Constructing an Online Sustainable Educational Model in COVID-19 Pandemic Environments

Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review

Although academic self-concept plays a crucial role in promoting students' education, there is a paucity of studies simultaneously exploring the gender-moderated effects of academic self-concept. This study aimed to explore gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy. With Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocol (PRISMA-P) and STARLITE criteria, this study screened and assessed the retrieved literature, finally including 53 studies. It was concluded that academic self-concept exerted a positive influence on improving achievement, enhancing motivation, ameliorating performance, and boosting self-efficacy. It should also be noted that interrelations between academic self-concept and other educational constructs may be much more complicated than expected since gender disparities may moderate the effects of academic self-concept. Gender discrepancies in academic self-concept could account for the gap between male students and female students in subject-specific achievement, motivation, performance, and self-efficacy, especially in STEM courses. Teaching interventions and educational policies should be taken to enhance female students' STEM courses self-concept. Future studies should promote educational equality, highlight academic self-concept of special groups, and enhance academic self-concept in online learning.

Systematic review registration

https://osf.io/uxjnv/?view_only=b10db44d34154d96a361c159ca15a5b5.

A Meta-Analysis of Facebook-Assisted Learning Outcomes in Different Countries or Regions

In this special pandemic time, many learners have been forced to stay at home receiving education through mobile learning applications and social media such as Facebook. It is thus meaningful to meta-analytically review the studies on Facebook-assisted learning outcomes in different countries or regions to provide constructive suggestions for improvements on mobile learning. Through a meta-analysis using Stata 14.0, this study concludes that the Facebook-assisted learning approach may improve learning interaction, learning performance, social presence, engagement, psycho-motor, and overall skills in different countries or regions, although there are still different results and even controversial issues. The controversies lie in different findings in Taiwan, Switzerland, and UK, where no significant results are revealed regarding the use of Facebook for educational purposes. Future research could examine the construction of a sustainable online learning model, the classic theory, gender differences, and other mobile applications.

Qualitative and quantitative analyses of artificial intelligence ethics in education using VOSviewer and CitNetExplorer

The new decade has been witnessing the wide acceptance of artificial intelligence (AI) in education, followed by serious concerns about its ethics. This study examined the essence and principles of AI ethics used in education, as well as the bibliometric analysis of AI ethics for educational purposes. The clustering techniques of VOSviewer (n = 880) led the author to reveal the top 10 authors, sources, organizations, and countries in the research of AI ethics in education. The analysis of clustering solution through CitNetExplorer (n = 841) concluded that the essence of AI ethics for educational purposes included deontology, utilitarianism, and virtue, while the principles of AI ethics in education included transparency, justice, fairness, equity, non-maleficence, responsibility, and privacy. Future research could consider the influence of AI interpretability on AI ethics in education because the ability to interpret the AI decisions could help judge whether the decision is consistent with ethical criteria.

Analyzing the impact of COVID-19 on the grades of university education: A case study with economics students

COVID-19 has been one of the major incidents in the global university education system in recent years. Its influence and effects on education are still difficult to determine today. Both students and teachers have had to change their study and work routines and disciplines, in many cases lacking the necessary infrastructure to adapt to online learning. Students had to start a new academic year with a complete return to face-to-face teaching without having overcome, in many cases, the incidence of online learning. This study, through 167 responses to a survey addressed to economics students at the Universidad Politécnica de Madrid, aims to analyse the causes of an improvement or a worsening of the academic performance of university students in the return to normality after having gone through COVID-19's restrictions. The results obtained show that students, students who attend tutorials and those who have evaluated online teaching positively, are the ones who have most improved their performance in the return to face-to-face teaching. And those who have suffered the physical and psychological consequences of COVID and those with less infrastructure and income have worsened their results.

A systematic review on the metaverse-based blended English learning

Over the past two decades, various digital technologies have been applied to sustain higher education. As the latest emerging information technology, the metaverse has been a recurring theme to be considered as a new direction to promote blended English learning. This study aims to investigate metaverse-based blended English learning. Through a systematic review based on bibliographic and content analysis, the study attempts to integrate the evidence to generate a model that links the education-based metaverse. The metaverse platforms in which learners' academic success can be significantly enhanced due to a high degree of learner engagement in immersive virtual environments. In addition, the virtual learning experience is restricted by the degree of digital literacy at the same time. To improve instructors' and learners' digital literacy levels, necessary support is indispensable by educational institutions and designers of the metaverse platforms. Meanwhile, this study addresses potential challenges that may hinder sustaining metaverse-based blended English learning, and provides some suggestions based on the previous literature. In future research, we will keep updating and polishing the metaverse-based blended English learning research to provide more detailed guidance for researchers and educators.

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Recently, achievement emotions have attracted much scholarly attention since these emotions could play a pivotal role in online learning outcomes. Despite the importance of achievement emotions in online education, very few studies have been committed to a systematic review of their effects on online learning outcomes. This study aimed to systematically review studies examining the effects of achievement emotions on online learning outcomes in terms of motivation, performance, satisfaction, engagement, and achievement. According to the selection process of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) principles, a total of 23 publications were included in this review. It was concluded that positive achievement emotions, such as enjoyment, pride, and relaxation, could generally exert a positive effect on online learning motivation, performance, engagement, satisfaction, and achievement. It should be noted that excessive positive emotions might be detrimental to online learning outcomes. On the other hand, it has been difficult to determine the effects of negative achievement emotions on online learning outcomes because of disagreement on the effects of negative achievement emotions. In order to improve online learners' learning outcomes, instructors should implement interventions that help online learners control and regulate their achievement emotions. Teaching interventions, technological interventions, and treatment interventions could benefit online learners emotionally and academically. Future studies could examine the moderating roles of contextual factors and individual variables in the effects of achievement emotions on online learning outcomes.

A bibliometric analysis of Community of Inquiry in online learning contexts over twenty-five years

Since the outbreak of COVID-19, online learning has gained popularity among educators and learners, where Community of Inquiry (CoI) has caught researchers' attention. To bibliometrically analyze the framework of CoI over twenty-five years, we adopted both qualitative and quantitative research methods to examine the framework of CoI in online learning contexts. We concluded that teaching presence, social presence, cognitive presence, metacognition, and self-efficacy played important roles in the framework of CoI. This study also explored the top ten authors, sources, organizations, and countries using VOSviewer and established citation networks through the clustering techniques in CitNetExplorer. Future research could focus on how to motivate the educational institutes and educators to change their traditional educational methods and whether to include both metacognition and self-efficacy in the CoI framework.