7 1 11 4 10 10 17 60
Cognitive aptitude enhancement 2 3 0 0 2 4 2 13
Concentration and focus 13 2 7 0 4 5 12 43
Focus and concentration 0 3 0 0 0 0 0 3
Goal-setting 8 0 0 2 2 0 1 13
Help-seeking 13 42 2 36 16 28 18 155
Learning environment control 1 3 0 6 3 0 60 73
Motivation 2 0 4 0 5 1 0 12
Optimism 4 5 9 15 9 2 3 47
Peer learning 3 2 6 0 1 0 0 12
Psychosocial support 3 0 53 1 0 0 0 57
Reflection 6 0 0 0 0 0 0 6
Relaxation and recreation 16 1 13 0 7 0 0 37
Resource management utilization 3 11 0 52 20 89 6 181
Self-belief 0 1 11 0 1 0 1 14
Self-discipline 12 3 3 6 3 1 4 32
Self-study 6 0 0 0 0 1 0 7
Technical aptitude enhancement 0 77 0 7 38 0 0 122
Thought control 6 0 2 0 1 1 3 13
Time management 71 3 2 10 4 3 5 98
Transcendental strategies 2 0 0 0 0 0 0 2
15. Education and Information Technologies
1 3
both the presence and extent of online learning challenges and by shedding light on
the specific strategies they employed to overcome them.
Overall findings indicate that the extent of challenges and strategies varied from
one student to another. Hence, they should be viewed as a consequence of interac-
tion several many factors. Students’ responses suggest that their online learning chal-
lenges and strategies were mediated by the resources available to them, their interac-
tion with their teachers and peers, and the school’s existing policies and guidelines
for online learning. In the context of the pandemic, the imposed lockdowns and stu-
dents’ socioeconomic condition aggravated the challenges that students experience.
While most studies revealed that technology use and competency were the most
common challenges that students face during the online classes (see Rasheed et al.,
2020), the case is a bit different in developing countries in times of pandemic. As
the findings have shown, the learning environment is the greatest challenge that
students needed to hurdle, particularly distractions at home (e.g., noise) and limita-
tions in learning space and facilities. This data suggests that online learning chal-
lenges during the pandemic somehow vary from the typical challenges that students
experience in a pre-pandemic online learning environment. One possible explana-
tion for this result is that restriction in mobility may have aggravated this challenge
since they could not go to the school or other learning spaces beyond the vicinity of
their respective houses. As shown in the data, the imposition of lockdown restricted
students’ learning experience (e.g., internship and laboratory experiments), lim-
ited their interaction with peers and teachers, caused depression, stress, and anx-
iety among students, and depleted the financial resources of those who belong to
lower-income group. All of these adversely impacted students’ learning experience.
This finding complemented earlier reports on the adverse impact of lockdown on
students’ learning experience and the challenges posed by the home learning envi-
ronment (e.g., Day et al., 2021; Kapasia et al., 2020). Nonetheless, further studies
are required to validate the impact of restrictions on mobility on students’ online
learning experience. The second reason that may explain the findings relates to stu-
dents’ socioeconomic profile. Consistent with the findings of Adarkwah (2021) and
Day et al. (2021), the current study reveals that the pandemic somehow exposed the
many inequities in the educational systems within and across countries. In the case
of a developing country, families from lower socioeconomic strata (as in the case
of the students in this study) have limited learning space at home, access to quality
Internet service, and online learning resources. This is the reason the learning envi-
ronment and learning resources recorded the highest level of challenges. The socio-
economic profile of the students (i.e., low and middle-income group) is the same
reason financial problems frequently surfaced from their responses. These students
frequently linked the lack of financial resources to their access to the Internet, edu-
cational materials, and equipment necessary for online learning. Therefore, caution
should be made when interpreting and extending the findings of this study to other
contexts, particularly those from higher socioeconomic strata.
Among all the different online learning challenges, the students experienced the
least challenge on technological literacy and competency. This is not surprising
considering a plethora of research confirming Gen Z students’ (born since 1996)
high technological and digital literacy (Barrot, 2018; Ng, 2012; Roblek et al., 2019).
16. 1 3
Education and Information Technologies
Regarding the impact of COVID-19 on students’ online learning experience, the
findings reveal that teaching and learning quality and students’ mental health were
the most affected. The anxiety that students experienced does not only come from
the threats of COVID-19 itself but also from social and physical restrictions, unfa-
miliarity with new learning platforms, technical issues, and concerns about finan-
cial resources. These findings are consistent with that of Copeland et al. (2021) and
Fawaz et al. (2021), who reported the adverse effects of the pandemic on students’
mental and emotional well-being. This data highlights the need to provide serious
attention to the mediating effects of mental health, restrictions in mobility, and pre-
paredness in delivering online learning.
Nonetheless, students employed a variety of strategies to overcome the challenges
they faced during online learning. For instance, to address the home learning envi-
ronment problems, students talked to their family (e.g., S12, S24), transferred to a
quieter place (e.g., S7, S 26), studied at late night where all family members are
sleeping already (e.g., S51), and consulted with their classmates and teachers (e.g.,
S3, S9, S156, S193). To overcome the challenges in learning resources, students
used the Internet (e.g., S20, S27, S54, S91), joined Facebook groups that share free
resources (e.g., S5), asked help from family members (e.g., S16), used resources
available at home (e.g., S32), and consulted with the teachers (e.g., S124). The vary-
ing strategies of students confirmed earlier reports on the active orientation that stu-
dents take when faced with academic- and non-academic-related issues in an online
learning space (see Fawaz et al., 2021). The specific strategies that each student
adopted may have been shaped by different factors surrounding him/her, such as
available resources, student personality, family structure, relationship with peers and
teacher, and aptitude. To expand this study, researchers may further investigate this
area and explore how and why different factors shape their use of certain strategies.
Several implications can be drawn from the findings of this study. First, this study
highlighted the importance of emergency response capability and readiness of higher
education institutions in case another crisis strikes again. Critical areas that need
utmost attention include (but not limited to) national and institutional policies, proto-
col and guidelines, technological infrastructure and resources, instructional delivery,
staff development, potential inequalities, and collaboration among key stakehold-
ers (i.e., parents, students, teachers, school leaders, industry, government education
agencies, and community). Second, the findings have expanded our understanding
of the different challenges that students might confront when we abruptly shift to
full online learning, particularly those from countries with limited resources, poor
Internet infrastructure, and poor home learning environment. Schools with a similar
learning context could use the findings of this study in developing and enhancing
their respective learning continuity plans to mitigate the adverse impact of the pan-
demic. This study would also provide students relevant information needed to reflect
on the possible strategies that they may employ to overcome the challenges. These
are critical information necessary for effective policymaking, decision-making, and
future implementation of online learning. Third, teachers may find the results useful
in providing proper interventions to address the reported challenges, particularly in
the most critical areas. Finally, the findings provided us a nuanced understanding
of the interdependence of learning tools, learners, and learning outcomes within an
17. Education and Information Technologies
1 3
online learning environment; thus, giving us a multiperspective of hows and whys of
a successful migration to full online learning.
Some limitations in this study need to be acknowledged and addressed in future
studies. One limitation of this study is that it exclusively focused on students’ per-
spectives. Future studies may widen the sample by including all other actors taking
part in the teaching–learning process. Researchers may go deeper by investigating
teachers’ views and experience to have a complete view of the situation and how
different elements interact between them or affect the others. Future studies may
also identify some teacher-related factors that could influence students’ online learn-
ing experience. In the case of students, their age, sex, and degree programs may
be examined in relation to the specific challenges and strategies they experience.
Although the study involved a relatively large sample size, the participants were
limited to college students from a Philippine university. To increase the robustness
of the findings, future studies may expand the learning context to K-12 and several
higher education institutions from different geographical regions. As a final note,
this pandemic has undoubtedly reshaped and pushed the education system to its lim-
its. However, this unprecedented event is the same thing that will make the educa-
tion system stronger and survive future threats.
Authors’contributions Jessie Barrot led the planning, prepared the instrument, wrote the report, and pro-
cessed and analyzed data. Ian Llenares participated in the planning, fielded the instrument, processed and
analyzed data, reviewed the instrument, and contributed to report writing. Leo del Rosario participated in
the planning, fielded the instrument, processed and analyzed data, reviewed the instrument, and contrib-
uted to report writing.
Funding No funding was received in the conduct of this study.
Availability of data and materials The datasets used and/or analysed during the current study are avail-
able from the corresponding author on reasonable request.
Declarations
Ethics approval The study has undergone appropriate ethics protocol.
Consent to participate Informed consent was sought from the participants.
Consent for publication Authors consented the publication. Participants consented to publication as long
as confidentiality is observed.
References
Adarkwah, M. A. (2021). “I’m not against online teaching, but what about us?”: ICT in Ghana post
Covid-19. Education and Information Technologies, 26(2), 1665–1685.
Almaiah, M. A., Al-Khasawneh, A., Althunibat, A. (2020). Exploring the critical challenges and fac-
tors influencing the E-learning system usage during COVID-19 pandemic. Education and Informa-
tion Technologies, 25, 5261–5280.
18. 1 3
Education and Information Technologies
Araujo, T., Wonneberger, A., Neijens, P., de Vreese, C. (2017). How much time do you spend online?
Understanding and improving the accuracy of self-reported measures of Internet use. Communica-
tion Methods and Measures, 11(3), 173–190.
Barrot, J. S. (2016). Using Facebook-based e-portfolio in ESL writing classrooms: Impact and challenges.
Language, Culture and Curriculum, 29(3), 286–301.
Barrot, J. S. (2018). Facebook as a learning environment for language teaching and learning: A criti-
cal analysis of the literature from 2010 to 2017. Journal of Computer Assisted Learning, 34(6),
863–875.
Barrot, J. S. (2020). Scientific mapping of social media in education: A decade of exponential growth.
Journal of Educational Computing Research. https://doi.org/10.1177/0735633120972010.
Barrot, J. S. (2021). Social media as a language learning environment: A systematic review of the litera-
ture (2008–2019). Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.
1883673.
Bergen, N., Labonté, R. (2020). “Everything is perfect, and we have no problems”: Detecting and
limiting social desirability bias in qualitative research. Qualitative Health Research, 30(5), 783–792.
Birks, M., Mills, J. (2011). Grounded theory: A practical guide. Sage.
Boelens, R., De Wever, B., Voet, M. (2017). Four key challenges to the design of blended learning: A
systematic literature review. Educational Research Review, 22, 1–18.
Buehler, M. A. (2004). Where is the library in course management software? Journal of Library Admin-
istration, 41(1–2), 75–84.
Carter, R. A., Jr., Rice, M., Yang, S., Jackson, H. A. (2020). Self-regulated learning in online learn-
ing environments: Strategies for remote learning. Information and Learning Sciences, 121(5/6),
321–329.
Cavanaugh, C. S., Barbour, M. K., Clark, T. (2009). Research and practice in K-12 online learning:
A review of open access literature. The International Review of Research in Open and Distributed
Learning, 10(1), 1–22.
Cicchetti, D., Bronen, R., Spencer, S., Haut, S., Berg, A., Oliver, P., Tyrer, P. (2006). Rating scales,
scales of measurement, issues of reliability: Resolving some critical issues for clinicians and
researchers. The Journal of Nervous and Mental Disease, 194(8), 557–564.
Copeland, W. E., McGinnis, E., Bai, Y., Adams, Z., Nardone, H., Devadanam, V., Hudziak, J. J.
(2021). Impact of COVID-19 pandemic on college student mental health and wellness. Journal of
the American Academy of Child Adolescent Psychiatry, 60(1), 134–141.
Day, T., Chang, I. C. C., Chung, C. K. L., Doolittle, W. E., Housel, J., McDaniel, P. N. (2021). The
immediate impact of COVID-19 on postsecondary teaching and learning. The Professional Geogra-
pher, 73(1), 1–13.
Donitsa-Schmidt, S., Ramot, R. (2020). Opportunities and challenges: Teacher education in Israel in
the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586–595.
Drane, C., Vernon, L., O’Shea, S. (2020). The impact of ‘learning at home’on the educational out-
comes of vulnerable children in Australia during the COVID-19 pandemic. Literature Review Pre-
pared by the National Centre for Student Equity in Higher Education. Curtin University, Australia.
Elaish, M., Shuib, L., Ghani, N., Yadegaridehkordi, E. (2019). Mobile English language learning
(MELL): A literature review. Educational Review, 71(2), 257–276.
Fawaz, M., Al Nakhal, M., Itani, M. (2021). COVID-19 quarantine stressors and management among
Lebanese students: A qualitative study. Current Psychology, 1–8.
Franchi, T. (2020). The impact of the Covid-19 pandemic on current anatomy education and future
careers: A student’s perspective. Anatomical Sciences Education, 13(3), 312–315.
Garcia, R., Falkner, K., Vivian, R. (2018). Systematic literature review: Self-regulated learning strate-
gies using e-learning tools for computer science. Computers Education, 123, 150–163.
Gonzalez, T., De La Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., Sacha, G. M.
(2020). Influence of COVID-19 confinement on students’ performance in higher education. PLoS
One, 15(10), e0239490.
Hew, K. F., Jia, C., Gonda, D. E., Bai, S. (2020). Transitioning to the “new normal” of learning in
unpredictable times: Pedagogical practices and learning performance in fully online flipped class-
rooms. International Journal of Educational Technology in Higher Education, 17(1), 1–22.
Huang, Q. (2019). Comparing teacher’s roles of F2F learning and online learning in a blended English
course. Computer Assisted Language Learning, 32(3), 190–209.
John Hopkins University. (2021). Global map. https://coronavirus.jhu.edu/
19. Education and Information Technologies
1 3
Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., Chouhan, P. (2020). Impact of lock-
down on learning status of undergraduate and postgraduate students during COVID-19 pandemic in
West Bengal. India. Children and Youth Services Review, 116, 105194.
Kebritchi, M., Lipschuetz, A., Santiague, L. (2017). Issues and challenges for teaching successful
online courses in higher education: A literature review. Journal of Educational Technology Systems,
46(1), 4–29.
Khalil, R., Mansour, A. E., Fadda, W. A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., Al-Wutayd,
O. (2020). The sudden transition to synchronized online learning during the COVID-19 pandemic
in Saudi Arabia: A qualitative study exploring medical students’ perspectives. BMC Medical Educa-
tion, 20(1), 1–10.
Matsumoto, K. (1994). Introspection, verbal reports and second language learning strategy research.
Canadian Modern Language Review, 50(2), 363–386.
Ng, W. (2012). Can we teach digital natives digital literacy? Computers Education, 59(3), 1065–1078.
Pham, T., Nguyen, H. (2020). COVID-19: Challenges and opportunities for Vietnamese higher educa-
tion. Higher Education in Southeast Asia and beyond, 8, 22–24.
Rasheed, R. A., Kamsin, A., Abdullah, N. A. (2020). Challenges in the online component of blended
learning: A systematic review. Computers Education, 144, 103701.
Recker, M. M., Dorward, J., Nelson, L. M. (2004). Discovery and use of online learning resources:
Case study findings. Educational Technology Society, 7(2), 93–104.
Roblek, V., Mesko, M., Dimovski, V., Peterlin, J. (2019). Smart technologies as social innovation and
complex social issues of the Z generation. Kybernetes, 48(1), 91–107.
Seplaki, C. L., Agree, E. M., Weiss, C. O., Szanton, S. L., Bandeen-Roche, K., Fried, L. P. (2014).
Assistive devices in context: Cross-sectional association between challenges in the home environ-
ment and use of assistive devices for mobility. The Gerontologist, 54(4), 651–660.
Simbulan, N. (2020). COVID-19 and its impact on higher education in the Philippines. Higher Education
in Southeast Asia and beyond, 8, 15–18.
Singh, K., Srivastav, S., Bhardwaj, A., Dixit, A., Misra, S. (2020). Medical education during the
COVID-19 pandemic: a single institution experience. Indian Pediatrics, 57(7), 678–679.
Singh, V., Thurman, A. (2019). How many ways can we define online learning? A systematic litera-
ture review of definitions of online learning (1988–2018). American Journal of Distance Education,
33(4), 289–306.
Spector, P. (1994). Using self-report questionnaires in OB research: A comment on the use of a contro-
versial method. Journal of Organizational Behavior, 15(5), 385–392.
Suryaman, M., Cahyono, Y., Muliansyah, D., Bustani, O., Suryani, P., Fahlevi, M., Munthe, A. P.
(2020). COVID-19 pandemic and home online learning system: Does it affect the quality of phar-
macy school learning? Systematic Reviews in Pharmacy, 11, 524–530.
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., Liu, X.
(2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1),
93–135.
Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., Bamanger, E. (2020). Effi-
ciency of flipped classroom with online-based teaching under COVID-19. Interactive Learning
Environments, 1–12.
Usher, M., Barak, M. (2020). Team diversity as a predictor of innovation in team projects of face-to-
face and online learners. Computers Education, 144, 103702.
Varea, V., González-Calvo, G. (2020). Touchless classes and absent bodies: Teaching physical educa-
tion in times of Covid-19. Sport, Education and Society, 1–15.
Wallace, R. M. (2003). Online learning in higher education: A review of research on interactions among
teachers and students. Education, Communication Information, 3(2), 241–280.
World Health Organization (2020). Coronavirus. https://www.who.int/health-topics/coronavirus#tab=
tab_1
Xue, E., Li, J., Li, T., Shang, W. (2020). China’s education response to COVID-19: A perspective of
policy analysis. Educational Philosophy and Theory, 1–13.
Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published
maps and institutional affiliations.
View publication stats
View publication stats