Search

Supplemental resources in science education are made available to students based on the belief that they will improve course-based student learning. This belief is ubiquitous, with supplemental resources being a traditional component of physiology education. In addition, the recent large-scale transition to remote learning caused by the Covid-19 pandemic suggests an increased relevance and necessity of digital versions of supplemental resources. However, the use of a supplemental resource is entirely dependent on whether students view it as beneficial. If students in a specific course do not perceive a supplemental resource as useful, there is little reason to believe the resources will be used and are worthy of investment. Consequently, measurement of student perception regarding the effectiveness of any digital learning tool is essential for educators and institutions in order to prioritize resources and make meaningful recommendations to students. In this study, a survey was used to determine student perceptions of a digital, supplemental resource. Quantitative methods, including exploratory factor analysis, were performed on data collected from the survey to examine the dimensionality and functionality of this survey. The findings from this study were used to devise an improved, standardized (i.e., reliable and valid) survey that can be used and adapted by physi3ology researchers and educators to determine student perception of a digital supplemental resource. The survey, with known construct validity and internal reliability, can provide useful information for administrators, instructors, and designers of digital supplemental resources.

The rapid development of Industry 4.0 as a result of the Fourth Industrial Revolution brings back the relationship of pedagogy and production to mutual integration that has been their characteristic since ancient times. The study revealed high digital readiness of students (4.24 according to the student assessment and 2.82 according to the teacher assessment on a 5-point scale) and very low readiness of production to accept integrated learning (1.68 and 2.67, respectively), as well as the poor digitalization of the educational process according to the students and teachers, who are more closely familiar with the reality of production (2.03 and 2.45, respectively) © 2021. Nikolay Chapaev et al; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDeris 4.0 License

Digital pedagogy was used as a contingency plan to achieve teaching and learning during the COVID-19 pandemic. This study aimed to observe digital pedagogy in lecturers’ online teaching practices and instructional supervisors’ evaluations of teaching outcomes. A sample of 32 lecturers and instructional supervisors from three Chinese universities participated in the in-depth interviews. The thematic analysis approach of grounded theory was used in data analysis. The results show that pedagogical dimensions were extended. Besides technology, innovative pedagogy, and learning environments, this study added two constructs: sustained support and cyber safety. Collaboration is required at different levels;meanwhile, cyber safety is highlighted to ensure healthy digital learning environments. [ABSTRACT FROM AUTHOR] Copyright of Innovations in Education & Teaching International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Physical therapy education programs are incorporating digital delivery strategies into their curricula more than ever during the COVID-19 pandemic. The literature on digital and blended strategies ...

The coronavirus pandemic activated an emergency shift to remote supervision which is now shaping longer term changes to our supervision practice. Through a narrative lens on experience, this paper shares the perspectives of two doctoral supervisors who have different relationships with remote supervision. Our means towards similar ends present interesting contrasts in practice and attitudes to online learning. Our experiences during this transition have been different, which may resonate with challenges facing other supervisors across the Higher Education sector. The informal ‘corridor conversations’ with our doctoral students are seemingly a thing of the past, so we explore the strategies we have put in place, or, re-evaluate the online opportunities which were already in place, that now form a critical lifeline to build and maintain those relationships. Through our stories, it is hoped useful lessons may be learned, with the aim of improving the supervisory experience for doctoral students.

Information Technology (IT), more particularly, mobile devices and applications are getting more and more popular in the world of education. Language learning has become one part of education that uses mobile technology. In Indonesia, Mobile Assisted Language Learning (MALL) has been applied in a number of regions although it is also admitted that some places are not as fortunate as those which have applied it. Some have questioned the possibility of the application of MALL in their regions, but some others comment that the application of it is unavoidable. The questions raised in this research are: 1) what are the opportunities as well as the challenges of using MALL? 2) How is the possibility of applying MALL in Indonesian context? This research is descriptive qualitative. The techniques of data collection applied were library research and self-reflection. The data analysis methods were data reduction, data display, and conclusion drawing. To answer the questions in this research, this paper looks at a number of mobile devices and applications and reviews literature (including peer-reviewed articles) related to the opportunities as well as their challenges of incorporation into the context of English as Foreign Language (EFL) education. Their use in Indonesian context is then discussed. Finally, this paper recommends that MALL should be used in EFL education in Indonesia in order to keep up with the digital learning of this world and also suggests that further research should be conducted for each mobile device and app in all parts of Indonesia, including rural areas.

The present study is based on primary data of 720 students from primary schools in West Bengal, India. With adherence to the Logistic Regression Model, the study investigates and analyses the factors that influence digital learning of primary students during the COVID-19 pandemic situation. Further with the application of Welch’s t-test, comparative study have been conducted based on parameters as village and city school students, private and government school students and gender discrimination. The findings conclude that the school structure; willingness of the school and teachers to conduct virtual classes; availability and accessibility of high-speed internet and economic capability of parents to bear the exorbitant internet charges are significant dimensions in virtual learning of primary section students. The study also confirms that during the pandemic girl students and students from village government schools are the worst hit in comparison to boys who are from city-based schools and private schools respectively.

Transnational education (TNE) has grown significantly in developing countries but providing quality and scaling to large student numbers is a challenge for universities. Blended learning offers a potential solution for scaling at high quality. A large-scale project delivering a blended learning programme for TNE students in South-East Asia was evaluated. The aim of this research was to assess the students’ perceptions of the changes from predominantly face-to-face to blended mode. A student voice survey based on self-determination theory was administered to participating students (n = 1718) to assess their needs, satisfaction and frustration levels. All students found the online resources useful. Students who had experienced the previous delivery of education experienced higher levels of frustration. Conversely, students commencing after the changes had been implemented reported higher levels of satisfaction and lower frustration. Furthermore, mature-age students who attended evening classes perceived the blended approach more positively.

This research aims:1)Development of e-accounting modules that can facilitate the learning prosess, 2)Describe the feasibility of developing an e-module of accounting on the basis of exspert tests and tests tobe used in learning prosess, 3)Describe how electronics module can improve student achievement. This research main goal is to develop electronic modules or modules that can help students in learning because they can use a laptop and also smarphone (HP). The module development prosess uses sigil application for manufacturing processand to read it using EPUB reader using Azardi for laptop and easily for smartphone (HP). This development is expected to guide students with digital learning patterns 4.0. Becauuse the materialand evaluasion can be adjustes to the learning abitlities of each student. This e-module is expected to be able to: 1) Help students learn by themselves without the presence of teacher, 2) Help teacher have digital learning suggestions in the form of electronic module (e-module), 3) One of the references for learning accouting digitally. This development researh used ADDIE methid (Analyze, Design, Development, Implematation and Evaluation). After validation the e- module will try to the student in basic area and in the widht area. To see if test the e- module. The result the e-module can be used in learning proses.

Introduction. In the last decade, it has become evident that the school is not ready to provide the material and technical capabilities for the modern educational process. The school design strategy is changing, but these innovations are hardly reflected in the research of hygienists. The purpose of the study is to substantiate the hygienic requirements for modern architectural and planning solutions of school buildings. Materials and methods. Expert-analytical research was carried out. The object of the study: documents regulating the sanitary and epidemiological wellbeing of the population, the development of school education infrastructure, documents and publications that reveal the prospects for designing schools. Results. Most functioning school buildings do not meet the requirements for modern school infrastructure. Fewer and fewer students report that they “really like school”, which negatively affects their academic performance and psychological wellbeing. The need for fundamental changes in the construction of school buildings is recorded in the National Educational Initiative “Our New School” (2010). The design decisions of school buildings should take into account the experience of quarantine measures that had to be faced in the context of the spread of the new coronavirus infection (COVID-19). Hygienic requirements for modern architectural and planning solutions for school buildings are: taking into account climatic and geographical conditions; ensuring the psychological wellbeing of children, primarily due to the optimal number of classes and placement of educational premises for different age groups on separate floors, in blocks, buildings; convenient functional connections with the site; the possibility of transforming beliefs, protection from the effects of physical factors and the penetration of pollution from the environment, safe use of digital learning tools, optimal lighting and air-heat regime; sufficient area of educational premises for one student; optimal conditions for physical activity and physical education, regular healthy nutrition, meeting the needs of students in primary health care. Conclusion. Hygienic requirements for the spatial characteristics of school buildings should take into account the new risks to children’s health. Contribution: Kuchma V.R. — the concept and design of the study; writing a text, editing; Stepanova M.I. — the concept and design of the study, collection of literature data, writing a text. All authors are responsible for the integrity of all parts of the manuscript and approval of the manuscript final version Conflict of interest. The authors declare no conflict of interest. Acknowledgement. The study had no sponsorship.

This study aims to discover pre-service teachers’ experiences in developing digital learning designs during the COVID-19 pandemic. It is expected that the findings of this study can help lecturers, university students, higher education institutions, and other relevant stakeholders in preparing the implementation of learning amid a global pandemic or other relevant crises, especially related to conducting the development of a particular design or product using ADDIE model. The method used in this study was a case study with a descriptive approach. Research subjects or participants involved in this study were 41 pre-service teachers who took a unit named “Desain Sistem Pembelajaran Digital or Digital Learning System Design” offered in the sixth semester in Bachelor of Elementary School Teacher Education Study Program, UPI Tasikmalaya Campus. This study results in several findings related to pre-service teachers’ experiences in developing digital learning designs using the ADDIE model amid the COVID-19 pandemic. In addition, this study also has discovered information regarding digital learning designs and digital learning materials/tools developed by the pre-service teachers.

The purpose of the research is to investigate the impact of COVID-19 on higher education policies and their effect on students' academic performance at public universities in Ethiopia. The study adopts a quantitative approach followed by causal analysis by applying structural equation modeling. A sample of 384 has been selected through simple random sampling out of a large population of academic staff spread homogeneously across Ethiopia. The study variables are COVID-19, higher education policies, digital learning, teacher preparedness, and student academic performance. The findings reveal that the hypothesized model becomes a perfect fit. Based on the standardized coefficient, the most influencing path is the effect of higher education policy on digital learning, followed by the impact of COVID-19 on higher education policy, academic performance, and teacher preparedness, respectively. The study has further observed the partial effect of teacher preparedness on the students' academic performance. Copyright © 2022, IGI Global.

Media pembelajaran berbasis multimedia interaktif menggunakan Adobe Flash dapat menjadi salah satu alternatif pilihan media khususnya pada saat adanya pandemi COVID-19 untuk menciptakan pembelajaran yang efektif. Penelitian ini bertujuan untuk menganalisis bagaimana penerapan media pembelajaran digital berbasis Adobe Flash di sekolah dasar dan dampak penggunaan media pembelajaran berbasis Adobe Flash. Metode yang digunakan dalam penelitian ini adalah kajian literatur dari penelitian terdahulu terkait media pembelajaran digital Interaktif Berbasis Adobe Flash. Hasilnya para peneliti terdahulu menemukan (1) media pembelajaran interaktif berbantuan Macromedia Flash yang dikembangkan cocok untuk digunakan dalam memahami informasi teks cerita (2) motivasi belajar siswa lebih tinggi dengan menggunakan model pembelajaran menggunakan Macromedia Flash (3) meningkatkan hasil belajar siswa

Using qualitative exploratory research, we documented the experiences of 90 undergraduate and graduate students on how online education was affecting their learning during the pandemic. Data was collected from School of Social Work students at a northeastern public university in the United States. The participants were unsatisfied with the unexpected disruption to online education. However, they had adjusted to digital learning, and stated that they would rather have subpar education than put self and others in danger due to COVID-19. The major challenges that the students encountered are: (a) struggle with online education, (b) difficulty connecting with instructors, (c) lack of motivation, (d) losses, (e) difficulty accessing other learning resources, and (f) unsafe/inaccessible home environment. Recommendations are provided for instructors and administrators to support students in these challenging times.

Background Higher education is responsible for providing education that meets international benchmarks relevant to the needs of the international community. Due to the increase of digital tools in higher education, the possibility of sharing learning resources across nations has expanded. In the current project, a Norwegian university invited universities in Spain and the United Kingdom to adapt and translate e-learning resources originally developed for Norwegian nursing students for use within their respective Bachelor in Nursing programmes. Aim The aim of the current study was to gain insights into the usability and value for learning of e-compendiums shared and implemented across three European universities. Methods The study adopted a descriptive cross-sectional design and included nursing students from the University of Nottingham, Valencia Catholic University, and the University of Stavanger. Data were collected in Autumn 2017 through a questionnaire adapted from the validated “Centre for Excellence in Teaching and Learning Reusable Learning Object evaluation questionnaire” The questionnaire consisted of 19 items that included two aspects: e-compendiums’ value for learning and e-compendiums’ usability. The different study sites were compared using a binary logistic regression analysis. Subgroups of students were compared based on their gender and age. Results A total of 480 nursing students participated in the study. The e -compendiums were overall positively rated, especially for reinforcing and retaining knowledge. Compared to the students from the University of Stavanger, students from Valencia Catholic University rated the e-compendiums more positively in most aspects of learning. Students from University of Nottingham found the e-compendiums to be more important for learning engagement compared to students at the Norwegian study site, and no differences were found in any other aspects of learning. Younger students rated the interactivity and visual components as more important compared to older students. Conclusions Students from the University of Nottingham and Valencia Catholic University seem to accept the e-compendiums despite the fact that they were originally developed for use in another country. We argue that, when sharing e-learning resources across countries, an adaptation and translation process that includes a multicultural and multidisciplinary perspective should be carried out.

This study is a replication study of a study that was conducted as part of a master's thesis at the Ludwig-Maximilians-Universität München for the master's program in business, organizational and social psychology. This experimental study analyzes the effect of personalized learning on change readiness for AI via intrinsic motivation, learning performance and change-self efficacy. Models and hypotheses are based on Self-Determination Theory (Deci & Ryan, 2000), Self-Efficacy Theory (Bandura, 1977) and empirical findings. The study is replicated to ensure improved data and conclusions and is conducted and analyzed in the exact same way as the original study. Participants that already took part in the original study are not allowed to participate again.

The purpose of this study was to predict educational transformation in the post pandemic era and address a new agenda for participants in both education and academia of Korean EFL. First of all, this article calls attention to rapid societal changes due to technology for the last few decades, particularly in facets of language use, knowledge building, and learning paradigm. Second, this study attempted to articulate unprecedented challenges of English education in Korea for adapting to educational reform in the digital society: 1) defining digital literacy from the second language (L2) perspective, 2) relocating English curriculum within digital learning ecology, and 3) achieving normalization of Korean school English curriculum. For successful transition, this paper finally suggests that a united voice is needed from participants and that new governance should be established in English education to connect educators, researchers, and policy makers to each other empowered by major academic associations such as KATE. © 2021 The Korea Association of Teachers of English (KATE).

We are approaching the 20‐month mark on the historic closure of school buildings and the move to remote instruction doe to the COVID‐19 pandemic. Public health directives currently allow options for remote, online, blended, and fully in‐person educational delivery in some parts of the world, but there is still a need for precautions and vigilance. Due to these circumstances, the need for policies that support online and digital learning has increased. This column argues for the need to consider digital literacies as part of comprehensive plans for online learning inside and outside of pandemics. The author provides background information on the various levels of preparation for pandemic learning in various US states, familiarizes readers with some current plans in state legislatures about online learning, and theorizes how digital literacies might be included in policies moving forward. [ABSTRACT FROM AUTHOR] Copyright of Journal of Adolescent & Adult Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper analyses the information openness of universities in accordance with the requirements provided by the current legislation of the Russian Federation in the field of education. It also considers the organization of educational activities carried out by universities and providing access to information and educational resources for students and scientific-pedagogical staff. The stages of digital learning units’ development within the framework of university courses are considered. Functional strategies for planning and conducting remote and in-class learning are investigated by the example of teaching foreign languages at a non-linguistic/technical university.

Purpose This study aims to contribute to literature on mobile learning (m-learning) by proposing four research clusters whereby scholars can expand m-learning research to facilitate effective learning experiences for students. Design/methodology/approach This study reviews student-centric literature on m-learning since 2010 and presents insights on m-learning while applying well-established bibliometric techniques. Consequently, 722 articles published in the past decade were evaluated by identifying key research areas, most influential authors, countries, journals and organisations. Most influential studies based on number of citations were also examined. Findings Through article co-citation analysis, four clusters representing m-learning literature were identified: concept of m-learning, application of m-learning in education, designing framework for model learning/acceptance and emerging technologies. Originality/value As mobile learning (m-learning) has undergone an evolution from being an emerging field to a significant teaching and research tool, it is pertinent to explore and identify the trends of m-learning research.

Purpose With the arrival of the 4th Industrial Revolution and the Education 4.0 era, the inevitability of educators using technology in the classroom has grown. A global health pandemic has hastened the adoption of online teaching. The interdependence of technologies and pedagogies necessitates vigour and variability, along with evolving teaching and learning practices. Past literature has advocated for various roles and forms of technology in education; however, inconsistencies in “blended learning” definitions have posed challenges in understanding blended learning’s full potential. Thus, a quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning. Design/methodology/approach A quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning. A total of 96 samples were carefully chosen based on established theoretical definitions, relevant to technology use. The samples were then placed into three categories: Web-based applications, standalone applications and devices. Effect sizes (ESs) acquired from Cohen’s d formula (1988; 1992) were used to determine overall effectiveness. The ES of individuals in each of the delivery platform categories was totalled and averaged. This combined ES was then interpreted using Cohen’s (1988) benchmark. Subsequently, a combination of ESs was compared based on the similar type of delivery method, as well as the dependent variables in which the average of the respective combined ESs was calculated for interpretation. Findings Findings show that all three delivery methods were effective in enhancing a learner’s performance, especially for language teaching and learning. The study provides insights that can assist stakeholders in selecting different delivery platforms to befit the needs of discrete disciplines. Originality/value The researchers recommend the three categories of technological intervention described above as tangible tenets for future research in blended learning implementation. Thus far, no blended learning researcher has attempted to categorize the myriad of technological interventions available into concrete, concise groupings. With the recommended categories of technological intervention, blended learning practitioners would have a better sense of direction in the context of investigating the effectiveness of a specific intervention implemented. The researchers deem the recommended categories of technological intervention as immensely useful for the blended learning community to begin establishing intervention as one of the important elements to look at. For example, the effectiveness of a technological intervention under both the Web-based application and standalone application categories, respectively, in relation to a similar dependent variable can be compared to further understand the implications of using interventions of a different nature. And such studies will need to extend the investigation to the present by examining all recent studies.

Purpose This study aims to examine the experiences of UK higher education students and the impact that emergency-imposed changes had on their learning, teaching and assessment (LTA) during the lockdown. It reflects on the views of students on how these changes impacted their education and personal circumstances. It makes suggestions, based on student observations, on how educators might support students’ LTA learning experiences more effectively. Design/methodology/approach The study uses an anonymous online questionnaire, imposed by lockdown and closure of universities, to gather the views of HE students across the UK on how COVID-19 and lockdown affected their education and personal circumstances. Using a cross-sectional study, participants were asked to complete several questions, providing quantitative and qualitative data which is analysed for the study. A total of 349 participants took part in the questionnaire and data were analysed descriptively. Findings Key findings suggest that the use of online virtual classrooms as a substitute for traditional face-to-face LTA has its positives and its negatives. The most significant positives are the “flexible assessments” and “digital content” and, in contrast, one of the significant drawbacks is the lack of interactions, this being true for both male and female students. However, as compared to females, males found to be missing “the campus life” more during the lockdown. Finally, the majority of student felt that there was a lack of support from the university and teaching staff during the lockdown. Universities’ governance must take control of how this issue is driven forward and learn from the experience of students. Originality/value The study makes three contributions: firstly, using students’ views to open a fresh debate on LTA approaches during the pandemic; secondly, examining the impact on student experiences due to the changes introduced because of lockdown; and finally, suggesting strategies to be implemented by HE management based on the opinions of participating students.

Digital pedagogies, blended, hybrid, and online learning are not new, indeed discussions about their role in higher education are well documented. With some notable exceptions however, many of these discussions, and many more attempts at implementation, have been small in scale, operating at the level of a single course, or even single members of staff. Barriers at national, institutional and personal levels all contributed to slow uptake of digital learning. The summer of 2020 though saw institutions across the UK, and indeed the world, forced into rapid transition to online learning in the face of the COVID-19 pandemic. This paper examines our work supporting a school - which achieved high student satisfaction rates - within a large post-92 university in this transition. With specific attention to academic identity and efficacy, we examine the approaches that were taken in helping academics to climb over the digital hurdle towards good online teaching. We suggest that a three-pronged approach is needed to overcome these barriers and create the belief in digital that is needed for a successful online transition, and for continued growth. These are a collective ‘all in it together’ approach, placing curriculum, rather than technology at the heart of the work, and also ensuring solid institutional support that does not rely on early adopters.

Educational innovation, in particular, has been studied more systematically since the 1970s. However, its implementation is a very demanding task. In educational sectors, digital media is a vital tool to help students develop their media skills, self-regulation skills, improving the results of learning environments and the quality of the experience. In general terms, digital learning as a component of education has a serious impact on the development of science and industry at the level of training and retraining of personnel in science and industry. The new data referring to the development of research and improvement of work technologies in the world are disseminated to specialists and future specialists with greater speed and greater accessibility. This intensifies the processes of improvement of scientific research and stimulates innovation in multiple contexts. Science and industry, in turn, influence the use, content, and technology of digital education. They develop and implement technological innovations, introduce new semantic guidelines, establish new knowledge of management tasks and technologies in all spheres of social life. Keywords: educational innovation, digital learning, research., La innovación educativa, en particular, se ha estudiado desde la década de 1970 de manera más sistemática. Sin embargo, su implementación constituye una tarea muy exigente. En los sectores educativos, los medios digitales son una herramienta vital para ayudar a los estudiantes a desarrollar sus habilidades mediáticas, habilidades de autorregulación, mejorando los resultados de los entornos de aprendizaje y la calidad de la experiencia. En términos generales, El aprendizaje digital como componente de la educación tiene un impacto serio en el desarrollo de la ciencia y la industria a nivel de capacitación y reciclaje del personal en ciencia e industria. Los nuevos datos referentes al desarrollo de la investigación y mejora de las tecnologías del trabajo en el mundo, se difunden a los especialistas y futuros especialistas con mayor celeridad y mayor accesibilidad. Esto intensifica los procesos de mejora de la investigación científica y estimula la innovación en múltiples contextos. La ciencia y la industria, a su vez, influyen en el uso, el contenido y la tecnología de la educación digital. Desarrollan e implementan innovaciones tecnológicas, introducen nuevas pautas semánticas, establecen nuevos conocimientos de las tareas y tecnologías de gestión en todas las esferas de la vida social. Palabras claves: innovación educativa, aprendizaje digital, investigación. Abstract Educational innovation, in particular, has been studied more systematically since the 1970s. However, its implementation is a very demanding task. In educational sectors, digital media is a vital tool to help students develop their media skills, self-regulation skills, improving the results of learning environments and the quality of the experience. In general terms, digital learning as a component of education has a serious impact on the development of science and industry at the level of training and retraining of personnel in science and industry. The new data referring to the development of research and improvement of work technologies in the world are disseminated to specialists and future specialists with greater speed and greater accessibility. This intensifies the processes of improvement of scientific research and stimulates innovation in multiple contexts. Science and industry, in turn, influence the use, content, and technology of digital education. They develop and implement technological innovations, introduce new semantic guidelines, establish new knowledge of management tasks and technologies in all spheres of social life. Keywords: educational innovation, digital learning, research. Información del manuscrito:Fecha de recepción: 28 de junio de 2021.Fecha de aceptación: 31 de julio de 2021.Fecha de publicación: 04 de agosto de 2021.

BACKGROUND: The SARS-CoV­2 pandemic has been a major challenge for graduate education. Teaching had to be digitalized within a very short time. This also affected the areas of anesthesiology, intensive care, emergency, pain and palliative care at the Department of Anesthesiology and Intensive Care Medicine at the University of Leipzig. OBJECTIVE: The aim of this questionnaire-based survey was to find out which courses can be digitalized from the students' point of view and which forms of teaching are associated with obstacles. In addition, we examined which technical infrastructure supports digitalization best. MATERIAL AND METHODS: In the course of digitalization the lecture series in the areas of palliative care and pain medicine had to be revised but also digital alternatives for seminars, simulation courses and bedside teaching had to be created. Video podcasts, digital learning material, educational films and video conferences were used for the digital implementation of the courses. Depending on the course, different digital methods were combined. In addition, a discussion forum for the exchange between faculty and students was established. An online evaluation was then carried out to assess the content. RESULTS: A total of 82 4th and 5th year medical students took part in the survey. More than 60% of students rated the learning effect of digital courses as "high" or "very high". Video podcasts of the lectures (45.1%) and digital bedside teaching (34.1%) were rated as the most effective ways of imparting knowledge. In particular, 92.7% of the surveyed students believed that the lectures could be replaced digitally on a permanent basis. For bedside teaching (3.7%) and emergency simulation course (1.2%) this is far less the case. In the majority of cases (56.1%), students needed 30-90 min daily for the preparation and post-processing of the contents. Just under 90% gave the digital courses offered by the hospital an overall grade of 1 or 2 (on a scale from 1 = best to 6 = worst). CONCLUSION: The SARS-CoV­2 pandemic posed major challenges for graduate teaching. At the same time, however, it also helped to overcome often long-standing hurdles to the digitalization of teaching. In the course of the digital semester, different teaching formats could be digitalized to varying degrees: Lectures can be digitally reproduced particularly well from the students' perspective, whereas the digitalization of bedside teaching has not been possible in most cases.

PurposeFollowing the rapid shift to online learning due to COVID-19, this paper aims to compare the relative efficacy of face-to-face and online university teaching methods.Design/methodology/approachA scoping review was conducted to examine the learning outcomes within and between online and face-to-face (F2F) university teaching programmes.FindingsAlthough previous research has supported a “no significant difference” position, the review of 91 comparative studies during 2000–2020 identified 37 (41%) which found online teaching was associated with better learning outcomes, 17 (18%) which favoured F2F and 37 (41%) reporting no significant difference. Purpose-developed online content which supports “student-led” enquiry and cognitive challenge were cited as factors supporting better learning outcomes.Research limitations/implicationsThis study adopts a pre-defined methodology in reviewing literature which ensures rigour in identifying relevant studies. The large sample of studies (n= 91) supported the comparison of discrete learning modes although high variability in key concepts and outcome variables made it difficult to directly compare some studies. A lack of methodological rigour was observed in some studies.Originality/valueAs a result of COVID-19, online university teaching has become the “new normal” but also re-focussed questions regarding its efficacy. The weight of evidence from this review is that online learning is at least as effective and often better than, F2F modalities in supporting learning outcomes, albeit these differences are often modest. The findings raise questions about the presumed benefits of F2F learning and complicate the case for a return to physical classrooms during the pandemic and beyond.

Staiga atsiradus poreikiui mokykloms pereiti prie nuotolinio ugdymo, dauguma mokyklų tam nebuvo pasiruošusios, neturėjo patirties ir kūrė neišbandytus scenarijus netipinėmis sąlygomis. Analizuojant nuotolinio ugdymo kokybės kriterijų sritis atskleidžiamos Lietuvos mokyklų pirmosios COVID-19 bangos patirtys ir išmoktos pamokos, turinčios įtaką tolimesniems nuotolinio ugdymo sprendimams. Siekiant nuotolinio ugdymo kokybės pokyčiai turi būti inicijuojami visose 8 straipsnyje įvardytose veiklos srityse. During the initial COVID-19 breakout and related lockdown Lithuanian schools created new pathways of organizing distance education under unprecedented circumstances. The qualitative research focuses on the experiences of Lithuanian schools in organizing distance education during COVID-19 pandemic in March 2020 – October 2020, searching for ways to ensure the quality of teaching and learning. The 8 school activity areas need changes during transition to distance teaching and learning: strategy, management and administration; infrastructure of information technologies; digital learning content; digital competencies and continuous professional development; teaching, learning and assessment in the digital environment; a support system for pupils and teachers; partnership, cooperation and networking; and quality assurance. Changes in all the indicated areas lead to the quality of distance teaching and learning. The qualitative research data (expert interviews and focus groups) revealed the importance of school community agreements regarding the choice of technologies and environments, and the need for a national digital curriculum to be created. Quality assurance of the learning process, improvement of digital competences and school community collaboration were among the most successfully changing areas. IT infrastructure, support system, and teaching and learning process were based on very different school or teacher decisions and led to different experiences.

Purpose of research. The purpose of the paper is to describe the features of the “inverted” educational resources intended for the implementation of additional subject training of schoolchildren in a distance mode, which are created on the basis of the concepts of the problem-solving approach and micro-learning. Distance learning technologies, widely introduced into educational practice, require a high level of self-organization and internal motivation from the student to work independently, which necessitates the search for new approaches to the development of educational resources that would help maintain the interest and attention of students until the end of training. Features of the generation of modern schoolchildren, such as a low level of concentration, the prevalence of “clip way of thinking” and the visual channel of information perception, the search for the most comfortable conditions for the implementation of educational activities necessitate a revision of the form and content of educational information, taking into account the possibilities of its development along an individual trajectory. Materials and methods. Based on a theoretical analysis of psychological, pedagogical, methodological literature on the topic of research and modern statistical data demonstrating the level of readiness and motivation of students for independent distance learning, the paper describes the features of the structure and content of “inverted” educational resources, built taking into account the cognitive and psychosocial characteristics of modern “digital” generation. The necessity of compressing and structuring educational material and presentation in a question-and-task, visualized format is substantiated. Results. As the results of the research, the paper describes the concept and features of “inverted” educational resources. An inverted learning resource is understood as a complex digital learning tool, the content of which is presented in the form of a hierarchical tree or a semantic network of questions, each of which is supplied with brief visualized theoretical information and explanatory practical examples that implement inductive-deductive connections (concretization-generalization). The main idea behind the development of such tools is that the “inverted” learning resources, on the one hand, implement a non-linear approach to the implementation of learning activities in accordance with the individual characteristics of a particular student (the current level of training, knowledge gaps, specific interests and difficulties), with the other - they create conditions for the initial systematization and complex internalization of the acquired knowledge and methods of action, contain a “cognitive challenge” aimed at increasing educational motivation through the implementation of mechanisms of formative self-control at the initial stage. Based on these features, the authors see a special effect of using such resources in the field of additional training. Having already a certain baggage of knowledge and experience in the subject area being mastered, the student can begin the study by identifying deficiencies and possible difficulties, their reflection, and only then proceed to a more conscious formation of new knowledge and specific methods of action. Conclusion. In conclusion, the paper summarizes the features of “inverted” resources for distance learning of schoolchildren, provides further plans for the development of the project, and also identifies the possible areas to use the results. The materials of the article may be of interest to developers of digital learning resources, researchers of educational learning models, teachers wishing to use digital cognitive and mental learning technologies.

Contextual learning combines examples taken from everyday experience. The purpose of this research is to identify whether learning contextually will improve students' achievement. A quasi-experimental design used. The engineering students were divided into contextual and non-contextual groups. The Neuro-Linguistics Programming (NLP) VAKD Preferred Representational Systems Test shows, majority of both groups use auditory digital learning styles. There is a significant difference at a significance level of .05, in the achievement test where the contextual groups performed better. The majority of the students in both groups are auditory digital learning styles, learning statistics contextually is an effective method for engineering students. Keywords: NLP VAKD, learning styles, statistics, contextual eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2908

COVID-19 has resulted in widespread social isolation, quarantines, and suspended academic activity. Children with special needs are socially, financially, and educationally impacted by dramatic changes to laws and restrictions put in place to curtail this devastating global pandemic. This study addresses the beneficial improvements that occurred in the lives of children with special needs during the quarantine period. It led to improved skills, better family dynamics, and an enhancement in technological expertise. Here, we use the case study approach. Twelve parents of children with special needs were selected from the Kozhikode district of Kerala, India. Convenient sampling methods were used for the selection of respondents. The data obtained from the twelve participants were scrutinized. The verbatims were coded with the QDA-Miner Software. Our findings indicate that the lockdown has reinforced family bonds; opened up spaces for homeschooling and digital learning; strengthened relationships with parents, communities, and teachers; and paved the way for technological adaptation. During lockdown, children with special needs continued to learn and build skills in a nurturing familial environment. https://doi.org/10.26803/ijlter.20.7. 12

Purpose This paper aims to examine the mediating role of relational mobile usage on the relationship between personal values (individualism, collectivism and academic self-efficacy) and organizational citizenship behavior (OCB) among the faculty members of higher education/degree-awarding institutes (DAIs) in Pakistan. The paper also examines the moderating role of gender on the relationship between relational mobile usage and OCB. Design/methodology/approach Cross-sectional data from 217 faculty members of higher education/DAIs in Pakistan were collected through an online questionnaire. Structural equation modeling technique using SmartPLS was used to assess the measurement and structural model. Statistical Package for the Social Sciences (SPSS) version 21 was used for data normality analysis, missing value analysis and variable calculation. Response and non-response bias were also examined. Findings The findings confirmed that individualism was not significantly related to relational mobile usage; however, collectivism and academic self-efficacy were significantly related to relational mobile usage. The relationship of relational mobile usage and OCB was also significant. The mediating role of relational mobile usage on the relationship between individualism and OCB was not significant; however, the mediating role of relational mobile usage between collectivism and OCB, and academic self-efficacy and OCB was significant. The moderating role of gender on the relationship between relational mobile usage and OCB was also significant. Practical implications DAIs’ administration should strive to encourage individuals to value group priorities over the individualistic interests. Valuing group interest over the individualistic interest would promote the usage of mobile technology for relational purpose. This relational perspective of mobile usage will ultimately develop OCB among individuals. Also, academic self-efficacy through relational mobile usage can lead to OCB; therefore, another important policy implication for the administration of DAIs is to develop academic self-efficacy among the stakeholders of the institutions. Originality/value Although OCB has become a theoretically mature concept, the framework proposed for this study has rarely been discussed in previous scholarships, particularly from the perspective of relational mobile usage. Arguably, this study is the first in testing the mediating role of relational mobile usage between the personal values and OCB within the context of academia in Pakistan.

PurposeDue to the eruption of the COVID-19 pandemic, many universities were forced to shift from the traditional learning practices to digital learning. Hence, the purpose of this study is to evaluate the factors that affect the university student's adoption of mobile technologies for mobile learning (m-learning) in their learning process.Design/methodology/approachTechnology acceptance model (TAM) is incorporated to study the adoption of mobile learning by university students. Quantitative research technique is used as core research approach in this study. Structural equation modelling (SEM), which is a part of quantitative research method, was employed on the congregated data via a set of questionnaire from 268 University students. SEM is used to explore the relationships among the hypothesized constructs. SPSS and AMOS software were used for the analysis of data.FindingsThis study validated the updated TAM model and assessed the students' adoption of mobile technologies for m-learning during COVID-19. All the constructs of proposed model were found to be significant with more than 50% average variance extracted. It was found that two external constructs mobile system efficacy and mobile service efficacy appended in technology acceptance model show the direct positive effect on perceived usefulness and perceived ease of use constructs. However, hypothesized relationships were found to be unsupported among perceived usefulness and perceived ease of use. Furthermore, perceived usefulness and ease of use during m-learning impact the students' usage attitude which consequently impact the students' adoption behaviour towards adoption of mobile technology.Research limitations/implicationsSix constructs were considered for this study; however, mobile information quality for mobile learning was not included which could affect students' adoption criteria. Additionally, this study is limited to a country where future study needs validation of propose constructs in different demographic settings.Originality/valueNo study allied to the students' adoption of mobile technology for m-learning has accomplished in the context of India during COVID-19. Furthermore, TAM model has been updated with regard to the students' adoption of mobile learning during COVID-19 in Indian higher education setting.

The changes that happened during the epidemic due to the Central Government's and the Ministry of Education and Culture's (Kemendikbud) closure of schools had a considerable impact on the learning models and methods followed by all Indonesian students. As a result, this policy implements a digital education or e-learning system implemented during the Covid-19 outbreak, requiring students to use the internet to supplement their home education. However, the public is not well informed about the use of free learning support applications. As a result, information from online learning applications and digital education is required, as these are used as educational support tools for all students. The purpose of this study is to examine how digital learning systems, or e-learning, are used by examining the statistical data of users of a widely used educational startup application. The Teacher Room, Zenius, and Quipper applications will be examined. The research method compares three educational applications used in Indonesia that rely on secondary data from www.similiarweb.com to ascertain the number of website visits and ranking. These findings contribute to the body of knowledge regarding digital learning systems during the Covid-19 outbreak

Purpose This paper aims to highlight the impact that Covid-19 has had on the quality of education in prisons. This study considers the restrictive approaches taken by Her Majesty’s Prison Service during this challenging time, to argue that prisoner education is not being adequately prioritised. This study highlight issues relating to the digital divide in prisons and the lack of technological advancement, which could improve educational continuity and in-cell learning. Design/methodology/approach This study provides an examination of the broad impact the national pandemic has had on prisons and punishment, Covid-19 National Frameworks and policies relating to prison restrictions, the movements within prisoner education policy, scholarship and reflections from delivering Learning Together in HMP Full Sutton, to argue that prisoners are at the bottom of the educational hierarchy in terms of delivery, innovation and prioritisation of learner needs. However, this study proposes that some of the technologically enhanced learning is a potential solution, to transform educational equity and to reduce the digital divide. Findings This study highlights that education in prisons has taken a sudden and substantial deterioration. Findings suggest that there are few signs of this improving in the immediate future due to ongoing national restrictions. The Covid-19 prison restrictions further demonstrate the neglect of prisoners' educational needs. In addition, the national pandemic has highlighted the lack of use of technology within educational delivery in prisoners. However, findings suggest that through engaging digital learning platforms and the greater inclusions of technology in prisons, they can enhance educational opportunities and inclusive experiences for isolated learners. Research limitations/implications This is a study piece with support from a review of policy and scholarship. This is not based on data collected with serving prisoners during the national pandemic. Originality/value This study provides an overview of the current restrictions and lockdowns in prison associated with the national pandemic. Contemporary consideration to this underexplored area is essential to highlight the severe deprivations of prisoners and the fundamental impact this has had on educational delivery and much anticipated progression. Nuanced approaches to increase the use of technology within prison education are considered, in light of the challenges the pandemic has spotlighted.

The paper deals with the peculiarities of the educational process in higher education institutions in a distance learning environment. The experience of teaching “History of Nineteenth-Century Foreign Literature” e-course at the Faculty of Philology and Journalism of Ternopil Volodymyr Hnatiuk National Pedagogical University under pandemic conditions has been presented. It has been shown that under quarantine restrictions, distance learning is the most appropriate and effective form of training. It has been proved that the efficiency of distance learning increases with the use of e-courses, developed on MOODLE digital learning platform. The specificity of structuring the electronic course “History of Nineteenth-Century Foreign Literature”, taking into account the peculiarities of a professional training profile of a philology student, has been revealed. The study has demonstrated that Generation Z students prefer creative, atypical and clearly structured educational material, which motivates them to independent learning, activates their intellectual potential, forms the skills of original approach to the literary and artistic phenomena analysis, develops critical thinking and informational competence of a future philology teacher. The methods of using such tools as networking, online educational platforms and media resources in the learning process have been highlighted. Specific forms of work as completing an online dictionary of literary terms, performing individual research in the form of a creative work; writing a final test in the form of an essay, and delivering lectures - “literary battles” have been characterized. Particular attention has been focused on the performance of creative assignments and examples of students’ projects. The study has proved that under COVID-19 pandemic both groups of stakeholders – philology students and educators have benefited from using the course “History of Nineteenth-Century Foreign Literature” via the e-learning platform Moodle.

The number of migrants is increasing worldwide coupled with an ever-expanding entrenchment of information and communication technologies (ICTs) in the fabric of daily life. There has been little attention in the health disciplines to the unique ways migrants adopt and are influenced by ICTs across multiple local and transnational social spaces. This scoping review explores the current evidence on migrants’ ICT-mediated transnational social activities and related influences on wellbeing. The review was conducted using Arksey and O'Malley’s (2005) methodological framework and a total of 37 articles were included for the final study. Key findings highlight barriers and facilitators of ICT use in transnational contexts, types of ICT-mediated transnational social activities; and reported influences on migrants’ wellbeing. Migrants’ ICT use facilitates reciprocal channels of social support and continuation of valued social roles. Social role disruption, unequal exchange of social support, and mismatch between migrants’ expectations around ICT use and that of left-behind communities are some of the negative processes with psychological, social, and emotional consequences identified in the review. Main review conclusions emphasize the need to further explore the quality and intensity of ICT-mediated social influences on migrants’ wellbeing and to incorporate a transnational lens in the design of digital learning interventions targeting vulnerable migrant populations.

Medical education has been transformed during the COVID-19 pandemic, creating challenges regarding adequate training in ultrasound (US). Due to the discontinuation of traditional classroom teaching, the need to expand digital learning opportunities is undeniable. The aim of our study is to develop a tele-guided US course for undergraduate medical students and test the feasibility and efficacy of this digital US teaching method. A tele-guided US course was established for medical students. Students underwent seven US organ modules. Each module took place in a flipped classroom concept via the Amboss platform, providing supplementary e-learning material that was optional and included information on each of the US modules. An objective structured assessment of US skills (OSAUS) was implemented as the final exam. US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET). Achieved points in image rating were compared to the OSAUS exam. A total of 15 medical students were enrolled. Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29 %) in OSAUS, which corresponded to the image rating using B-QUIET. Interrater analysis of US images showed a favorable agreement with an ICC (2.1) of 0.895 (95 % confidence interval 0.858 ICC 0.924). US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of a concept that can be used in the future to improve US training of medical students even during a pandemic.ZIEL: Das Ziel dieser Studie war die Konzeption eines telemedizinischen Ultraschall (US)-Kurses für Medizinstudierende zu Zeiten der COVID-19-Pandemie mit anschließender Evaluation praktischer Untersuchungskompetenzen. Es wurde ein telemedizinischer Ultraschallkurs mit Medizinstudierenden durchgeführt. Die Studierenden absolvierten insgesamt 7 US-Module. Jedes Modul wurde in einem Flipped-Classroom-Konzept mit der Amboss-Plattform konzipiert, um den Studierenden die Möglichkeit zu geben, zusätzliches E-Learning-Material zu nutzen, das optional war und Informationen zu jedem der US-Module lieferte. Als Abschlussprüfung wurde eine objektive Bewertung der US-Kompetenzen (OSAUS) durchgeführt. Zusätzlich wurden die US-Bilder aus Kursstunden und Prüfung mit der B-QUIET-Rating-Methode bewertet und die dort erreichten Punkte mit den Ergebnissen der OSAUS-Prüfung verglichen. Insgesamt nahmen 15 Medizinstudierende teil. In OSAUS wurden durchschnittlich 154,5 (SD ± 11,72) von insgesamt 175 Punkten erreicht (88,29 %). Die OSAUS-Ergebnisse stimmen mit der Punktzahl aus der Bildbewertung mit B-QUIET überein. Die Interrater-Analyse der bewerteten US-Bilder zeigte eine gute Übereinstimmung mit einem ICC (2,1) von 0,895 (95 %-Konfidenzintervall 0,858–0,924). Die US-Lehre mittels Teleguidance hat sich in dieser Pilotstudie als erfolgreiches Lehrkonzept erwiesen. Dieses zukunftsweisende Lehrkonzept ermöglicht zudem die US-Ausbildung von Medizinstudierenden in Zeiten der COVID-19-Pandemie, in denen Präsenzlehre nicht möglich ist.