Summary Human health is dependent upon environmental exposures, yet the diversity and variation in exposures is poorly understood. We developed a sensitive method to monitor personal airborne biological and chemical exposures and followed the personal exposomes of 15 individuals for up to 890 days and over 66 distinct geographical locations. We found that individuals are potentially exposed to thousands of pan-domain species and chemical compounds, including insecticides and carcinogens. Personal biological and chemical exposomes are highly dynamic and vary spatial-temporally, even for individuals located in the same general geographical region. Integrated analysis of biological and chemical exposomes revealed strong location-dependent relationships. Finally, construction of an exposome interaction network demonstrated the presence of distinct yet interconnected human- and environment-centric clouds, comprised of interacting ecosystems such as human, flora, pets and arthropods. Overall, we demonstrate that human exposomes are diverse, dynamic, spatiotemporally-driven interaction networks with the potential to impact human health.

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The prevalence of COVID-19 has changed traditional teaching modes. For many teachers, online learning effectively compensated for the absence of traditional face-to-face instruction. Online learning can support students and schools and can create unique opportunities under emergency management. Educational institutions in various countries have launched large-scale online course modes in response to the pandemic. Additionally, online learning during a pandemic differs from traditional online learning modes. Through surveying students in higher education institutions, educational reform under emergency management can be explored. Therefore, university students were surveyed to investigate their continuance intention regarding online learning during the pandemic. Expectation confirmation theory was extended using the task-technology fit model to ascertain whether the technical support of promoting online learning helped student’s complete course learning tasks during the pandemic and spawned a continuance intention to use online learning in the future. Data were collected through online questionnaires. A total of 854 valid responses were collected, and partial least squares structural equation modeling was employed to verify the research hypotheses. The results revealed that the overall research framework largely explained continuance intention. Concrete suggestions are proposed for higher education institutions to promote online learning modes and methods after the COVID-19 pandemic.

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