Digital Platforms in the Emergency Remote Education: the Students’ Preferences

One positive side of the Covid-19 pandemic is the unprecedented opportunity it has offered to the Higher Education Institutions to experience digital learning like never before. During the pandemic, Distant Learning platforms, including Learning Management Systems and Video Conferencing Platforms, have been ubiquitous, and no single institution survived without them during the pandemic. Hence, one of the critical lessons that should be learned is the students’ experiences with these platforms. This study aims to investigate the digital platform preferences of English major students in the College of Language and Translation at King Saud University in Saudi Arabia during the Emergency Remote Education due to the Covid-19 pandemic. Its significance lies in the fact that it underscores and addresses students’ needs and preferences with regard to the digital platforms to be used for language learning, a pragmatic examination of which has been carried out in the following pages. It focuses on reasons for the preferences of the two leading digital platforms used in King Saud University: Blackboard and Zoom. A Survey with open-ended and closed-ended questions was designed to answer the questions of the study: which digital platforms do students prefer to use during Emergency Remote Education, and what were the reasons behind students’ preferences? A total of 300 students from both male and female campuses at different levels of study participated in the study. The results showed that students preferred the Zoom to Blackboard. Reasons of preferences were mainly the ease of use, followed by supporting smartphones, then having an app for smartphones. The thematic analysis of the open-ended question showed that technical problems and connection latency were the main reasons behind students’ preferences of the Zoom. The findings also indicated gender differences in reasons of preferences.

Investigation of Students’ Satisfaction about H5P Interactive Video on MOODLE for Online Learning

Open universities play an important role in delivering distant learning education to the general public. MOODLE is an open-source programme that enables and maintains the success of open universities. One of the main concerns of teachers when using internet content is the students' interest, particularly when using recorded videos because synchronous interactive instruction is not possible for big groups of students online. In an e-learning system, interactive videos are crucial because they allow learners to interact with learning content while watching the video. The H5P module of MOODLE Learning Management System (LMS), was used to generate an interactive film in this empirical study. The focus of the study was to investigate students’ satisfaction about interactive video content on MOODLE in online learning. It was assessed by using the Delone and Mclean Information Systems Success Model. H5P interactive video content was developed and implemented on MOODLE and satisfaction of students was measured. The findings revealed that the value of video for learning effectiveness is depending on the level of interactivity. Students in the e-learning class with interactive video had much higher levels of satisfaction than students in other settings.

Some Remarks on Legal Education in Bulgaria

This paper aims to provide in-depth analysis of legal education in Bulgaria since it is of paramount significance for the creation of well-trained lawyers for the state, local authorities, as well as the judicial system. The historical method was used to examine the system of the Bulgarian legal education that has been developing for about 130 years and has gone through numerous difficulties.The comparative and juxtaposition approach were utilsed in the research to help in making inferences about the present situation regarding legal education in Bulgaria. Now there are nine law schools that deepen international co-operation and adapt their curricula to respond to the changes in national and European legislation.It takes five years to receive a legal education in Bulgaria and the process ends with a Master’s degree in Law (LLM). There is no Bachelor degree in Law (LLB in other European countries) in our country.All in all, the main objective of this article is to look at the Bulgarian legal education in the past and nowadays. The paper attempts to show that legal education in Bulgaria is faced with diverse challenges of the new millennium. The process of globalization as well as the recent situation with COVID-19 make it necessary to add information technologies and distant learning forms to legal education.

Influence of COVID-19 Pandemic in Students’ Distribution of Time in Distant Learning

Statistical analysis offers unprecedented opportunities to identify learning strategies. This fact has been boosted in the COVID-19 pandemic because of the data obtained in distant learning scenarios due to the confinement. This article deals with the identification of students’ strategies in different distant learning scenarios such as working autonomously as a support for face-to-face classes or learning autonomously in COVID-19 confinement. We have measured the influence of parameters such as the time they spent in self-evaluation, the scores obtained through this process and the distribution of time when studying autonomously. We have only detected significant results that guide to a better learning strategy when we include time parameters, such as the time between studying sessions or the time between students’ first session and their final exam. We demonstrate that students that started to study earlier and more dispersed get better success ratio (not necessarily better scores) than those that started later and do it more concentrate. The findings from this study suggest that the same amount of time spent in autonomous learning optimizes its effectiveness when it is extended in time. This learning strategy was found more often in COVID-19 confinement, where students were forced to stay at home.

Indigenous education in the Arctic regions of Russia: response to pandemics

The article actualizes the problems of organizing distance learning in the education system of indigenous peoples, including those leading a nomadic or semi-nomadic lifestyle with their parents, in the context of transformation lessons of the pandemic. The authors present the results of the 2020-2021 study of the situation with distant learning in the Arctic regions of Russia (case of the Republic of Sakha (Yakutia) and Yamalo-Nenets Autonomous Okrug). The information was taken from monitoring, questionairies and interviews with teachers, students and education management officers. The research aims to prove inequality but find measures to improve the situation. The authors draw up the prospects for transformation to digital educational environment in remote places and see if we could minimize inequality and social unjustice between children living in the central territories and in the most remote, isolated places of traditional residence of the indigenous small-numbered peoples, including those who lead a nomadic lifestyle with their parents.

Pendekatan Psikoanalisis dan Teologi Kristen Terhadap Kesehatan Mental Remaja Kristen Akibat Pembelajaran Jarak Jauh

Christian youth experience mental health issues as a result of distance study. Adolescents suffer worry, fear, stress, anger, disappointment, and sadness as a result of this. This study uses a psychoanalytic and Christian theological perspective to address the mental health of Christian adolescents as a result of distant learning. The subjects of this study are Christian adolescents, and the study's focus is on the mental health of Christian adolescents. This study employs Cresswell's research approach, namely case studies and narratives, to conduct descriptive qualitative research. According to the findings, the psychoanalytic approach aids Christian teenagers in coping with their souls or mentalities by restoring the function of the ego, which has been wounded by the environment, family, and previous experiences. Meanwhile, spirituality, or the interaction between humanity and God in all parts of life, is prioritized in Christian theology. Humans are viewed as religious and spiritual beings in Christian theology. For man, God has a good plan. As a helper, restorer, and source of vitality, humans require a positive relationship with God. Keywords: Mental Health, Distance learning, Psychoanalytic Approach, Christian Youth, Christian Theology

Digital Platforms in the Emergency Remote Education: the Students’ Preferences

One positive side of the Covid-19 pandemic is the unprecedented opportunity it has offered to the Higher Education Institutions to experience digital learning like never before. During the pandemic, Distant Learning platforms, including Learning Management Systems and Video Conferencing Platforms, have been ubiquitous, and no single institution survived without them during the pandemic. Hence, one of the critical lessons that should be learned is the students’ experiences with these platforms. This study aims to investigate the digital platform preferences of English major students in the College of Language and Translation at King Saud University in Saudi Arabia during the Emergency Remote Education due to the Covid-19 pandemic. Its significance lies in the fact that it underscores and addresses students’ needs and preferences with regard to the digital platforms to be used for language learning, a pragmatic examination of which has been carried out in the following pages. It focuses on reasons for the preferences of the two leading digital platforms used in King Saud University: Blackboard and Zoom. A Survey with open-ended and closed-ended questions was designed to answer the questions of the study: which digital platforms do students prefer to use during Emergency Remote Education, and what were the reasons behind students’ preferences? A total of 300 students from both male and female campuses at different levels of study participated in the study. The results showed that students preferred the Zoom to Blackboard. Reasons of preferences were mainly the ease of use, followed by supporting smartphones, then having an app for smartphones. The thematic analysis of the open-ended question showed that technical problems and connection latency were the main reasons behind students’ preferences of the Zoom. The findings also indicated gender differences in reasons of preferences.

Perusopetuksen alimpien luokkien oppilaiden kokemuksia pandemian aikaisesta etäopetusjaksosta

Artikkelissa kuvataan vuosiluokkien 1−3 oppilaiden kokemuksia etäopetuksesta. Tutkimus pohjaa Distant Learning -tutkimusryhmän keräämään aineistoon, johon on koottu eri-ikäisten oppilaiden, opettajien ja huoltajien kokemuksia kevään 2020 etäopiskelujaksosta. Tässä artikkelissa tutkimusaineistona käytetään perusopetuksen alimpien luokkien oppilaiden (n=212) kyselyvastauksia. Tavoitteena on kuvata oppilaiden näkemyksiä siitä, miten he kokivat etäopetusajan ja miten koulutyö etäopetusjaksolla heidän kokemuksensa mukaansa järjestyi. Artikkelissa selvitetään myös, miten se, että oppilaalla oli käytettävissä opetuksen järjestäjän tarjoama päätelaite, oli yhteydessä kokemuksiin etäopetuksesta. Tulokset osoittavat, että alimpien luokkien oppilaat olivat pääsääntöisesti kokeneet etäopetusajan myönteisesti. Henkilökohtainen koulun tarjoama päätelaite lisäsi opiskelun koulumaisuutta ja vuorovaikutusta opettajan kanssa. Oppilaat, joilla ei ollut käytössään koulun tarjoamaa laitetta, kokivat tarvinneensa enemmän apua kodin aikuisilta. He myös opiskelivat yleisemmin joko kodin aikuisten tai lapsen itsensä päättämän aikataulun mukaisesti. Ne oppilaat, jotka eivät ajatelleet etäopetuksen sopivan itselleen, kokivat etäopetusaikana enemmän yksinäisyyttä ja muita harvemmin ilontunteita.

PECULIARITIES OF ORGANIZATION OF UNIVERSITY STUDENTS OF LINGUISTIC DEPARTMENTS’ DISTANT LEARNING «THEORETICAL COURSE OF THE EGLISH LANGUAGE»

High requirements to quality of professional preparation of university students of linguistic departments at distant learning open wide access to the educational and educational resources that give possibilities to great students’ activity and fundamentally new means of their studies. The purpose of the article is to reveal the content of innovative teaching methods in the process of distant learning for the formation of the professional competence to university students of linguistic departments in theoretical course of the English language. A great number of research workers have been involved in the study of different problems of theory and practice of distant learning to university students of linguistic departments, but the problem must be investigated deeper at the present situation with Covid 19.The article emphasizes the need to find the ways to integrate the latest technologies into the distant learning process. Emphasis is placed on innovative learning technologies that have been successfully implemented in the present day educational process. The use of the Internet and computer technologies in the process of teaching English to university students of linguistic departments will increase students’ interest and motivation for learning, their communicative competence. The article deals with the peculiarities of using the Internet and computer technologies, modern platforms and programmes in teaching English at the process of distant learning. The article contains descriptions of such modern platforms as Zoom, GoogleClassroom, LearningApps and such programmes as English Audio Books, English Stories (Offline), Practice English Speaking та English Speaking PracticeApp, as well as the possibilities of their use in the process of teaching speaking, listening comprehension, reading and writing to university students of linguistic departments. All of the programs and online resources described in the article are free and accessible to an English teacher. The teacher can use a certain set of Internet resources, but also to create the own materials necessary for learning.

Neck Pain among Medical Students during COVID-19 Pandemic: A Questionnaire Based Study

Aims: To determine the relationship between distant learning and neck pain during COVID-19 pandemic especially among medical students, thus we aim to assess prevalence of neck pain for specific Group and time. Study Design: An observational cross-sectional study. Place and Duration of Study: Conducted in Saudi Arabia, between July 2020and October 2021. Methodology: This is a cross-sectional observational descriptive study that started in July 2020. Our target population include all medical students either male or female suffering from neck pain in Kingdom of Saudi Arabia during the period of distant learning due to the Covid-19 pandemic. Sample size: Total Number of medical students in KSA (26126), Confidence level 95% and margin of error 5%. The sample size 379 was estimated using the Qualtrics calculator. Results: A total of 2071 participants were a part of study. Most of them are female n=1509(72.9%) and least of them are male n=562(27.1%). The minimum age of participant was 18 years old n=61(2.9%), And the maximum age was 30 years old n=10(0.5%). Most of medical students noticed increase of neck pain during the period of pandemic. Most of them had noticed exacerbation of neck pain during COVID-19 pandemic n=1002(72.3%), where n=384(27.7%) had same pain before and during pandemic. Majority of them were completely relying on electronic devices for their education. Conclusion:A high Pervasiveness of neck pain in the medical students during COVID-19 pandemic has been observed. Most of medical students noticed increase of neck pain during the period of pandemic. Majority of them were completely relying on electronic devices for their education.