scholarly journals Validation of a survey to contrast online education during the COVID-19 pandemic and face-to-face pre-pandemic education

2021 ◽  
pp. 31-38
Author(s):  
Pedro Alonso Guadal Ortiz-Sánchez ◽  
Patricia Gpe. Sánchez-Iturbe ◽  
Pedro T. Ortiz-Ojeda
Keyword(s):  
Online Education ◽  
University Students ◽  
Internet Services ◽  
Negative Effects ◽  
Face To Face ◽  
Self Evaluation ◽  
Positive Effects ◽  
School Subjects ◽  
Reliable Instrument ◽  
Different Dimensions

In order to develop quality pedagogical processes to alleviate the negative effects of the Cov19 pandemic, as the loss of interest in school subjects -caused by accessibility difficulties and lack of resources to purchase equipment and internet services, and to take advantage of the positive effects of online educational modality, as flexibility and housework, it is necessary to have valid and reliable instruments with which the information can be collected. This document presents the validation of a survey to contrast pre-pandemic online and face-to-face education. Beginning with the evaluation of the judgment of experts and teachers for preparation and proposal, which according to the methodology, was administered for a self-evaluation of university students in three areas of knowledge, and consisting of four different dimensions: attitudes during the Covid19 pandemic, applications of ICTs in education, problems when studying online, and exploration of face-to-face education The results show that it is a valid and reliable instrument to measure the four aspects described.

scholarly journals The Experiences of Grief and Personal Growth in University Students: A Qualitative Study

2021 ◽  
Vol 18 (4) ◽  
pp. 1899
Author(s):  
Jovita Tan ◽  
Karl Andriessen
Keyword(s):  
University Students ◽  
Emerging Adults ◽  
Personal Growth ◽  
Lessons Learned ◽  
Continuing Bonds ◽  
Structured Interviews ◽  
Supportive Services ◽  
Negative Effects ◽  
Positive Effects ◽  
Formal Services

Background: Experiencing the death of a close person, especially in emerging adults and students, can have profound effects on the bereaved individual’s life. As most research in this field has focused on negative effects of a loss, little is known about potential positive effects experienced by bereaved university students. This study investigated the experience of grief and personal growth in a sample of students from The University of Melbourne, Australia. Methods: Semi-structured interviews via Zoom/telephone with bereaved students (n = 14), who were invited to reflect on their loss and any personal growth potentially experienced. Thematic analysis of the data was based on a deductive and inductive approach. Results: The analysis identified four themes: (i) sharing of grief as a coping mechanism, (ii) balance between grief reactions and moving forward in life, (iii) lessons learned and personal growth, and (iv) adopting values from the deceased person and continuing bonds. Conclusions: Participants emphasized personal growth regarding self-perception and philosophical views on life. Following the loss, they preferred peer support, and used formal services only when they had a specific need. The findings indicate the importance of social support for bereaved students, and the complimentary role of peer and professional support. Hence, academic institutions should offer supportive services tailored to both students and professionals to help bereaved students.

scholarly journals Beyond the net generation debate: A comparison between digital learners in face-to-face and virtual universities

2012 ◽  
Vol 13 (4) ◽  
pp. 190 ◽  
Author(s):  
Begoña Gros ◽  
Iolanda Garcia ◽  
Anna Escofet
Keyword(s):  
Online Education ◽  
University Students ◽  
Empirical Studies ◽  
Net Generation ◽  
Teaching Methodology ◽  
Digital Native ◽  
Face To Face ◽  
Use Of Technology ◽  
Frequent Use ◽  
Digital Learners

<p>In the last decade, an important debate about the characteristics of today’s students has arisen due to their intensive experience as users of ICT. The main belief is that frequent use of technologies in everyday life implies competent users able to transfer their digital skills to learning activities. However, empirical studies developed in different countries reveal similar results suggesting that the ‘digital native’ label does not provide evidence of a better use of technology to support learning. The debate has to beyond and focus on the implications of being a learner in a digitalised world. This research is based on the hypothesis that the use of technology to support learning is not related to the fact of belonging or not to the net generation, is mainly influenced by the teaching model.</p><p>The study compares the behaviour and preferences towards ICT use in two groups of university students: face-to-face students and online students. A questionnaire was applied to a sample of university students from five universities with different characteristics (one of them offers online education and four offer face-to-face with LMS teaching-support).</p><p>Findings suggest although access to and use of ICT is widespread, the influence of teaching methodology is very decisive. For academic purposes, students seem to respond to the requirements of their courses, programmes and universities. There is a clear relationship between the students’ perception of usefulness regarding certain ICT resources and the teachers’ suggested uses of technologies. The most highly rated technologies correspond with those proposed by teachers. The study shows how the educational model (face-to-face or online) has a stronger influence on the students’ perception of usefulness regarding ICT support for learning than the fact of being a digital native.</p>

scholarly journals Exploring Coping Strategies of Different Generations of Students Starting University

2021 ◽  
Vol 12 ◽  
Author(s):  
Rita Takács ◽  
Szabolcs Takács ◽  
Judit T Kárász ◽  
Zoltán Horváth ◽  
Attila Oláh
Keyword(s):  
Online Education ◽  
University Students ◽  
Coping Strategies ◽  
Coping Skills ◽  
Self Regulation ◽  
Age Groups ◽  
Face To Face ◽  
Immune Capacity ◽  
New Generation ◽  
Psychological Coping

Introduction: Coping strategies and adaptation skills are key features in successfully adjusting to university challenges. Coping skills are an essential part of the Psychological immune system, which leads to successful adaptation. Due to COVID-19 most universities have changed their face-to-face teaching for online education. Nevertheless, there is little concrete empirical evidence on how this generation of students with the ongoing impacts of disruptive changes can cope with it. Colleges and universities need to make changes in order to retain this new generation of students. Our aim was to explore the characteristics and changes in coping skills of university students from three different age groups.Method: Psychological coping skills were measured by the Psychological Immune Competence Inventory (PICI). Differences were detected between generations. Group comparisons (pre-2004, pre-Covid, and post-Covid) groups were compared) using PICI subscales using independent sample analysis of variance. The sample consisted of 4,731 university students, 2,768 (58.5%) were men and 1,730 (36.56%) were women.Results: Students from 2004 showed significantly higher scores in the Self-regulation subsystem scale compared to students in the pre-Covid and post-Covid groups. Self-regulation subsystem: F(2, 2,569.607) = 444.375, p &lt; 0.001, η2 = 0.27: small effect, ω2 = 0.27; Resilience: F(2, 2,372.117) = 1171.855, p &lt; 0.001, η2 = 0.14: small effect, ω2 = 0.14. Based on the results, the explained variance ratio was at least 10% based on self-regulation and resilience.Conclusions: Psychological immune capacity of students seems to decrease through the years. Nonetheless, interventions may have a further facilitating role in the maintenance and development of psychological immunity during college years.

scholarly journals Towards a New Learning Experience through a Mobile Application with Augmented Reality in Engineering Education

2021 ◽  
Vol 11 (11) ◽  
pp. 4921
Author(s):  
Santiago Criollo-C ◽  
David Abad-Vásquez ◽  
Marjan Martic-Nieto ◽  
Fausto Andrés Velásquez-G ◽  
Jorge-Luis Pérez-Medina ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Online Education ◽  
Mobile Application ◽  
Engineering Students ◽  
Learning Experience ◽  
Traditional Education ◽  
Control Group ◽  
Negative Effects ◽  
Face To Face ◽  
New Learning

With the rise of information technology and digitization, education has been faced with the need to adopt new learning models using technology to create innovative educational methodologies. In addition, due to pandemic restrictions and in order to help contain the spread of the virus (COVID-19), all educational institutions have been forced to switch immediately to online education. The application of augmented reality (AR) in education provides important benefits, such as increased engagement and interactivity, and can help to minimize the negative effects of the disruption of face-to-face education. Therefore, this paper focuses on describing the effect of an augmented reality mobile application (NetAR) that was developed for engineering students as a complement to traditional education. To achieve this objective, an experimental group and a control group were established to work with the application for three weeks for three hours a day. Moreover, there are a number of usability issues with AR that may impact learning effectiveness and motivation. Therefore, the usability of the application was evaluated with the IBM Computer System Usability Questionnaire (CSUQ) tool. The usability results show that users are satisfied with NetAR, and the statistical data from the control group indicate that the application positively affects learning.

scholarly journals COVID 19 Pandemi Döneminde Çevrimiçi Muhasebe Eğitiminin ZOGA Analizi

2021 ◽  
Vol 7 (13) ◽  
pp. 451-470
Author(s):  
Ahmet ÜNSAL
Keyword(s):  
Online Education ◽  
Formal Education ◽  
Swot Analysis ◽  
Accounting Education ◽  
Quality Of Education ◽  
Negative Effects ◽  
Face To Face ◽  
Quantitative And Qualitative Research ◽  
Communication Processes

In this study, SWOT analysis of distance accounting education with off-campus education, which is one of the formal education methods during the extraordinary pandemic caused by Covid19, was made. For this purpose, the findings of seven studies consisting of quantitative and qualitative research methods on accounting and finance course during the pandemic period; The online education infrastructure was examined in the course process, exam process and communication processes. Objective results obtained from here are SWOT components for analysis; SWOT analysis of distance accounting education was made by classifying them as difficulties, possibilities, strengths and incapacities. According to the results, in summary, although distance accounting education saves time, place and way and provides flexibility in education compared to face-to-face education, motivation in the teaching process is low, it prevents active learning, the ethical level is low in exams, it is biologically unhealthy, it creates inequality of opportunity and asocial weaknesses affect the quality of education. has negative effects.

scholarly journals La familia y el juego como estrategia de aprendizaje a distancia durante la pandemia del Covid-19 en México: Una propuesta desde la enseñanza universitaria en ciencias de la salud

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Giovanna Georgina Ramirez Cerón
Keyword(s):  
Distance Education ◽  
Learning Strategies ◽  
Sudden Change ◽  
Health Science ◽  
Negative Effects ◽  
Face To Face ◽  
Self Evaluation ◽  
Virtual Self ◽  
Educación A Distancia ◽  
The Face

La pandemia por Covid-19 ha impactado las formas de aprender, por lo que el cambio repentino de la modalidad presencial a la educación a distancia como medida para prevenir contagios, es un fenómeno que debe ser investigado para brindar alternativas que apoyen el proceso de aprendizaje desde casa. La presente investigación tiene por objetivo diseñar, aplicar, evaluar y proponer estrategias de aprendizaje para que los estudiantes alcancen su máximo potencial por medio de la educación a distancia durante la pandemia. Para ello se llevó a cabo una investigación-acción educativa con ciento veinte estudiantes de ciencias de salud (enfermería y terapia física), de la Universidad de Guadalajara, durante los meses de marzo a octubre de 2020. Las estrategias de aprendizaje se aplicaron en la modalidad a distancia debido a la suspensión de clases presenciales por el Covid-19 y se basaron en la participación de la familia y la introducción del juego en las actividades de aprendizaje del curso de etimologías médicas. La evaluación de las estrategias se llevó a cabo mediante la recogida de las evidencias de los aprendizajes y un cuestionario virtual de autoevaluación de las mismas. Se encontró que incluir a la familia y el juego en la educación a distancia ayudó a mitigar los efectos negativos del confinamiento por la pandemia, lo cual, además ha fortalecido la resiliencia de los estudiantes. The pandemic by Covid-19 has impacted the ways of learning, so that the sudden change from the face to face modality to distance education as a measure to precent contagion, it is a phenomenon that must be investigated to provide alternatives that support the learning process from home. The aims this present study are design, apply, evaluate and propose learnig strategies for students to reach their máximum potential through distance education during the pandemic. For it an educational action research was carried out with one hundred and twenty health science students (nursing and physioterapy) from the Universidad de Guadalajara, during March to October 2020. Distance learning strategies were carried because out to the suspension of face to face clases due to Covid-19, wich they were based on family participation and the insertion on the play in the learning activities of the medical etymologies course. The evaluation of the strategies was carried out by collecting the evidence of learning and a virtual self-evaluation questionnaire. It was found that including family and play in distance education helped mitigate the negative effects of confinement from the pandemic, wich has also strengthened the resilience of students.

scholarly journals Comparison of E-learning and Classroom Training for Bachelor Students of Traditional Medicine

2021 ◽  
Vol 10 (2) ◽  
pp. 55-64
Author(s):  
Bazarragchaa Sodnom ◽  
Uranchimeg Tudevdagva ◽  
Tserendulam Luvsandorj ◽  
Selenge Erdenechimeg
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Active Role ◽  
Education Development ◽  
Face To Face ◽  
Self Evaluation ◽  
Need To Evaluate ◽  
E Learning ◽  
The Government

This paper describes a test and case study of self-evaluation of online courses during the pandemic time. Due to the Covid-19, the whole world needs to sit on lockdown in different periods. Many things need to be done in all kinds of business including education sector of countries. To sustain the education development, teaching methods had to switch from traditional face-to-face teaching to online courses. The government made decisions quickly, and educational institutions had no time to prepare the materials for online education. All classes of the Mongolian University of Pharmaceutical Sciences switched to online lessons. Challenges were raised before professors and tutors during online teaching. Our university did not have a specific learning management system for online education and e-learning. Therefore, professors used different platforms for their online instructions, such as Zoom and Google meet. Moreover, different social networking platforms played an active role in communication between students and professors. The situation is challenging for professors and students. To measure the quality of online courses and figure out the positive and weak points of online teaching, we need to evaluate e-learning.

scholarly journals Logistic Regression Approach in Classifying the Effectiveness of Online Education

2021 ◽  
Vol 8 (4) ◽  
pp. 21-31
Author(s):  
Elif Bengi ÜNSAL ÖZBERK ◽  
Alper YETKİNER
Keyword(s):  
Distance Education ◽  
Online Education ◽  
University Students ◽  
Regression Model ◽  
Educational Institutions ◽  
Face To Face ◽  
Logit Regression ◽  
The World ◽  
And Gender ◽  
Logit Regression Model

The developments and changes that have accompanied the Covid 19 pandemic have affected the educational world and all sectors. Educational institutions around the world have implemented emergency and online educational practises to ensure continuity of education as opposed to the planned distance education activities that were implemented for continuity of education. Due to the Covid 19 pandemic, face-to-face classes have been held in universities across the world for about a year in many disciplines through various platforms. In this process, determining the effectiveness of distance education practises in universities for students is critical for programmes to achieve their goals. This study aims to highlight the variables and effects that influence university students' decisions regarding the efficiency of online instruction. To this end, 821 university students were surveyed. Their willingness and attachment to online education, socioeconomic level, and gender were tested using logit regression analysis to build a model that predicts university students' decision about the efficiency of online education. Age, gender, high school graduation, willingness to Online Education, and attachment to Online Education are among the variables in the logit regression model that significantly predict university students' decision about whether they consider online education to be efficient or not. When analysing the result of classifying students whether they consider online education efficient or not using the logit regression model, 291 of the 409 students in the group who consider education efficient were classified correctly and 118 of them were classified inaccurately, with the rate of correct classification being 71.1%.

scholarly journals When Every Day is a High School Reunion: Social Media Comparisons and Self-Esteem

2020 ◽  
Author(s):  
Claire Midgley ◽  
Sabrina Thai ◽  
Penelope Lockwood ◽  
Chloe Kovacheff ◽  
Elizabeth Page-Gould
Keyword(s):  
Social Media ◽  
Social Comparisons ◽  
Past Research ◽  
Self Esteem ◽  
Text Messages ◽  
Negative Effects ◽  
Cumulative Impact ◽  
Face To Face ◽  
Self Evaluation ◽  
Made In

Although past research has shown that social comparisons made through social media contributeto negative outcomes, little is known about the nature of these comparisons (domains, direction, and extremity), variables that determine comparison outcomes (post valence, perceiver’s self- esteem), and how these comparisons differ from those made in other contexts (e.g., text messages, face-to-face interactions). In four studies (N=798), we provide the first comprehensive analysis of how individuals make and respond to social comparisons on social media, using comparisons made in real-time while browsing news feeds (Study 1), experimenter- generated comparisons (Study 2), and comparisons made on social media vs. in other contexts (Studies 3-4). More frequent and more extreme upward comparisons resulted in immediate declines in self-evaluations as well as cumulative negative effects on individuals’ state self- esteem, mood, and life satisfaction after a social media browsing session. Moreover, downward and lateral comparisons occurred less frequently and did little to mitigate upward comparisons’ negative effects. Furthermore, low self-esteem individuals were particularly vulnerable to making more frequent and more extreme upward comparisons on social media, which in turn threatened their already-lower self-evaluations. Finally, social media comparisons resulted in greater declines in self-evaluation than those made in other contexts. Together, these studies provide the first insights into the cumulative impact of multiple comparisons, clarify the role of self-esteem in online comparison processes, and demonstrate how the characteristics and impact of comparisons on social media differ from those made in other contexts.

scholarly journals When Every Day is a High School Reunion: Social Media Comparisons and Self-Esteem

2020 ◽  
Author(s):  
Claire Midgley ◽  
Sabrina Thai ◽  
Penelope Lockwood ◽  
Chloe Kovacheff ◽  
Elizabeth Page-Gould
Keyword(s):  
Social Media ◽  
Social Comparisons ◽  
Past Research ◽  
Self Esteem ◽  
Text Messages ◽  
Negative Effects ◽  
Cumulative Impact ◽  
Face To Face ◽  
Self Evaluation ◽  
Made In

Although past research has shown that social comparisons made through social media contribute to negative outcomes, little is known about the nature of these comparisons (domains, direction, and extremity), variables that determine comparison outcomes (post valence, perceiver’s self-esteem), and how these comparisons differ from those made in other contexts (e.g., text messages, face-to-face interactions). In four studies (N=798), we provide the first comprehensive analysis of how individuals make and respond to social comparisons on social media, using comparisons made in real-time while browsing news feeds (Study 1), experimenter-generated comparisons (Study 2), and comparisons made on social media vs. in other contexts (Studies 3-4). More frequent and more extreme upward comparisons resulted in immediate declines in self-evaluations as well as cumulative negative effects on individuals’ state self-esteem, mood, and life satisfaction after a social media browsing session. Moreover, downward and lateral comparisons occurred less frequently and did little to mitigate upward comparisons’ negative effects. Furthermore, low self-esteem individuals were particularly vulnerable to making more frequent and more extreme upward comparisons on social media, which in turn threatened their already-lower self-evaluations. Finally, social media comparisons resulted in greater declines in self-evaluation than those made in other contexts. Together, these studies provide the first insights into the cumulative impact of multiple comparisons, clarify the role of self-esteem in online comparison processes, and demonstrate how the characteristics and impact of comparisons on social media differ from those made in other contexts.

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