Education Sciences

Research

18 pages, 2206 KiB

Open AccessArticle

Educational Impact on Ecuadorian University Students Due to the COVID-19 Context

by Marco E. Benalcázar, Lorena Barona, Ángel Leonardo Valdivieso, Victor Hugo Vimos, Daniel Velastegui and Cesar J. Santacruz

Educ. Sci. 2022, 12(1), 17; https://doi.org/10.3390/educsci12010017 - 30 Dec 2021

Cited by 7 | Viewed by 3500

Abstract

The mobility restrictions imposed in different countries due to the pandemic of Sars-CoV2 has hugely impacted different areas in the world. In this work, impacts on the social areas of Ecuadorian university students such as education, economy, physical and mental health, and access [...] Read more.

The mobility restrictions imposed in different countries due to the pandemic of Sars-CoV2 has hugely impacted different areas in the world. In this work, impacts on the social areas of Ecuadorian university students such as education, economy, physical and mental health, and access to telecommunications are analyzed. For this work, in a snapshot between May to September 2020, 1841 students from 6 public and 5 private universities from Ecuador were surveyed through 47 questions, which were grouped into 7 mutually exclusive dimensions. The Partial Least Squares Structural Equation Model (PLS-SEM) was used to analyze the correlations between the responses of the questions and the relations between dimensions. Dimensional relations were used to analyze how students perceive online classes, teachers’ preparation, mood, and the impact on their learning process due to their decreasing family income. Among the most important results, we found that 63.78% of students want to return to on-site classes regardless of their conditions of Internet connection and their available learning tools (computers, tablets, or cellphones). The results also show that family income has influenced how students access the Internet, Internet connection, technological resources for online learning, and mood. Regarding the relations between variables, we found that older students and students from higher semesters think that online classes are better than face-to-face classes and want to continue in online education. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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24 pages, 974 KiB

Open AccessArticle

I Cannot See You—The Perspectives of Deaf Students to Online Learning during COVID-19 Pandemic: Saudi Arabia Case Study

by Wajdi Aljedaani, Mona Aljedaani, Eman Abdullah AlOmar, Mohamed Wiem Mkaouer, Stephanie Ludi and Yousef Bani Khalaf

Educ. Sci. 2021, 11(11), 712; https://doi.org/10.3390/educsci11110712 - 5 Nov 2021

Cited by 27 | Viewed by 7006

Abstract

The COVID-19 pandemic brought about many challenges to course delivery methods, which have forced institutions to rapidly change and adopt innovative approaches to provide remote instruction as effectively as possible. Creating and preparing content that ensures the success of all students, including those [...] Read more.

The COVID-19 pandemic brought about many challenges to course delivery methods, which have forced institutions to rapidly change and adopt innovative approaches to provide remote instruction as effectively as possible. Creating and preparing content that ensures the success of all students, including those who are deaf and hard-of-hearing has certainly been an all-around challenge. This study aims to investigate the e-learning experiences of deaf students, focusing on the college of the Technical and Vocational Training Corporation (TVTC) in the Kingdom of Saudi Arabia (KSA). Particularly, we study the challenges and concerns faced by deaf students during the sudden shift to online learning. We used a mixed-methods approach by conducting a survey as well as interviews to obtain the information we needed. Our study delivers several important findings. Our results report problems with internet access, inadequate support, inaccessibility of content from learning systems, among other issues. Considering our findings, we argue that institutions should consider a procedure to create more accessible technology that is adaptable during the pandemic to serve individuals with diverse needs. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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17 pages, 632 KiB

Open AccessArticle

A Case Study Investigating Mental Wellbeing of University Academics during the COVID-19 Pandemic

by Larisa M. Dinu, Eleanor J. Dommett, Ardic Baykoca, Kosha J. Mehta, Sally Everett, Juliet L. H. Foster and Nicola C. Byrom

Educ. Sci. 2021, 11(11), 702; https://doi.org/10.3390/educsci11110702 - 2 Nov 2021

Cited by 26 | Viewed by 5615

Abstract

COVID-19 has impacted Higher Education worldwide. While several studies have examined the effects of the pandemic on students, few have addressed its impact on academic staff. Here, we present both survey (n = 89) and interview (n = 12) data highlighting [...] Read more.

COVID-19 has impacted Higher Education worldwide. While several studies have examined the effects of the pandemic on students, few have addressed its impact on academic staff. Here, we present both survey (n = 89) and interview (n = 12) data highlighting the pandemic-induced effects on academics from various disciplines and career stages. Data was collected between May and September 2020, aiming to capture and understand the immediate effects of the U.K. lockdown on the academics examining demographic and employment factors, digital abilities and confidence, and mental wellbeing. Analyses revealed that most academics were satisfied with the support they received from the university and colleagues, and they had adequate equipment and space at home to work. However, half incurred additional financial costs to maintain access to technology and many felt an altered relationship with the university. There were discrepancies in digital abilities and confidence according to employment status, age, faculty, and social identity as an academic. Teaching workload did not increase across the board, rather seniority predicted increases. Levels of wellbeing were low but were not significantly predicted by workload increase or abilities and confidence in working digitally as might have been expected. Stronger social identity as an academic may predict higher mental wellbeing with qualitative data suggesting teamwork and collegiate activities helped. Furthermore, interviewees identified several positive aspects to working remotely. These findings suggest universities should consider carefully how to support all staff to work digitally and consider flexible working post-pandemic. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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14 pages, 252 KiB

Open AccessArticle

Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience

by Nastaran Peimani and Hesam Kamalipour

Educ. Sci. 2021, 11(10), 633; https://doi.org/10.3390/educsci11100633 - 13 Oct 2021

Cited by 43 | Viewed by 15606

Abstract

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than [...] Read more.

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

16 pages, 1769 KiB

Open AccessArticle

Using Analytics to Identify When Course Materials Are Accessed Relative to Online Exams during Digital Education

by Tibor Guzsvinecz and Judit Szűcs

Educ. Sci. 2021, 11(10), 576; https://doi.org/10.3390/educsci11100576 - 24 Sep 2021

Cited by 6 | Viewed by 2212

Abstract

Face-to-face education has changed to blended or distance teaching due to the COVID-19 pandemic. Since education took a digital format, it can be investigated when course materials are accessed relative to online exams: are they opened before exams or during them? Therefore, four [...] Read more.

Face-to-face education has changed to blended or distance teaching due to the COVID-19 pandemic. Since education took a digital format, it can be investigated when course materials are accessed relative to online exams: are they opened before exams or during them? Therefore, four subjects were chosen for investigation at the University of Pannonia: one theoretical, one practical, and two that are both theoretical and practical were selected. Two groups of non-repeater 2nd-semester students and two groups of non-repeater 5th-semester students attended these classes. Slides were uploaded to the university’s Moodle system, while videos were uploaded to YouTube. Their analytics were used for the investigation. The analyses were conducted in five groups of days relative to the exam day. According to the results, students studied throughout the semester for the normal exam in most cases, while they studied a day before the supplementary one. For cheating, the 2nd-semester students used significantly more slides, while 5th-semester students used significantly more videos. Even with cheating, the students in their 2nd semester received significantly worse marks by 26.06% than those who were in their 5th semester. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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24 pages, 1332 KiB

Open AccessArticle

Identified Challenges from Faculty Teaching at Predominantly Undergraduate Institutions after Abrupt Transition to Emergency Remote Teaching during the COVID-19 Pandemic

by Blake C. Colclasure, AnnMarie Marlier, Mary F. Durham, Tessa Durham Brooks and Mekenzie Kerr

Educ. Sci. 2021, 11(9), 556; https://doi.org/10.3390/educsci11090556 - 17 Sep 2021

Cited by 25 | Viewed by 5061

Abstract

COVID-19 has been one of the most significant disruptors of higher education in modern history. Higher education institutions rapidly transitioned to Emergency Remote Teaching (ERT) in mid-to-late March of 2020. The extent of COVID-19’s impact on teaching and learning, and the resulting challenges [...] Read more.

COVID-19 has been one of the most significant disruptors of higher education in modern history. Higher education institutions rapidly transitioned to Emergency Remote Teaching (ERT) in mid-to-late March of 2020. The extent of COVID-19’s impact on teaching and learning, and the resulting challenges facilitating ERT during this time, likely varied by faculty, institutional, and geographical characteristics. In this study, we identified challenges in teaching and learning during the initial transition to ERT at Predominantly Undergraduate Institutions (PUIs) in the Midwest, United States. We conducted in-depth interviews with 14 faculty teaching at Midwestern PUIs to explore their lived experiences. We describe the most overarching challenges related to faculty teaching through four emergent themes: pedagogical changes, work-life balance, face-to-face interactions, and physical and mental health. Five themes emerged that we used to describe the most overarching challenges related to students and their learning: learning patterns, technology access, additional responsibilities, learning community, and mental health. Based upon the identified challenges, we provide broad recommendations that can be used to foster a more successful transition to ERT in unforeseen regional or global crises in the future. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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33 pages, 1606 KiB

Open AccessArticle

Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19

by Andrea Catalina Ladino Nocua, Joan Paola Cruz Gonzalez, Ivonne Angelica Castiblanco Jimenez, Juan Sebastian Gomez Acevedo, Federica Marcolin and Enrico Vezzetti

Educ. Sci. 2021, 11(9), 540; https://doi.org/10.3390/educsci11090540 - 14 Sep 2021

Cited by 16 | Viewed by 3622

Abstract

Student engagement allows educational institutions to make better decisions regarding teaching methodologies, methods for evaluating the quality of education, and ways to provide timely feedback. Due to the COVID-19 pandemic, identifying cognitive student engagement in distance learning has been a challenge in higher [...] Read more.

Student engagement allows educational institutions to make better decisions regarding teaching methodologies, methods for evaluating the quality of education, and ways to provide timely feedback. Due to the COVID-19 pandemic, identifying cognitive student engagement in distance learning has been a challenge in higher education institutions. In this study, we implemented a non-self-report method assessing students’ heart rate data to identify the cognitive engagement during active learning activities. Additionally, as a supplementary tool, we applied a previously validated self-report method. This study was performed in distance learning lessons on a group of university students in Bogota, Colombia. After data analysis, we validated five hypotheses and compared the results from both methods. The results confirmed that the heart rate assessment had a statistically significant difference with respect to the baseline during active learning activities, and this variance could be positive or negative. In addition, the results show that if students are previously advised that they will have to develop an a new task after a passive learning activity (such as a video projection), their heart rate will tend to increase and consequently, their cognitive engagement will also increase. We expect this study to provide input for future research assessing student cognitive engagement using physiological parameters as a tool. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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19 pages, 1398 KiB

Open AccessArticle

Resilience and COVID-19. An Analysis in University Students during Confinement

by Ángela Serrano Sarmiento, Roberto Sanz Ponce and Aurelio González Bertolín

Educ. Sci. 2021, 11(9), 533; https://doi.org/10.3390/educsci11090533 - 12 Sep 2021

Cited by 35 | Viewed by 6663

Abstract

The COVID-19 pandemic has changed life for millions of people. The social-emotional consequences of the confinement need to be analysed urgently. This study examines self-perceived resilience and its most important determining factors in a sample of university students facing COVID confinement. The measuring [...] Read more.

The COVID-19 pandemic has changed life for millions of people. The social-emotional consequences of the confinement need to be analysed urgently. This study examines self-perceived resilience and its most important determining factors in a sample of university students facing COVID confinement. The measuring instrument used is the Connor-Davidson Resilience Scale, divided into four factors and applied to a sample of 253 graduate and postgraduate students. Different methods of descriptive statistics and statistical hypothesis testing were used to calculate the results with the statistical program SPSS–22. The results showed generally high levels of resilience among the university students analysed, irrespective of socio-demographic variables. Factor analysis shows resilience to be highest among male students and those over 25. Self-perceived resilience was also higher among students who lived alone or with people other than their parents. Finally, students of the health sciences were more likely to adapt to change, deal with today’s challenges, and think of themselves as people capable of bouncing back after hardship. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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33 pages, 609 KiB

Open AccessArticle

Thoughts on the Future of Higher Education in the UK: A Personal View with a Historical Context

by Jonathan Blackledge

Educ. Sci. 2021, 11(9), 474; https://doi.org/10.3390/educsci11090474 - 27 Aug 2021

Cited by 7 | Viewed by 5392

Abstract

Before the effect of the COVID-19 Pandemic, there had been continued debate about the future of Higher Education (HE) in the UK. It is now accepted that the effect of the pandemic will have a long-lasting effect on HE in the UK and [...] Read more.

Before the effect of the COVID-19 Pandemic, there had been continued debate about the future of Higher Education (HE) in the UK. It is now accepted that the effect of the pandemic will have a long-lasting effect on HE in the UK and elsewhere. This paper addresses the changes that are currently taking place, based on a strategy that aims to develop a future knowledge-based economy, following the UK governments 2019 landmark review of HE. It explores the underlying parallels between the current situation and certain historical events that catalysed the development of a new approach to HE in the past, which is very relevant today. In this context, the paper discusses why major changes in UK HE provision is now required as a response to the fact that although the cost of education is rising, employers are reporting that graduates are increasingly unprepared for the workplace. In this respect, the paper addresses a model for HE that focuses on `earn-as-you-learn’ apprenticeships and work-place-based learning. The key to this is the emphasis that the UK government is now placing on funding new `Technological Colleges’, in which students are trained by experts from the industry on a contractual basis, rather than by university academics with tenured positions. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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32 pages, 3826 KiB

Open AccessArticle

Exploring Faculty Perspectives during Emergency Remote Teaching in Engineering at a Large Public University

by Maria Chierichetti and Patricia Backer

Educ. Sci. 2021, 11(8), 419; https://doi.org/10.3390/educsci11080419 - 10 Aug 2021

Cited by 20 | Viewed by 3619

Abstract

In Spring 2020, the College of Engineering at San José State University (SJSU) conducted a comprehensive analysis of the impact of COVID-19 on faculty who were forced to transition to an online learning environment. The purpose of this study is to assess the [...] Read more.

In Spring 2020, the College of Engineering at San José State University (SJSU) conducted a comprehensive analysis of the impact of COVID-19 on faculty who were forced to transition to an online learning environment. The purpose of this study is to assess the impact of COVID-19 on faculty teaching methods, assessment methods, and personal well-being. The study was a combination of a quantitative survey and a qualitative study using interviews of engineering faculty teaching in Spring 2020. In the first part, we surveyed all faculty teaching during Spring 2020 in the SJSU College of Engineering about their experiences after the move to 100% online instruction in March 2020. In the second part of the research, we interviewed 23 faculty members to obtain a more in-depth understanding of their experiences during the move online in Spring 2020. Overall, 98 faculty participated in the survey: lecturers (58), tenure-track (18), tenured (13), adjunct (1), and Teaching Associates (1). The faculty reported being worried about their family and their students’ well-being. In addition, 65% of faculty members reported either a moderate or a great deal of stress related to the shelter in place, and this percentage was higher for female faculty (74%) and for tenure-track faculty (83%). Overall, faculty members felt that they had their classes under control most of the time and that the transition to online teaching was positive, even if they felt they had too much work to do and felt always in a hurry and under pressure. From a teaching perspective, the interviews highlight that faculty members’ main concerns focus on testing and assessment and students’ engagement. Overall, SJSU College of Engineering faculty members felt under stress in the transition to online teaching, especially the tenure-track faculty members, but were able to transition their classes with ease. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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17 pages, 984 KiB

Open AccessArticle

A Survey Study on U.S. College Students’ Learning Experience in COVID-19

by Jiahua Zhou and Qiping Zhang

Educ. Sci. 2021, 11(5), 248; https://doi.org/10.3390/educsci11050248 - 20 May 2021

Cited by 41 | Viewed by 17437

Abstract

COVID-19 affected various aspects of our life. Many college students were forced to take courses remotely. It was not clear how they adapted to this new environment and how their mental health was affected. The objective of this study is to understand college [...] Read more.

COVID-19 affected various aspects of our life. Many college students were forced to take courses remotely. It was not clear how they adapted to this new environment and how their mental health was affected. The objective of this study is to understand college students’ learning experience one year after the outbreak of COVID-19. An online survey was developed to investigate students’ overall learning process, mental health, perception of the learning community and student support. Sixty-two college students in the U.S. were recruited through an online survey platform. Findings of this study revealed: (1) improved mental health of college students compared to the beginning of the pandemic; (2) an overall positive learning experience and perceived belongingness to their learning community, as well as high satisfaction with the student support; (3) the major hindrance in the online learning environment was the lack of interactions with teachers and classmates; (4) a relationship between family income and perception of the learning community was discovered, and the students from low-income families were found to feel more belonging to the learning community; (5) hybrid was the optimum learning mode during COVID-19; (6) on-campus students perceived more student support than off-campus students. These findings provided a guideline for future research to further explore, and improve, the online learning environment. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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16 pages, 292 KiB

Open AccessArticle

Schools, Universities and Large-Scale Assessment Responses to COVID-19: The Swedish Example

by Marie Wiberg, Per-Erik Lyrén and Anna Lind Pantzare

Educ. Sci. 2021, 11(4), 175; https://doi.org/10.3390/educsci11040175 - 8 Apr 2021

Cited by 8 | Viewed by 2645

Abstract

The aim of this paper is to describe, analyze, and discuss how Swedish schools and the national tests in schools, university teaching and examination, and the college admissions test, Swedish Scholastic Aptitude Test (SweSAT), have been affected by the COVID-19 situation. A further [...] Read more.

The aim of this paper is to describe, analyze, and discuss how Swedish schools and the national tests in schools, university teaching and examination, and the college admissions test, Swedish Scholastic Aptitude Test (SweSAT), have been affected by the COVID-19 situation. A further aim is to discuss the challenges in schools, universities and in the admissions test process in Sweden which are due to the COVID-19 situation. Contrary to many other countries, Swedish schools remained open, except for upper secondary school and universities where teaching went online. However, the spring administrations of the national tests and the high-stake college admission test, SweSAT, were cancelled, which had impact on admissions to universities in the fall. By using documentation from the news, school, and university authorities, as well as governmental reports of the events and a student survey, challenges are discussed. The novelty of this study includes a discussion of the events and their upcoming challenges. A discussion of what could be learned and what to expect in the close future is included, as well as conclusions which can be drawn from this situation. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

16 pages, 280 KiB

Open AccessArticle

Teaching Online during the COVID-19 Pandemic: A Phenomenological Study of Physical Therapist Faculty in Brazil, Cyprus, and The United States

by Laura Plummer, Beliz Belgen Kaygısız, Cymara Pessoa Kuehner, Shweta Gore, Rebecca Mercuro, Naseem Chatiwala and Keshrie Naidoo

Educ. Sci. 2021, 11(3), 130; https://doi.org/10.3390/educsci11030130 - 18 Mar 2021

Cited by 31 | Viewed by 7178

Abstract

The COVID-19 pandemic led to a global transition from in-person to online instruction leaving many higher education faculty with little time or training for this responsibility. Physical therapist education programs were especially impacted since a large part of the development of skills rely [...] Read more.

The COVID-19 pandemic led to a global transition from in-person to online instruction leaving many higher education faculty with little time or training for this responsibility. Physical therapist education programs were especially impacted since a large part of the development of skills rely on face-to-face onsite practice. This phenomenological study explored the perceptions of physical therapist educators in three countries—Brazil, Cyprus, and the United States, who transitioned to an entirely virtual medium of teaching during the pandemic. Sixteen faculty participated in 1:1 semi-structured interviews. Trustworthiness of qualitative inquiry was ascertained using triangulation, thick descriptions, and peer reviews. Four major themes emerged from analysis of participants’ interview data: adapting pedagogy in real-time, expected excellence, limitations of the medium, and informing future teaching practice. All participants described teaching during the pandemic as one of the most challenging experiences of their professional careers. Despite available resources, faculty noted challenges in making authentic connections with students, adapting to technological interruptions, assessment of student understanding of content, and managing work-life balance. Despite the challenges, faculty worked collaboratively with peers to innovate new approaches of creating social, cognitive, and teaching presence. Unique opportunities arose from the pandemic to enhance future teaching practice. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

16 pages, 836 KiB

Open AccessArticle

Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

by Nastaran Peimani and Hesam Kamalipour

Educ. Sci. 2021, 11(2), 72; https://doi.org/10.3390/educsci11020072 - 13 Feb 2021

Cited by 111 | Viewed by 23330

Abstract

The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching [...] Read more.

The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a qualitative approach with an aim to inform resilient practices of teaching in the face of public health emergencies. Drawing on the experience of teaching the Research Methods and Techniques subject during lockdown, we discuss the rapid transition from face-to-face to online teaching and point to the challenges and opportunities in relation to the learning and teaching activities, assessment and feedback, and digital platforms. This paper concludes by outlining some key considerations to inform the development of more adaptive and resilient approaches to online teaching in the context of unprecedented global health crises such as the COVID-19 pandemic. We argue that it is critical to move beyond fixed pedagogical frameworks to harness the productive capacities of adaptive teaching. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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20 pages, 1714 KiB

Open AccessArticle

Teaching Mathematics at Distance: A Challenge for Universities

by Rosalinda Cassibba, Daniela Ferrarello, Maria Flavia Mammana, Pasquale Musso, Mario Pennisi and Eugenia Taranto

Educ. Sci. 2021, 11(1), 1; https://doi.org/10.3390/educsci11010001 - 22 Dec 2020

Cited by 31 | Viewed by 7248

Abstract

The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using [...] Read more.

The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using an e-learning platform that they had never used before, and for which they could not receive training due to the health emergency. In addition to the emotional aspects related to the particular situation of the pandemic, there are two aspects to consider when teaching mathematics at a distance. The first is related to the fact that at university level, lecturers generally teach mathematics in a formal way, using many symbols and formulas that they are used to writing. The second aspect is that the way mathematics is taught is also related to the students to whom the teaching is addressed. In fact, not only online, but also in face-to-face modality, the teaching of mathematics to students on the mathematics degree course involves a different approach to lessons (as well as to the choice of topics to explain) than teaching mathematics in another degree course. In order to investigate how the Sicilian State university mathematics professors taught mathematics at distance, a questionnaire was prepared and administered one month after the beginning of the lockdown in Italy. Both quantitative and qualitative analyses were made, which allowed us to observe the way that university professors have adapted to the new teaching modality: they started to appropriate new artifacts (writing tablets, mathematical software, e-learning platform) to replicate their face-to-face teaching modality, mostly maintaining their blackboard teacher status. Their answers also reveal their beliefs related to teaching mathematics at university level, noting what has been an advantageous or disadvantageous for them in distance teaching. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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11 pages, 240 KiB

Open AccessEditor’s ChoiceArticle

Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective

by Nadezhda Almazova, Elena Krylova, Anna Rubtsova and Maria Odinokaya

Educ. Sci. 2020, 10(12), 368; https://doi.org/10.3390/educsci10120368 - 7 Dec 2020

Cited by 167 | Viewed by 20113

Abstract

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning [...] Read more.

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

15 pages, 943 KiB

Open AccessArticle

Implementing Alternative Assessment Strategies in Chemistry Amidst COVID-19: Tensions and Reflections

by Poh Nguk Lau, Yek Tann Chua, Yiwei Teow and Xuejia Xue

Educ. Sci. 2020, 10(11), 323; https://doi.org/10.3390/educsci10110323 - 6 Nov 2020

Cited by 8 | Viewed by 4063

Abstract

The COVID-19 pandemic in the first quarter of 2020 resulted in the worldwide disruption of teaching and learning in main stream schools and in institutes of higher learning. Singapore was not spared. With the closure of schools in early April, it was imminent [...] Read more.

The COVID-19 pandemic in the first quarter of 2020 resulted in the worldwide disruption of teaching and learning in main stream schools and in institutes of higher learning. Singapore was not spared. With the closure of schools in early April, it was imminent that the delivery and assessment of our freshman general chemistry course must be overhauled for the new semester. While the delivery of Home-based Learning (HBL) was a challenge for all educators, it was a mammoth roadblock for chemistry courses because of laboratory classes. Besides being thrusted to learn and use new technology tools for online lessons, instructors also had to quickly explore and design alternative assessments to substitute in-person written examinations and tests. This paper documents the struggles that played out in the decision to implement concept map assessments and “split-half” laboratory classes for safe distancing. Although these interventions are not novel, we confronted tensions as we sought to address academic integrity, administrative guidelines, and our own inadequacy particularly in concept map assessments. In light of positive and negative feedback from both staff and students, lessons were drawn to enhance future implementation and for further research. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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23 pages, 573 KiB

Open AccessEditor’s ChoiceArticle

Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19

by Laura A. Gelles, Susan M. Lord, Gordon D. Hoople, Diana A. Chen and Joel Alejandro Mejia

Educ. Sci. 2020, 10(11), 304; https://doi.org/10.3390/educsci10110304 - 28 Oct 2020

Cited by 156 | Viewed by 21265

Abstract

The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced [...] Read more.

The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced disruptions to academic continuity (e.g., earthquakes, hurricanes), but not to the same extent as COVID-19, which has affected universities on a global scale. In this paper, we describe a qualitative case study where we interviewed 11 second-year Integrated Engineering students during the Spring 2020 semester to explore how they adapted to the transition to remote learning. Our results revealed several student challenges, how they used self-discipline strategies to overcome them, and how the faculty supported students in the classroom through a compassionate and flexible pedagogy. Faculty members showed compassion and flexibility by adjusting the curriculum and assessment and effectively communicating with students. This was especially important for the women participants in this study, who more frequently expressed utilizing pass/fail grading and the personal and gendered challenges they faced due to the pandemic. During this unprecedented crisis, we found that a key element for supporting students’ well-being and success is the faculty members communicating care and incorporating flexibility into their courses. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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24 pages, 567 KiB

Open AccessEditor’s ChoiceArticle

Online Delivery and Assessment during COVID-19: Safeguarding Academic Integrity

by Kelum A.A. Gamage, Erandika K. de Silva and Nanda Gunawardhana

Educ. Sci. 2020, 10(11), 301; https://doi.org/10.3390/educsci10110301 - 25 Oct 2020

Cited by 148 | Viewed by 21876

Abstract

Globally, the number of COVID-19 cases continues to rise daily despite strict measures being adopted by many countries. Consequently, universities closed down to minimise the face-to-face contacts, and the majority of the universities are now conducting degree programmes through online delivery. Remote online [...] Read more.

Globally, the number of COVID-19 cases continues to rise daily despite strict measures being adopted by many countries. Consequently, universities closed down to minimise the face-to-face contacts, and the majority of the universities are now conducting degree programmes through online delivery. Remote online delivery and assessment are novel experiences for many universities, which presents many challenges, particularly when safeguarding academic integrity. For example, invigilated assessments, often considered as more secure, are not an option given the current situation and detecting any cheating would be significantly challenging. This paper reviews assessment security in the digital domain and critically evaluates the practices from different universities in safeguarding academic integrity, including associated challenges. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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22 pages, 1677 KiB

Open AccessArticle

A Student Primer on How to Thrive in Engineering Education during and beyond COVID-19

by Junaid Qadir and Ala Al-Fuqaha

Educ. Sci. 2020, 10(9), 236; https://doi.org/10.3390/educsci10090236 - 5 Sep 2020

Cited by 49 | Viewed by 8766

Abstract

In this paper, we strive to provide a primer for students on how to thrive and learn effectively in engineering education in the volatile, uncertain, complex, and ambiguous (VUCA) times following the onset of the COVID-19 global pandemic, which has disrupted the educational [...] Read more.

In this paper, we strive to provide a primer for students on how to thrive and learn effectively in engineering education in the volatile, uncertain, complex, and ambiguous (VUCA) times following the onset of the COVID-19 global pandemic, which has disrupted the educational enterprise massively with universities physically closing in many parts of the world and students and faculty transitioning to remote learning. Although the immediate audience assumed in this paper comprises engineering students (such as those enrolled in electrical, electronics, or computer engineering programs) studying in an outcome-based education (OBE) environment—the global educational paradigm mandated by the Washington Accord that aims to standardize engineering competencies in terms of the attained student learning outcomes—the presented ideas are more general and broadly useful for learners of all types. We will describe seven evidence-based steps that the students can adopt to thrive in OBE settings in these challenging times. The main contribution of this paper is practical: we present a synthesis of the vast research literature on effective student learning in normal, online, and disrupted settings to present practical insights that students can leverage to substantially improve their learning. At the end of the paper, we also present a discussion of important issues related to remote teaching and online education such as ensuring equity and the handling of lab work for engineers in such settings (e.g., through simulators and virtual labs). Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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13 pages, 2911 KiB

Open AccessEditor’s ChoiceArticle

COVID-19 Outbreak: Insights about Teaching Tasks in a Chemical Engineering Laboratory

by Sergio Nogales-Delgado, Silvia Román Suero and José María Encinar Martín

Educ. Sci. 2020, 10(9), 226; https://doi.org/10.3390/educsci10090226 - 30 Aug 2020

Cited by 24 | Viewed by 4899

Abstract

Apart from the evident tragedy that the COVID-19 outbreak has meant regarding both personal and economic costs, the normal functioning of the academic year has been drastically altered at all educational levels. Regarding Spain, the state of alert implemented by the government from [...] Read more.

Apart from the evident tragedy that the COVID-19 outbreak has meant regarding both personal and economic costs, the normal functioning of the academic year has been drastically altered at all educational levels. Regarding Spain, the state of alert implemented by the government from mid-March to June has affected traditional face-to-face sessions at universities, as they were forbidden and replaced by online lessons. The aim of this work was to explain our own experience during the COVID-19 outbreak in a chemical engineering laboratory at the University of Extremadura, concerning the university teaching and the final degree project follow-up, whose method of teaching was active and participatory, based on constructivism and focused on the student as the center of the learning process. Thus, the confinement affected both the teachers and students differently, depending on the degree of completion of their main tasks and their previous skills with computing and virtual tools, among other factors. The existence of an operating virtual campus and an online library has made the transition to total e-learning and telework easier for teachers and students. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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A graphical abstract of this work. Full article ">Figure 2
Main events during the COVID-19 outbreak affecting the functioning of University of Extremadura. Full article ">Figure 3
Alexa Rank evolution in the last year for the virtual campus site of University of Extremadura. Full article ">Figure 4
Main academic calendar changes for the second semester. Full article ">Figure 5
Simplified molecular structure of some fatty acids found in the vegetable oils usually utilized in our laboratory. Full article ">Figure 6
Main steps for the completion of a final degree project in our department. Steps that are mandatory to be done in the laboratory are shown in red. Steps that can be done by e-learning are shown in green. Full article ">Figure 7
Transesterification reaction to produce biodiesel (fatty acid methyl esters). Full article ">Figure 8
Main causes of lack of communication between teachers and students. Full article ">

18 pages, 882 KiB

Open AccessArticle

Exploring College Student’s Perspectives on Global Mobility during the COVID-19 Pandemic Recovery

by Shu-Jing Wu, Dian-Fu Chang and Fu-Rong Sun

Educ. Sci. 2020, 10(9), 218; https://doi.org/10.3390/educsci10090218 - 25 Aug 2020

Cited by 19 | Viewed by 7414

Abstract

At the time of writing, more than 22 million cases of COVID-19 have been reported worldwide, and at least 770 thousand deaths. Under the pressure of the pandemic, promoting global mobility has become an emerging issue in higher education settings. Although various methods [...] Read more.

At the time of writing, more than 22 million cases of COVID-19 have been reported worldwide, and at least 770 thousand deaths. Under the pressure of the pandemic, promoting global mobility has become an emerging issue in higher education settings. Although various methods of enhancing student mobility have been implemented, little research has as yet confirmed the pandemic challenges for students. This study investigates the global mobility of Chinese college students and the factors influencing their travel decisions. A self-designed questionnaire, consisting of 15 critical indicators of mobile capabilities, intentions, and implementation decisions, was administered to collect data from 2226 participants. The Minitab and Amos software were used to conduct exploratory factor analysis (EFA) and to detect latent relationships among the data with structural equation modeling (SEM). The SEM and logistic regression model provide a clear picture of the relations among the variables, and show that international intention is the key indicator of global mobility implementation under pressure. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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16 pages, 583 KiB

Open AccessArticle

E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives

by Ammar Y. Alqahtani and Albraa A. Rajkhan

Educ. Sci. 2020, 10(9), 216; https://doi.org/10.3390/educsci10090216 - 20 Aug 2020

Cited by 314 | Viewed by 37425

Abstract

During the COVID-19 pandemic, educational institutions were shut down all over the world, which impacted over 60% of students and caused a massive disruption of the education system. The goal of this paper was to identify the critical success factors for E-learning during [...] Read more.

During the COVID-19 pandemic, educational institutions were shut down all over the world, which impacted over 60% of students and caused a massive disruption of the education system. The goal of this paper was to identify the critical success factors for E-learning during COVID-19 using the multi-criteria Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) techniques to enhance the educational process. Data were generated by interviewing 69 E-learning managers in educational institutions during COVID-19 based on defined evaluation criteria and E-learning approaches through several channels. We found that technology management, support from management, increased student awareness to use E-learning systems, and demanding a high level of information technology from instructors, students, and universities were the most influential factors for E-learning during COVID-19. Among the five learning systems, blended learning was the most suitable learning system to practice. These results demonstrated that, regardless of how extraordinary the technology is in an educational institution, the readiness of E-learning execution played a large role in boosting the educational process during the COVID-19 pandemic. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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18 pages, 3564 KiB

Open AccessArticle

Tutorials for Integrating 3D Printing in Engineering Curricula

by AMM Sharif Ullah, Tashi, Akihiko Kubo and Khalifa H. Harib

Educ. Sci. 2020, 10(8), 194; https://doi.org/10.3390/educsci10080194 - 27 Jul 2020

Cited by 6 | Viewed by 4744

Abstract

Three-dimensional (3D) printing can revolutionize the way products have been designed and manufactured. This necessitates engineering graduates equipped with the knowledge and skills of 3D printing. As a result, the educational aspects of 3D printing have earned a great deal of attention. Nevertheless, [...] Read more.

Three-dimensional (3D) printing can revolutionize the way products have been designed and manufactured. This necessitates engineering graduates equipped with the knowledge and skills of 3D printing. As a result, the educational aspects of 3D printing have earned a great deal of attention. Nevertheless, to teach 3D printing in an undergraduate engineering degree program, an outcomes-oriented approach integrating engineering design, object visualization/digitization, and 3D printing domains can be used. Accordingly, this study presents a tutorial development method to teach undergraduate engineering students the knowledge and skills of 3D printing. The method integrates the abovementioned domains maintaining a hierarchy among the seven ABET-prescribed outcomes. The hierarchy organizes the outcomes into three levels (primary, secondary, and tertiary). The presented method is implemented by introducing a tutorial where a spur gear-pinion pair is designed, visualized, digitized, and 3D printed systematically. E-learning tools can be developed to deliver the tutorial online. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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18 pages, 234 KiB

Open AccessArticle

Studying During the COVID-19 Pandemic: A Qualitative Inductive Content Analysis of Nursing Students’ Perceptions and Experiences

by Robert Lovrić, Nikolina Farčić, Štefica Mikšić and Aleksandar Včev

Educ. Sci. 2020, 10(7), 188; https://doi.org/10.3390/educsci10070188 - 21 Jul 2020

Cited by 114 | Viewed by 37309

Abstract

Coronavirus disease 2019 (COVID-19) is the latest pandemic with a high rate of morbidity and mortality worldwide. Crises like these can harm the academic functioning and psychophysical health of nursing students. With this qualitative study, we aim to explore how students perceive the [...] Read more.

Coronavirus disease 2019 (COVID-19) is the latest pandemic with a high rate of morbidity and mortality worldwide. Crises like these can harm the academic functioning and psychophysical health of nursing students. With this qualitative study, we aim to explore how students perceive the COVID-19 crisis and what their personal experiences were while studying during the global pandemic. In the study, data saturation was achieved after analyzing the reports of 33 undergraduate nursing students, using the inductive thematic saturation method. Data were collected using an online form, which students filled out, describing their perceptions and experiences. Qualitative inductive content analysis of students’ reports resulted in 29 codes, indicating different student perceptions of the efficiency of state institutions in crises. All students described the spread of misinformation on social networks and the risky behavior of the population. Most are afraid of infection and worried about the well-being of their family, so they constantly apply protective measures. Students recognize their responsibility to the community and the importance and risks of the nursing profession. They also describe negative experiences with public transportation and residence in the student dorm. The fear of possible infection in the classroom is not significant, however, students are afraid of the clinical settings. Thirteen students reported difficulty in concentrating and learning, while all students praised teacher support and faculty work in this crisis. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

Review

Jump to: Research, Other

14 pages, 778 KiB

Open AccessReview

Asynchronous Environment Assessment: A Pertinent Option for Medical and Allied Health Profession Education During the COVID-19 Pandemic

by Madan Mohan Gupta, Satish Jankie, Shyam Sundar Pancholi, Debjyoti Talukdar, Pradeep Kumar Sahu and Bidyadhar Sa

Educ. Sci. 2020, 10(12), 352; https://doi.org/10.3390/educsci10120352 - 26 Nov 2020

Cited by 20 | Viewed by 7708

Abstract

The emergence and global spread of COVID-19 has disrupted the traditional mechanisms of education throughout the world. Institutions of learning were caught unprepared and this jeopardised the face-to-face method of curriculum delivery and assessment. Teaching institutions have shifted to an asynchronous mode whilst [...] Read more.

The emergence and global spread of COVID-19 has disrupted the traditional mechanisms of education throughout the world. Institutions of learning were caught unprepared and this jeopardised the face-to-face method of curriculum delivery and assessment. Teaching institutions have shifted to an asynchronous mode whilst attempting to preserve the principles of integrity, equity, inclusiveness, fairness, ethics, and safety. A framework of assessment that enables educators to utilise appropriate methods in measuring a student’s progress is crucial for the success of teaching and learning, especially in health education that demands high standards and comprises consistent scientific content. Within such a framework, this paper aims to present a narrative review of the currently utilised methods of assessment in health education and recommend selected modalities that could be administered in an asynchronous mode during the COVID-19 pandemic. Assessment methods such as open-ended short answer questions, problem-based questions, oral exams, and recorded objective structured clinical exams (OSCE) would be appropriate for use in an asynchronous environment to assess the knowledge and competence of health professional students during COVID-19. Fairness and integrity can be ensured by using technological tools such as video and audio recording surveillance. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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9 pages, 201 KiB

Open AccessReview

Online Delivery of Teaching and Laboratory Practices: Continuity of University Programmes during COVID-19 Pandemic

by Kelum A. A. Gamage, Dilani I. Wijesuriya, Sakunthala Y. Ekanayake, Allan E. W. Rennie, Chris G. Lambert and Nanda Gunawardhana

Educ. Sci. 2020, 10(10), 291; https://doi.org/10.3390/educsci10100291 - 19 Oct 2020

Cited by 201 | Viewed by 23523

Abstract

A great number of universities worldwide are having their education interrupted, partially or fully, by the spread of the novel coronavirus (COVID-19). Consequently, an increasing number of universities have taken the steps necessary to transform their teaching, including laboratory workshops into an online [...] Read more.

A great number of universities worldwide are having their education interrupted, partially or fully, by the spread of the novel coronavirus (COVID-19). Consequently, an increasing number of universities have taken the steps necessary to transform their teaching, including laboratory workshops into an online or blended mode of delivery. Irrespective of the measures taken, universities must continue to maintain their high academic standards and provide a high-quality student experience as required for delivery of learning outcomes associated with each degree programme. This has created a challenge across the higher education landscape, where academics had to switch to remote teaching and different approaches to achieving laboratory delivery. As a result, students have not been receiving face-to-face teaching, and access to laboratory facilities has been limited or nearly impossible. This paper reviews numerous approaches taken by universities to deliver teaching and laboratory practices remotely, in consideration of the COVID-19 pandemic, whilst also considering the potential impacts on the student learning experience. This review is primarily focused on the fields of engineering, science and technology, based on published literature including books, reviewing web-based provision of selected universities, institutional and national policy documents. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

Other

Jump to: Research, Review

14 pages, 1214 KiB

Open AccessCase Report

The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education

by Lívea Dornela Godoy, Raquel Falcoski, Roberta Monteiro Incrocci, Fabiana Maris Versuti and Fernando E. Padovan-Neto

Educ. Sci. 2021, 11(9), 473; https://doi.org/10.3390/educsci11090473 - 27 Aug 2021

Cited by 21 | Viewed by 8455

Abstract

Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students’ learning and [...] Read more.

Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students’ learning and mental health. This study was conducted during four modules of a remote Psychopharmacology course between 5 October and 20 December 2020. We collected data from 28 Psychology undergraduate students at the University of São Paulo, Brazil. We used pre- and post-test multiple-choice questions to obtain a quantitative measure of learning. Students completed an online survey to report demographic information, functional impairment (Work and Social Adjustment scale; WSAS), generalized anxiety (Generalized Anxiety Disorder scale; GAD-7), coronavirus anxiety (Brazilian adapted version of the Coronavirus Anxiety Scale; CAS-BR), and self-perception with the remote lectures’ methodology. In our sample, 42.9% of respondents experienced symptoms of generalized anxiety disorders (GAD-7 ≥ 15), and 53.6% had moderate to severe functional impairment (WSAS > 20). We also observed an overlapping profile of highly anxious and dysfunctional students. A chi-square test of independence revealed a relation between pairs of multiple-choice questions answers and GAD-7 scores, indicating that less anxious students were more likely to perform better in pairs of pre- and post-tests. Intriguingly, the correlational analysis suggested that students with moderate to severe functional impairment (WSAS scores > 20) were less likely to change from an incorrect to a correct answer to pairs of pre- and post-tests. This data suggests that psychological distress and anxiety states might influence students’ ability to coordinate social and work activities and performance during remote learning. Although this study evaluated a small sample of students, our data highlights the importance of investigating anxiety and functional impairment measures as part of the remote-learning curriculum. Full article

(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)

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Correct and incorrect answers in study modules. As evidenced by the module-to-module comparison (A,B) and overall frequency of correct answers (C), there is an increase of correct answers from the pre-test to the post-test. Frequencies of correct (black) and incorrect (white) answers shown in the pre-test (A) and the post-test (B) also demonstrate data were independent of the number of multiple-choice questions collected in modules. The percent of changed answers (D) from correct to correct (black) were 56.4% (n = 238), incorrect to correct (gray) were 23.5% (n = 99), and other combinations of multiple-choice questions (stripes) were 20.1% (encompassing both correct to incorrect and incorrect to incorrect; n = 25 and 60, respectively). Full article ">Figure 2
Profile of students’ performance in pairs of multiple-choice questions according to GAD-7 and WSAS scores. Students with low anxiety scores (GAD-7 < 15; white) were more likely to answer correctly in tests, whereas students with moderate to severe functional impairment (WSAS scores > 20; black) were less likely to change from an incorrect to a correct answer in the multiple-choice test (A–D). Box plot distribution of pairs (pre- and post-test) of answers per student in all four modules (A,C) and proportion of pairs of answers of multiple-choice answers (B,D) were shown according to GAD-7 and WSAS severity cut-scores. Correct to correct (C to C), incorrect to correct (I to C), and other combinations (both correct to incorrect and incorrect to incorrect) were represented in the histogram chart. GAD-7 scores ≥ 15 and WSAS > 20 (black) cut-scores show moderate to severe anxiety and functional impairment indicators. Venn Diagrams (E,F) show the proportion of students categorized in the cut-score psychometric instruments and the overlap of GAD-7 ≥ 15 and WSAS > 20 scores and GAD-7 < 15 and WSAS < 20 scores. Full article ">Figure 3
Most students considered the ICT methodology a positive experience in structuring or advancing their learning. Students were asked to rate their perceptions through a 5-point agreement scale, ranging from strongly disagree to strongly agree, in questions regarding the methodology, including the teaching method, the use of multiple-choice questions, and the synchronous online lectures. Full article ">

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