Better Understanding Of Students Research Articles

Computational Thinking in Secondary Mathematics Education with GeoGebra: Insights from an Intervention in Calculus Lessons

AbstractNowadays, mathematics teachers in K–12 strive to promote their students‘ mathematical knowledge and computational thinking (CT) skills. There is an increasing need for effective CT-embedded mathematics learning material and a better understanding of students’ views toward them. In this work, we present the results of a research study, which included the design of a six-lesson learning activity aimed at fostering 16- to 17-year-old secondary students’ CT skills in calculus lessons using the dynamic mathematics software GeoGebra. Our goal was to investigate how students experienced the CT-embedded calculus lessons with GeoGebra and what challenges they faced during their interaction with the learning material and software. We collected and analyzed data from students’ code in GeoGebra, workbooks, semi-structured interviews, and questionnaires. Our findings suggest that most students mastered using CT concepts in calculus activities to a satisfactory degree and could reason about their computational solutions using GeoGebra and the generated graphs. Students’ understanding of the mathematical content knowledge introduced was essential to complete the lesson series successfully and unnoticed gaps in prior knowledge emerged. Our study shows that students appreciate the CT-embedded calculus lessons and GeoGebra’s exploratory approach to mathematics problems when provided with appropriate support. We conclude that an integrated approach to mathematics education and CT is viable and can contribute not only to fostering CT but also to increasing interest in mathematics.

Investigating Canadian Engineering Students’ Perceptions of Graduate Attributes: Frequency, Criticality, and Relative Importance

This study investigates the perceptions of Canadian engineering students regarding the frequency and criticality of the 12 graduate attributes (knowledge, skills, values, and behaviors that engineering students are expected to demonstrate upon graduation) outlined by the Canadian Engineering Accreditation Board (CEAB). This study aims to assist engineering educators in gaining a better understanding of students’ expectations regarding how engineering competencies will be demonstrated in practice. This information can guide the improvement of engineering curricula and help engineering programs meet accreditation requirements for continuous enhancement. Descriptive and test statistics were used to analyze a quantitative survey administered to 340 undergraduate engineering students at a large Canadian university. Findings suggest that the students perceived the frequency and criticality of most graduate attributes differently. Individual and teamwork, communication, professionalism, lifelong learning and engineering tools, were viewed as more frequent than critical, while ethics and equity, impact of engineering, investigation, and design were perceived as more critical than frequent. The study also found that communication, individual and teamwork, and problem analysis were perceived as the graduate attributes with the highest relative importance (frequency multiplied by criticality), which is consistent with the literature.

University students' access to mental health services: A qualitative study of the experiences of health service professionals through the lens of candidacy in England.

In order to develop a better understanding of students' access to mental health services, we explored the experiences of health care professionals interacting with university students with mental health problems. We interviewed 23 professionals working across university advice and counselling services, NHS general practice, crisis, and psychological services in North and East London between June 2022 and January 2023. Our approach drew on reflexive thematic analysis and the principles of abductive analysis. The notion of candidacy - that is, how different needs are deemed deserving of health service attention - was particularly helpful to our understanding of the ongoing phenomenon of interest in the data. Each student's access to mental health support was highly contingent on the student's dynamic social context and the pressures and organisation of the local health system. Professionals described how different students viewed different needs as deserving of health service attention. Which students reached the professional's service depended on the resources and relationships a student could draw upon, and the service's relative permeability. Once there, what action professionals took was strongly influenced by the professional's service expertise, resource constraints, the relationships the professional's service had with other organisations, the students' wishes, and whether students regarded treatment offers as acceptable. Candidacy offers a useful lens to view university students' access to mental health support. Access appears to be an increasingly intricate task for students, given the fragmented service landscape, surging demand for mental health care and challenges of emerging adulthood. Our findings suggest that policy goals to increase use of mental health services are unlikely to improve outcomes for students without policy makers and health systems giving holistic consideration of inter-service relationships and available resources.

Attachment, Resilience and Life Satisfaction of University Students in Cyprus after the Fourth Wave of COVID-19.

The COVID-19 pandemic has given rise to a large-scale crisis that has also impacted the well-being and, more specifically, the life satisfaction of university students. Factors such as attachment dimensions and psychological resilience can provide us with a better understanding of students' life satisfaction levels during the recent pandemic. While previous literature has revealed a significant association between attachment dimensions, resilience, and life satisfaction, very few studies have attempted to address a more complex relationship among all three variables for university students, and even fewer have explored this topic during the COVID-19 pandemic. Therefore, the aim of the current study was to investigate the impact of attachment dimensions on university students' life satisfaction after the fourth wave of COVID-19 in Cyprus, with a focus on the mediating role of psychological resilience. The sample comprised 780 university students, consisting of 323 men and 457 women, aged between 18 and 61 years. Participants were recruited electronically, and after being directed to Google Forms, they completed the ECR-R for their attachment dimensions, the RES for psychological resilience, and the SWLS for life satisfaction. The results indicated significant correlations between attachment dimensions, psychological resilience, and life satisfaction. Notably, psychological resilience was found to partially mediate the relationship between attachment anxiety, as well as attachment avoidance, and life satisfaction. Specifically, attachment anxiety and avoidance negatively affected life satisfaction, partially due to lower levels of psychological resilience. These findings are discussed in relation to the existing literature, and implications for practice are provided.

Developing an education support system for disaster management through an ethnoscience-based digital disaster learning module

Using evidence of the Mount Semeru eruption in 2021 shows the importance of community preparedness knowledge from an early age. This study aims to develop an ethnoscience-based digital module to improve the disaster preparedness of elementary school students around Mount Semeru. This is a development research using the stages of the ADDIE model. The procedure consists of five steps: Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The stages start from needs analysis, designing instruments and module concepts, developing and testing the feasibility of module, implementing and testing the effectiveness of modules, and the last stage is module dissemination. The application of ethnoscience to digital modules through material on the history of Mount Semeru based on location, hazard, eruptions history, areas affected by eruptions, and eruption disaster preparedness. The research subjects consisted of 100 fifth-grade students and 10 teachers in three schools directly affected by the eruption of Mount Semeru with a pre-test and post-test one-group design. Data collection used interviews, questionnaires, and tests with quantitative descriptive analysis. The simple independent test is carried out by comparing the data before and after the implementation of the module. Module effectiveness test used an independent sample t-test with a value 0.000 < 0.05. The results showed that the ethnoscience-based digital module of volcanic eruption is very feasible and effective in improving the preparedness of elementary school students. In addition, as a finding of this study, the ethnoscience-based digital module promotes an education support system that is appropriate through the habits of local communities facing disasters contained in the module, which can provide a better understanding of students' perspectives related to the Semeru volcano disaster. The implication of the ethnoscience-based digital module for current knowledge is increasing the childhood awareness knowledge related to volcanic disaster based on local everyday life.

Students’ perceptions of studying A-levels: factors facilitating and frustrating positive learning experiences

ABSTRACT To generate a better understanding of students’ experiences of studying A-levels, 136 A-level students in England were asked to provide three words or phrases to describe their experience of sixth form, and their reasons for choosing these terms, via an online survey. Data were analysed using content analysis and reflexive thematic analysis. The analyses highlight that, although studying A-levels is challenging and can be stressful and overwhelming, it can also help to prepare students for higher education and adulthood more broadly by presenting them with unique opportunities to exercise autonomy, study subjects of genuine interest to them and cultivate more meaningful relationships with their peers and teachers. Implications for educational practices aimed at promoting positive learning experiences and supporting basic psychological needs are discussed.

Online or remote education? Preferences of Colombian higher education students

While some students had experience receiving online education prior to the COVID-19 pandemic, the emergency remote modality offered a different experience given that higher education faculty had limited time for planning and, most of them, did not have any experience in online education. This research aims to identify the differences between undergraduate students’ perceptions and preferences on emergency remote and online education. Researchers identified a set of online education courses–that pre-existed COVID-19 times–and courses that were transformed into remote education courses–designed as a response of the COVID-19 emergency. Participants of this study are a group of students who, during the same academic semester, participated in both online and (emergency) remote courses. Researchers used a survey to understand students’ perceptions and preferences assessing their experiences in different dimensions (e.g., interaction and evaluation). Researchers used the add-on preferential groups model to identify which of the two modalities was preferred by the students for each dimension. The quantitative analysis was complemented using content analysis of responses to open-ended questions, seeking to gain a better understanding of students’ perceptions and preferences between online and emergency remote education. The results show that students have a positive view of the online and remote modalities; however, each of these modalities offers students advantages for specific dimensions. For example, the remote modality was preferred for having greater interaction among peers and with the instructor. On the other hand, online education provided more flexibility. Students suggested improving assessments’ approaches and instructors’ technological skills for both modalities.

Student and Teacher Perspectives on Equity in Clinical Feedback: A Qualitative Study Using a Critical Race Theory Lens.

The authors aimed to gain a better understanding of students' and teachers' perspectives about whether clinical clerkship feedback is provided equitably irrespective of a student's race/ethnicity. A secondary analysis of existing interview data was conducted, focusing on racial/ethnic disparities in clinical grading. Data had been acquired from 29 students and 30 teachers at 3 U.S. medical schools. The authors performed secondary coding on all 59 transcripts, writing memos focused on statements related to aspects of feedback equity and developing a template for coding students' and teachers' observations and descriptions specific to clinical feedback. Using the template, memos were coded, and thematic categories emerged describing perspectives on clinical feedback. Forty-eight (22 teachers and 26 students) participants' transcripts provided narratives about feedback. Both student and teacher narratives described how students who are racially/ethnically underrepresented in medicine may receive less helpful formative clinical feedback needed for professional development. Thematic analysis of narratives yielded 3 themes related to feedback inequities: 1) teachers' racial/ethnic biases influence the feedback they provide students, 2) teachers have limited skill sets to provide equitable feedback, and 3) racial/ethnic inequities in the clinical learning environment shape clinical and feedback experiences. Narratives indicated that both students and teachers perceived racial/ethnic inequities in clinical feedback. Teacher- and learning environment-related factors influenced these racial/ethnic inequities. These results can inform medical education's efforts to mitigate biases in the learning environment and provide equitable feedback to ensure every student has what they need to develop into the competent physician they aspire to be.

Utilizing Learning Analytics in Radiology: A Pilot Study of an e-Learning Platform in Medical Student Education

Learning analytics is a rapidly advancing scientific field that enables data-driven insights and personalized learning experiences. However, traditional methods for teaching and assessing radiology skills do not provide the data needed to leverage this technology in radiology education. In this paper, we implemented rapmed.net, an interactive radiology e-learning platform designed to utilize learning analytics tools in radiology education. Second-year medical students' pattern recognition skills were evaluated using time to solve a case, dice score, and consensus score, while their interpretation abilities were assessed through multiple-choice questions (MCQs). Assessments were conducted before and after a pulmonary radiology block to examine the learning progress. Our results show that a comprehensive assessment of students'radiological skills using consensus maps, dice scores, time metrics, and MCQs revealed shortcomings traditional MCQs would not have detected. Learning analytics tools allow for a better understanding of students'radiology skills and pave the way for a data-driven educational approach in radiology. As one of the most important skills for physicians across all disciplines, improving radiology education will contribute to better healthcare outcomes.

Students' Digital Competence and Perceived Learning: The mediating role of Learner Agility.

Background: The ravages of COVID-19 escalated the penetration of online education and usage of digital technologies. While educational institutions across the globe adopted different forms of computer-mediated communication, the institutes in India have gradually attuned to the new normal, notwithstanding the initial glitches of adopting new technology and shifting to blended. It became increasingly significant to gain a better understanding of students' perspectives of newly emerged learning environment. This motivated the researchers to study the digital competencies (DC) and their impact on students' learning agility (LA) and perceived learning (PL) in professional/technical education. Methods: In this cross-sectional study, a DigiComp 2.1 framework was attempted to investigate the relationship between DC and PL among higher education students in India. The data from 359 graduate and post-graduate students were analyzed using Structural equation modelling and Process Macro 4.0. Results: The findings of this study revealed that DC has a significant positive impact on PL (b = 0.33; p < 0.001), indicating that higher learners' DC leads to higher learning outcomes. Similarly, DC also had a significant positive impact on LA (b = 0.59; p < 0.001), suggesting that the higher DC of learners leads to higher learning agility. Further, a positive significant relationship was also found between LA and PL (b = 0.21; p < 0.001). This significant positive path reveals that higher learners' agility leads to higher student learning outcomes. Discussion: Post-COVID, DC, a technology-related skill set is linked to the academic performance of teachers and students. Our findings reveal that DC significantly positively impacts PL and LA. Therefore, we recommend that the higher educational institutes in India consider the inclusion of DC in their curriculum as a fundamental competence for a better learning outcome for learners.

Students’ Preferences and Perceptions Regarding Online versus Offline Teaching and Learning Post-COVID-19 Lockdown

The COVID-19 pandemic at its peak compelled students to stay home and adapt to the distance learning system. The world has gone through phases of fear and respite in the recent years. There have been a number of studies related to student learning via online teaching during the pandemic. Now, as the vaccination coverage picks up and the pandemic appears to have achieved a plateau, it is time to take a view of students’ perceptions of online learning and its effectiveness in skill development during the COVID-19 pandemic. This study assesses the students’ preferences and perceptions regarding offline and online learning post-COVID-19 lockdown and with the resumption of offline classes. A cross-sectional study was conducted at King Khalid University, Aseer region, from the period of 1 January 2022 to 30 January 2022. A convenience sampling technique was utilized to collect data from female students. Data analysis was conducted by using SPSS version 22.0. A total of 480 students participated in the study, their mean age was 19.79 ± 1.48. More than half of the students (64%) still fear getting COVID-19 as they continue with the in-person or offline classes despite having completed their doses of vaccination. Almost half of the students have difficulty in waking up after the recommencement of offline classes. The majority (77%) felt tired after starting offline classes, and 63% felt unhappy after starting offline classes again. The majority of students believe that, with offline classes, they have difficulty in time management and concentration. The majority of students believed that, with online classes, they are more comfortable in gaining knowledge and learning, more alert, more satisfied, and gain higher scores in exams. The majority of students preferred the online mode of learning, with about 72% of students wishing to continue online learning in the future. This research underlines the influence of fear of getting COVID-19 after the commencement of face-to-face learning amongst the students. Students were more inclined to continue with online classes because of fear of getting COVID-19, despite having full doses of the vaccination in Saudi Arabia. There is a need for a better understanding of students’ motivations and coping mechanisms during the pandemic.

Assessing the Impact of Non-Teaching Services on Postgraduate Students’ Satisfaction: A Case of alternative Providers of Higher Education in the UK

The research sought to assess the impact of non-teaching services on postgraduate (Pg) students’ satisfaction, focusing on the alternative provider of higher education in the UK. The ‘service provision’ is known generically as the ‘students support department’ and is argued to provide a more effective means of engagement between the learning process of Pg courses and students. The study is underpinned by the conceptual model proposed by Parasuraman et al. (1995), where it was proposed: A Multiple - Item Scale for Measuring Service User Perceptions of Service Quality. The argument proposed in this research project is that non-teaching services currently delivered by alternative providers of higher education are subject to many shortcomings. In a refinement of the SEVQUAL model, the study showed that there was a low level of student satisfaction with the current level of non-teaching services delivered at the alternative institutions; on all the key service dimensions to reduce the existing gap between expectation and service encountered. The current study argues that a new approach is needed to improve and sustain a positive learning experience for Pg students through the effective delivery of non-teaching services. For this study, the service gap is assessed as the average perception score (APS), perceived service, minus average expectation score (AES); students’ expectations from the alternative providers, and the difference is the service gap (SG). The service dimension gap equation is (1) ASP – AES = SG (1.90708 - 2.7559 = - 0. 84882). The results reveal that the overall perceived service quality is low with a value of (-0.8415), with students’ expectations score of 2.7559, and a perception score of (1.90708). While the overall service gap at Pg school is (- 0. 84882). The respondents’ overall level of service quality shows that the median gap is (– 0.6942), with a gap of (-1.53) for most students sampled. It means that the level of service encountered during the programme is lower than what learners expected; as a result, there is a low level of satisfaction with the overall service quality provided by the non-teaching staff. The study concludes that alternative providers need to invest more in non-teaching systems and processes. For instance, in the development of personnel at the front desk and management levels, for a better understanding of students’ learning needs and demands. Also, leverage technology for improved and sustained service delivery through investment in critical learning infrastructures. The findings present empirical data for regulators, senior managers, academia, and students; it would be informative and educative for the service providers (university), and service users (Pg students), who demand improved quality in all aspects of the non-teaching service assessed. The study recommends continual review and enhancement to sustain the development process of the core elements; knowledge, skills, and behaviors (KSBs), in the postgraduate learning journey that guarantees a positive experience, in the era of a transition to a greener economy.

Scratch versus LEGO robots: Which engages undergraduates more in programming education?

AbstractBackgroundBeing easy to learn and fun, block‐based programming tools are widely used to teach students introductory programming. Scratch and LEGO robots are two popular block‐based programming tools. However, the objects they manipulate are completely different. Scratch manipulates graphical virtual sprites, whereas LEGO robots manipulate physical robots. Different manipulating objects may bring students varied learning experiences.ObjectivesThis study compared undergraduate students' learning engagement and flow experience when programming on Scratch and LEGO robots.MethodsThe study was conducted in a programming course which involved 28 Chinese undergraduates. At the end of the 14‐week course, all students were requested to complete the questionnaire twice, one for their perceptions of Scratch and the other for those of LEGO robotics. Three semi‐structured focus‐group interviews were also conducted for students' perceptions of the course.Results and ConclusionsThe results showed that LEGO robots scored significantly higher on behavioural and emotional engagement, while cognitive engagement was not significantly different. As for the flow experience, Scratch provided students with a greater sense of control, while LEGO robots allowed students to experience temporal distortion. There were no significant differences in terms of clear goals and immediate feedback.TakeawaysOur study contributes to a better understanding of students' engagement and flow experience in block‐based programming and helps teachers select appropriate programming tools for teaching.

How to encourage students continue learning English on podcast? The perspectives of stimulus-organism-response and interest driven creator theory

PurposePodcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]).Design/methodology/approachUsing 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model.FindingsThe results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI.Practical implicationsThe findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI.Originality/valueThis paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.

Understanding students’ engagement with a Serious Game to learn English: A sociocultural perspective

Research studies have demonstrated that students’ sociocultural background influences their learning and engagement processes in classroom activities. Additionally, research studies have shown inconclusive effects of how Serious Games improve students’ engagement. Therefore, this article describes the results of a research study that analyzed, from a sociocultural perspective, the incorporation of the Serious Game (SG) Be (the) 1: Challenge in a classroom setting with forty-seven high school students who live in vulnerable conditions in the Amazonian region of Colombia. A revised version of the Motivation Attitude Knowledge Engagement (MAKE) survey was implemented to inquire students’ engagement with the game, including open-ending questions. Moreover, GLA from a teachers’ dashboard were collected to track students’ achievements and progress during gameplay. Data was analyzed, triangulated, and interpreted through the lenses of the Reflective Play Activity Model (RPAM) to have a better understanding of students’ interactions with the game in the classroom. The main findings reveal that (1) when students developed intrinsic play, their cognitive, emotional, and behavioral engagement was low, but when they developed extrinsic play, their engagement increased, and (2) GLA serve to predict students’ engagement with a SG in marginalized settings. Additionally, this study refines the RPAM by deepening how this model can occur in face-to-face settings with students who, due to their sociocultural background, do not have access to discuss, construct, exchange, and share information about game features in online environments.

Writing Skill Using Learning Log and Conferencing Technique: Collaborating Principles of Constructivism Philosophy for Non-English Department Student

Based on constructivism philosophy, this study investigates to find the learning technique of writing, in order to substitute the conventional technique of writing to improve writing skill. Log and conferencing technique has many advantages to reach the needs. In English syllabus of Animal Science program at Universitas Tidar, it is emphasized to apply writing in scientific form, so the use of grammar, diction and idea must be done appropriately. The major discussion is what learning log and conferencing is and how to apply it also how effective the learning model with this technique in improving writing skills for non-English Department students.&#x0D; Specific study has been given to make comfortable the relation and communication between teacher and student gradually and regularly. To get this aim, this study concerns with log and conferences techniques to animals science and using the new steps on writing learning style. The data from students and lecturers were collected and analyzed. Data analysis shows that the conferences appeared by variety of topics such as writing aspect, learning habits and English writing ability of each student. Second, the lecturer used varieties of approaches to communicate with each student in writing learning using learning log. Finally, the conferences contribute to a deliberative process critical to the process of learning to write. The students found conversations with the instructor helpful in their subsequent revisions whereas the instructor gained a better understanding of students’ difficulties in writing.

Introducing dental students to complete denture treatment in times of COVID-19: Students' responses.

The COVID-19 pandemic required changes in the complete denture courses to comply with lock-in and social distancing requirements. The objectives were to assess (a) dental students' interest in a required complete denture course and the prosthodontics specialty, (b) how much time students spent on studying background, lab, and clinical content, and (c) how difficult and helpful course components were. Additionally, open-ended responses concerning what the students liked and what they wanted to have changed were analyzed as well. After this "complete denture" course, 81 of 109 students responded to a web-based survey with questions about course content and design. This hybrid course consisted of weekly asynchronous virtual lectures, in-person simulated laboratory (sim lab) exercises, and synchronous virtual workshops. Exactly 53.7% were much/very much interested in this course, with nobody considering prosthodontics as their specialty. The students studied on average of 79.61 minutes for 1hour (of background-related lecture, 69.92 minutes for a lab-based lecture, and 77.00 minutes for a clinical-content lecture (p<0.001). They evaluated clinical content as most difficult, lab content as less difficult, and background material as least difficult (3-point scale with 1= not at all difficult: means= 1.90/1.85/1.80; p<0.001). They rated background lectures as least helpful, clinical material as more helpful, and lab content as most helpful (5-point scale with 1= most helpful: means= 2.33/2.67/2.96; p<0.001). Open-ended answers showed exceptionally positive responses for content and pedagogy of sim lab and clinical content. Gaining a better understanding of students' responses to hybrid "complete denture" courses is critical for optimally teaching this material in times of COVID-19.

Determinants of students' perceived enjoyment towards online learning

PurposeThe study aims to seek the factors affecting perceived online learning enjoyment among university students across Viet Nam.Design/methodology/approachBased on the concept of the technology acceptance model (TAM), this research adopts structural equation modelling (SEM) to analyse data collected from 795 undergraduate students who have gained the experience of online courses in the period of the COVID-19 pandemic.FindingsThe results of this study indicate that both perceived ease of use and perceived usefulness are significant predictors of students' perceived enjoyment in online courses while perceived obstacles are not its direct antecedents. The correlation between perceived ease of use and perceived usefulness is also affirmed in this study. Besides, differences are found based on students' characteristics including gender, grade and academic major.Research limitations/implicationsAs online learning turns education to be learner-centred, it is crucial to have a better understanding of students' perceptions toward this advanced learning method. The insights found in this research may be of interest to educational administrators, aimed at achieving the digital transformation success in education which may adapt to the current trend of Industrial Revolution 4.0.Originality/valueAccording to the best of the knowledge, this research is the first to explore the effect of the group of three predictors including perceived ease of use, perceived usefulness and perceived obstacles on the students' learning enjoyment toward the online learning method, especially in the context of Viet Nam.

Students' Digital Competence and Perceived Learning: The mediating role of Learner Agility

Background: The ravages of COVID-19 escalated the penetration of online education and usage of digital technologies. While educational institutions across the globe adopted different forms of computer-mediated communication, the institutes in India have gradually attuned to the new normal, notwithstanding the initial glitches of adopting new technology and shifting to blended. It became increasingly significant to gain a better understanding of students’ perspectives of newly emerged learning environment. This motivated the researchers to study the digital competencies (DC) and their impact on students’ learning agility (LA) and perceived learning (PL) in professional/technical education. Methods: In this cross-sectional study, a DigiComp 2.1 framework was attempted to investigate the relationship between DC and PL among higher education students in India. The data from 359 graduate and post-graduate students were analyzed using Structural equation modelling and Process Macro 4.0. Results: The findings of this study revealed that DC has a significant positive impact on PL (b = 0.33; p &lt; 0.001), indicating that higher learners' DC leads to higher learning outcomes. Similarly, DC also had a significant positive impact on LA (b = 0.59; p &lt; 0.001), suggesting that the higher DC of learners leads to higher learning agility. Further, a positive significant relationship was also found between LA and PL (b = 0.21; p &lt; 0.001). This significant positive path reveals that higher learners' agility leads to higher student learning outcomes. Discussion: Post-COVID, DC, a technology-related skill set is linked to the academic performance of teachers and students. Our findings reveal that DC significantly positively impacts PL and LA. Therefore, we recommend that the higher educational institutes in India consider the inclusion of DC in their curriculum as a fundamental competence for a better learning outcome for learners.

Implementation and evaluation of the school's COVID-19 prevention website

PurposeThe purpose of this study is to investigate the effects of the Perceptions of coronavirus 2019 (COVID-19) questionnaire and the Information System Success Questionnaire on students when using the school's COVID-19 epidemic prevention website. The study is aimed toward analyzing both questionnaires as well as evaluating an epidemic prevention website.Design/methodology/approachThe school's COVID-19 prevention website and two questionnaires (Perceptions of COVID-19 and the Information System Success Questionnaire) are examined in order to investigate 73 students' COVID-19 perceptions. An open-ended question was used as the qualitative data to support quantitative data and evaluate a university's COVID-19 epidemic prevention website from a southern university in Taiwan.FindingsThe findings indicated that most students evaluated the school's COVID-19 website positively and were satisfied. In the open-ended questions, the majority of students rated the quality of the system positively and the need to fix some defects. Students have different COVID-19 perceptions and social distance compliance based on their current situations.Practical implicationsThis study provides researchers and website developers a broader understanding of the construction of the school's COVID-19 prevention website and a better understanding of student's COVID-19 perceptions.Originality/valueTo the best of the authors' knowledge, this is the first study examining a school's epidemic prevention website, which is measured by the Information Success Questionnaire and the Perceptions of COVID-19 Questionnaire for college students.