Online University Research Articles

Reciprocal Associations Between Positivity and Positive Affect During the COVID-19 Pandemic.

In this study, the associations between positivity and positive affect were examined at five time points between January 2020 and September 2021, a period of turmoil associated with the COVID-19 pandemic. Data were collected from 1401 students (73.45% women) attending an online university in Spain, commencing at the outbreak of the pandemic and then at four different time points up to the time it was considered to have been controlled. The results of a cross-lagged panel model revealed that participants who maintained higher general positivity were also those who reported more intense overall positive affect. At the same time, above-average positive affect predicted higher-than-usual levels of positivity. By pointing to the reciprocal relationships between positivity and positive affect, the results corroborate and go beyond previous findings by highlighting a virtuous cycle in which positivity and positive affect reciprocally influence each other over time. These data are in accordance with a dynamic view of how self-focused, positive evaluative dispositions and chronic positive affective states operate in concert to enhance adaptation and well-being. The practical implications of these findings are discussed.

Exploring the Motivations, Challenges, and Impacts of Women Entrepreneurs in Developing Societies: An Exploration of Online University

Antibiotic This study explores the role of entrepreneurship in achieving financial independence and fostering community development, with a specific focus on gender and societal norms. The problem addressed is the challenges faced by women entrepreneurs due to cultural expectations, limited access to resources, and difficulties in balancing family responsibilities with business operations. The purpose of this research is to examine how women-led businesses contribute to financial independence and whether societal norms support or hinder their entrepreneurial endeavors. A stratified random sampling method was used to select 180 participants, including both male and female entrepreneurs from diverse industries and geographical regions. Data was collected using a structured survey with Likert-scale and open-ended questions, and analyzed using descriptive and inferential statistics to identify trends and challenges. The results indicate that entrepreneurship is widely seen as a pathway to financial independence. However, many respondents, particularly women, reported challenges in securing funding and balancing business with family obligations. Despite these obstacles, women-led businesses were found to significantly contribute to community development by providing employment and creating opportunities for others. In conclusion, while women entrepreneurs face substantial barriers, their businesses play a vital role in both economic and social empowerments. Policy interventions that address these challenges are necessary to fully harness the potential of women-led entrepreneurship.

Humanizing college online instruction: The effects of professional development on faculty perceptions and instructional practices

Humanizing college online instruction: The effects of professional development on faculty perceptions and instructional practices

Technical Report on The Redesign of the University of Cape Coast's Website: Exploring Student Interest Levels in Utilizing it

Abstract This technical report presents a thorough analysis of UCC students' engagement levels while navigating the university’s website. The primary purpose of this study is to identify and understand the factors that influence student interaction with the website and explore strategies to enhance their overall user experience. Acknowledging that a university website is a vital touchpoint for students seeking information and resources, this research aims to provide critical insights into students' browsing habits, preferences, and the challenges they face. To collect relevant data, online surveys was distributed to a diverse sample of 1,194 undergraduate and graduate students from various disciplines at the University of Cape Coast. The survey was designed to assess key areas, including the ease of navigation, accessibility of information, and overall satisfaction with the website. These aspects are crucial, as they directly impact how effectively students can locate the resources and information they require. The analysis of survey responses seeks to identify patterns in user engagement and highlight areas for improvement. Based on these findings, this report intends to provide actionable recommendations aimed at enhancing website functionality and content. By addressing the students' concerns and preferences, the goal is to create a more engaging and informative online environment that better serves the students and the university community. Furthermore, the insights gathered from this research will play a significant role in ongoing efforts to optimize UCC's digital resources. Recognizing the importance of an accessible and user-friendly university website, this study contributes to a broader initiative aimed at improving the university's online presence. Ultimately, by fostering a website that meets students' needs, university’s can enhance the overall educational experience and support its students in their academic pursuits more effectively.

Nursing professionalism and associated factors in Ethiopia: a systematic review and meta-analysis

BackgroundA higher level of nursing professionalism improves autonomy among nurses, the quality of nursing care, and patient outcomes. However, inconsistent findings on the prevalence of nursing professionalism and associated factors have been reported among studies conducted in Ethiopia, and a meta-analysis of pooled results have not been performed. Therefore, the aim of this systematic review and meta-analysis was to determine the pooled prevalence of higher levels of nursing professionalism and factors associated with it.MethodsPubMed, Science Direct, HINARI, African Journals Online, Google Scholar, and university online institutional repositories in Ethiopia were accessed from 15/10/2024–30/10/2024. The items were assessed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The quality of the included studies was assessed via the Newcastle–Ottawa Scale. Cross-sectional studies were included without time period limits. Data extraction was conducted via Microsoft Excel and analyzed with STATA 17. The Galbraith plot, I2 statistic and meta-regression were used to determine heterogeneity. We used a random effects model in the presence of heterogeneity. Publication bias was assessed via funnel plots and Egger’s based regression. We also computed a sensitivity analysis and subgroup analysis by sample size and study period.ResultsTwelve primary studies involving 3710 nurses were included in this systematic review and meta-analysis. The pooled prevalence of higher levels of nursing professionalism was 43%. Bachelor's degree and above educational status (POR: 1.80, CI: 1.38, 2.33), learning from government colleges (POR: 2.14, CI: 1.34, 3.42), better payment (POR: 1.85, CI: 1.16, 2.98), long years of work experience (POR: 2.15, CI: 1.73, 2.68), positive self-image (POR: 3.85, CI: 2.17, 6.84), job satisfaction (POR: 2.42, CI: 1.49, 3.95) and training opportunities (POR: 2.88, CI: 1.14, 7.32) were factors that determined higher levels of nursing professionalism in Ethiopia.ConclusionThe pooled prevalence of higher levels of nursing professionalism in Ethiopia was low. Educational status, and attending college, payment, work experience, self-image, job satisfaction, and training were factors that determined the level of professionalism. These factors can be modified to increase the level of nursing professionalism in Ethiopia.

Mental Health Status and Related Factors of Citizens 6 Months after Mass Death and Injury Due to Crowd Crush Incident: Focused on the Itaewon Disaster in 2022.

Crowd crush disasters result in psychological risks such as anxiety, depression, and post-traumatic stress disorder (PTSD). This descriptive research study identified the mental health status of Koreans after the Itaewon crowd crush disaster and explored related factors. Data were collected May 2-9, 2023 using an online survey. Participants included 205 adults aged 19-69 years recruited through South Korean local and online university communities. Their mental health and related factors were measured at 6 months post-disaster. Data were analyzed using IBM® SPSS® Statistics 26.0. and R 3.4.2. Significant differences in anxiety, depression, and PTSD among participants who experienced the disaster as victims; changes in drinking frequency and alcohol consumption; and differences in anxiety and PTSD according to family type were observed. Comparing the 3 and 6 month surveys, there were no significant changes in anxiety, depression, PTSD, general mental health, or mental well-being. When mental health severity was divided according to victimization, a significant difference in the severity of anxiety, depression, and PTSD was observed. Participants' levels of anxiety, depression, and PTSD varied according to their direct and indirect experience of the disaster, with higher levels of PTSD even without direct experience with the disaster.

Developing a Checklist of Instructor Communication Competencies for the University's Online and Offline Classrooms

The purpose of this study is to systematically analyze instructor communication competencies required in university online and offline classroom environments and develop a checklist to assess them. Through literature review and expert Delphi survey, it was found that instructor communication competence consists of four domains and 12 sub-factors: lesson design, lesson implementation, learning assessment, and teaching attitude. Based on this, a total of 52 checklist items were developed, which can be used as a tool for instructors to check their communication competence at different stages of teaching. The checklist developed in this study is applicable to both online and offline classroom environments and is significant as a practical assessment tool that can contribute to improving the quality of university teaching.

Digital tools for online university education

Digital tools have evolved as societies advance, spreading their use in various applications, not only in social communication but in various aspects of life, such as the economy, politics, education, and industry. This paper presents a bibliographic review of incorporating digital tools in online university education, in the context of the social sciences. The main results show that developed countries are focused on maintaining quality online education, with significant investments that promote the effective use of technology, appropriate teacher training, and the infrastructure necessary for quality education. In contrast, less developed countries still require a broader vision of this integration.

Technohumanistic problems through the prism of online translator and interpreter training

This paper, which is based on the results of experimental studies of online training of Ukrainian philology students, future interpreters and translators, using machine translation as an example, examines the global and topical issue of balanced coexistence of humans and technology in the context of theoretical ideas of technohumanism. This concept postulates the harmonious and complementary development of humanity and technology. The paper aims to determine the degree of independence and autonomy of a human (student) after having transferred part of their own translation competence to machine translation systems (MT) in the context of online learning, as well as the impact of such transfer on the efficiency of the relevant activity (translation and interpreting). It is established that a significant number of online university students constantly apply MT in their learning activities, including written and oral assignments, even in cases where the conditions of their performance explicitly prohibit it. In the course of studying the ways of concealing the application of MT in oral and written translation, the author has identified a number of methods used by students for this purpose. It is concluded that shifting responsibility for the quality of translation or interpreting to technology as a result of excessive application of MT does not justify itself. In addition, it hinders the development of human translation competence, largely turning it into a supplement to technological tools. Negatively assessing such trends in online specialist training, the author proposes a number of measures to ensure the parallel but more harmonious development of the technology-related and anthropomorphic constituents of the future translator’s and interpreter’s professional competence.

Use of Interactive Technologies to Increase Motivation in University Online Courses

This study analyzes the impact of interactive technologies on the motivation and engagement of university students in online courses. Through a systematic literature review and a comparative analysis of existing technologies, 64 articles published between 2020 and 2024 were examined. The results reveal a significant increase in student motivation (23%) and knowledge retention (31%) with the use of these tools. Augmented reality stands out with a mean effect size of 0.67 on academic performance. The bibliometric analysis shows a concentration of research in countries such as Spain, Colombia and China, suggesting the need for more diverse studies. Challenges such as the digital divide and lack of teacher training were identified, with 42% of teachers reporting difficulties in implementation. The findings underline the transformative potential of interactive technologies in online higher education, but emphasize the importance of a holistic approach that considers technical, pedagogical and socioeconomic aspects. It is recommended to invest in teacher professional development, promote equitable access policies and encourage research in diverse educational contexts to maximize the benefits of these technologies.

How universities teach cybersecurity courses online: a systematic literature review

IntroductionDistance learning has seen a significant increase as educational institutions have shifted toward offering online courses. Although some institutions quickly adapted, many struggled to modify traditional materials for online learners. Time was crucial for institutions lacking experience in remote teaching. Designing engaging online cybersecurity modules for diverse students is a major challenge. With the growing popularity of online courses, it is necessary to examine the teaching methods used. This paper presents a systematic literature review on the current state of online cybersecurity education at universities. Using the PRISMA approach, the study identifies prevalent themes and addresses key research questions. This study aims to analyze academic articles to highlight key findings on how universities teach cybersecurity courses online.MethodsThe authors conducted a systematic review of scholarly articles, adhering to the PRISMA approach for the period from January 2010 to August 2024. PRISMA offers a structured approach to planning, executing, and reporting systematic reviews in various fields, including healthcare and social sciences.ResultsThe review revealed several key findings on the design of online cybersecurity courses. Learner-centered approaches were commonly used, featuring active learning and practical applications. Effective instructional methods included collaborative learning, case studies, and simulations, which promoted student engagement and critical thinking. Universities emphasize practical skills evaluation and knowledge acquisition through project-based assessments. The role of IT tools was highlighted, with virtual laboratories, gamification, and simulations providing hands-on experiences, enhancing motivation, and facilitating active learning.DiscussionThis systematic review provides a comprehensive overview of the current online cybersecurity education practices in online universities. As a pioneering effort, it offers educators and curriculum developers valuable insight into designing effective online cybersecurity programmes to enhance teaching and learning practices. The review of online cybersecurity education highlighted several key findings. Learner-centered approaches, which incorporate active learning practices and practical applications, were prevalent. Effective instructional methods included collaborative learning, case studies, and simulations, which fostered student engagement and critical thinking. Assessments focused on the acquisition of practical skills and knowledge, using project-based tasks, practical exercises, and online quizzes. IT tools played a significant role, with virtual laboratories, gamification, and simulation environments that enhanced hands-on experiences, motivation, and active learning.

A Review of Predictive Factors of Student Satisfaction with Online Distance Learning: A Systematic Literature Review

From 2020 to 2023, university students worldwide experienced online distance learning (ODL), during this unique period, the satisfaction of students received extensive research attention. This study conducts a systematic literature review, selecting 68 relevant articles on ODL satisfaction factors from the Web of Science, Science Direct, and ProQuest databases. The study aims to explore research trends, influencing factors, and future agendas related to ODL satisfaction. The findings reveal that: 1). Recent research primarily focuses on Asian countries and developing nations. The most commonly used research method is quantitative, combining surveys with Structural Equation Modeling (SEM). University undergraduates are the most frequent subjects of these studies. 2). In examining influencing factors, it is found that ODL satisfaction research mainly includes five aspects: student factors, teacher factors, course factors, information technology and tools, and macro-environmental factors. Key influencing factors are concentrated on "interaction," "self-efficacy," "engagement," "motivation," "teacher quality," "course content quality," "course assessment," "information technology," and "learning management systems." These terms represent the most frequently studied factors in recent satisfaction research. 3). For future research on ODL satisfaction, researchers can further expand their studies from theoretical, technological, and practical application perspectives.

Optimizing Arm Muscle Endurance in Pencak Silat Athletes: Insights from a Literature Review

Background and Study Aim. Pencak Silat is a martial art that demands exceptional physical strength, agility, and endurance. Among these, arm muscle endurance plays an important role in performing effective offensive and defensive maneuvers. Improving arm muscle endurance not only enhances technical efficiency but also minimizes fatigue and prolongs performance during matches. This study aims to explore and analyze proven strategies and methods to optimize arm muscular endurance in Pencak Silat athletes. Materials and Methods. This study used a literature review approach to investigate findings related to improving arm muscular endurance in Pencak Silat athletes. The research process involved a systematic search of electronic databases, including Google Scholar, PubMed, and ScienceDirect, using specific keywords such as “Pencak Silat,” “martial arts,” “arm endurance,” “muscular endurance,” and “training.” After applying exclusion criteria, eight relevant articles were selected for analysis. Additional sources, including university libraries, conference proceedings, and online articles, were also reviewed. The collected data were analyzed qualitatively to identify key themes and effective practices. Results. Some of the key findings in this study include that optimal arm muscle endurance is required by pencak silat athletes to perform repetitive movements such as punches, kicks and locks with maintained speed and power throughout the match. Physiology and Components of Muscular Endurance. Arm muscles have two main endurance components, namely anaerobic endurance (for explosive movements) and aerobic endurance (for long-term endurance). These two components must be drilled in balance to improve the performance of martial arts athletes. Effective Training Methods. Strength training using weights, high-repetition muscular endurance training, and high-intensity interval training (HIIT) have been shown to be effective in improving arm muscle capacity. Conclusion. Optimizing arm muscle endurance is one of the important aspects in improving the performance of Pencak Silat athletes. Well-developed arm muscle endurance allows athletes to maintain their strength and technique during prolonged and intense training or competition. This study highlights the importance of incorporating a balanced and targeted training program to maximize athletes' potential and support their success in Pencak Silat. By synthesizing insights from existing literature, this study seeks to provide clear and practical recommendations for designing effective training programs tailored to the needs of athletes.

Collaborative online learning in higher education—quality of digital interaction and associations with individual and group-related factors

Collaborative online learning became a necessity for universities during the COVID-19 pandemic. Even though it is known from research that online collaboration is an effective way of learning, digital interaction can be challenging for learners. Group members have to create a high-quality interaction to ensure the success of the collaborative learning process. Based on a theoretical model of collaborative learning, high-quality interaction can be determined with regard to cognitive group activities (prior knowledge activation, transactivity), meta-cognitive group activities (organization of the work process), and relational group activities (group climate, participation and task-related communication). Our study aims to examine how students manage a self-directed collaborative learning setting, how they perceive the process quality of digital interaction and how the interaction quality is related to self-reported outcomes (learning gain and satisfaction). We use a newly developed questionnaire to assess the quality of digital interaction in terms of the aforementioned dimensions. Furthermore, we focus on associations with the beliefs about web-based learning and the ability of perspective-taking at the individual level as well as the sense of community at the group level. We conducted a quantitative study within online university courses that were implemented asynchronously due to the COVID-19 pandemic. N = 298 undergraduate students in teacher education rated the quality of a digital collaborative learning settings (response rate of 72%). The students worked on collaborative tasks autonomously without any guidance from the teacher. We find differences between (meta-)cognitive and relational factors of interaction quality, and differences in the strength of the associations with outcomes and individual and group-related factors. Our study provides insights into students´ collaborative online learning and examines the relationships between different dimensions of group interaction quality and the input and outcome variables. Limitations and areas for further research are discussed.

Promoting university students' situational engagement in online learning for climate education

Disengagement in online learning is known to pose a risk to student learning and wellbeing. In this paper, we first introduce the development and implementation process of a set of online university climate education courses aimed at enhancing student situational engagement through diverse learning activities. Second, engagement (conceptualized here as the co-occurrence of interest, skill, and challenge, i.e., optimal learning moments), and activities during the online courses were examined through ecological momentary assessment, and the relationship between them was investigated through two-level regression models. The results showed that the students were likely to experience optimal learning moments when they were formulating problems and ideating alternatives or designing solutions. Formulating problems and ideating alternatives can promote a student sense of competence, and by designing solutions, students can work with adequately challenging learning tasks. Thus, by implementing such activities in (online) teaching and learning, educators can contribute positively to student engagement.

The Adverse Effects of Social Media on Women: A Case Study of Risks and Harmful Impacts

This study examines the adverse effects of social media on women's mental health, body image, and overall well-being. Utilizing a quantitative research methodology, a survey was conducted among 150 students from four faculties at an online university, focusing on their social media usage patterns and perceptions. The purpose of this research is to investigate how engagement with social media influences women’s self-esteem, body image concerns, and experiences of cyberbullying. Data analysis was performed using Excel to derive frequency distributions and percentages, revealing that a significant proportion of respondents reported negative impacts related to social media use. Results indicated that 40% of participants felt their social media usage contributed to negative body image perceptions, while 26.67% experienced cyberbullying or harassment at least sometimes. These findings underscore the complex interplay between social media engagement and women's mental health, suggesting a need for interventions to mitigate these adverse effects. In conclusion, while social media provides avenues for connection, it also poses significant risks that require attention from educators and policymakers. The study highlights the importance of promoting digital literacy and resilience among female users to navigate these challenges effectively.

Military Versus Civilian University Online Education

Military Versus Civilian University Online Education

ANALYSIS OF SOURCES OF PRACTICAL SKILLS ACQUISITION BY SPORTS MANAGERS

The article is dedicated to the study of sources of professional knowledge in the field of sports management. The main approaches to training specialists, such as university educational programs, online courses, scientific literature, internships, and participation in professional associations, are considered. The key problems of modern training of specialists are outlined, including lack of practical experience, insufficient digitalization of educational programs and lack of access to quality education. Particular attention is paid to the role of digital technologies and globalization in shaping modern educational standards. The article also examines Ukrainian and international research, emphasizing the need to improve approaches to education to increase the competitiveness of specialists. The author emphasizes the need to improve the practical aspects of training and the use of the latest technologies for the training of sports managers. The topic is relevant not only for theoretical research, but also for the practical implementation of solutions in the field of education and training of sports managers.

Elevating STEM Learning: Unleashing the Power of AI in Open Distance eLearning

The integration of Artificial Intelligence (AI) into Open Distance eLearning (ODeL) represents a significant evolution in STEM education, offering transformative benefits in teaching, learning and administrative processes. This conceptual paper explores how AI-driven platforms are revolutionising ODeL by providing personalised learning experiences, real-time feedback, adaptive assessments and immersive simulations through technologies like Augmented Reality (AR) and Virtual Reality (VR). These advancements not only enhance student engagement and understanding but also support the development of critical thinking and problem-solving skills. The paper highlights successful case studies from institutions like Carnegie Mellon University and Stanford Online High School, showcasing practical implementations of AI in STEM education. However, the integration of AI also brings forth challenges, particularly concerning data privacy, security and the need for equitable access to technology. As AI continues to advance, it promises to play an important role in lifelong learning, offering modular and just-in-time educational opportunities. The paper concludes with a call for robust ethical frameworks to guide the responsible use of AI in education, ensuring that the benefits are maximized while potential risks are mitigated.

Promoting a sense of belonging in university online learning: How and why initial teacher education students experience an increased sense of belonging

Despite evidence of practices that support online students in university learning, promoting engagement and building a student sense of belonging continue to be a challenge. To enhance student engagement, a suite of evidence-based learning design strategies was incorporated across online units of study in initial teacher education programmes at a regional Australian university. To determine the impact of these strategies or elements, students were surveyed regarding their perspectives on how the elements had positively impacted their sense of belonging within the online university community. The systemic functional linguistics Appraisal framework was used to analyse qualitative survey data, which reported students experienced an increased sense of belonging expressed as positive judgements of their own mental capacities. Students also expressed feeling cared for, valued and supported by academics and experienced enjoyment in their learning and reduced levels of stress. All elements were positively evaluated; however, unit coordinator behaviour, especially social capacity, was unexpectedly important in increasing student sense of belonging. Whilst ongoing incorporation of design elements to enhance engagement is important, the behaviours of unit coordinators actioned through these elements were paramount in promoting student belonging. Implications for practice or policy: Increasing levels of student belonging may be improved by including learning experiences that promote feelings of success and relationships with others. Unit coordinators can enhance online student belonging by using online learning design elements to demonstrate approachability, understanding, supportiveness, availability, presence, care and patience. Universities should consider adopting organisation-wide initiatives that promote consistent and visible learning design features and staff presence, with the aim of addressing attrition and retention challenges.