Global student perspectives on digital inclusion in education during COVID-19

Livingston, Eliza; Houston, Emmaline; Carradine, Jessica; Fallon, Barbara; Akmeemana, Chami; Nizam, Maryam; McNab, Alex

doi:10.1177/20436106221102617

Cited by 5 publications

(3 citation statements)

References 59 publications

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“…The AIMS learning model inclusivity and equity in education by recognizing and accommodating diverse learning styles and creating a supportive learning environment where all students' needs are considered and addressed. This approach ensures that all learners have equal opportunities to succeed and thrive in the hybrid learning environment [51,52,55].…”

Section: Inclusivity and Equitymentioning

confidence: 99%

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Proposed Student Learning Model in a Hybrid Learning Environment

Osajiuba,

Pardede,

Tomy

2024

Preprint

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Hybrid learning has become a new norm in higher education institutions, particularly since the COVID-19 pandemic. The hybrid learning environment is faced with many challenges and issues. The motivation for this study is to further substantiate this potential new normal by exploring strategies to address the challenges faced by students in the new learning environment. A learning model was proposed as a strategy for tailoring learning activities according to individual preferences to achieve optimal productivity. Although there are many existing learning strategies and styles, there is a need to propose a model that accommodates student engagement online and, in the classroom, simultaneously. The proposed learning model is formulated to harness the advantages and address the challenges faced by students in hybrid learning environments. The proposed model is called the AIMS (agile, intermittent, meteoric and self-pace) learning model and consists of six characteristic features (study habit/skills, study medium, class participation, learning environment, teaching method format, and assessment preference). The characteristic features were identified from the literature and from several existing learning style models to form the basis for the AIMS learning model. Proposing this learning model is necessary to address the challenges students face in hybrid learning environments, and addressing these challenges can lead to the development of tailored learning and teaching strategies that cater to diverse learning styles, thereby improving the overall learning experience of students. These improved practices positively affect academic performance and can help in the development of tools and platforms that better cater to the diverse learning styles of students. Universities can help distribute resources more effectively, and academics/educators can benefit from these research findings by gaining insights into effective pedagogical approaches to ensuring an optimized learning environment.

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Section: Inclusivity and Equitymentioning

confidence: 99%

“…Studies have shown that student satisfaction with hybrid learning increases when learning styles are considered [50]. By recognizing and incorporating students' preferred learning modes, the AIMS learning model helps educators create a more supportive learning environment, leading to greater student satisfaction [51,53].…”

Section: Increasing Student Satisfactionmentioning

confidence: 99%

Proposed Student Learning Model in a Hybrid Learning Environment

Osajiuba,

Pardede,

Tomy

2024

Preprint

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“…31,39,40 As highlighted in the COVID-19 pandemic, children from poorer backgrounds are often reliant on libraries' digital access for schoolwork. [41][42][43][44] As well as access, libraries contribute to digital literacy needed to make the best use of services. 45 As education, work, welfare and social lives become increasingly digitalised, the role of libraries in bridging the digital divide becomes ever more important.…”

Section: Introductionmentioning

confidence: 99%

Mental health impact of cuts to local government spending on Cultural, Environmental and Planning services in England: a longitudinal ecological study

Fahy

Alexiou

Daras

et al. 2023

Preprint

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Background Over the past decade, there have been significant and unequal cuts to local authority (LA) budgets, across England. Cultural, environmental and planning (CEP) budgets have been cut by 17% between 2011 and 2019. This funding supports services such as parks, leisure centres, community development and libraries, all of which have potential to influence population mental health. We therefore investigated whether cuts to CEP services have affected mental health outcomes and the extent to which they have contributed to mental health inequalities between areas. Methods Using fixed effects regression applied to longitudinal LA-level data in England, we assessed whether trends in CEP spend were associated with trends in mental health outcomes, between 2011 and 2019. The exposure was CEP spend and the primary outcome was the LA-average Small Area Mental Health Index (SAMHI). Additionally, we considered subcategories of CEP spend as secondary exposures, and antidepressant prescription rate and self-reported anxiety levels as secondary outcomes, both aggregated to LA-level. We adjusted all models for confounders and conducted subgroup analysis to examine differential mental health effects of spending cuts based on the level of area deprivation. Results The average decrease in CEP spend of 15% over the period was associated with a 0.036 (95% CI: 0.005, 0.067) increase in SAMHI score, indicating worsening mental health. Amongst subcategories of CEP spending, cuts to planning and development services impacted mental health trends the most, with a 15% reduction in spend associated with a 0.018 (95% CI: 0.005, 0.031) increase in the SAMHI score. The association between cuts in CEP and deteriorating mental health was greater in more affluent areas. Conclusion Cuts to spending on cultural, environmental, planning and development services were associated with worsening population mental health in England. Impacts were driven by cuts to planning and development services in particular. Reinvesting in these services may contribute to improved public mental health.

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Research Streams of Barriers to Digital Transformation: Mapping Current State and Future Directions

Brink,

Paul,

Packmohr

2024

Lecture Notes in Business Information Processing

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Digital Transformation (DT) strives to alter an entity by substantially changing its characteristics facilitated by integrating digital technologies. Albeit numerous barriers hinder the realization of its potential. Barriers are subject to scientific research. Generally, scientific works result in research streams. The existing literature already examines the DT streams. Although these works make an essential contribution, they cannot sufficiently explore the field of barriers. Keeping track of the concepts and themes in a growing research field is challenging. Therefore, the aims of this mapping study are (1) to show which domain-specific research streams are explicitly dealing with the DT barriers, (2) to highlight which topics research currently addresses, and (3) which topics should be investigated in the future. Combining elements of a bibliometric analysis with a systematic literature review, we mapped nine different streams based on 203 publications. The results indicate that much research focuses on industrial companies or sectors but needs an overarching perspective. Also, many studies are only concerned with identifying the barriers, while systematic approaches to overcoming them still need to be developed.

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Global student perspectives on digital inclusion in education during COVID-19

Cited by 5 publications

References 59 publications

Proposed Student Learning Model in a Hybrid Learning Environment

Proposed Student Learning Model in a Hybrid Learning Environment

Mental health impact of cuts to local government spending on Cultural, Environmental and Planning services in England: a longitudinal ecological study

Research Streams of Barriers to Digital Transformation: Mapping Current State and Future Directions

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