Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”

Hasan, Najmul; Bao, Yukun

doi:10.1016/j.childyouth.2020.105355

Cited by 473 publications

(473 citation statements)

References 53 publications

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“…Most students reported that they found it difficult to stay motivated and on task. Losing motivation during the pandemic is a well-documented phenomenon (Hasan & Bao, 2020;Purwanto, et al, 2020).…”

Section: Overall Findings Discussion and Implicationsmentioning

confidence: 99%

Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Saidi

Criffield

Kracl

et al. 2020

IJTES

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In response to the Covid-19 pandemic, our institution, like others in higher education, suspended face- to-face classes and offered remote learning as an alternative. We report five cases of undergraduate and graduate courses that transitioned from a face-to-face to a remote mode. Each case will provide a detailed description of how the course was moved to an online mode, how the course was managed, the instructors’ previous experience in online teaching, their self-reflection on the process of transitioning to remote learning and their recommendations for a more successful experience in a similar potential scenario in the future. Further, we report the students’ perspectives based on their responses to an online survey. The combined results of the cases reported in this study reflect the resilience on both sides. A sudden shutdown of the university along with disease- related fears caused anxiety both for the students and instructors regardless of previous experience in online education. However, having online material pre-pandemic, possessing the technical skills, and previous online teaching or learning experience as well as having the infrastructure in place, facilitated the smooth navigation of the courses. The mode of delivery of the course (synchronous, asynchronous or blended) did not have an effect on students’ satisfaction.

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Section: Overall Findings Discussion and Implicationsmentioning

confidence: 99%

Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Saidi

Criffield

Kracl

et al. 2020

IJTES

View full text Add to dashboard Cite

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“…The most emphasized thing on the characteristics of online learning is towards student independence and control is with students [20], for that effort related to it is important to do. However, common problems experienced in online learning today are limited infrastructure [1], [2], limited human resource capabilities [20], and low motivation [5], [6], [7], [8].…”

Section: A E-learning During Covid-19 Pandemicmentioning

confidence: 99%

“…The second problem is the decline in students' mental health during the lockdown period which has an impact on the low motivation of students towards the online learning system during Covid-19 pandemic. [5], [6], [7], [8]. However, this pandemic condition cannot be avoided, therefore efforts to increase user acceptance and motivation of online learning are also important [3].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Student Core Drives on e-Learning during the Covid-19 with Octalysis Gamification Framework

Marisa¹,

Sakinah²,

Izzah³

et al. 2020

IJACSA

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Learning activities during the Covid-19 pandemic were carried out with an online system even though in reality many institutions had not prepared their systems and infrastructure properly. Some e-learning media that are generally used based on survey results include 53.81% google classrooms combined with other applications that are not integrated with the institution's Learning Management System. This condition provides research opportunities to evaluate the effectiveness of online learning, especially how students are motivated to learn the method, where the results can be used as a reference in developing and refining the method. Based on many studies, that the gamification model can increase individual motivation in carrying out activities, this study uses a gamification octalysis framework to analyze the extent of the role of gamification in the learning process and measure the amount of student motivation in online learning activities. The evaluation results show that the conclusion of the Likert scale results in a "High" level, while the highest score is "Very High". As for the octalysis test scale, the average score of 6.5 on a scale of 1 to 10. The conclusion from the results of this evaluation is that the motivation to learn e-learning during the Covid-19 period is quite high and has the potential to be developed. While the results of the Octalysis framework with 8 core drives are still average, for that we need innovation in E-learning which aims to increase student motivation based on Octalysis's 8 core drives. The results of this study recommend that gamification is needed to increase student learning motivation in order to improve learning outcomes.

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“…However, studies have shown that even after MOOCs, their theoretical benefits to the e-learning experience did not meet the expectations, as there exist high dropout rates [2]. As today's incident does not tolerate dropping out, learners are at even greater risk to continue a course without any interest or attention [3]. Other factors affecting e-learning across web eras were reviewed for all intended stakeholders, providing a comprehensive view on e-learning advances.…”

Section: Introductionmentioning

confidence: 99%

“…As MOOC is a platform where learners are self-driven to enrol [27], the online educational experience should be attractive for each learner to ensure persistency, especially when there is no other option during this current global pandemic [3]. Many studies have proposed different approaches that ought to influence the learner's completeness in e-learning systems as presented in the following sub-sections.…”

Section: Introductionmentioning

confidence: 99%

Learners on Focus: Visualizing Analytics Through an Integrated Model for Learning Analytics in Adaptive Gamified E-Learning

2020

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During the Coronavirus pandemic, e-learning systems have proven to be an essential pillar for education. This raises to surface what many studies have addressed earlier; creating a platform that completes the traditional classroom work and maximizes the effectiveness of learning outcomes. Striving to achieve such platform, studies have considered gamifying and personalizing the educational resources for the adaptation of educational systems as per the intended learners through intensive learning analytics. But was the learner really a part of the adaptation process taking place? Learning analytics are usually designed to the course's adaptation and solely for the teachers. Thus, learning analytics in gamified adaptive educational systems involving the course, teachers and learners together are still under investigation. In this study, the Personalized Adaptive Gamified E-learning (PAGE) model is introduced to extend MOOCs by providing new satisfactory levels of learning analytics and visualization in the rich e-learning process that supports the learner's intervention in the resultant learning analytics. The proposed Learning analytics have been developed to make the necessary adaptation to the course and learner's learning flow, as well as visualizing the process and adaptation decisions to the learners. Results show a positive potential towards learning adaptation and visualization, and a necessity to provide an additional focus for the gamification concept.

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Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”

Cited by 473 publications

References 53 publications

Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Evaluation of Student Core Drives on e-Learning during the Covid-19 with Octalysis Gamification Framework

Learners on Focus: Visualizing Analytics Through an Integrated Model for Learning Analytics in Adaptive Gamified E-Learning

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