This study examines the influence of the COVID-19 crisis on academic expectations among international students from north-western China. According to past studies, academic expectations are multifaceted, making it critical to test the methods employed to assess this fundamental trait. The outbreak of COVID-19 has resulted in various significant changes in education, which have shifted from traditional to online or mixed formats. As a result, examining international students' academic expectations along with their interactions with adopted technologies is a topic that addresses the current situation and issues. A mixed approach, comprising two different instruments (questionnaire and interview), was followed to achieve this primary objective. While a survey with a questionnaire was undertaken with 551 international students, divided into two groups, ten students were interviewed during and after the lockdowns. The findings revealed that COVID-19 had a significant impact on the academic expectations of students as well as many elements such as training for employment, personal and social development, international student mobility, motivation, social pressure, and social interaction with the help of supporting technologies. In terms of gender, men outperformed women in motivation, social interaction, training for employment, and personal and social development factors. Similarly, as per the grade variable (undergraduate, postgraduate, doctoral), the same higher trend was seen in postgraduates. Based on these findings, a set of recommendations was put forward. In the future, technology will be helpful in China's educational sector, such as online group collaboration, open education, managing student retention, and supervising teachers' recruitment.
Due to the COVID-19 pandemic, teachers had to resort to online teaching to continue their students' education. This research aims to investigate the factors that motivate teachers to use instructional videos, using the Technology Acceptance Model (TAM) as a framework. A questionnaire was utilized to gather cross-sectional data, which underwent analysis via factor analysis, correlation, and regression analysis. Out of the 350 questions, only 321 were considered valid. The findings revealed that teachers' intention to use instructional short videos is influenced by Perceived Usefulness, Perceived Ease of Use, and Attitude. Specifically, the perceived usefulness of instructional videos was identified as a crucial factor in determining teachers' willingness to use them in their classrooms.
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