A worldwide quantitative review of the iSchools' archival education

PurposeArchival studies have long been a critical part of information education around the world. This paper attempts to provide a worldwide overview of archival education among main information schools worldwide and find out their similarity and differences to suggest measures for the development of archival education.Design/methodology/approachQuantitative research is conducted including ten elements of the iSchools' archival education which are (1) geographical distribution, (2) names of degrees, (3) names of concentration/specialization, (4) names of academic units offering the programs, (5) levels of academic units offering the programs, (6) study mode, (7) credit requirement for program completion, (8) percentage of required credits, (9) capstone requirements and (10) other accreditations. Programs among different regions are compared.FindingsThe study found that 43 out of 96 iSchool members from 13 countries/regions offer a total of 45 master's level archival education, and most of them are from North America. Both similarities and differences among the schools are identified and discussed.Practical implicationsThis study’s findings suggest that iSchools may explore the possibility of organizing more conferences and forums to exchange ideas on archival studies and education issues. The iSchool community could contribute to this traditional field by attracting more members worldwide and cooperating with other accreditation organizations of archival education.Originality/valueMost research on archival education focuses on just regional or country-based issues, and scant research explores a global view.

The Impact of Study Mode (Online vs. Hybrid) on Early Symptoms of Depression and Coping Strategies among University Students in Poland in Time of COVID-19 Pandemic—Preliminary Study

Introduction: mental health has been one of the most important issues surrounding the COVID-19 pandemic; mental disorders can be exacerbated by isolation during lockdowns or online learning. The aim of this study was to analyze the relationship between non-clinical (early) symptoms of depressed moods, personality traits, and coping strategies, as well as whether the learning mode (online versus hybrid) differentiates the experiences of these early symptoms and coping strategies. Methods: 114 university students aged 19 to 34, whose education model was changed from stationary to hybrid or online due to COVID-19 restrictions, participated in the study. The participants completed the online questionnaire, which consisted of two sections: (1) demographic questions to characterize the subjects and 44 questions based on the literature review. (2) Mini-COPE Inventory. Results: the study showed that the fully online study mode has a negative impact on the mental health of students; hybrid students are more likely to use active and positive coping strategies, which effectively help to control negative thoughts and/or reduce negative mental states. Conclusions: the COVID-19 pandemic has had significant psychological effects that will extend to coming years; therefore, implementing systemic psychological care is of utmost importance.

REVISITING SCHOOL CULTURE

Since the abrupt change in learning mode last March 2020, schools’ administrators have been looking for ways to somehow alleviate the stress and anxiety the children have to face using the online study mode. One of the things the school management tries to address is the development of Social-Emotional Skills in children amidst the COVID-19 pandemic. This paper seeks to analyze and bridge the gap on the roles of the schools in nurturing the Socio-Emotional Development of Children during the outbreak of the disease. Using Literature Review Method, this study is going to highlight key roles of the school leaders and educators in their tasks to help children strengthen their coping mechanism. It shall also discuss the importance of nourishing the socio-emotional skills of the children now that schools are adopting the Distance Learning. Moreover, it will present possible strategies to foster a school culture geared toward the safety and improvement of the child’s socio-emotional skills.

How Engaging Are You? Empirical Evidence from Malaysian Research Universities

Digital library engagement is the extensive use of digital library features and services. Contrary to the traditional concept of usage, DL engagement evaluates the use of an information system based on multiple dimensions; affective, cognitive, and behavioural. Presently, there is scarce evidence and research on the level of DL engagement. Lack of such evidence caused under-utilization of DL resources. Therefore, the purpose of this study is to investigate the level of DL engagement in the context of Malaysian research universities. A quantitative study was conducted; an instrument was distributed to postgraduate students at five Malaysian research universities. A total of 492 responses were recorded and descriptively analyses using Statistical Package for Social Sciences version 24. Frequency, Independent sample t-test, and Analysis of Variance (ANOVA) were performed to identify significance difference and mean distribution of data among the participating universities. Results show that respondent’s age and research domain showed a significant effect on DL engagement, while gender, study mode, level of study, semester, and the university did not show any significant effect on DL engagement.

The Application of Virtual Simulated Experiment in the Theoretical Teaching (ABO Blood Grouping) for Physiology

Objective: To explore the effect on students’ independent learning capacity through the usage of virtual simulated experiment ((here after referred to as VSE) in the theoretical teaching for Physiology. Methods: This research is conducted in Inner Mongolia Medical University. Experimental group: students majored in Forensic Medicine, Class 1, 2019. Self-study teaching mode is applied in the content of blood type and ABO blood grouping with VSE in the theoretical course. Control group: students majored in Psychiatry, Class 1, 2019. Traditional teaching mode is applied to the same content. The effects of these two modes are assessed through test performance and questionnaire. Results: Students adopted self-study mode with VSE are superior to those employed traditional teaching mode in test performance. Questionnaires answered by experimental group show that students are satisfied with self-study mode through the application of VSE. Meanwhile, their independent learning capacity has been improved. Conclusion: The application of self-study teaching mode with VSE can enhance students’ learning effect and contribute to the improvement of self-study ability. It should be applied further in medical theory teaching.

Flexible hybrid format in university curricula to offer students in-subject choice of study mode: An educational design research project

In a digital era where people may experience seamless control in determining their interactions with the world via analogue and digital modes, this paper challenges the need for a university-determined position on whether study need be designated as on-campus, online, or a predetermined mix of each. In a university in Australia, several subjects were designed in a flexible hybrid format where students were offered flexibility to create their own learning pathway via online or on-campus mode, changing as it suited and regardless of their original enrolment mode in the subject. The curriculum model was conceptualised and deployed using educational design research, involving three designed and taught subjects and a further two designed-only subjects (i.e. not yet taught) to help test the concept in contrasting contexts. Insights on the new model were gained from participating teachers, their students, and online analytics. Using the experiences of the trial as the basis of this discussion paper, one practical step and its related challenges are shared in working toward a hybrid pedagogy, with associated design principles extrapolated.

HOW ENGAGING ARE YOU?

Digital library engagement is the extensive use of digital library features and services. Contrary to the traditional concept of usage, DL engagement evaluates the use of an information system based on multiple dimensions; affective, cognitive, and behavioural. Presently, there is scarce evidence and research on the level of DL engagement. Lack of such evidence caused under-utilization of DL resources. Therefore, the purpose of this study is to investigate the level of DL engagement in the context of Malaysian research universities. A quantitative study was conducted; an instrument was distributed to postgraduate students at five Malaysian research universities. A total of 492 responses were recorded and descriptively analyses using Statistical Package for Social Sciences version 24. Frequency, Independent sample t-test, and Analysis of Variance (ANOVA) were performed to identify significance difference and mean distribution of data among the participating universities. Results show that respondent’s age and research domain showed a significant effect on DL engagement, while gender, study mode, level of study, semester, and the university did not show any significant effect on DL engagement.

Investigating synchronous and asynchronous class attendance as predictors of academic success in online education

Learning is facilitated by participation and interaction and can be synchronously or asynchronously in online education. This study investigated the relationship between students’ academic success and online interaction and participation and explored their class attendance (synchronous virtual classes and/or watching the recorded virtual classes) in the online study mode of an enabling program at Southern Cross University in Australia. The Preparing for Success at SCU Program equips students with study skills for success at university. The data were retrieved from usage information data provided by the Blackboard Learn learning management system. The results show that it is important for students to attend class, but it does not necessarily make a difference whether students attend synchronous virtual classes or watch the recordings of the virtual classes. A significant relationship was found between academic success and the number of hours students participated in and interacted with the online learning system. Academic success may be increased by providing various options for students to participate and interact online, and to attend classes synchronously or asynchronously. The flexibility of online education can enable students to be successful in their studies. The inclusion of varied activities is therefore recommended to increase academic success in online education.