Emergency online school learning during COVID-19 lockdown: A qualitative study of adolescents’ experiences in Italy

The COVID-19 pandemic caused abrupt and profound changes to teaching and learning. The present study seeks to understand adolescents’ experiences of the emergency adoption of online school learning (OSL) during the first national lockdown in Italy. Sixty-four students in their final two years of high school were interviewed and content analysis was performed. The findings describe students’ views of the changes related to OSL according to structural, individual and relational dimensions. Schools’ lack of organization, overwhelming demands, as well as experience of difficulties in concentration, stress and inhibited relationships with teachers and classmates were among the challenges evidenced in the transition. OSL, however, has also made it possible to experience a new flexibility and autonomy in the organization of learning. The study stresses the importance of fostering adaptation of teacher-student relationships and collaborative learning in order to improve schools’ preparedness for digital transitions in and out of emergencies.

The Unavailability of Computer for Online School during the COVID-19 Pandemic and Parental Mental Health

The outbreak of the coronavirus disease 2019 (COVID-19) causing millions of people to be infected has posed major public health and governance challenges. This study evaluates the extent to which the unavailability of computer for children to learn online during the pandemic affects parental psychological wellbeing. We find that parents having no computer for their children to learn online during to the pandemic are 36.95, 42.85, 38.94, and 40.65 percentage points more likely to feel anxious, worried, displeased, and depressed every day. The study calls for the expansion of supports for children and families during the pandemic, especially for disproportionately affected communities. Keywords: COVID-19; Online School; Computer; Mental Health

Education in Poland during Covid-19 pandemic

Introduction and purpose. Due to the outbreak of Covid-19 pandemic polish government in March 2020 decided to directs students to remote learning. This condition last -with minor exceptions- one and half year.Material and method. The aim of the study was an evaluation of public experience and attitude towards online learning.Results. All the respondents between March and May 2020 learned via online devices. The average note for e-learning was 2,99 in a 5-grade scale, while a score for stationary learning was 3,84. Students motivation, engagement and stress level decreased during remote-learning. 43% students claimed, that their marks improved during that time. The main disadvantages of online school were too much time spent in front of the screen and monotony of the lessons. Among the advantages was for example time for additional hobbies. Realisation of practical activities was more difficult or impossible for 74,9% of the respondents. Almost one quarter of the people did not have adequate home conditions to study online. Practical activities were often difficult or impossible to realise.Conclusions. Online learning was a necessity during the pandemic, however this type or gaining knowledge has both advantages and disadvantages. It influenced not only scientific issues, but also students’ motivation and sociopsychological aspects. To conclude, twice as many students prefer stationary than online learning – respectively 39,7% vs 21,1%.

Peran Orang Tua dalam Mengatasi Stres Sekolah Online Melalui Keterampilan Psychological First Aid (PFA)

<p>The situation of the Corona Virus Disease 2019 pandemic or Covid-19 which is endemic throughout the world, including Indonesia.These conditions have changed every field of human life, one of which is the field of education. The government then determined that the learning process was carried out at home through online or distance learning to provide a meaningful learning experience for students. Online learning has an impact on students, both positively and negatively. One of the negative impacts is psychological pressure. The written idea submitted is an idea related to efforts to deal with online school stress faced by students during the COVID-19 pandemic. The alleviation of the problem in question is through the Psychological First Aid skill approach. Ways to realize PFA activities include, preparing the PFA concept to deal with online school stress by students. Next, ideas are submitted to the education and culture office to be known and provide legality. Socialization of PFA ideas to schools at every level of education.</p><p><strong>Abtrak</strong></p><p>Situasi pandemi Corona Virus Disease 2019 atau dikenal Covid-19 yang mewabah seluruh dunia termasuk Indonesia. Kondisi tersebut telah merubah setiap bidang kehidupan manusia, salah satunya adalah bidang pendidikan. Pemerintah kemudian menetapkan proses belajar dilaksanakan di rumah melalui pembelajaran daring (online) atau jarak jauh dilaksanakan untuk memberikan pengalaman belajar yang bermakna bagi siswa. Pembelajaran daring memiliki dampak kepada peserta didik, baik secara positif maupun negatif. Salah satu dampak negatif adalah tekanan psikologis. Gagasan tertulis yang diajukan adalah gagasan terkait upaya penanganan stres sekolah online yang dihadapi peserta didik selama masa pandemi covid-19. Pengentasan permasalahan yang dimaksud melalui pendekatan keterampilan Psychological First Aid. Cara merealisasikan kegiatan PFA melputi, Penyusunan konsep PFA untuk mengatasi stres sekolah online oleh mahasiswa Selanjutnya, gagasan diajukan ke dinas pendidikan dan kebudayaan untuk diketahui serta memberikan legalitasSosialisasi gagasan PFA ke sekolah di setiap jenjang pendidikan.</p>

The Role of Family in Fulfilling the Right to Education During the Covid-19 Pandemic: A Socio-Legal Approach

This paper aims to identify, analyze and elaborate on the role of the family in fulfilling the right to education during the Covid-19 pandemic as well as a model for family participation in fulfilling the right to education during the Covid-19 pandemic. This is a socio-legal research method or socio-legal research which examines the text and context with a statutory approach combined with the conditions in the community. The results show that online school is the best solution to guarantee the right to education as stipulated in Surat Edaran Nomor 15 of 2020 concerning Guidelines for Organizing Learning from Home in an Emergency for the Spread of Covid-19 and family role models in an effort to fulfill the right to education during the Covid-19 pandemic, which is in the form of awareness from parents or guardians to provide assistance during learning from home activities.

FROM BULLYING TO CYBERBULLYING IN THE CONTEXT OF ONLINE EDUCATION

The specialty literature is remarked by the presentation of negative facts and phenomena, some of which are particularly serious, such as bullying and cyberbullying. Authors such as Olweus (1993), Smith and Sharp (1994), Rigby (2007), Belsey (2005), Shariff (2009), etc. draw the attention to two categories of people, the ones who abuse and the ones who are victims of the aggression. The online school also brings along the extension of the cyberbullying phenomenon. In previous years, traditional bullying started in school and continued in the online environment, but now all the interaction has been transferred to the cyber environment. We note phenomena such as: cyberbullying, cybermobbing or cyberstalking etc., and we could say that they seem to occur in the online environment in a kind of avalanche that exceeds our imagination whereas the phenomenon is explained primarily by the impossibility to trace the perpetrator. The article presents ways to prevent the phenomenon of bullying and cyberbullying, as well as legislative and institutional aspects, intervention measures aimed at reducing the phenomenon of bullying, directly or virtually, especially at the national level.

Improving primary prevention of hypertension using a social media website

Purpose: To determine the most effective methods of informing people about the primary prevention of hypertension using a social media website. Materials and methods: It was a randomized, prospective, two-stage study conducted on a social media website (i.e., the Instagram platform). At Stage 1 Save Your Heart online school was announced, and 945 applicants were registered for the training. The online training programme included the following modules: Risk Factors for Cardiovascular Diseases (CVDs), Heart-Healthy Diet, Cholesterol. What a Patient Needs to Know, Physical Activity for the Prevention of CVDs, Overweight and Obesity, Smoking as a Risk Factor for CVDs, Hypertension: Diagnosis, Hypertension: Treatment, Myocardial Infarction: Diagnosis and Treatment. At Stage 2 a total of 125 participants were randomly selected and assigned into one of the four training groups depending on the training mode, i.e. text posts of up to 4.000 characters, short video clips of up to 5 minutes, text posts followed by video clips or video clips followed by text posts in Group 1 (n=31), Group 2 (n=31), Group 3 (n=33) and Group 4 (n=30), respectively. Before and after training respondents in all the four groups completed the Heart Disease Knowledge Questionnaire (HDKQ). Results: The total number of people who listened to and read the materials of the online school was 2.108 people; the overall engagement (comments, shares and saves) was 1.598 people. The average percentage viewed was 22%. The online school audience was mostly female (84%). A total of 80.8% of participants had post-secondary education. The mean duration of hypertension was 6.1 years. Smokers accounted for 3.2% of the respondents. Before training the number of correct responses for 29 HDKQ statements was 18.4 (CI, 17.5;19.4), with no significant differences between the groups. After training the number of correct responses increased to 21.9 (CI, 21;22.7) (p (ANOVA) <0.0001). The post-hoc analysis showed that after training the respondents from Group 3 gave the lowest number of correct responses compared to Groups 1 and 2, i.e. Δ=4.9 (CI, -7.8;2.0) and Δ=3.7 (CI, -6.5;-0.8), respectively. Participants from Group 4 had more correct responses than the respondents in Group 3, i.e. Δ=5.2 (CI, 2.2;8.1). The regression analysis showed that the post-training number of correct responses in Group 4 increased on average by 3.9 compared to Group 3 (β=3.94 p=0.04 (CI, 0.21;7.66)). The study showed a significant association between the duration of hypertension and the number of correct responses both before and after training (β=0.20 p=0.007 (CI, 0.06;0.34) and β=0.16 p=0.005 (CI, 0.05;0.27), respectively). No association was found between gender, age, education and the number of correct responses both before and after training. Conclusions: In all the 4 groups there was a tendency to increase in the number of correct responses after training, but among the training modes the most effective method of informing people about the primary prevention of hypertension using a social media website corresponded to the following sequence: a video clip of up to 5 minutes followed by a text post of up to 4,000 characters. Participants in Group 3 who received the material in the form of text posts followed by video clips gave the lowest number of correct responses for HDKQ statements after training. The results of this study can be used to design online training programmes for the primary prevention of hypertension.

Stress, online courses and parenting during COVID19 pandemic

In March 2020, the World Health Organisation declares a pandemic of infection with the novel coronavirus (nCoV) COVID-19 and on 23rd of April the first official report on its evolution and effects emerges. A state of medical emergency and quarantine is imposed in all affected countries. This study proposed a research of what parenting entails and which are the implications of parenting in a crisis context for young people, particularly how perceived parental support and perceived support work on the relationship between stress on one hand, and depression and anxiety on the other hand, especially for those who study online due to context. The proposed sample consists of 104 students aged 18 to 25. Participants self-reported on their attitude towards online school, perceived stress levels, perceived parental and maternal support and anxiety and depression levels. The procedure consists of completing online questionnaires. The statistical procedure used is the mediation analysis. The results show that there is a partial mediation effect of perceived parental support and perceived parental support in the relationship between stress and anxiety, and the attitude towards the online academic races leave to an increase in perceived stress levels. These results could be used for programs to prevent the negative effects associated with online school and the effects of long-term social isolation, as well as for psychological education and parenting programs in emergency situation.