Closure Of Universities Research Articles

Medical students' psychological and behavioral responses to the COVID-19 pandemic: A descriptive phenomenological study.

On February 19, 2020, the Iranian government officially confirmed the first deaths due to COVID-19 and within a week, all universities were closed. The purpose of this study is to explore Iranian medical students' psychological and behavioral responses to the COVID-19 pandemic. This descriptive phenomenological study was conducted on 52 medical students. Data were collected using a purposive sampling method by means of synchronous virtual focus group discussions which were conducted using the WhatsApp messaging application. Data were analyzed using the MAXQDA software version 2020. Data analysis resulted in the emergence of three categories consisting of psychological responses to the pandemic and the behavioral and psychological responses to the quarantine. Most of the extracted themes are related to students’ psychological reactions to the pandemic. During the quarantine period, students suffered from uncertainty, experienced boredom, worried about delay in their graduation, and were concerned about losing employment opportunities. Medical students must be prepared for crisis situations like the present pandemic. We recommend that online courses and training programs be developed with the aim of offsetting the negative effects of university closure on students’ education and skill training.

An Empirical Study on Motivation to School Teachers in the Maldives during the COVID 19 Pandemic

The COVID 19 pandemic has affected all walks of life; as a result over 100 million children are away from school. The mass university closure and a forced transition to online teaching are to minimize disruptions to the academic year. Many inexperienced online teachers are expected to find the rapid shift from in-person to online teaching hard, and it is a "great experiment" that has to be studied. The study looked into the motivations of Maldivian instructors who were compelled to shift to remote online teaching as a result of the COVID-19. Teachers' self-efficacy refers to their capacity to handle responsibilities and problems in the workplace, and it has an impact on academic achievement. During the COVID-19 epidemic, this study intended to offer an in-depth investigation of the influence of intrinsic and extrinsic motivation on self-efficacy in teachers. The author is attempting to adopt more effective strategies to improve teachers' professional identity and job satisfaction in order to increase the efficacy of teachers, ensure the effectiveness of online teaching, and maintain sustainable development during the epidemic by collecting data from Maldivian schools.

Preparing teachers for emergency remote teaching: A professional development framework for teachers in higher education

COVID-19 has significantly impacted teaching and learning in higher education, leading institutions to embrace Emergency Remote Teaching (ERT) in response to school and university closure. A systematic review research methodology was used to identify, analyse and synthesise literature on professional development in higher education published between 2010 and 2020. Following an inductive thematic analysis, the authors identified four themes that represent the literature: learning approaches, delivery modes, design features and institutional support. Based on the emerging themes and the analysis of the selection of studies, a framework for professional development is proposed to prepare teachers in higher education for ERT. The use of the framework is recommended to guide higher education institutions in best assisting their academic staff during an ERT context.

Sustainable and digital education during and beyond the Covid-19 crisis.

Abstract The pandemic crisis has coincided with a time of global economic crisis. The education system has suffered from this double impact: the simultaneous closure of schools and universities and a significant worsening of the business and productivity system. Digitalisation in the education process started in the far past, but it has become a priority with the pandemic. The use of digital tools in the educational process ensured that the latter did not come to a complete standstill during the pandemic. Although digitalisation is seen as a possible solution to the problems facing schools, it can also be seen as a factor in widening the gap between rich and developing countries. The article proposes a reflection about education during the pandemic and the digitalisation process of schools in all its facets and at alle education level.

THE EXPERIENCES OF PRE-SERVICE TEACHERS TEACHING PRACTICUM DURING THE COVID-19 PANDEMIC: A SYSTEMATIC LITERATURE REVIEW

The COVID-19 pandemic has resulted in the prohibition of close contact and this unprecedented issue has led to the abrupt closure of schools and universities across the country. Teacher education programs have taken a toll as the final year students would not be able to fully experience the working environment in a school during teaching practicum. Thus, this systematic literature review aims to explore the lived experiences of pre-service teachers teaching practicum experiences during the COVID-19 pandemic. Hence, after screening from 23,084 research articles, 8 relevant articles that focus on the teaching practicum experiences of pre-service teachers during the pandemic were chosen for review in order to achieve the objective. The findings show that the pre-service teachers teaching practicum experiences can be categorised into intrapersonal development or interpersonal development. Pre-service teachers seem to have a positive perception towards the change as they understood the importance of the transition from face-to-face learning to online learning during the pandemic. Other than that, positive or negative teaching practicum experiences highly depend on the institutions as much as the pre-service teachers depend on themselves. The future agenda and implementation of the findings are also discussed.

Transition From Offline to Online Teaching — Determinants of Employee Productivity

The COVID 19 has affected education system worldwide, leading to the entire closure of schools, universities and colleges. Almost in every country the government decided to temporarily close educational institutions to avoid the spread of COVID 19 which lead to the takeover of digital methods of learning. Online teaching became inevitable and played a crucial role in education during the pandemic period. This situation made a sudden impact on the teachers to adapt themselves to the online method of teaching. This research was undertaken to analyze the transition of offline to online teaching from the perspective of faculty of private arts and science institutions in Coimbatore, Tamil Nadu. The purpose of the study is to assess the wellness of the teachers and their mental health during the pandemic. This study used a descriptive online survey involving a sample of 150 faculty on how they adapt themselves to such global disturbances. The data so collected were subjected to statistical tools such as ANOVA and Multiple regression. The value of this paper is to bring out a comprehensive picture of the ongoing online — learning-teaching activity of the teachers during the pandemic and also establishing their relationship with the change in the management process and as to how they overcome the persisting academic disturbances and to provide a normal course of education.

Impact of COVID-19 on education sector in Uttarakhand

COVID-19 pandemic has adversely impacted the whole education system across the world. Approximately 2 billion students have been impacted due to the closures of school, colleges and universities in the context to corona virus pandemic at the mid of May 2020. In context to the problems due to COVID-19 pandemic, experienced by the people, having close association with the education sector, the research is conducted to determine the impact of COVID-19 on education sector in Uttarakhand. Collection of data was done with the help of self structured questionnaire and it was distributed to 186 respondents of colleges and universities of Uttarakhand. Questionnaire was prepared in a Google-form. Collection of data was done with the help of convenience sampling method. In order to extract the factors from my study ie. “Impact of COVID-19 pandemic on education sector in Uttarakhand”, exploratory factor analysis is used. Data analysis is done with the help of SPSS and Microsoft Excel.The extracted factors in this study were Rise in unemployment, Online learning will act as a critical lifeline for education Salary, payment to the employees irrespective of their capability, Lack of technological knowledge to access the online learning method, Requirement of technically sound system.

Influence of e-learning factors on student’s learning during Covid-19 in Sultanate of Oman

Novel Coronavirus leads all the educational institutions to think of e-learning platforms to continue the education. E-learning tools are playing a crucial role during this pandemic, it aims to help instructors, and universities facilitate student learning during periods of university closure. The study attempts to examine the influence of e-learning factors on student’s learning focusing on teacher, content, technology, student. A structured questionnaire was used to collect data from 249 bachelor students through a web-based survey at Arab Open University and was analyzed with various statistical tools which can be used to test the relationship between the variables. However, it was revealed that teachers, content, technology, and students play a significant role in the e-learning system. Through a stepwise multiple regression model, it was revealed that e-learning plays a significant role in knowledge enhancement and student learning. Further noted that gender, mode of study, program of study has a significant effect on e-learning factors. Students were exposed to the e-learning system and feel more confident and comfortable while working on it. It is therefore recommended that an e-learning environment can increase the learning potential of the students. e-learning is a good solution during this pandemic situation. Students should be motivated and satisfied with the instructor's support and course policies tend to perceive their learning outcomes higher. Both teachers and students have had to re-adapt the way they prepare, access, and engage with e-learning environment. Even though there are few challenges in adopting e-learning technologies, the educational institutions are supporting in all possible ways and provide an uninterpreted education to all the student community

Globalized Inclination to Acquire Knowledge and Skills Toward Economic Development

In an era of economic recession and the divulged threats of COVID-19 pandemic in the world a highly impacting socio-economic activity is the education sector. The operational difficulties of companies and organizations, as well as the closure of universities, schools, training courses, are all affecting the entrepreneurial and the learning progress on using workers time and learners facilities to develop their knowledge and to build up their skills. In particular, free time of institutions’ closure can become a golden opportunity for learning and progresses in virtual education while adopting e-learning modes of information technology (IT) and supporting the distribution of knowledge and information for training and education. Since the COVID-19 pandemic outbreak only few studies have been devoted on studying the impact of cultural characteristics, economic situations, skills and knowledge on the development and the wider human wellbeing. At this study the literature production of economic development was investigated in the light of the ignored, but critically important, issue of globalized inclination to acquire knowledge and skills. All essential aspects of economic systems and economic development within the COVID-19 era were approached, quantified, and graphically valuated, in the light of the following fields of literature search: “dynamic economic systems”, “economic development”, “knowledge skills”, and “globalization”. The measurable indicators of comparing these results were that of: chronological, geographical, languages of reports’ written, subject areas, and keywords, accordingly. Besides, the three domains of technology, environment – ecology, and socio-economics were conveyed, while the key-determinants of knowledge and skills acquisition were also analyzed. From a managerial point of view the simultaneous affection of cultural characteristics, economic simulations, skills and knowledge aspects were considered as positive and significant, thus, supporting managers to better understand the necessities of IT development and managing a highly qualified workforce to shift the thread of the COVID-19 era while performing feasible learning management to solidify workers’ education through formal and in-house education.

CHALLENGES POSES BY PANDEMIC COVID-19 IN THE FIELD OF EDUCATION

The pandemic COVID-19 is the greatest threat in our whole life. It is an epidemic of the 20th Century. Whole world is facing this pandemic. It affects millions of pupils in the world. Human Beings are struggling for their existence. Every field of human life is affected by this epidemic. It created many challenges in every field/sector like: Health and Medical Science, General Sciences, Agriculture, Finance, Education, Culture, Mental health, Technology, Human Life, and International Relations etc. In the Field of Education it resulted in the worldwide closure of schools, colleges and Universities, affecting more than 188 countries. Education of more than 1.5 billion children and youths are affected. Due to lock-downs academic activities stopped and examinations were postponed. No one knows when the normal situation will be re-established. This epidemic affects every aspect of education. One of the most important measures to fight against the Covid-19 is ‘Social-Distancing’ or ‘Physical-Distancing’. To follow this All the Educational institutions i.e. from Primary/Nursery to University level education system and academic activities are also. All stakeholders of education system i.e. Students, Teachers, Guardians, Society, Colleges, Universities, Educational Administrators etc. are affected by it and facing different challenges. Classes and other academic activities are suspended, Board and University Examinations are postponed, admission procedure / entrance test/examinations, competitive examinations are also postponed. The pandemic Covid-19 affected the whole life style of every person in the world. Since life-style is changing, the education sector also needs to change. However, institutions are trying to minimize the students’ academic loss through on-line classes. But in our country where traditional mode of learning or face to face mode of learning is the back-bone of our education system, there are a lot of present and future challenges towards our education system. But we should never forget that challenges also bring opportunities.

Love in the Time of Covid-19: Experiences of a Psychology Trainee

ABSTRACT As the novel coronavirus (COVID-19) swept across the country, graduate students faced challenges they could have never anticipated. The future of coursework, research, graduation, and practica was unclear; for some, the circumstances were more dire as university closures resulted in a lack of housing, food, and internet access. While there is extant research of clinical trainee experience, significantly less has been written on their experiences of major events, let alone how it impacts our clinical work or theory-making. Perhaps even more to our detriment, literature has continued to shy away from the most basic component of clinical work: love. What follows is my account of analytic love, loss, and healing during a turbulent time in my clinical training at a large metropolitan hospital. The goal of this article is not extravagant. By sharing these experiences, I hope to record these events, name my experience, and remind the analytic community of the power of love, and the necessity of discussing love, particularly its salience during times of immense distress.

Erfahrungen mit dem Online-Unterricht während der Pandemie. Bericht der Fachgruppe Deutsch der Fakultät für Grundschul- und Kindergartenpädagogik der Eötvös-Loránd-Universität

Der weltweite Ausbruch der COVID-19-Pandemie hat zahlreiche Forscher dazu veranlasst, die Auswirkungen dieser Situation auf die Bildung zu untersuchen, u. a. das Funktionieren, die Bedingungen und die Effizienz des Online- bzw. Fernunterrichts. Neben einer Übersicht über die aktuellsten Ergebnisse der relevanten Fachliteratur berichtet die vorliegende Studie über die gesammelten Erfahrungen und mögliche Lösungsvorschläge, die von der deutschen Fachgruppe des Lehrstuhls für Minderheiten- und Fremdsprachen an der Fakultät für Grundschul- und Kindergartenpädagogik der Eötvös-Loránd-Universität (ELTE TÓK) während der Einstellung des Präsenzunterrichts zur Anwendung gekommen sind.

Prevalence of Anxiety in Dental Students during the COVID-19 Outbreak: A Meta-Analysis.

Background: Since the onset of the COVID-19 pandemic, the psychological state of university students has been a cause for concern. In particular, odontology students have experienced symptoms of anxiety due to the closure of universities and the suspension of clinical training. Methods: Medline via PubMed was searched for studies on the prevalence of anxiety in dental undergraduates, published from 1 December 2019 to 1 August 2021. Results: A total of fifteen studies were included in this review. Our results show a prevalence of anxiety of 35% reported by dental students, which was independent of gender, response rate or methodological quality. The only significant finding was a lower prevalence of anxiety in studies located in Europe compared to those located in other continents. Conclusions: The results suggest dental students are experiencing significant levels of anxiety during this COVID-19 pandemic and that there seem to be differences between students from different regions of the world. Therefore, it is important to help dental students psychologically as the pandemic situation continues.

An Online Experiment During COVID-19: Testing the Influences of Autonomy Support Toward Emotions and Academic Persistence.

Students’ academic persistence is a critical component of effective online learning. Promoting students’ academic persistence could potentially alleviate learning loss or drop-out, especially during challenging time like the COVID-19 pandemic. Previous research indicated that different emotions and autonomy support could all influence students’ academic persistence. However, few studies examined the multidimensionality of persistence using an experimental design with students’ real-time emotions. Using an experimental design and the Contain Intelligent Facial Expression Recognition System (CIFERS), this research explored the dynamic associations among real-time emotions (joy and anxiety), autonomy support (having choice and no choice), self-perceived persistence, self-reliance persistence, and help-seeking persistence. 177 college students participated in this study online via Zoom during COVID-19 university closure. The results revealed that having choice and high intensity of joy could promote students’ self-reliance persistence, but not help-seeking persistence. Interestingly, students who perceived themselves as more persistent experienced more joy during experiment. The theoretical and practical implications on facilitating students’ academic persistence were discussed.

Application of Learning Management System (LMS) during the COVID-19 Pandemic: A Sustainable Acceptance Model of the Expansion Technology Approach

The COVID-19 pandemic led to the closure of universities and colleges throughout the world, with the hope that public health officials’ suggestion of social distancing would help flatten the sickness curve and reduce overall mortality from the outbreak. However, the Learning Management System (LMS) is the perfect approach for fostering the dedication of students to content in education like sustainability. Previous studies have seldom investigated an integrated approach in the context of LMS in industrialized nations. In addition, this paper aims to include a literature analysis of recent research conducted during the COVID-19 pandemic in the area of LMS usage, as well as to investigate variables predicting the usage of LMS by higher education students during the COVID-19 pandemic for students’ engagement. On the basis of LMS usage data obtained from an online survey, structural equation modeling (SEM) and route analysis were utilized to verify the research model, a survey consisting of student LMS users King Saud University. The findings showed that the desire of students to use LMS had beneficial effects during the COVID-19 pandemic on learning as sustainability engagement. Also, student-perceived closeness, peer references and subjective well-being are favorably associated with the perceived ease of use and perceived usefulness, this, in turn, influences students’ intentions to utilize, which, in turn, effects the usage of LMS for student engagement during COVID-19.

Impact of the COVID-19 pandemic on dental students: a cross-sectional study across UK universities

INTRODUCTION The COVID-19 pandemic led to closure of the 16 UK dental schools and a shift to remote learning. The aim of this study was to explore the impact on the teaching and learning experiences of undergraduate dental students, including their clinical confidence and mental health. METHODS An online survey was distributed to students enrolled at UK dental schools during the time of closure. Paired samples t-tests were employed to analyse the results. RESULTS A total of 312 students responded to the survey. Eighty-five per cent felt that the university closure had a negative impact on their overall learning. Ninety-seven per cent thought their clinical skills would be affected; perceived confidence in treating patients decreased by 27%. The mental health of all respondents was negatively affected although their stress about their studies was not affected. Positive aspects of closure included remote learning and online examinations. CONCLUSIONS The pandemic had both negative and positive impacts on dental students’ education. Universities should adapt their response to future crises and incorporate the positive impacts in future curriculums. Further studies could explore the long-term impact on students’ mental health and clinical skills.

متطلبات مواجهة تداعیات جائحة کورونا المستجد (Covid-19) على النظام التعلیمی بمصر فی ضوء مبادرات بعض الدول

هدف هذا البحث إلى تحديد انعکاس جائحة کورونا ( کوفيد – 19 ) على النظام التعليمى بمصر وبعض دول العالم ، والتعرف على أهم الفرص التى أتاحتها الجائحة والتى يمکن الاستفادة منها فى مرحلة ما بعد الجائحة وتحديد أهم المتطلبات التربوية التى فرضتها الجائحة على الأنظمة التعليمية للتعامل مع مستجدات وتداعيات أزمة انتشار هذا الفيروس ، وتوصل البحث إلى تأثير جائحة کورونا ( کوفيد – 19) طال جميع النظم التعليمية فى مختلف دول العالم مما أدى إلى إغلاق المدارس والجامعات على نطاق واسع ، وأوصى البحث بأهمية وضرورة الاستعانة بمصادر التعليم والتعلم عن بعد واعتماد الرقمنة فى تقديم الخدمات التعليمية للطلاب للتخفيف من حدة فقدان التعلم ولضمان استمرار العملية التعليمية .The aim of this research is to determine the impact of the Corona pandemic (Covid-19) on the educational system in Egypt and some countries of the world, And to identify the most important opportunities provided by the pandemic that can be used in the post-pandemic stage, and to identify the most important educational requirements imposed by the pandemic on educational systems to deal with the developments and repercussions of the crisis of the spread of this virus, The research found the impact of the Corona pandemic (Covid-19) on all educational systems in various countries of the world, which led to the closure of schools and universities on a large scale, The research recommended the importance and necessity of using

Brazil's COVID-19 Epicenter in Manaus: How Much of the Population Has Already Been Exposed and Are Vulnerable to SARS-CoV-2?

Is Brazil’s COVID-19 epicenter really approaching herd immunity? A recent study estimated that in October 2020 three-quarters of the population of Manaus (the capital of the largest state in the Brazilian Amazon) had contact with SARS-CoV-2. We show that 46% of the Manaus population having had contact with SARS-CoV-2 at that time is a more plausible estimate, and that Amazonia is still far from herd immunity. The second wave of COVID-19 is now evident in Manaus. We predict that the pandemic of COVID-19 will continue throughout 2021, given the duration of naturally acquired immunity of only 240 days and the slow pace of vaccination. Manaus has a large percentage of the population that is susceptible (35 to 45% as of May 17, 2021). Against this backdrop, measures to restrict urban mobility and social isolation are still necessary, such as the closure of schools and universities, since the resumption of these activities in 2020 due to the low attack rates of SARS-CoV-2 was the main trigger for the second wave in Manaus.

The museum of the History of Medicine of Vilnius University

The museum of medicine of Vilnius university is one of the unique museums devoted to the issues of medicine in Lithuania. It was created out of the clinical practice by Vilnius university physicians. Early museum served as a curiosity cabinet as well as a teaching museum. After the closure of Vilnius university in the mid of 19th century the museum was destroyed by Tsar’s government. In the early 20th century museum was reestablished by the Polish government. The modern collections were added with craniological and osteological specimens as well as pathology exhibition. The contemporary museum was created in the last decade of 20th century. In the last period museum servers both academic and public interest. Museum includes interwar, soviet exhibits and collection of medical books.

Online Learning as a Catalyst for Self-directed Learning in Universities during the COVID-19 Pandemic

The COVID-19 pandemic accelerated the use of online learning and self-directed learning to motivate and engage students. Therefore, this study sought to determine how online learning fostered self-directed learning at a South African university during this period. Higher education institutions worldwide had to shut down indefinitely following guidance from health experts to contain the spread of the COVID-19 pandemic. Since education is regarded as a pillar of development for all countries, some means had to be found to keep teaching and learning going irrespective of the ongoing health crisis. Hence, online learning made it possible for university students to continue learning during the emergency university closure. This was a period of reckoning, however, as many students began experiencing challenges related to poor internet connectivity and accessing digital learning devices. Despite these challenges, the solution was to reach out to all students to ensure that they were not excluded from the learning process. The sudden transition to online learning meant that students could no longer follow a well-coordinated, structured learning schedule that was guided and supervised on campus; rather, online learning meant they had to become more independent in their learning. Independent learning encourages students to be proactive and independent, a philosophy aligned to self-directed learning (SDL). This study explored the experiences of third-year student teachers in navigating SDL through online learning platforms. The study was underpinned by self-directed learning theory and adopted a qualitative case study research design, generating data from ten student teachers using a Zoom App focus group discussion. Data were analyzed using an inductive thematic analysis framework. The study found that although SDL is appropriate because it promotes learning independently, the majority of student teachers encountered several challenges when adopting online learning, catching them off guard because they were not formally introduced to it.