COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors

Younas, Muhammad; Noor, Uzma; Zhou, Xiaoyong; Menhas, Rashid; Qingyu, Xu

doi:10.3389/fpsyg.2022.948061

Cited by 36 publications

(33 citation statements)

References 75 publications

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“…A view argues that it is almost impossible to understand and use foreign concepts in the same way as native speakers of a foreign language; several studies have proved that the development of metaphorical skills is a gradual process and can be developed through conscious instruction and practice. Not only did the intervention have an effect immediately, but it also positively affected the learner's future language learning (Yang and Peng, 2021 ; Younas et al, 2022b ). The previous study explains that conflict intensity modifies the temporal trajectory of metaphor processing in Mandarin, and animacy violation may assist the integration of the reanalysis stage for metaphorical understanding (Ji et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Can second language metaphorical competence be taught through instructional intervention? A meta-analysis

et al. 2022

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BackgroundFor a long time, the traditional view regarded metaphor as merely a rhetorical device that served to enrich linguistic expression. With the continuous development of cognitive linguistics, foreign language educators began to realize the vital role of metaphor in foreign language education.ObjectivesThis study looked at how well pedagogical interventions improve metaphorical competence by looking at how well teachers teach metaphors.MethodsAfter a rigorous literature search and selection process from the Chinese and English databases, 13 Chinese and 7 international studies with 51 effect sizes were included in this meta-analysis. With the help of the meta-analysis 3.0 software, the literature and heterogeneity tests were performed to ensure that the meta-analysis results were as accurate and valid as possible.ResultsThe effect size tests revealed that the metaphorical instructional intervention was significantly effective in general and produced a large effect size (d = 0.888) on improving learners' metaphorical abilities. Meta-regression analyses were also conducted to examine how other factors might change the effects of the interventions.FindingsResearch has shown that instructional interventions that combine prolonged input of metaphorical concepts with reinforcement of metaphorical practice can help second language learners develop metaphorical competence. Teaching puts more pressure on teachers and the learning environment, and the results of this study could help teachers teach metaphors in the future.

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Section: Discussionmentioning

confidence: 99%

Can second language metaphorical competence be taught through instructional intervention? A meta-analysis

et al. 2022

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“…Moreover, online teaching also promotes flexibility while reducing expenses ( Xhaferi and Xhaferi, 2020 ; Weldon et al, 2021 ). In addition to flexibility, researchers argue that online platforms and technology applications provide students with additional resources ( Pokhrel and Chhetri, 2021 ; Sbaffi and Zhao, 2022 ) and enhance student academic achievements ( Younas et al, 2022 ). Similarly, Fatoni et al (2020) found that students can benefit from asynchronous materials (e.g., lecture recordings) to enhance their knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

From online to offline education in the post-pandemic era: Challenges encountered by international students at British universities

Zhao

Xue

2023

Front. Psychol.

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BackgroundAfter 2 years of anti-pandemic struggles, universities in the United Kingdom have started to witness a reverse transition, a shift from online to offline education. This includes encouraging students to begin face-to-face programmes and allowing flexibility for remote learners, but later requiring all students to return to campus by a certain date.ObjectivesThis paper aims to explore the challenges and impacts brought about by this new transition and provide recommendations for universities to enhance student experience for future adversity.MethodThis qualitative study conducted semi-structured interviews with 24 international students from a British university to explore their experiences during the transition. The results were analysed using thematic analysis.ResultsOur data revealed both internal and external challenges to students during the online-to-offline shift, which lead to a general resistance to said shift. Specifically, policy challenges (e.g., policy conflicts) imposed the most significant impacts on international students, resulting in psychological anxiety, financial losses, and negative learning experiences. The reduction of digital tools and learning materials during the shift also presented challenges to students who developed a reliance on digital resources while learning remotely. Other challenges have also been identified, including academic barriers and social engagement issues.ConclusionBy highlighting these challenges, this paper has practical implications for university policy decisions and provides recommendations for supporting students’ transition back to traditional offline learning.

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“…The outbreak of major public health emergencies (e.g., poses a major threat to people's lives and health, and also provides environmental conditions for the gathering and outbreak of social risks, especially the information explosion and fermentation in cyberspace, giving people a negative psychology of panic, rumors, superstition, and mistrust, causing serious disruption to the entire social order, and exposing society to extremely high risks (Li et al, 2020). Pandemic sociology considers emerging epidemics as a source of social instability, uncertainty, and even crisis, and holds that just as the biological environment changes as a result of epidemics, so does the social layout (Dingwall et al, 2013) and the way people learn and live (Noor et al, 2022;Younas et al, 2022). The extent of the damage caused by public health emergencies depends not only on the harm caused but also on the public's risk perception of and reaction to the event, on how the public obtains relevant risk information, and on how it perceives and interprets such information, thereby generating corresponding risk behavior.…”

Section: Introductionmentioning

confidence: 99%

How do online users perceive health risks during public health emergencies? Empirical evidence from China

Huang

Zhou²,

Qinjian³

et al. 2023

Front. Psychol.

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BackgroundThe global COVID-19 pandemic has posed a major threat to human life and health, and new media technologies have intensified the spread of risk perception.PurposeThis study aimed to explore the impact of risk information ground on online users’ perceived health risks, and further explore the mediating role of psychological distance and the moderating role of self-efficacy.MethodsA total of 25 Internet users from different provinces in China were interviewed in-depth, NVIVO.11 was used to qualitatively analyze the interview text data and construct a theoretical model. A total of 492 interviewees were recruited in order to complete a scenario questionnaire, SPSS-27 was used to perform orthogonal experiments, generate eight combinatorial scenarios, analyze demographic data, and clean and prepare data for testing hypotheses. SmartPLS 3.0 was used to test the conceptual model using the structural equation model (SEM) of the partial least squares (PLS).ResultsThe analysis of the SEM model shows that all planned hypotheses (Information fluency → Information diagnosability, Information extensibility → Information diagnosability, Information diagnosability → Psychological distance, Platform interactivity → Scenario embeddedness, Network connectivity → Scenario embeddedness, Scenario embeddedness → Psychological distance, Psychological distance → Risk perception, Psychological distance → Self-efficacy → Risk perception, Information fluency → Information diagnosability → Psychological distance → Risk perception, Information extensibility → Information diagnosability → Psychological distance → Risk perception, Platform interactivity → Scenario embeddedness → Psychological distance → Risk perception, Network connectivity → Scenario embeddedness → Psychological distance → Risk perception) are confirmed.ConclusionThis study found that the information ground factors significantly affect online users’ perceptions of health risks, psychological distance mediates the effect of information ground factors on risk perception, and self-efficacy negatively moderates the effect of psychological distance on risk perception.

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COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors

Cited by 36 publications

References 75 publications

Can second language metaphorical competence be taught through instructional intervention? A meta-analysis

Can second language metaphorical competence be taught through instructional intervention? A meta-analysis

From online to offline education in the post-pandemic era: Challenges encountered by international students at British universities

How do online users perceive health risks during public health emergencies? Empirical evidence from China

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