scholarly journals To Zoom or not to Zoom: Japanese and Ukrainian students’ attitudes towards online language learning

2021 ◽  
pp. 255-260
Author(s):  
Jaime Selwood ◽  
Kateryna Nykytchenko
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Online Privacy ◽  
New Normal ◽  
Privacy Concerns ◽  
Online Language Learning ◽  
Students Attitudes ◽  
The Impact ◽  
Insight Into

This paper reports on research that aimed to provide initial insight into how university students in two different countries, Japan and Ukraine, coped with greater use of videoconferencing software and whether this resulted in any issues surrounding their online privacy. To facilitate learning under the COVID-19 pandemic, instructors and learners had to speedily adapt to a ‘new normal’ of intense videoconferencing online learning. However, did this rapid implementation of online learning negatively impact students’ privacy? The findings presented in this reflective paper suggest that despite initial concerns, students who participated in the research exhibited low-level concerns regarding the impact of videoconferencing software on their online privacy. Although, students’ privacy concerns did grow when presented with long-term or permanent use of online learning as an integral part of a language learning structure.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

scholarly journals Coronavirus Pandemic: Coping with the Psychological Outcomes, Mental Changes, and the “New Normal” During and After COVID-19

2020 ◽  
pp. 07-19
Author(s):  
Hiba Takieddine ◽  
Samaa AL Tabbah
Keyword(s):  
Healthcare Providers ◽  
Well Being ◽  
World Health ◽  
Vulnerable Groups ◽  
Public Health Response ◽  
New Normal ◽  
The World ◽  
Health Organization ◽  
The Impact

Coronavirus disease 2019 (COVID-19) is a highly infectious disease that has rapidly swept across the world, inducing a considerable degree of fear, worry and concern in the population at large and among certain groups in particular, such as older adults, healthcare providers and people with underlying health conditions. Authorities around the world tried to prevent the virus spread by imposing social distancing measures, quarantining citizens and isolating infected persons. Apart from its physical impact, COVID-19 pandemic has brought numerous changes to people’s lives. It changed daily routines, caused worldwide economic crisis, increased unemployment, and placed people under emotional and financial pressures. It affected people psychologically and mentally especially in terms of emotions and cognition. During the acute crisis, everyone to varying degrees experienced fear of infection, somatic concerns, worries about the pandemic’s consequences, loneliness, depression, stress, as well as increased alcohol and drug use. As part of its public health response, the World Health Organization (WHO) has worked with partners to develop a set of new guidelines and messages that can be used to prevent, manage, and support mental and psychological well-being in different vulnerable target groups during the outbreak. Whether people like it or not, the psychological sequela of this pandemic will emerge and persist for months and years to come leading to long-term consequences. New lifestyles and “New Normals” will surely emerge. The main purpose of this review is to summarize the impact of coronavirus pandemic on the psychological and mental health of people around the world especially vulnerable groups. It also presents the relevant intervention actions and recommendations to cope efficiently and effectively with the psychological short-term and long-term outcomes, mental changes, and the “New Normal” during and after COVID-19. Keywords: COVID-19; Coronavirus, Psychological; Mental; New Normal

scholarly journals The Impact of Online Training on Saudi Medical Students’ Attitudes, Awareness, and Use of Language Learning Strategies in Relation to their Developing Autonomy

2016 ◽  
pp. 4-15
Author(s):  
Sahar Alzahrani ◽  
Julie Watson
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Group Discussion ◽  
Strategy Training ◽  
Strategy Development ◽  
Learning Material ◽  
Language Learning Strategies ◽  
Research Questions ◽  
Students Attitudes ◽  
The Impact

In the context of ongoing debate about the relationship between strategy training and autonomous learning, this study set out in the belief that they are inextricably linked and sought to explore three important aspects of learner strategy development more deeply. An experiment was designed to investigate the effectiveness of learner training with three groups of Saudi students taking a course in English for Medical Purposes: control (no treatment), offline (treatment delivered on paper), and online (online treatment). The treatments used supplementary learning material focused on language learning strategies (LLS). The design and the delivery of the treatments was informed by Rubin, Chamot, Harris, and Anderson (2007), Cohen (1998), Murphy and Hurd (2011), and Murphy (2008a). This paper sought to answer three research questions related to the impact of learner training on students’ attitudes, awareness, and use of LLS in relation to their autonomous abilities after exposure to the treatment. Qualitative data from students’ reflective writings, interviews and focus group discussion was used to answer these questions. For the two treatment groups, the treatment impact was found to be positive in relation to the research questions and negative in the control. The online group outperformed the offline one in all the three investigated aspects.

Impact of lean six sigma at pharmacy unit on hospital profitability before and during Covid-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
A. Heri Iswanto
Keyword(s):  
Six Sigma ◽  
Inpatient Care ◽  
Design Method ◽  
Lean Six Sigma ◽  
Term Care ◽  
New Normal ◽  
Content Type ◽  
Unit Level ◽  
The Impact

Purpose The purpose of this paper is to compare the impact of lean six sigma (LSS) implementation carried out in a pharmaceutical unit on the profitability of outpatient and inpatient care before and during the Covid-19 pandemic. Design/method/approach The data were analyzed descriptively to see the development patterns in four periods: before implementation, during the implementation before the pandemic, during the pandemic and during the enforcement of new normal, in general, and by the length of stay (LOS). Findings The inventory purchase in the pharmaceutical unit dramatically decreased after implementation even during the pandemic and new normal wherein the pre-pandemic it decreased by 27%, during the pandemic 29% and in the new normal 37% compared to pre-LSS. The hospital deficit decreased after implementation before the pandemic by 26% and during the pandemic by 10% from the pre-LSS time. However, during the new normal, the deficit increased by 29%, indicating a diminished effect of LSS on the hospital profits. Research limitations/implications This research raised the possible implication that the implementation of LSS needed to be carried out in the entire hospital to have a large effect, especially on the inpatient care and long-term care installations. Originality/value This research provided empirical evidence regarding the effect of the Covid-19 pandemic on the ability of LSS at the unit level to provide efficiency at the unit level and the entire hospital at various levels of LOS.

scholarly journals Exploring the effects of long-term anti-social behaviour victimisation

2020 ◽  
pp. 026975802096197
Author(s):  
Vicky Heap
Keyword(s):  
Qualitative Research ◽  
Social Behaviour ◽  
Empirical Work ◽  
Criminal Behaviour ◽  
Structured Interviews ◽  
Different Types ◽  
The Impact ◽  
Mental And Physical Health ◽  
Insight Into

Despite victimological interest in the impacts of different types of criminal victimisation, there is little empirical work that examines the effects of sub-criminal behaviour on victims. This article begins to redress the balance by reporting the findings from a qualitative research project in England that investigated the effects of long-term anti-social behaviour victimisation. Semi-structured interviews explored victims’ accounts of the long-term anti-social behaviour they experienced and the resultant effects it had on their lives. The research uncovered that victims experience a range of mental and physical health effects as well as behavioural changes and has provided the first in-depth insight into the impact of this type of victimisation. The findings suggest the cumulative harms associated with anti-social behaviour need to be better acknowledged, understood and addressed, with greater support made available to victims.

scholarly journals COVID-19 Pandemic and Possible Futures of Adult Online Learning in Higher Education : Six Trends That Could Shape the Future

2021 ◽  
pp. 72-85
Author(s):  
Nicolas Gagnon
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Education ◽  
Online Education ◽  
Time Span ◽  
Emerging Trends ◽  
The Future ◽  
Adult Online Learning ◽  
The Impact ◽  
Insight Into

The COVID-19 pandemic has had and will have, profound effects on adult education (Boeren, Roumell & Roessger, 2020; Kapplinger & Lichte, 2020) and online learning practices. The impact was unprecedented and led to the largest and quickest transformation of pedagogic practice ever seen in contemporary universities (Brammer & Clark, 2020). Although it is too soon for a full assessment, the first step is to gain insight into an understanding of the macro trends taking shape inside and outside the walls of institutions and then explore how these trends may affect the future. Against this background, a question arises: How is the COVID-19 pandemic shaping the future of adult online learning in higher education? Drawing on adult education and higher education scholarly and practitioner literature published over the last year, the purpose of this paper is threefold: (i) in the context of the COVID-19 pandemic, to identify and analyze emerging trends that could shape the future of adult online education in higher education, (ii) to analyze these trends over a longer time span in the literature, and (iii) to explore the possible futures of adult education and online learning in higher education.

scholarly journals An Empirical Research on Study Success in Times of COVID-19 Pandemic – a Case Study

2021 ◽  
pp. 17-35
Author(s):  
Christin Voigt ◽  
◽  
Jonas Kötter ◽  
Natallia Kukharenka ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Online Survey ◽  
Influencing Factor ◽  
Study Success ◽  
Path Diagram ◽  
Almost All ◽  
The Impact ◽  
Quantitative And Qualitative Methods

The COVID-19 pandemic and measures to contain it pushed many universities to switch to online learning in the spring of 2020. The changes took place very quickly and it became clear that the long-term consequences of such a transformation are uncertain and require more detailed study. This research attempts to analyze the impact of online learning on study success. This research makes use of a triangulation with quantitative and qualitative methods. Quantitatively, it contains path diagram with various factors that have an impact on the study success at a German university, which is based on a quantitative online survey with 1.529 participants. Qualitatively, 49 interviews were analyzed in order to identify reasons for the risk of failing to achieve study success. The relevance of technology becomes evident in the quantitative analysis, as it manifests itself in almost all categories that affect study success. Moreover, a new influencing factor appeared, the “adaption to digital teaching”, which was often considered important qualitatively.

The struggle for good care: moral challenges during the COVID-19 lockdown of Dutch elderly care facilities

2022 ◽  
Author(s):  
Wendy van der Geugten ◽  
Gaby Jacobs ◽  
Anne Goossensen
Keyword(s):  
Moral Distress ◽  
Elderly Care ◽  
Term Care ◽  
Care Facilities ◽  
The Impact ◽  
Personal Ethics ◽  
Depth Interviews ◽  
Insight Into

The COVID-19 lockdown of Dutch long-term care facilities between March and May 2020 affected the quality of lives of residents and opposed professional and personal ethics of care. This article, based on 25 in-depth interviews with healthcare chaplains, gives insight into what moral challenges appeared for care professionals. Moral challenges were related to: ‘family ruptures’, ‘residents’ loneliness and despair’, ‘cold-hearted deaths’ and ‘response and responsibilities’. The findings illuminate the complexity of providing care during the lockdown and show variation in the impact of these ethical experiences, in which both moral distress and moral resilience occurred.

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