Influences of social media learning environments on the learning process among AEC university students during COVID-19 Pandemic: Moderating role of psychological capital

Gambo, Nuru; Musonda, Innocent

doi:10.1080/2331186x.2021.2023306

Cited by 7 publications

(12 citation statements)

References 70 publications

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“…, 2020; Alkhalil et al. , 2021; Varma and Jafri, 2021; Elrawy and Abouelmagd, 2021; Gambo and Musonda, 2022; Bakir and Alsaadani, 2022; Güler, 2022; Khan and Thilagam, 2022; The Second Studio Podcast, 2020); difficulties in understanding teachers' instructions online (Alnusairat et al. , 2021; Asadpour, 2021; Tandon et al.…”

Section: Resultsmentioning

confidence: 99%

“…, 2021; Ibrahim et al. , 2021; Gambo and Musonda, 2022; Tang et al. , 2021; Archinect, 2020c); lack of privacy and proper work environment (home, dormitory etc.)…”

Section: Resultsmentioning

confidence: 99%

“…, 2021; Peimani and Kamalipour, 2021b; Andiyan et al. , 2021; Gambo and Musonda, 2022; Salama and Crosbie, 2020; Salama, 2020; Gloster, 2020; Archinect, 2020b); lack of an adequate technical background to solve networking and software-related issues (Tandon et al. , 2021); need for user-friendly interfaces and applications to make e-learning easy (Tandon et al.…”

Section: Resultsmentioning

confidence: 99%

“…The COVID-19 pandemic has had negative consequences for students on a large scale. The most prominent challenges include technical issues (Megahed and Hassan, 2022;Peimani and Kamalipour, 2021a;Ibrahim et al, 2021); technological complexity (Andiyan et al, 2021); lack of fast and stable Internet connection (Alnusairat et al, 2021;Peimani and Kamalipour, 2021a, b;Ibrahim et al, 2021;Asadpour, 2021;Andiyan et al, 2021;Milovanovi c et al, 2020;Alkhalil et al, 2021;Varma and Jafri, 2021;Elrawy and Abouelmagd, 2021;Gambo and Musonda, 2022;Bakir and Alsaadani, 2022;G€ uler, 2022;Khan and Thilagam, 2022;The Second Studio Podcast, 2020); difficulties in understanding teachers' instructions online (Alnusairat et al, 2021;Asadpour, 2021;Tandon et al, 2021;Elrawy and Abouelmagd, 2021;; increased sense of isolation and disconnection from peers and colleagues (Megahed and Hassan, 2022;Tang et al, 2021;Koh and Wong, 2021;Salama and Crosbie, 2020;Bakir and Alsaadani, 2022;Grover and Wright, 2020); psychological problems/negative feelings that could lead to alienation, uncertainty, confusion and identity loss (Megahed and Hassan, 2022;Ceylan et al, 2021;Alnusairat et al, 2021;Ibrahim et al, 2021;Gambo and Musonda, 2022;Tang et al, 2021;Archinect, 2020c); lack of privacy and proper work environment (home, dormitory etc.) (Cey...…”

Section: Content Analysismentioning

confidence: 99%

“…(Ceylan et al, 2021;Ibrahim et al, 2021;Peimani and Kamalipour, 2021b;Bakir and Alsaadani, 2022); lack of emotional connection (Alnusairat et al, 2021); lack of guidance and support (Alnusairat et al, 2021;Asadpour, 2021); insufficiency of self-discipline and concentration issues (Peimani and Kamalipour, 2021a;Varma and Jafri, 2021;Tandon et al, 2021;Ibrahim et al, 2021;Wu et al, 2021); low interaction and communication issues among students and between and students and instructors (Alnusairat et al, 2021;Tandon et al, 2021;Varma and Jafri, 2021;Elrawy and Abouelmagd, 2021;Tang et al, 2021;Peimani and Kamalipour, 2021b Ibrahim et al, 2021;; time and workload management (i.e. an increase in the number of tasks) (Alnusairat et al, 2021;Tandon et al, 2021;Varma and Jafri, 2021;Ibrahim et al, 2021;Andiyan et al, 2021;Bakir and Alsaadani, 2022;; increased boredom (due to too many tasks) (Andiyan et al, 2021); issues with the availability of up-to-date and appropriate hardware and software platforms (Ibrahim et al, 2021;Asadpour, 2021;Alnusairat et al, 2021;Milovanovi c et al, 2020;Varma and Jafri, 2021;Elrawy and Abouelmagd, 2021;Tang et al, 2021;Peimani and Kamalipour, 2021b;Andiyan et al, 2021;Gambo and Musonda, 2022;Salama and Crosbie, 2020;…”

Section: Content Analysismentioning

confidence: 99%

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Effects of the COVID-19 pandemic on architectural education: bibliometric and content analyses

Metinal

Ayalp²

2022

OHI

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PurposeThe impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative consequences.Design/methodology/approachSystematic literature review, bibliometric and content analyses were combined to gain an in-depth understanding of the effects of the pandemic on AE and projections for its future. Relevant documents were extracted from the Web of Science (WoS) database. Bibliometric connections in the context of AE and COVID-19 pandemic were explored using text-mining and content analysis was performed.FindingsThe challenges, development tendencies and collaboration networks in AE during the pandemic were quantitatively and qualitatively analyzed. The most influential articles, journals, authors and countries/regions were highlighted using a bibliometric analysis. The analysis of keyword tendencies and clusters indicates that new concepts have emerged in AE research during the pandemic involving online, in-person and hybrid education. Using content analysis of 57 subtopics, 39 (18) were categorized as having negative (positive) effects. A comprehensive mitigation framework was designed to reduce the impact of the pandemic on AE.Research limitations/implicationsThe study findings can enable practitioners to construct effective solutions to COVID-19- and other disaster-related problems regarding AE. The implications, obstacles and mitigation framework presented can help identify gaps in the literature and guide further research.Originality/valueThis paper presents the first bibliometric and content analysis of AE and COVID-19 pandemic-related studies published from January 2020 to June 2022 to highlight several research directions and academic development within the field.

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Section: Resultsmentioning

confidence: 99%

“…, 2021; Ibrahim et al. , 2021; Gambo and Musonda, 2022; Tang et al. , 2021; Archinect, 2020c); lack of privacy and proper work environment (home, dormitory etc.)…”

Section: Resultsmentioning

confidence: 99%