The outbreak of COVID-19 in Wuhan started spreading in China in December 2019, and then was declared as the Public Health Emergency of International Concern by the World Health Organization on 30 January 2020. The national authorities worldwide have responded to this crisis by implementing travel bans, lockdowns, workplace hazard controls, and facility closures. Preschools, schools, and universities have been closed either on a nationwide or local basis in 172 countries, affecting approximately 98.5% of the world's student population . Usher M, Barak M. Team diversity as a predictor of innovation in team projects of face-to-face and online learners. The flipped classroom approach emphasises autonomous learning during asynchronous self-study sessions and problem-solving learning activities during synchronous online classroom sessions. Hsia et al. found that the flipped classroom approach enabled independent and collaborative learning and promoted interactive and active learning and problem-solving skills. Asynchronous, synchronous, and flipped classroom approaches, therefore, provide them with opportunities to continue their educational programmes even during home confinement or campus closure. This is not surprising considering a plethora of research confirming Gen Z students’ high technological and digital literacy (Barrot, 2018; Ng, 2012; Roblek et al., 2019). Regarding the impact of COVID-19 on students’ online learning experience, the findings reveal that teaching and learning quality and students’ mental health were the most affected. The anxiety that students experienced does not only come from the threats of COVID-19 itself but also from social and physical restrictions, unfamiliarity with new learning platforms, technical issues, and concerns about financial resources. These findings are consistent with that of Copeland et al. and Fawaz et al. , who reported the adverse effects of the pandemic on students’ mental and emotional well-being. This data highlights the need to provide serious attention to the mediating effects of mental health, restrictions in mobility, and preparedness in delivering online learning. Recently, the education system has faced an unprecedented health crisis that has shaken up its foundation. Felice Levine, the association’s executive director, likened these projects to the real-time, rapid-response studies of the impact of natural disasters such as Hurricane Katrina. Sözen E., Güven U. The effect of online assessments on students’ attitudes towards undergraduate-level geography courses. Koo C.L., Demps E.L., Farris C., Bowman J.D., Panahi L., Boyle P. Impact of flipped classroom design on student performance and perceptions in a pharmacotherapy course. Davies R.S., Dean D.L., Ball N. Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Another thing that’s taken a big leap is blended learning, combining such things as short videos and frequent, computer-graded tests with in-person classroom lectures and discussion. Though it’s been practiced for a while, there’s now widespread consensus that online higher education, at least for undergraduates, will largely take this form. With almost all college and university students and faculty forced online during the pandemic lockdowns, researchers could take advantage of what became essentially an unprecedented randomized trial to study whether and how well online teaching works. Regarding Read the Full Piece of writing of SAQs, all students completed the task properly which may be because SAQs were also required as a gradable assessment. The frequency table and graph for worst experience are presented in Supplemental Information SI-7. The exam conditions gave them an impression of being rushed to analyze, answer, and upload their solutions. Several students were also affected by unstable internet connection in CHE 211 online class. Interestingly, the word cloud for CHE 216 (Fig. 4b) showed the most frequent keyword “none” for their worst experience. Online learning is currently adopted by educational institutions worldwide to provide students with ongoing education during the COVID‐19 pandemic. This study explores how students at different stages of their K‐12 education reacted to the mandatory full‐time online learning during the COVID‐19 pandemic. For this purpose, we conducted a province‐wide survey study in which the online learning experience of 1,170,769 Chinese students was collected from the Guangdong Province of China. Since adult learners are more knowledgeable and experienced than typical university undergraduates, a pedagogical approach incorporating meaningful, interactive and peer-collaborative learning should be used . Analysis of the negative aspects mentioned by the lecturers revealed that 37% of them were concerned with the limited interaction between lecturers and students and among the student body. Research literature dealing with online teaching mentions that one important reason why lecturers favor online teaching is their impression that it makes the students more engaged in interactive communication with the lecturers and their co-learners .
Read the Full Piece of writing
