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One of the key trends in the modern socio-economic development of society and the state is digitalization. The degree of influence of COVID-19 on the digital behavior of the population and their use of the Internet still remains controversial and interesting to study. In this regard, the purpose of the study: to establish the relationship between the level of well-being of citizens of the Russian Federation and digital behavior and its change during the COVID-19 pandemic. Methods: the study is based on the method of constructing stratification scales: by the level of income of the population, by the level of property, by the use of digital technologies. Results: Comparison of the results of constructing the Income and Assets scales with the results of Digital Behavior allowed us to conclude that there is a relationship between the well-being of citizens and their ability to use digital resources, and a comparative analysis of 2019 and 2020 data allowed us to establish, firstly, the impact of the pandemic on the well-being of citizens and the degree of their stratification, and, secondly, the impact of coronavirus on the digital behavior of Russians and their use of the Internet. Conclusions: based on the results of the study, it was possible to establish that by the time the COVID-19 pandemic and the self-isolation period began in 2020, Russians were already actively using various digital resources. The data showed that coronavirus was more of an indicator than a factor, which clearly demonstrated the dependence of Russians’ digital behavior on their level of well-being. This happened due to the fact that during the coronavirus period, the stratification of society by income and assets changed somewhat, which increased the gap between different groups of the population and reduced the access of certain categories of citizens to digital resources, while others were pushed to their more active use due to the existing socially significant assets and income.
One of the key trends in the modern socio-economic development of society and the state is digitalization. The degree of influence of COVID-19 on the digital behavior of the population and their use of the Internet still remains controversial and interesting to study. In this regard, the purpose of the study: to establish the relationship between the level of well-being of citizens of the Russian Federation and digital behavior and its change during the COVID-19 pandemic. Methods: the study is based on the method of constructing stratification scales: by the level of income of the population, by the level of property, by the use of digital technologies. Results: Comparison of the results of constructing the Income and Assets scales with the results of Digital Behavior allowed us to conclude that there is a relationship between the well-being of citizens and their ability to use digital resources, and a comparative analysis of 2019 and 2020 data allowed us to establish, firstly, the impact of the pandemic on the well-being of citizens and the degree of their stratification, and, secondly, the impact of coronavirus on the digital behavior of Russians and their use of the Internet. Conclusions: based on the results of the study, it was possible to establish that by the time the COVID-19 pandemic and the self-isolation period began in 2020, Russians were already actively using various digital resources. The data showed that coronavirus was more of an indicator than a factor, which clearly demonstrated the dependence of Russians’ digital behavior on their level of well-being. This happened due to the fact that during the coronavirus period, the stratification of society by income and assets changed somewhat, which increased the gap between different groups of the population and reduced the access of certain categories of citizens to digital resources, while others were pushed to their more active use due to the existing socially significant assets and income.
The 2020 COVID-19 crisis forced universities to make a dramatic shift to emergency remote education (ERE). While the urgency of the pandemic is gone, schools continue implementing ERE, but more often on a short-notice, short-term basis in response to various situations. This research examines students’ suggestions for improving university transitions to ERE and applies them to post-pandemic use of ERE. Qualitative thematic analysis was used to analyze responses to an open-ended survey question answered by 2,751 students at a large Southeastern U.S. university. Responses identified main concerns as Grades and Grading (38%), Better University and Instructor Preparation (23%), Improved Learning Experience (18%), Meeting Student Needs (12%), and No Suggestions (9%). The study found that reducing the uncertainty students felt about ERE’s impact on grades, course content, class schedules, assignments, and communication with instructors would improve their online learning experience. Recommendations suggest preemptive steps universities can take to improve post-pandemic use of emergency remote education.
Since the beginning of higher education, from the period of colonization to decolonization, almost all South African universities have been dependent on face-to-face learning. However, due to the outbreak of COVID-19 in March 2020, a transition from face-to-face learning to online learning was implemented. Student teachers at the University of Limpopo had to adopt a new approach to learning. This involved using an online platform for the delivery of lectures and assessments. This posed serious challenges for student teachers living in a rural area due to the lack of telecommunication infrastructure and devices. Student teachers are predominantly from rural areas which pose a lacuna in research. The results achieved by the students were average since students made an alternative to study and even resorted to using their cellphones. The University of Limpopo adopted a few approaches to help students learn online by providing them with laptops and sim cards with data which can help to connect to the internet. The Blackboard platform was used to conduct lessons and assessments online.
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