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Zhao L, Ao Y, Wang Y, Wang T. Impact of Home-Based Learning Experience During COVID-19 on Future Intentions to Study Online: A Chinese University Perspective. Front Psychol 2022; 13:862965. [PMID: 35401360 PMCID: PMC8984606 DOI: 10.3389/fpsyg.2022.862965] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Accepted: 02/21/2022] [Indexed: 12/02/2022] Open
Abstract
As coronavirus disease 2019 (COVID-19) swept the world in early 2020, all the Chinese universities and colleges adopted online learning to fulfill the directive saying "classes suspended but learning continues." Understanding the impact of this large-scale online learning experience on the future online learning intention of Chinese university students can help design better blended-learning activities. This study applies flow experience and theory of planned behavior (TPB) to construct a theoretical framework for assumption making and the assumptions made are validated by data gained from questionnaires. A total of 6,933 students from 54 institutions in China participated in the investigation, with 5,456 valid questionnaires returned. This study employs partial least squares (PLS) regression and confirmative factor analysis (CFA) to analyze and estimate the measurement model and the structural model. The results indicate that the experience of home-based learning significantly influenced the attitudes of Chinese university students, which in turn had a positive influence on their intention to continue online learning. The research findings provide a theoretical framework and practical guidelines on building a scientific online learning platform with appropriate online learning environments and tasks for a post-COVID-19 era blended-learning in Chinese universities.
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Affiliation(s)
- Liang Zhao
- Office of Academic Affairs, Chengdu University of Technology, Chengdu, China
| | - Yibin Ao
- College of Environment and Civil Engineering, Chengdu University of Technology, Chengdu, China
| | - Yan Wang
- Department of Engineering Management, Sichuan College of Architectural Technology, Chengdu, China
| | - Tong Wang
- Faculty of Architecture and the Built Environment, Delft University of Technology, Delft, Netherlands
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Ferguson DG, Abele J, Palmer S, Willis J, McDonald C, Messer C, Lindberg J, Ogden TH, Bailey EG, Jensen JL. Popular media and the bombardment of evolution misconceptions. Evolution 2022; 15:19. [PMID: 36540199 PMCID: PMC9756704 DOI: 10.1186/s12052-022-00179-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Accepted: 12/06/2022] [Indexed: 12/23/2022]
Abstract
BACKGROUND Many students enter science classrooms with misconceptions about scientific principles. One of the most perceived controversial scientific principle for students is evolution. Students struggle to learn and accept evolution due to the many misconceptions students have interacted with before they enter a biology class. Evolution misconceptions come from many sources, such as religious beliefs, textbooks, and even unprepared educators. However, with students spending on average over seven hours a day viewing popular media, it is crucial to investigate further the accuracy of the portrayals of evolution in popular media. RESULTS We gathered data on the sources students saw evolution portrayed in popular media and determined what misconceptions were present in these popular media references. We found that 96% of the popular media references mentioned by students in our study inaccurately depicted evolution. The two most common misconceptions we observed in popular media were that evolution was depicted as a linear process and that individual organisms evolve instead of populations. CONCLUSION Popular media does a poor job depicting evolution, which may be why many students are hesitant to learn evolution and overcome misconceptions. We suggest that these incorrect portrayals of evolution may provide an engaging way to teach correct evolutionary principles in the classroom.
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Affiliation(s)
- Daniel G. Ferguson
- grid.253294.b0000 0004 1936 9115Department of Biology, Brigham Young University, 4102 LSB, Provo, UT 84602 USA ,grid.264772.20000 0001 0682 245XDepartment of Biology, Texas State University, San Marcos, TX 78666 USA
| | - Jessica Abele
- grid.253294.b0000 0004 1936 9115Department of Biology, Brigham Young University, 4102 LSB, Provo, UT 84602 USA
| | - Sarah Palmer
- grid.253294.b0000 0004 1936 9115Department of Biology, Brigham Young University, 4102 LSB, Provo, UT 84602 USA
| | - Jordan Willis
- grid.253294.b0000 0004 1936 9115Department of Biology, Brigham Young University, 4102 LSB, Provo, UT 84602 USA
| | - Connor McDonald
- grid.253294.b0000 0004 1936 9115Department of Biology, Brigham Young University, 4102 LSB, Provo, UT 84602 USA
| | - Chandler Messer
- grid.253294.b0000 0004 1936 9115Department of Biology, Brigham Young University, 4102 LSB, Provo, UT 84602 USA
| | - Juliana Lindberg
- grid.253294.b0000 0004 1936 9115Department of Biology, Brigham Young University, 4102 LSB, Provo, UT 84602 USA
| | - T. Heath Ogden
- grid.267677.50000 0001 2219 5599Department of Biology, Utah Valley University, Orem, UT 84058 USA
| | - Elizabeth G. Bailey
- grid.253294.b0000 0004 1936 9115Department of Biology, Brigham Young University, 4102 LSB, Provo, UT 84602 USA
| | - Jamie L. Jensen
- grid.253294.b0000 0004 1936 9115Department of Biology, Brigham Young University, 4102 LSB, Provo, UT 84602 USA
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