Investigation of the Physical Learning Environment of Distance Learning Under COVID-19 and Its Influence on Students' Health and Learning Satisfaction

Lixin Zhao; Wu-Yuin Hwang; Timothy K. Shih

doi:10.4018/ijdet.20210401.oa4

Investigation of the Physical Learning Environment of Distance Learning Under COVID-19 and Its Influence on Students' Health and Learning Satisfaction

International Journal of Distance Education Technologies ◽

10.4018/ijdet.20210401.oa4 ◽

2021 ◽

Vol 19 (2) ◽

pp. 63-84

Author(s):

Lixin Zhao ◽

Wu-Yuin Hwang ◽

Timothy K. Shih

Keyword(s):

Mental Health ◽

Distance Learning ◽

Learning Environment ◽

Physical Environment ◽

Mainland China ◽

Predictive Ability ◽

Physical And Mental Health ◽

Learning Satisfaction ◽

Physical Learning Environment ◽

Environment Perception

Most undergraduates in Mainland China receive distance education from home because of the COVID-19 outbreak. The unique physical environment of distance learning may have effects not only on student learning but also on student physical and mental health. This study reviewed related studies of the physical learning environment and its influence on learners' physical and mental health. Using factor analysis, the authors developed a questionnaire to measure students' perceptions towards their physical learning environment and their physical and mental health and verified the reliability. Regression analysis was used to explore the influence of physical environment perception on physical health and mental health perception, as well as the predictive ability of these three factors on learning satisfaction. The results of this study provide researchers and educators with insight into learners' perceptions of the physical learning environment and their physical and mental health under COVID-19 and offer suggestions for improving distance-learning satisfaction.

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The effect of the physical learning environment on students’ health, enjoyment and learning

Jurnal Pendidikan Sains Dan Matematik Malaysia ◽

10.37134/jsspj.vol7.no1.4.2017 ◽

2017 ◽

Vol 7 (1) ◽

pp. 47-55

Author(s):

Che Nidzam Che Ahmad ◽

Nurul Jannah Amirul

Keyword(s):

Air Quality ◽

Learning Environment ◽

Indoor Air Quality ◽

Indoor Air ◽

Classroom Environment ◽

Physical Environment ◽

Classroom Learning Environment ◽

Science Students ◽

Physical Learning Environment ◽

High Level

This study was conducted to analyze the suitability of the physical classroom learning environment and its effect on students’ health, enjoyment and learning. The participants of this study were 400 form four science students from six secondary schools in Johor, Malaysia. Students’ perception on physical aspects and its effect were measured using Physical Aspects Classroom Environment Inventory (PACE). The PACE consists of nine constructs. Six constructs which were furniture, facilities, space, lighting, indoor air quality and colour were used to measure the suitability of the physical classroom environment. While three constructs which were health, enjoyment, and learning were used to measure the effects of physical environment on students. The findings revealed that students perceived the suitability of physical environment is at high level for furniture, facilities, and lighting aspects, while moderate level for indoor air quality, space, and colour aspects. Results also showed that students perceived the physical environment have moderate effect on student’s health, enjoyment, and learning. Further analysis indicated that the physical environment have significant impact on students’ health, enjoyment and learning. These results provide valuable feedback to institutions and to educators in setting their learning environment.

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RESEARCH METHODS IDENTIFYING CORRELATION BETWEEN PHYSICAL ENVIRONMENT OF SCHOOLS AND EDUCATIONAL PARADIGMS / MOKYKLŲ FIZINĖS APLINKOS IR UGDYMO NUOSTATŲ SĄSAJŲ TYRIMAI

Mokslas - Lietuvos ateitis ◽

10.3846/mla.2016.873 ◽

2016 ◽

Vol 8 (1) ◽

pp. 112-122 ◽

Cited By ~ 1

Author(s):

Grėtė Brukštutė

Keyword(s):

Learning Environment ◽

Research Methods ◽

Physical Environment ◽

European Countries ◽

School Buildings ◽

Spatial Structures ◽

Physical Learning Environment ◽

The Usa ◽

Educational Paradigms

The article is analysing the research that was already carried out in order to determine correlation between a physical environment of schools and educational paradigms. While selecting materials for the analysis, the attention was focused on studies conducted in the USA and European countries. Based on these studies the methodological attitudes towards coherence of the education and spatial structures were tried to identify. Homogeneity and conformity of an educational character and a physical learning environment became especially important during changes of educational conceptions. The issue how educational paradigms affect the architecture of school buildings is not yet analysed in Lithuania, therefore the results of this research could actualize a theme on correlation between educational paradigms and the architecture of school buildings and form initial guidelines for the development of the modern physical learning environment. Straipsnyje nagrinėjami jau atlikti tyrimai ugdymo nuostatų ir mokyklų architektūros koreliacijos tema. Renkant medžiagą buvo gilinamasi į JAV ir Europos šalyse atliktus tyrimus, pagal kuriuos buvo bandomos identifikuoti ugdymo ir erdvinių struktūrų sąsajų metodologinės nuostatos. Ugdymo pobūdžio ir fizinės mokymosi aplinkos atitikimas ir vienalytiškumas ypač tampa svarbus ugdymo koncepcijų kaitos metu. Lietuvoje nėra analizuojama, kaip švietimo nuostatos veikia mokyklų architektūrą, todėl šio tyrimo rezultatai aktualizuotų ugdymo paradigmų ir mokyklų architektūros sąsajų temą ir suformuotų pirmines nuorodas modernios ugdymo fizinės aplinkos radimuisi.

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Prevalence, Risk Factors, and Psychological Effects of Primary Nocturnal Enuresis in Chinese Young Adults

International Neurourology Journal ◽

10.5213/inj.2040398.149 ◽

2021 ◽

Vol 25 (1) ◽

pp. 84-92

Author(s):

Hui Jie Hu ◽

Zhen Wei Zhang ◽

Yu Liang ◽

Yan Yan Luo ◽

Qi Feng Dou ◽

...

Keyword(s):

Mental Health ◽

Risk Factors ◽

Young Adults ◽

Family History ◽

Nocturnal Enuresis ◽

Mainland China ◽

Physical And Mental Health ◽

Primary Nocturnal Enuresis ◽

Voiding Symptoms ◽

History Of

Purpose: This study aimed to investigate the prevalence, risk factors, and effects of primary nocturnal enuresis (PNE) on physical and mental health in young adults in mainland China.Methods: An anonymous questionnaire was used to collect information including the sociodemographic characteristics, history of PNE, family history, daytime voiding symptoms, Pittsburgh Sleep Quality Index (PSQI) scores, Self-Esteem Scale (SES), and Self-Rating Depression Scale (SDS). A total of 22,500 university students from 23 provinces and 368 cities in mainland China were included.Results: In total, 21,082 questionnaires were collected, and 20,345 of them qualified for statistical analysis. The PNE prevalence was 1.17%, and the distribution of monosymptomatic nocturnal enuresis (MNE) and nonmonosymptomatic nocturnal enuresis (NMNE) was 66.1% and 33.9%, respectively. In total, 28% of respondents with PNE reported bedwetting daily, 31.6% between 1 and 7 times weekly, and 40.4% between 1 and 4 times monthly; 80% of PNE cases had no history of treatment. The prevalence of PNE in patients with a family history, frequency, urgency, urinary incontinence, and recurrent urinary tract infections was significantly higher than in those without these conditions (P<0.001). PNE was significantly correlated with the PSQI total score (sleep quality) (P=0.011). The SES score was lower and the SDS was higher (P<0.001) in the PNE group than in those without PNE.Conclusions: In mainland China, the PNE prevalence among young adults was found to be high, and PNE had significant effects on physical and mental health. Risk factors included a family history, daytime voiding symptoms, and lack of treatment.

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The Impact of Social Distancing Measures on Higher Education Stakeholders

International Journal of Science Annals ◽

10.26697/ijsa.2020.2.2 ◽

2020 ◽

Vol 3 (2) ◽

Author(s):

Iryna Sergiivna Pypenko ◽

Yuri Vsevolodovich Maslov ◽

Yuriy Borysovych Melnyk

Keyword(s):

Mental Health ◽

Higher Education ◽

Distance Learning ◽

Round Table ◽

Round Table Discussion ◽

Physical And Mental Health ◽

Social Distancing ◽

Teaching Learning ◽

The Impact ◽

Education Stakeholders

Background and Aim of Study: The global CoVID-19 pandemic has affected education systems dramatically. Remote teaching/learning practices have become everyday reality across the globe. The aim of the study: to assess the level of readiness of higher education stakeholders for distance learning/remote teaching, and to evaluate the role of social distancing measures. Material and Methods: 594 stakeholders (216 teachers and 378 students) provided anonymous responses to a questionnaire. Teacher did so during the round table discussion during the 6th International Academic Conference “Psychological and Pedagogical Problems of Modern Specialist Formation” (June 2020). Students responded using Viber, WhatsApp, and Telegram. Validation by Pearson method χ2 produced statistically significant results (df=4, χ22=22.083, р<0.01; df=4, χ23=44.389, р<0.01; df=4, χ24=29.666, р<0.01). Results: 62.9% of teachers and 56.6% of students consider educational institutions ready for distance learning. The majority of teachers/students seem to be prepared for it (81.0% and 93.4% respectively). 68.5% of teachers are positive about educational outcomes (contrasted with 90.0% of students). Only 37.0% of teachers and 21.7% of students assess the impact of social distancing measures on physical and mental health positively. Conclusions: The survey results prove that social distancing measures impact on higher education is significant. The respondents assess highly their individual levels of preparedness and of satisfaction, students displaying higher levels of both. However, the view on social distancing measures impact on physical and mental health is more negative, the trend being more visible in student responses.

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The Influence of the Learning Environment on Students' Physical and Mental Health Based on Gender

International Journal of Human Movement and Sports Sciences ◽

10.13189/saj.2021.090403 ◽

2021 ◽

Vol 9 (4) ◽

pp. 622-628

Author(s):

Ahmad Chaeroni ◽

Nurlan Kusmaedi ◽

Amung Ma'mun ◽

Dian Budiana ◽

Fahmil Haris

Keyword(s):

Mental Health ◽

Learning Environment ◽

Physical And Mental Health

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Parent Perceived Barriers and Facilitators of Children’s Adventurous Play in Britain: A Framework Analysis

10.21203/rs.3.rs-1192030/v1 ◽

2022 ◽

Author(s):

Brooke E. Oliver ◽

Rachel J. Nesbit ◽

Rachel McCloy ◽

Kate Harvey ◽

Helen F. Dodd

Keyword(s):

Public Health ◽

Mental Health ◽

Social Environment ◽

Physical Environment ◽

Barriers And Facilitators ◽

Physical And Mental Health ◽

Framework Analysis ◽

Children's Play ◽

Risk Of Injury ◽

Child Factors

Abstract Background: From a public health perspective there is growing interest in children’s play, including play involving risk and adventure, in relation to children’s physical and mental health. Regarding mental health, it is theorised that adventurous play, where children experience thrilling, exciting emotions, offers important learning opportunities that prepare children for dealing with uncertainty and help prevent anxiety. Despite these benefits, adventurous play has decreased substantially within a generation. Parents have a key role in facilitating or limiting children’s opportunities for adventurous play, but research identifying the barriers and facilitators parents perceive in relation to adventurous play is scarce. The present study therefore examined the barriers to and facilitators of adventurous play as perceived by parents of school-aged children in Britain. Methods: This study analysed data from a subsample of parents in Britain (n=377) who participated in the nationally representative British Children’s Play Survey. Parents responded to two open-ended questions pertaining to the barriers to and facilitators of children’s adventurous play. Responses were analysed using a Framework Analysis, an approach suitable for managing large datasets with specific research questions. Results: Four framework categories were identified: Social Environment; Physical Environment; Risk of Injury; Child Factors. Social Environment included barriers and facilitators related to parents, family and peers as well as community and society. Dominant themes related to perceptions about the certainty of child safety, such as supervision and the safety of society. Beliefs about the benefits of adventurous play for development and well-being were important facilitators. Physical Environment factors focused on safety and practical issues. Risk of Injury captured concerns about children being injured during play. Child Factors included child attributes, such as play preference, developmental ability and trait-like characteristics. Conclusions: Improved understanding of what influences parent perceptions of adventurous play can inform public health interventions designed to improve children’s opportunities for and engagement in adventurous play, with a view to promote children’s physical and mental health.

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