Academic performance under COVID-19: The role of online learning readiness and emotional competence

Wang, Yurou; Xia, Mengya; Guo, Wenjing; Xu, Fangjie; Zhao, Yang

doi:10.1007/s12144-022-02699-7

Cited by 49 publications

(34 citation statements)

References 116 publications

(130 reference statements)

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“…Hence, educational institutions face the threat of cyber-attacks that aim to access information related to exams or tamper with students' data and grades. The matter becomes more dangerous when talking about institutions of higher education and scientific research [16], [17]. Statistics indicate that the field of education in particular, the losses resulting from the data breach amounted to about 3.9 million dollars [18], while the losses caused by data breaches in scientific research will cost approximately 1.53 million dollars [19].…”

Section: Introductionmentioning

confidence: 99%

Cloud computing security for e-learning during COVID-19 pandemic

Najm

Alsamaraee²,

Jalal³

2022

IJEECS

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The demand for e-learning services increased during the developments of the COVID-19 virus and its rapid spread, and the recommendations of the World Health Organization (WHO) that social distancing should be required. The rapid transition to the e-learning environment quickly led to the neglect of some security aspects, which led to an increase in cyber attacks targeting computer accounts, which is one of the most important pillars of e-learning. In these papers, the attacks that target the cloud computer used in the most important e-learning have been studied and classified according to the victim using an inductive methodology based on global statistics related to cyber attacks and recent research. And suggest appropriate solutions to avoid its occurrence in the near future and raise the level of protection for those computer clouds.

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Section: Introductionmentioning

confidence: 99%

Cloud computing security for e-learning during COVID-19 pandemic

Najm

Alsamaraee²,

Jalal³

2022

IJEECS

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“…This study also found that, compared with the N to N Group, the ID to ID Group had a lower academic performance ranking, which is consistent with previous research conclusions ( 33 ). By improving students’ online learning readiness and emotional competence during the epidemic, it can help improve their academic performance ( 34 ). In addition, the family function integrity (APGAR scores) of the N to N Group is higher than that of the ID to ID Group, suggesting that the family function integrity is significantly related to the changes in Internet behavior ( 35 ).…”

Section: Discussionmentioning

confidence: 99%

Internet behavior patterns of adolescents before, during, and after COVID-19 pandemic

Ren

Zhong

et al. 2022

Front. Psychiatry

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BackgroundThe outbreak of COVID-19 has affected the mental health of adolescents. To describe the Internet behavior-changing patterns of adolescents and to understand the impact of clinical features on changing patterns during the COVID-19 pandemic.Materials and methodsWe conducted a cross-sectional cohort study using data collected through online investigation in China. A total of 625 adolescents completed the online survey from May 15 to June 7, 2020. The adolescents were asked to retrospect to the Internet behaviors and game behaviors of three time periods as follows: before the COVID-19 outbreak in China, during the COVID-19 outbreak in China, and back to school. The clinical variables of the demographic data, family functionality, and emotional and behavioral symptoms were also collected. According to the Internet behaviors and game behaviors patterns across the three time periods, the subjects will be sub-grouped.ResultsFour Internet behavior-changing patterns during the COVID-19 was identified: (1) Continuous Normal Group (55.52%); (2) Normal to Internet Addiction Group (5.28%); (3) Internet Addiction to Normal Group (14.56%); and (4) Continuous Internet Addiction Group (24.64%). Years of education, academic score ranking, family functionality, and emotional and behavioral symptoms were different across the four groups. Proportions of game behaviors, scores of Strengths and Difficulties Questionnaire (SDQ), and SDQ subscale during the period before the COVID-19 outbreak were significant in predicting changing patterns.ConclusionThe Internet behavior patterns of adolescents during the COVID-19 period were various. Clinical features before the COVID-19 pandemic may predict changing patterns. The heterogeneity in characteristics between different changing patterns should be considered when intervening in adolescents’ problematic Internet behavior.

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“…Attention was focused mainly on coping with technology and the problems that ensued while using it; for example, unstable internet connections, bandwidth, lack of equipment, inability to rely on communication between students and lecturers and between students and students, slow operation of learning platforms, etc. (Liu et al, 2021;Wang et al, 2022). The second was pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of the <i>Book Creator</i>’s role as a forefront of SEL during the COVID-19 pandemic

2022

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This study analyzes the experience of pre-teacher students using the Book Creator (BC)-a digital tools, during emergency remote education of COVID-19. The inductive analysis of the interviews aims to answer the question: What competences of social-emotional learning (SEL) were manifested from the students' perspective as a result of the implementation of the BC while conducting emergency remote education? This inductive analysis exposed three main themes that are attributed to SEL as it is described in the literature review. The first theme-a collaborative space for peer learning such as learning with the BC. The second theme-moral dilemmas affiliated with a collaborative learning space. The third theme-continuous multi-media feedback that was made possible because of the various means of expression possible with the BC. The results of this study indicate that prudent use of technology can aid in teaching processes, teaching and evaluating students experiencing emergencyremote-education as part of their individual and group experience of learning skills that are relevant for SEL.

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Academic performance under COVID-19: The role of online learning readiness and emotional competence

Cited by 49 publications

References 116 publications

Cloud computing security for e-learning during COVID-19 pandemic

Cloud computing security for e-learning during COVID-19 pandemic

Internet behavior patterns of adolescents before, during, and after COVID-19 pandemic

Perceptions of the <i>Book Creator</i>’s role as a forefront of SEL during the COVID-19 pandemic

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