How COVID-19 Shaped University Students’ Perspectives of Poor Teaching

Across three phases, we investigated college students’ perceptions of poor college teaching to develop a typology of poor teaching behaviors. In Phase 1, students generated a list of qualities representative of poor teaching. In Phase 2, another group of students assigned behavioral correspondents to these qualities, resulting in a list of 15 poor teaching qualities and their attendant misbehaviors. Finally, in Phase 3, yet another group of students generated a “top 5” list of qualities and behaviors that their most ineffective teachers have exhibited. Across participants in Phase 3, the top 5 list included, in order, being disrespectful, offering unrepresentative and unfair student learning assessments, having unrealistic expectations for student learning, being less than knowledgeable on course content, and having poor communication skills. These findings provide practical guidance on which particular behaviors teachers should avoid adopting in their instructional repertoires.

Disruption to higher education during the COVID-19 pandemic caused several challenges for university students, as they were forced to adjust to new teaching and learning styles. Therefore, this study aimed to investigate how the COVID-19 pandemic impacted university students’ learning experiences and education. This study took a phenomenological methodological approach in an attempt to understand students’ experiences from their own perspective. Semi-structured interviews were then carried out with 19 university students from the UK between 9 May 2022 - 26 June 2022. The main themes that emerged through thematic analysis were: (1) A lack of engagement with online learning; (2) Changes in attitudes towards learning; (3) A lack of practical learning opportunities; (4) Changes to academic support; (5) Limited interaction with peers; (6) Implications for health and well-being. This study provides a deeper student-centred understanding of university students’ lived experiences with online learning during the pandemic, revealing underexplored contextual, emotional and relational dimensions of online learning. These rich qualitative findings not only enhance current understanding of higher education during the pandemic but can be drawn upon to shape digitised learning moving forward. As we are progressing in an era of increasing digitised learning, these findings contribute towards laying the groundwork for future policy and practice within higher education.

Transforming habitus and recalibrating capital: University students’ experiences in online learning and communication during the COVID-19 pandemic

The higher education sector in China has faced unprecedented challenges recently due to the global COVID-19 pandemic. The influx of international students, a vital component of the nation's academic landscape, presented distinct challenges, including maintaining academic achievements through various online platforms, which necessitated innovative strategies to ensure that their educational pursuits remained rewarding despite these challenges. This study aims to explore the innovative strategies adopted by Chinese higher education institutions in response to the COVID-19 pandemic and examine their impact on the academic achievements of international students. This study employs a comprehensive approach that incorporates questionnaire surveys and dominant Machine Learning Algorithms, such as Multiple Linear Regression (MLR), Decision Tree Model (DTM), Support Vector Regression Model (SVRM), and K-nearest neighbors (KNN). By employing rigorous data-gathering approaches, our study aimed to address a set of particular questions: How did these innovative strategies improve students' academic performance in the face of environmental emergencies? To what extent did international students benefit from these adaptations? Through investigation of these concerns, our research provides insight into the effectiveness of these strategies and their possible significance for future educational methodologies. Innovative strategies positively correlated with student academic performance during the COVID-19 pandemic in Chinese higher Education. This research highlights how overcoming these challenges can have broader implications for shaping resilient global education systems in future crises. The study accurately predicted academic performance, highlighting the importance of innovative teaching approaches in the context of the COVID-19 pandemic. This study might influence educational policies and practices. Educational institutions can make informed decisions about emergency preparedness and development by assessing results using a creative approach. Our findings bring depth to the global conversation on higher Education under challenging circumstances, showing how Innovation might alleviate the adverse impacts on international students' learning experiences.

Support needs for registered nurses to bachelor of science in nursing students in Kenyan universities.

Medical EducationVolume 48, Issue 5 p. 540-541 Really Good Stuff: Lessons learned through innovation in medical education Addressing physicians’ poor communication skills in Sri Lanka Avindra Jayawardene, Corresponding Author Avindra JayawardeneCorrespondence: Dr Avindra Jayawardene, Department of Medical Education, Faculty of Medicine, University of Ruhuna, Tangalle Rd, Wellmadama, Matara 80000, Sri Lanka. Tel: 00 94 770 530249; E-mail: avindrajay@gmail.comSearch for more papers by this authorTony LaDuca, Tony LaDucaSearch for more papers by this author Avindra Jayawardene, Corresponding Author Avindra JayawardeneCorrespondence: Dr Avindra Jayawardene, Department of Medical Education, Faculty of Medicine, University of Ruhuna, Tangalle Rd, Wellmadama, Matara 80000, Sri Lanka. Tel: 00 94 770 530249; E-mail: avindrajay@gmail.comSearch for more papers by this authorTony LaDuca, Tony LaDucaSearch for more papers by this author First published: 09 April 2014 https://doi.org/10.1111/medu.12461Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume48, Issue5May 2014Pages 540-541 RelatedInformation

Abstract: Universiti Teknologi MARA (UiTM) has taken an approach of Open and Distance Learning (ODL) system as a way to ensure the continuity of its education during the COVID-19 pandemic. This transformation leads to various challenges in teaching and learning. Hence, this study aimed to describe the ODL in terms of university students’ learning experiences and their academic achievements during the COVID-19 pandemic. This study involved a total of 3283 students during March-August 2020 semester in UiTM Negeri Sembilan. Data were collected via online surveys and were descriptively and statistically analysed using Statistical Package for the Social Sciences (SPSS). Findings showed that students were given sufficient information regarding the assessments of the course (mean=3.64) and the delivery of the course content (mean=3.65). The success factors on the students’ academic achievements were due to the support from lecturers (mean=2.78), peers (mean=2.79) and family (mean=2.55). Thus, it can be concluded that the majority of the students are satisfied with their ODL learning experiences and academic achievements. This study suggests that academic management should continue to provide effective support in the form of resources and services to increase performances by their students.
 
 Keywords: Open and Distance Learning, Students’ Learning Experiences, Academic Achievements, Covid-19

The COVID-19 pandemic has profoundly impacted teaching and learning in higher education. This study examines how the sudden shift to online learning affected the students' learning experience in a Capstone practicum unit of a business program in Malaysia. The study is an interpretive analysis of the qualitative feedback provided by students in the Student Feedback on Unit (SFU) for two semesters in 2020. The two semesters occurred during different stages of the Movement Control Order (MCO) in Malaysia, the first MCO in March 2020 and the second MCO in September 2020. The data was collected and compiled in early 2021 and thus, covers most of the data in the COVID-affected 2020. Two main themes, accordance and discordance, representing the students' learning experiences in the Capstone unit delivered online emerged as the findings. The study suggests that an empathic approach, customized programs, active online forums, and timely mentoring would enhance accordance and mitigate discordance in online learning.

This Special Issue was conceived and developed following a series of international conferences held in Asia, with a particular focus on critically reflecting upon higher education development in the region from broader social and political economy perspectives. Some of the papers in this Special Issue were selected from presentations in the East Asia Social Policy (EASP) Research Network Conference successfully held in Taiwan in 2018, while others were chosen from international events held at Lingnan University in Hong Kong presenting critical reviews and reflections on internationalization, marketization and graduate employment of higher education in Asia. This introductory article puts the discussions of the selected papers in this issue in context, with critical reflections on the key issues being examined in these papers. The Special Issue is published when the world is still confronting the unprecedented global health crisis resulted from the outbreak of the COVID‐19 pandemic. This article discusses the higher education development trends in Asia through the massification, diversification and internationalisation processes in transforming the higher education system and examines how these development trends are affected by the COVID‐19 crisis.

Given that the COVID-19 pandemic has strongly impacted students' learning experiences, the present research aims to reveal some of the challenges brought by the online foreign language classes in higher education and to show a pattern of relationship exists between individual and contextual factors, and students' behaviours during these classes. The study was conducted in a university where foreign languages (FLs) are a compulsory part of the curriculum at the undergraduate level. The authors analysed individual differences, such as personality traits, FL learning motivation, out-of-class language learning, perceived usefulness of elearning platform resources, self-perceived FL proficiency, and FL grade as independent variables, and also measured FL enjoyment, FL anxiety, stressors that exist and coping behaviours as mediators. The integration of above-mentioned factors in the analysis of online learning can contribute to a better understanding of the learning process in this environment, to enhance students' positive behaviours, diminish the negative ones, and improve learning outcomes.

BackgroundLow and middle-income countries have a greater share of the cervical cancer burden, but lower screening coverage, compared to high-income countries. Moreover, screening uptake and disease outcomes are generally worse in rural areas as well as in the HIV positive population. Efforts directed at increasing the screening rates are important in order to decrease cancer-related morbidity and mortality. This study aimed to explore the barriers to women with HIV accessing cervical cancer screening in Kgatleng district, Botswana.MethodsA phenomenological qualitative study utilising semi-structured interviews with fourteen HIV positive women, selected by purposive sampling. The interviews were transcribed verbatim and the 5-steps of the framework method, assisted by Atlas-ti software, was used for qualitative data analysis.ResultsContextual factors included distance, public transport issues and work commitments. Health system factors highlighted unavailability of results, inconsistent appointment systems, long queues and equipment shortages and poor patient-centred communication skills, particularly skills in explanation and planning. Patient factors identified were lack of knowledge of cervical cancer, benefits of screening, effectiveness of treatment, as well as personal fears and misconceptions.ConclusionCervical cancer screening was poorly accessed due to a weak primary care system, insufficient health promotion and information as well as poor communication skills. These issues could be partly addressed by considering alternative technology and one-stop models of testing and treating.

Beliefs about generic drugs among elderly adults in hospital-based primary care practices.

We aimed to investigate the psychosocial factors for postpartum depression as indicated by a high score of the Edinburgh Postnatal Depression Scale (EPDS), including marital relationship and social support. Relevant factors for antenatal depression were also analyzed. Thirty-five wife-and-husband pairs who visited University Hospital A for the wife's antenatal health check-up participated in a questionnaire survey using the Japanese version of the EPDS. Social support from the wife's husband, kins, and others including friends at the third trimester of pregnancy and 1 month after birth was assessed. The Marital Love Scale (MLS) was also used, and two marital relationship questions were asked regarding the husband's and wife's considerate actions toward each other during pregnancy. Binary logistic regression analysis was conducted to determine adjusted associations between higher EPDS scores (≥5 for postpartum depression and ≥7 for antenatal depression) and indicators for social support and marital relationships. The most relevant factor for higher postpartum EPDS scores was a higher antenatal EPDS score, followed by the couple's poor communication skills (the wife did not feel any appreciation from her husband) during pregnancy and no support from the wife's husband during the postpartum period. The wife's poor marital communication skills and the husband's low MLS scores during pregnancy were associated (borderline significance) with the wife's higher antenatal EPDS scores. A good marital relationship before birth and support by the husband after birth may be important for preventing postpartum depression.

The Covid-19 pandemic is one of the most disruptive, life-changing events that had brought the world to a perpetual standstill in 2020. Schools and institutions of higher education were impacted badly, resulting from the lockdowns and movement restrictions imposed by the governments of numerous countries. Students and faculty found themselves in virtual classrooms, with many caught unaware of what they needed to do, having to learn new things at lightning speed and feeling a sense of despair. While many online learners had frustrations and concerns regarding their online learning experience, there were those who had a good learning experience. The students’ observations and perceptions of the difficulties and opportunities they encountered in their online learning experience were assessed through grounded theory using textual thematic qualitative analysis of their reflective feedback. The findings reveal that most students had a good online learning experience and found that the academic continuity plans implemented by the universities were effective. The concerns that some students had with online learning were related to technological drawbacks such as poor internet connections, and personal concerns about academic ability and time management skills, among others. This study concludes by offering insights and recommendations to institutions, faculty, and students on how best to conduct online learning and teaching for all.

Student wellbeing and flourishing are becoming increasingly essential in the evolving landscape of higher education. The current study explores the relationship between university students’ learning experiences and their hedonic, eudaimonic, and social wellbeing. Employing structural equation modelling and regression analyses, the study involves a total of 5,505 undergraduate students from a Hong Kong university, spanning junior to senior years and a wide range of academic disciplines. Findings reveal that students’ hedonic, eudaimonic, and social wellbeing are significantly predicted by their learning experiences. Notably, internal factors of students’ learning experiences including cognitive, social, and value developments demonstrate a stronger prediction, while external factors of students’ learning experiences like clear goals and standards, good teaching, feedback, and assessment also significantly contribute to students’ wellbeing. The study extends the current literature and offer new insights into the wellbeing benefits of student learning experiences and underscores the need for holistic strategies and tailored approaches to nurture student flourishing in higher education.