Exploring educational impacts among pre, during and post COVID-19 lockdowns from students with different personality traits

Zheng, Yong; Zheng, Shuaiqi

doi:10.1186/s41239-023-00388-4

Cited by 5 publications

(5 citation statements)

References 55 publications

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“…The study focused on secondary school students in the second largest city in the country who did not experience significant technological difficulties in accessing online resources, except for those that may be attributed to the varying economic backgrounds of their families [4]. They can also be explained by the impact of school closures on the personality profiles of students [40]. However, it is crucial to continue observing learning styles in the coming years to determine whether these changes are enduring or if they were merely a special result of a unique situation.…”

Section: Discussionmentioning

confidence: 99%

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The Contextual Environment as a Catalyst for Change in the Learning Process and Learning Styles of Students

Sousa,

Mendonça,

Fontão

2023

Int. J. Emerg. Technol. Learn.

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This study aims to assess whether students’ learning styles have changed due to the environmental context changes caused by the COVID-19 pandemic outbreak. This analysis is important because learning styles, in addition to predicting vocational outcomes, must inform the design of pedagogical practices and supports used in the teaching environment. To achieve this objective, a cross-sectional analysis was conducted on three cohorts of students who enrolled in an engineering course. Students in group 2 have been under confinement conditions during the previous year, while students in group 3 have been under confinement conditions for the previous two years. Group 1 consists of students who did not experience any confinement. The obtained results lead to the following conclusions: (i) The pandemic outbreak has led to environmental changes, pedagogical practices, and changes in the personality profiles of students, which can significantly impact the learning styles of students entering an engineering degree. (ii) While some learning styles are more susceptible to change, others remain resilient. (iii) The duration of exposure to the environmental changes caused by the pandemic outbreak has a greater impact on the changes in these learning styles.

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Section: Discussionmentioning

confidence: 99%

“…Even after the resumption of face-to-face teaching, the symptoms of academic anxiety were still evident in the behavior of students. This can be attributed to the continued implementation of preventive practices, such as the use of masks and social distancing [40].…”

Section: Literature Reviewmentioning

confidence: 99%

The Contextual Environment as a Catalyst for Change in the Learning Process and Learning Styles of Students

Sousa,

Mendonça,

Fontão

2023

Int. J. Emerg. Technol. Learn.

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“…Specifically, a return to fully face-to-face classes was accompanied by performance higher or equivalent to that of pre-pandemic levels. Zheng and Zheng (2023) , instead, found a decline.…”

Section: Introductionmentioning

confidence: 90%

Grade prediction in the middle east: a post-pandemic case study of the optimism bias

Pilotti,

El Alaoui,

Waked

2024

Front. Psychol.

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Evidence exists that the pandemic has brought about stress, and altered study habits and academic performance. No evidence exists regarding whether metacognition has also been altered. The present field study examined the accuracy and confidence with which college students make grade predictions in a general education course after the pandemic. It tested whether one of three types of biases affected students’ predictions as a way to cope with the uncertainty of a final exam’s outcome: illusion-of-knowing, optimism, and pessimistic bracing. Students made predictions both before and after completing the final exam (summative assessment) to determine the impact of each of the hypothesized biases on estimates made in a context of varying uncertainty. Accuracy was computed as the difference between expected and actual grades on the final exam. Confidence in the predictions made was measured on a Likert scale. Exam performance was categorized as good, poor, or inadequate. In this study, less-than-desirable performance was accompanied by overestimations. However, overestimations were made with little confidence and benefited from the information acquired from completing the exam. This pattern of results suggests that students who are not doing well are not under the spell of the illusion-of-knowing phenomenon. Indeed, their optimistic predictions are punctured by the awareness of a likely undesirable outcome (as indicated by their weak confidence in the predictions made). Implications and applications of these findings are discussed.

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“…The efficacy debate of online learning during the pandemic versus traditional times remains open-ended (Zhao et al, 2021;Zheng & Zheng, 2023). Therefore, this study emphasizes student perceptions in this context, as their EOL insights can offer a deeper understanding of online instruction quality (Bolliger & Wasilik, 2009).…”

Section: Introductionmentioning

confidence: 95%

Technological self-efficacy and mindfulness ability: Key drivers for effective online learning in higher education beyond the COVID-19 era

Masry-Herzallah,

Watted

2024

CONT ED TECHNOLOGY

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During the COVID-19 outbreak, Israel’s higher education system swiftly transitioned to emergency-adapted online distance learning. Yet, limited research has assessed effectiveness of online learning (EOL) for Arab students in Israel. This study delves into Arab students’ EOL perceptions, focusing on cognitive and emotional aspects. Using a quantitative method, it explored the link between technological self-efficacy (TS), mindfulness ability (MA), and EOL during the pandemic among students from three Israeli academic institutions (N=378). Results showed a positive association between TS and EOL. Further, MA moderated TS-EOL relationship. Men demonstrated higher TS than women. There were noticeable EOL differences between undergraduate (pre-service teachers) and graduate (in-service teachers) students, with the latter exhibiting an advantage. This research contributes to the evolving discourse on post-pandemic online learning, shedding light on potential gender disparities and highlighting the importance of both TS and MA for successful online learning. The findings have implications for instructional designers, educators, policymakers, and academic programs.

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Exploring educational impacts among pre, during and post COVID-19 lockdowns from students with different personality traits

Cited by 5 publications

References 55 publications

The Contextual Environment as a Catalyst for Change in the Learning Process and Learning Styles of Students

The Contextual Environment as a Catalyst for Change in the Learning Process and Learning Styles of Students

Grade prediction in the middle east: a post-pandemic case study of the optimism bias

Technological self-efficacy and mindfulness ability: Key drivers for effective online learning in higher education beyond the COVID-19 era

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