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Tesfay Gebremariam H. In-service teacher trainees experience with and preference for online learning environments during Covid-19 pandemic. Heliyon 2024; 10:e29505. [PMID: 38644849 PMCID: PMC11031835 DOI: 10.1016/j.heliyon.2024.e29505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2023] [Revised: 03/15/2024] [Accepted: 04/09/2024] [Indexed: 04/23/2024] Open
Abstract
The Covid-19 pandemic has forced the educational sector to quickly adapt to the crisis and shift to online learning environments (OLEs). Therefore, a critical area for research is assessing the readiness of teachers in terms of their familiarity and preference for OLEs. In this study, we aimed to improve the experience and preference of in-service teacher trainees with OLEs during the Covid-19 pandemic in Ethiopia. To achieve this goal, questionnaires were used to gather data from in-service teacher trainees. Descriptive and inferential statistical methods, including exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), Pearson correlation, and one-way ANOVA, were used to analyze the data and determine the participants' opinions and experiences with OLEs. The results showed that while in-service teacher trainees had less experience in knowledge and skills compared to cooperation and interaction, they preferred online learning platforms over online learning strategies. Additionally, correlations were found between cooperation and interaction, knowledge and skills; cooperation and interaction, online learning platforms; cooperation and interaction, online learning strategies; and online learning platforms and online learning strategies. Interestingly, no statistically significant correlation was found between knowledge and skills and online learning platforms. In conclusion, Ethiopian in-service teacher trainees favored online learning platforms over traditional online learning strategies, despite having less experience in knowledge and skills. Further research is needed to explore the experiences and preferences of in-service teacher trainees in various ecological aspects.
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Affiliation(s)
- Hailay Tesfay Gebremariam
- Department of Ethiopian Languages and Literature (Amharic), College of Social Science and Humanities, Arba Minch University, Arba Minch, Ethiopia
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Berglund Z, Simsek S, Feng Y. Effectiveness of Online Food-Safety Educational Programs: A Systematic Review, Random-Effects Meta-Analysis, and Thematic Synthesis. Foods 2024; 13:794. [PMID: 38472907 DOI: 10.3390/foods13050794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2024] [Revised: 02/21/2024] [Accepted: 02/25/2024] [Indexed: 03/14/2024] Open
Abstract
Online food-safety educational programs are increasingly important to educate different populations as technology and culture shift to using more technology. However, the broad effectiveness of these programs has yet to be examined. A systematic review, random-effects meta-analysis, and thematic synthesis are conducted to identify the effect size of online food-safety educational programs on knowledge, attitudes, and practices of consumers, food workers, and students and their respective barriers and recommendations. Online food-safety education was found to be of moderate and low effectiveness, with attitudes being the lowest in all populations. Consumers struggled with staying focused, and it was found that messaging should focus on risk communication. Students struggled with social isolation and a lack of time, and it was recommended that videos be used. Food workers struggled with a lack of time for training and difficulty understanding the material, and future programs are recommended to implement shorter but more frequent trainings with simple language. Future online food-safety educational programs should focus on incorporating social elements, as they can remain a huge barrier to learning. They should also focus on changing the participant's attitude to risk perception and beliefs in the importance of food safety.
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Affiliation(s)
- Zachary Berglund
- Department of Food Science, Purdue University, 745 Agriculture Mall Drive, West Lafayette, IN 47907, USA
| | - Senay Simsek
- Department of Food Science, Purdue University, 745 Agriculture Mall Drive, West Lafayette, IN 47907, USA
| | - Yaohua Feng
- Department of Food Science, Purdue University, 745 Agriculture Mall Drive, West Lafayette, IN 47907, USA
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Levante A, Quarta S, Massaro M, Calabriso N, Carluccio M, Damiano F, Pollice F, Siculella L, Lecciso F. Physical activity habits prevent psychological distress in female academic students: The multiple mediating role of physical and psychosocial parameters. Heliyon 2024; 10:e26626. [PMID: 38420440 PMCID: PMC10901019 DOI: 10.1016/j.heliyon.2024.e26626] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Revised: 02/16/2024] [Accepted: 02/16/2024] [Indexed: 03/02/2024] Open
Abstract
Background Psychological distress is recognised as the most common mental health difficulty in emerging adult (18-to-24-year-old) female academic students. This study aimed to test a novel model positing physical activity habits as a protective factor for psychological distress through the mediating role of physical and psychological parameters. Adherence to the Mediterranean diet and self-reported physical health status were included as physical parameters. Self-reported psychological health status and time spent on leisure activities were the psychological parameters considered. Method Data were collected between April and May 2021. Correlation analyses and a multiple mediation model were computed on 411 online questionnaires filled out by 18-to-24-year-old female students from the University of blind (Italy). Results The multiple indirect effects were significant (β = -0.088; p < 0.001). This means that physical activity habits reduce psychological distress through high adherence to the Mediterranean diet, a good self-assessment of one's physical and psychological health status, and more time spent on leisure activities outdoors, with friends, and with family members. Conclusions Results show that academic policies should be adopted so as to design physical activity programmes that may improve the students' healthy behaviours and social interactions, which, in turn, mitigate the detrimental effects of psychological distress.
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Affiliation(s)
- A. Levante
- Department of Human and Social Sciences, University of Salento, Via di Valesio, 73100 Lecce, Italy
- Lab of Applied Psychology, Department of Human and Social Sciences, University of Salento, Via di Valesio, 73100 Lecce, Italy
| | - S. Quarta
- Department of Biological and Environmental Sciences and Technologies (DISTEBA), University of Salento, 73100 Lecce, Italy
| | - M. Massaro
- Institute of Clinical Physiology (IFC), National Research Council (CNR), 73100 Lecce, Italy
| | - N. Calabriso
- Institute of Clinical Physiology (IFC), National Research Council (CNR), 73100 Lecce, Italy
| | - M.A. Carluccio
- Institute of Clinical Physiology (IFC), National Research Council (CNR), 73100 Lecce, Italy
| | - F. Damiano
- Institute of Clinical Physiology (IFC), National Research Council (CNR), 73100 Lecce, Italy
| | - F. Pollice
- Department of Human and Social Sciences, University of Salento, Via di Valesio, 73100 Lecce, Italy
| | - L. Siculella
- Department of Biological and Environmental Sciences and Technologies (DISTEBA), University of Salento, 73100 Lecce, Italy
| | - F. Lecciso
- Department of Human and Social Sciences, University of Salento, Via di Valesio, 73100 Lecce, Italy
- Lab of Applied Psychology, Department of Human and Social Sciences, University of Salento, Via di Valesio, 73100 Lecce, Italy
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Bak CK, Schulin S, Krammer J. Discovering the Learning Gradient of Students' Preferences for Learning Environment. J Intell 2023; 11:206. [PMID: 37998705 PMCID: PMC10672633 DOI: 10.3390/jintelligence11110206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2023] [Revised: 09/19/2023] [Accepted: 10/26/2023] [Indexed: 11/25/2023] Open
Abstract
The aim of this study was to examine the effects of online learning self-regulation on learning outcomes during the COVID-19 pandemic lockdown among university college students. Quantitative k-means cluster analysis was used to examine the relationship among students in three different clusters based on their preferences toward online learning. The results indicated that online learning self-regulation had a significant positive effect on learning outcomes due to the shift to online learning. Thus, we identified a "learning gradient" among students, showing that cluster 1 students (preferences for 100% online) have the most positive preferences toward online teaching and the highest degree of self-regulation and learning outcome, cluster 2 students (moderate preferences for both physical and online teaching) are mixed (both positive and negative experiences) and moderate self-regulation and learning outcomes while cluster 3 students (preferences for physical classroom teaching) have the most negative preferences and the lowest self-regulation and learning outcome. The results from this study show that students' self-regulated learning strategies during online teaching environments are important for their learning outcomes and that cluster 1 and 2 students especially profited from the more flexible online learning environment with organized and deep learning approaches. Cluster 3 students need more support from their educators to foster their self-regulation skills to enhance their learning outcomes in online teaching environments.
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Affiliation(s)
- Carsten Kronborg Bak
- Department of Social Work, University College of Southern Denmark, 6700 Degnevej, Denmark; (S.S.); (J.K.)
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Gherghel C, Yasuda S, Kita Y. Interaction during online classes fosters engagement with learning and self-directed study both in the first and second years of the COVID-19 pandemic. COMPUTERS & EDUCATION 2023; 200:104795. [PMID: 37063109 PMCID: PMC10088368 DOI: 10.1016/j.compedu.2023.104795] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Revised: 03/29/2023] [Accepted: 04/02/2023] [Indexed: 06/19/2023]
Abstract
Maintaining students' learning engagement was a challenge in emergency online education during the pandemic. In this study, we investigated the predictors (social interaction) and outcomes (self-directed study) of engagement in online learning during the first and second years of the COVID-19 pandemic. First-year Japanese university students (N = 1167) enrolled in online classes during 2020 and 2021 responded to a questionnaire measuring perceived opportunities for social interaction during online classes, engagement with online learning, and extracurricular self-directed study time. Multi-group path analysis revealed that social interaction during online classes exhibited a positive indirect effect on self-directed study time through emotional and behavioral engagement with online learning. The positive indirect effect was significant in both the first and second years of the pandemic. The results suggest that increasing the number of opportunities for social interaction during online classes may exhibit spillover effects on learning outside the online classroom.
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Affiliation(s)
- Claudia Gherghel
- Hitotsubashi University, Mori Arinori Institute for Higher Education and Global Mobility, 2-1 Naka, Kunitachi City, Tokyo, Japan
| | - Shoko Yasuda
- Hitotsubashi University, Mori Arinori Institute for Higher Education and Global Mobility, 2-1 Naka, Kunitachi City, Tokyo, Japan
| | - Yosuke Kita
- Hitotsubashi University, Mori Arinori Institute for Higher Education and Global Mobility, 2-1 Naka, Kunitachi City, Tokyo, Japan
- Keio University, Faculty of Letters, Department of Psychology, 2-15-45 Mita, Minato-ku, Tokyo, Japan
- University of Helsinki, Faculty of Medicine, Cognitive Brain Research Unit (CBRU), Haartmaninkatu 3B, 00014, Helsinki, Finland
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Sahasakul Y, Amonsusawat N, Phansuea P. Lifestyles, Food Consumption Frequencies, and Eating Behaviors among Three Main Disciplines of Undergraduate Students during the Early COVID-19 Outbreak in Thailand. Nutrients 2023; 15:2765. [PMID: 37375675 DOI: 10.3390/nu15122765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Revised: 05/25/2023] [Accepted: 06/12/2023] [Indexed: 06/29/2023] Open
Abstract
University students' lifestyles and dietary habits have been considerably impacted by the coronavirus disease 2019 (COVID-19) outbreak and its related policies and restrictions. An online cross-sectional survey was conducted from March to May 2020 to compare lifestyles, food consumption frequencies, and eating behaviors among three main disciplines of undergraduate students during the early COVID-19 outbreak in Thailand. The study involved 584 participants from Mahidol University, with 45.2% from Health Sciences (HS), 29.1% from Sciences and Technologies (ST), and 25.7% from Social Sciences and Humanities (SH). The results showed that ST students had the highest proportion of overweight and obese (33.5%) individuals, followed by HS (23.9%) and SH (19.3%) students. ST students skipped breakfast the most (34.7%), followed by SH (34%) and HS (30%) students. Furthermore, 60% of SH students spent 7 h or more daily on social media, and they had the least exercise and the highest frequency of ordering home-delivery food. SH students (43.3%) reported a higher likelihood of making unhealthier food choices and consuming fast food, processed meat, bubble tea, boxed fruit and vegetable juice, and crunchy snacks more frequently than students from other disciplines. The findings show that undergraduate students had poor eating behaviors and lifestyles during the early COVID-19 outbreak, highlighting the urgent need to promote food and nutrition security among students during and after the pandemic.
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Affiliation(s)
- Yuraporn Sahasakul
- Food and Nutrition Academic and Research Cluster, Institute of Nutrition, Mahidol University, Salaya, Phutthamonthon, Nakhon Pathom 73170, Thailand
| | - Nantakan Amonsusawat
- Food and Nutrition Academic and Research Cluster, Institute of Nutrition, Mahidol University, Salaya, Phutthamonthon, Nakhon Pathom 73170, Thailand
| | - Phenphop Phansuea
- Food and Nutrition Academic and Research Cluster, Institute of Nutrition, Mahidol University, Salaya, Phutthamonthon, Nakhon Pathom 73170, Thailand
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Lopes MS, Gomes C. How did the COVID-19 pandemic influence students' career expectations in the hotel and tourism industry? JOURNAL OF HOSPITALITY, LEISURE, SPORT & TOURISM EDUCATION 2023; 32:100436. [PMID: 37124877 PMCID: PMC10119630 DOI: 10.1016/j.jhlste.2023.100436] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Revised: 04/03/2023] [Accepted: 04/06/2023] [Indexed: 05/03/2023]
Abstract
Career expectations contribute to job satisfaction and worker persistence. The tourism industry is characterized by high staff turnover. The industry was decimated by the COVID-19 pandemic causing widespread unemployment and transforming working conditions, while radically altering educational conditions for hospitality and tourism students. We assessed how the pandemic influenced students' expectations, comparing undergraduate opinions before and during the pandemic. While Pandemic-Students were more pessimistic about working conditions, they revealed an increased desire to provide personal interactive service and a greater tendency towards entrepreneurialism. These results contrast with previous research; highlighting students' resilience and suggesting a positive vision of pandemic-related opportunities.
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Affiliation(s)
- Maria Sofia Lopes
- CiTUR - Centre for Tourism Research, Development and Innovation - Polytechnic of Leiria, Portugal
| | - Conceição Gomes
- CiTUR - Centre for Tourism Research, Development and Innovation - Polytechnic of Leiria, Portugal
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Jalali M, Moradi V, Babaee T, Aminian G, Mojgani P, Shahabi S. Online education for prosthetics and orthotics students in the era of COVID-19 pandemic in Iran: challenges, opportunities, and recommendations. BMC MEDICAL EDUCATION 2023; 23:342. [PMID: 37194002 DOI: 10.1186/s12909-023-04339-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Accepted: 05/09/2023] [Indexed: 05/18/2023]
Abstract
INTRODUCTION With the advent of the COVID-19 pandemic, many higher education programs in Iran, including prosthetics and orthotics (P&O), had to shift to the online environment all at once. This unanticipated transition was challenging for the educational system. However, online education is superior in some aspects to conventional methods, and this situation may offer opportunities. This study was carried out from September 2021 to March 2022 to investigate the challenges and opportunities of online education in the P&O sector in Iran based on the opinions of students and faculty members. Relevant recommendations will also be discussed. METHODS In this qualitative study, semi-structured interviews were conducted in both oral and written formats. Purposive and snowball sampling techniques were used to recruit undergraduate and postgraduate P&O students, as well as P&O faculty members, for this qualitative study. The data gathered from interviews with study participants were analyzed by thematic analysis. RESULTS Based on the data analysis, many sub-themes of the three main themes were recognized: (1) challenges: technical, socioeconomic, environmental distractors, supervision and evaluation, workload, digital competence, interactions, motivation, sessions-related issues, class time, hands-on and clinical training; (2) opportunities: technological innovations, infrastructure development, flexible learning environment, student-centered learning, availability of contents, time and cost saving, high concentration, more self-confidence; (3) recommendations: technical infrastructure, team dynamics, hybrid courses, time management, awareness. CONCLUSION Online education of P&O during the era of the COVID-19 pandemic was accompanied by a series of challenges. Technical issues and the gravity of hands-on training in this field were significant challenges. This era, however, provided the opportunity to facilitate the establishment of needed infrastructure and support technological innovations for online education. Considering hybrid (mixed online and on-site) courses was recommended to improve the quality of learning.
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Affiliation(s)
- Maryam Jalali
- Center for Educational Research in Medical Sciences (CERM), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
- Rehabilitation Research Center, Department of Orthotics and Prosthetics, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Vahideh Moradi
- Iran-Helal Institute of Applied Sciences and Technology, Tehran, Iran
- Research Center for Emergency and Disaster Resilience, Red Crescent Society of the Islamic Republic of Iran, Tehran, Iran
| | - Taher Babaee
- Rehabilitation Research Center, Department of Orthotics and Prosthetics, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Gholamreza Aminian
- Department of Orthotics and Prosthetics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Parviz Mojgani
- Iran-Helal Institute of Applied Sciences and Technology, Tehran, Iran
- Research Center for Emergency and Disaster Resilience, Red Crescent Society of the Islamic Republic of Iran, Tehran, Iran
| | - Saeed Shahabi
- Health Policy Research Center, Institute of Health, Shiraz University of Medical Sciences, Shiraz, Iran.
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Danjou PE, Bouhsina S, Billet S, Cazier-Dennin F. Large Interactive Touchscreens as an Opportunity for Synchronous Hybrid Teaching during the COVID-19 Pandemic and Beyond. JOURNAL OF CHEMICAL EDUCATION 2023; 100:1149-1154. [PMID: 37552785 PMCID: PMC9924080 DOI: 10.1021/acs.jchemed.2c00833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Revised: 01/23/2023] [Indexed: 08/10/2023]
Abstract
The year 2020 will be remembered as the year of COVID-19 and its subsequent lockdowns. The time to return to face-to-face teaching has arrived, but the shadow of the disease still hangs over teachers, students, and society. Disruption in teaching can still occur for students, or even teachers, if they are either diagnosed as COVID-19 positive or as a contact case and forced to self-isolate. In order to limit the impact of self-isolation on learning, synchronous hybrid teaching (i.e., teaching face to face to students in a classroom and to students online at the same time) was successfully implemented owing to the combination of video conference software and a large interactive touchscreen. The setup presented in this paper allows courses to be broadcast to students at home (i.e., voice, visual pedagogic support, and, more interestingly, indications handwritten by the teacher) as well as simultaneously teaching to students in the classroom face-to-face. It also allows self-isolated teachers to teach tutorials from their home to students in the classroom. This paper focuses on the use of large interactive touchscreens for synchronous hybrid teaching and its evaluation by students using a questionnaire. The key findings of this study are that students prefer synchronous hybrid teaching rather than missing a course and that synchronous hybrid teaching should only be used in case of absolute necessity.
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Affiliation(s)
- Pierre-Edouard Danjou
- Département de Chimie,
Université du Littoral Côte d′Opale, 220
Avenue de l′université, 59140 Dunkerque, France
- Unité de Chimie Environnementale et
Interactions sur le Vivant, UR 4492, Université du Littoral
Côte d′Opale, 145 Avenue Maurice Schumann, MREI 1, 59140
Dunkerque, France
| | - Saâd Bouhsina
- Département de Chimie,
Université du Littoral Côte d′Opale, 220
Avenue de l′université, 59140 Dunkerque, France
- Unité de Chimie Environnementale et
Interactions sur le Vivant, UR 4492, Université du Littoral
Côte d′Opale, 145 Avenue Maurice Schumann, MREI 1, 59140
Dunkerque, France
| | - Sylvain Billet
- Département de Chimie,
Université du Littoral Côte d′Opale, 220
Avenue de l′université, 59140 Dunkerque, France
- Unité de Chimie Environnementale et
Interactions sur le Vivant, UR 4492, Université du Littoral
Côte d′Opale, 145 Avenue Maurice Schumann, MREI 1, 59140
Dunkerque, France
| | - Francine Cazier-Dennin
- Département de Chimie,
Université du Littoral Côte d′Opale, 220
Avenue de l′université, 59140 Dunkerque, France
- Unité de Chimie Environnementale et
Interactions sur le Vivant, UR 4492, Université du Littoral
Côte d′Opale, 145 Avenue Maurice Schumann, MREI 1, 59140
Dunkerque, France
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Mudenda S, Ngalande N, Mukosha M, Hikaambo CN, Daka V, Matafwali SK, Banda M, Mfune RL, Mayoka G, Witika BA. Knowledge and practices toward COVID-19 among healthcare students: A cross-sectional study at the University of Zambia. Front Public Health 2022; 10:1028312. [PMID: 36530704 PMCID: PMC9748439 DOI: 10.3389/fpubh.2022.1028312] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Accepted: 11/11/2022] [Indexed: 12/05/2022] Open
Abstract
Background The COVID-19 pandemic led to the disruption of physical classes for university students globally, as large gatherings fuelled the transmission of the virus. In the efforts to mitigate its transmission and return to normality, prevention measures, including vaccination, have been encouraged. Therefore, it is critical to understand the knowledge and practices of students regarding COVID-19. This study assessed the knowledge and practices toward COVID-19 among healthcare students at the University of Zambia. Materials and methods This questionnaire-based cross-sectional study was carried out from August 2021 to October 2021 among 478 healthcare students (pharmacy, physiotherapy, nursing, biomedical, medicine, and radiography). We used a previously validated questionnaire to measure knowledge and practice. The predictors of knowledge and practices were assessed using logistic regression with robust estimation of standard errors. Statistical analysis was conducted using Stata/BE version 17.0. Results Of the 478 respondents, 243 (50.8%) were females. A larger proportion, 175 (36.6%) were in Pharmacy training, and 156 (32.6%) were in their fifth year of study. The overall mean knowledge score of the participants was 87.9 (SD = 16.1), being higher at 89.6 (SD = 14.3) among medical students and the lowest at 86.7 (SD = 17.1) among Pharmacy students, although this was statistically non-significant (p = 0.488). The overall mean practice score was 60.0 (SD = 24.7), being significantly higher at 63.5 (23.4) among nursing, physiotherapy and environmental students compared to other students (p = 0.048). In multivariable analysis, the participant training program was non-significantly associated with knowledge and practice toward COVID-19. However, increased age (AOR = 1.09, 95% CI: 1.01-1.117) and residing in urban areas (AOR = 1.79, 95% CI: 1.07-3.01) than in rural areas were associated with higher odds of good practice toward COVID-19. Conclusion The healthcare students generally showed good knowledge levels and poor practices toward COVID-19. Further, there was no evidence of a difference in knowledge of COVID-19 among healthcare students. These findings suggest the need for implementation strategies to be centered on improving the practices of students toward COVID-19.
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Affiliation(s)
- Steward Mudenda
- Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, Zambia
| | - Nelly Ngalande
- Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, Zambia
| | - Moses Mukosha
- Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, Zambia
| | | | - Victor Daka
- Department of Public Health, Michael Chilufya Sata School of Medicine, Copperbelt University, Ndola, Zambia
| | - Scott Kaba Matafwali
- Clinical Research Department, Faculty of Infectious and Tropical Diseases, London School of Hygiene and Tropical Medicine, London, United Kingdom
| | - Michelo Banda
- Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, Zambia
| | - Ruth Lindizyani Mfune
- Department of Public Health, Michael Chilufya Sata School of Medicine, Copperbelt University, Ndola, Zambia
| | - Godfrey Mayoka
- Department of Pharmacology and Pharmacognosy, School of Pharmacy, Jomo Kenyatta University of Agriculture and Technology, Nairobi, Kenya
| | - Bwalya Angel Witika
- Department of Pharmaceutical Sciences, School of Pharmacy, Sefako Makgatho Health Sciences University, Pretoria, South Africa
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Liu X, Gong Z, Miao K, Yang P, Liu H, Feng Z, Chen Z. Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12967. [PMID: 36232260 PMCID: PMC9564387 DOI: 10.3390/ijerph191912967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/07/2022] [Revised: 09/26/2022] [Accepted: 09/27/2022] [Indexed: 06/16/2023]
Abstract
The COVID-19 pandemic prominently hit almost all the aspects of our life, especially in routine education. For public health security, online learning has to be enforced to replace classroom learning. Thus, it is a priority to clarify how these changes impacted students. We built a random-effect model of a meta-analysis to pool individual effect sizes for published articles concerning the attitudes and performance towards online learning. Databases included Google Scholar, PubMed and (Chinese) CNKI repository. Further, a moderated analysis and meta-regression were further used to clarify potential heterogenous factors impacting this pooled effect. Forty published papers (n = 98,558) were screened that were eligible for formal analysis. Meta-analytic results demonstrated that 13.3% (95% CI: 10.0-17.5) of students possessed negative attitudes towards online learning during the COVID-19 pandemic. A total of 12.7% (95% CI: 9.6-16.8) students were found to report poor performance in online learning. Moderated analysis revealed poor performance in online learning in the early pandemic (p = 0.006). Results for the meta-regression analysis showed that negative attitudes could predict poor learning performance significantly (p = 0.026). In conclusion, online learning that is caused by COVID-19 pandemic may have brought about negative learning attitudes and poorer learning performance compared to classroom learning, especially in the early pandemic.
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Affiliation(s)
- Xuerong Liu
- School of Psychology, Third Military Medical University, Chongqing 400038, China
- Experimental Research Center for Medical and Psychological Science (ERC-MPS), Third Military Medical University, Chongqing 400038, China
| | - Zheng Gong
- School of Psychology, Third Military Medical University, Chongqing 400038, China
| | - Kuan Miao
- School of Psychology, Third Military Medical University, Chongqing 400038, China
- Experimental Research Center for Medical and Psychological Science (ERC-MPS), Third Military Medical University, Chongqing 400038, China
| | - Peiyi Yang
- School of Psychology, Third Military Medical University, Chongqing 400038, China
| | - Hongli Liu
- School of Psychology, Third Military Medical University, Chongqing 400038, China
| | - Zhengzhi Feng
- School of Psychology, Third Military Medical University, Chongqing 400038, China
- Experimental Research Center for Medical and Psychological Science (ERC-MPS), Third Military Medical University, Chongqing 400038, China
| | - Zhiyi Chen
- School of Psychology, Third Military Medical University, Chongqing 400038, China
- Experimental Research Center for Medical and Psychological Science (ERC-MPS), Third Military Medical University, Chongqing 400038, China
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Marciniak M, Jaskulska S, Gasparovic S, Janiūnaitė B, Horbačauskienė J, Glavak Tkalić R. The Psychological Well-Being and Civic Engagement of Polish, Croatian and Lithuanian Academic Students during COVID-19 Outbreak. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11202. [PMID: 36141466 PMCID: PMC9517317 DOI: 10.3390/ijerph191811202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2022] [Revised: 08/28/2022] [Accepted: 09/03/2022] [Indexed: 06/16/2023]
Abstract
The aim of this research was to recognize the relationship between well-being and civic engagement under the difficult circumstances of the COVID-19 pandemic amongst students from Poland, Lithuania and Croatia. Overall, 1362 academic students (Poland, n = 596, Croatia, n = 386, and Lithuania, n = 379) participated in the study. Mean rank differences in civic engagement level (overall CE) were analysed by levels of psychological well-being (overall PWB and its subscales) using the Kruskal-Wallis test (one-way ANOVA on ranks). We conducted post hoc analysis with Bonferroni tests to measure the significance of differences in CE between the detailed levels of PWB. To avoid biases due to interaction effects between dependent variables, the analysis of mean ranks was followed by a binomial logistic regression analysis model and subgroups analysis (by gender and by country). Results obtained showed that students with higher levels of psychological well-being have higher levels of civic engagement. The differences in the CE level are most pronounced in relation to the dimension of a PWB, such as "positive relations with others", followed by "personal growth", "autonomy", and "self-acceptance". In a crisis, such as a pandemic, it is worth encouraging students to take targeted actions, as well as to create actions referring to personal development and relationships. There were no differences in the direction and shape of the associations between psychological well-being and civic engagement with respect to the country and the gender of the participants, which leads us to draw conclusions pointing to the globalised nature of student experience during the pandemic in this part of Europe.
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Affiliation(s)
- Mateusz Marciniak
- School Pedagogy Research Unit, Faculty of Educational Studies, Adam Mickiewicz University in Poznan, 61-614 Poznan, Poland
| | - Sylwia Jaskulska
- School Pedagogy Research Unit, Faculty of Educational Studies, Adam Mickiewicz University in Poznan, 61-614 Poznan, Poland
| | - Slaven Gasparovic
- Department of Geography, Faculty of Science, University of Zagreb, 10000 Zagreb, Croatia
| | - Brigita Janiūnaitė
- Research Group in Education, Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, 44249 Kaunas, Lithuania
| | - Jolita Horbačauskienė
- Research Group in Education, Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, 44249 Kaunas, Lithuania
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