Virtual Class Research Articles

Technology anxiety (technostress) and academic burnout from online classes in university students

Pandemic moments have generated mental and emotional problems in students at all levels. These have been affected by the format of virtual classes, the mandatory confinement and the little physical relationship due to the existing restrictions, generating academic burnout and anxiety in university students. In this context, the objective was to know the existing relationship between burnout and anxiety in students of the FIS-UNCP, the 15-question Maslach Burnout Inventory Student Questionnaire (MBI-SS) was used with the dimensions: Emotional Exhaustion, Cynicism and Loss of Academic Efficacy and 5 questions to know the level of technological anxiety or technostress, with a population of 328 university students of 10 semesters, through the questionnaire in Office Forms. The research design was non-experimental, transectional, with a qualitative-quantitative approach and descriptive-explanatory levels. The descriptive data analysis was made based on the scale, allowing the identification of students with burnout and the structural equation modeling facilitated the establishment of the relationship between the variables. The study showed that 26 students (7.93%) suffer from academic burnout. At the same time, it has been demonstrated that there is a positive and significant relationship between emotional exhaustion and lack of academic efficacy, with technological anxiety with path values of 0.701 and 0.345 respectively, the p-values allowed demonstrating hypotheses 1 and 3 formulated. At the level of the structural model, it allows anticipating future results, since the coefficient of determination (R2) calculated was 0.838.

Implementation of Virtual, Livestream Yoga Classes for Veterans at Home During the COVID-19 Pandemic: A Mixed-Methods Pilot Program Evaluation.

The COVID-19 pandemic and shut down of in-person complementary and integrative (CIH) wellness services at the San Francisco Veterans' Affairs Healthcare System (SFVAHCS) required implementation of virtual program delivery. In May 2020, VA in-person group yoga classes pivoted to virtual classes for existing attendees. In October 2020, we partnered with SFVAHCS Integrative Health and the VA Office of Rural Health to formalize the TeleYoga Program to expand yoga access to Veterans in SFVAHCS' geographically dispersed area. This pilot study evaluated Veterans' experiences and self-reported health outcomes after participating in at-home tele-yoga groups during the COVID-19 pandemic. The RE-AIM framework guided program delivery evaluation. Reach was assessed with medical record data. Adoption was assessed by the number of new facilities providing referrals to tele-yoga. Implementation, satisfaction, and patient-reported outcomes, were evaluated through structured interviews with Likert scale and open-ended responses. We offered 4-6 weekly livestreamed classes between October 2020-September 2021. The program reached 70 Veterans, including 40 new participants, with 1208 total unique encounters. Referrals increased from 2 to 6 SFVAHCS facilities. Fourteen participants completed structured interviews. Over half rated highly the convenience and overall experience of tele-yoga classes and reported improvement with pain, stress management, exercise, and flexibility. Open-ended responses indicated opportunities for social connection, maintaining mental health, cultivating resilience, improving function, and managing pain. Suggestions for improvement focused on technological aspects, including audiovisual quality. During the COVID-19 pandemic, we successfully transitioned and expanded virtual group yoga delivery to Veterans from all geographic locations within SFVAHCS. We attribute this success to existing infrastructure for telehealth and CIH services and a virtual program orientation for new participants. The results of this pilot study suggest in-person group yoga may be successfully implemented virtually, serving as a viable modality that contributes to holistic wellbeing for Veterans.

Social and Techno-economic Impact of Rural Electrification in Isolated Places with Photovoltaic Systems: Evidence Gulf of Guayaquil

The lack of electrification in isolated places is considered the main impediment to the economic development of the inhabitants, the use of new technologies such as solar photovoltaic is considered a viable solution to the problems of electrification however technical, economic and social factors limit the use of form, the work reviews the drivers of rural electrification with new types of renewable energy technologies in Latin America. especially in the Gulf of Guayaquil in Ecuador. For part of the research is taken as a case study an island that is populated by 17 homes where the economic technical study is carried out for the photovoltaic system of 405 Wp, the cost of the implementation is 1663.05 dollars, the cost of energy is 0.258 USD / kWh being a limitation for overcrowding in low-income homes even when they have no possibility of accessing a financial credits the inhabitants of communes. The electrified houses have a saving of USD$25 per month for fuel required for the operation of the generator used for 3 hours a day plus the purchase of candles for lighting at night and early morning. The survey conducted in the community reveals that the best benefit for the inhabitants is that children can receive virtual classes post-pandemic with the energy of the system can feed the antenna of the internet provider.

Effect of COVID-19 Pandemic on Physical Activity and Screen Time of School Children: A Cross-sectional Study from Chandigarh

Background The nationwide lockdown imposed due to the COVID-19 pandemic disrupted daily routines, especially for children. Being at home and attending virtual classes unintentionally precipitated an increase in both academic and nonacademic screen time and probably led to decreased physical activity in children. However, there is lack of evidence related to the physical activity and screen time of school-age children during the COVID-19 pandemic. So this study aimed to investigate the effect of the COVID-19 pandemic and lockdown on physical activity and screen time of children. Methods An online survey was used to recruit parents of school-age children through convenience sampling. Parents were asked to compare their child’s physical activity and screen time in the previous week with those in the pre-lockdown and lockdown periods. The global physical activity questionnaire was used to assess physical activity, and a screen time questionnaire was developed and validated. Data collection was done from September 2020 to December 2020. Results Data of 104 children were collected from parents’ reports. The average age of parents was 39.1 + 4.8 years for mothers and 40.8 + 6.9 years for fathers. Results revealed a decrease in physical activity from 564.95 min/week before the lockdown to 146.05 min/week during the lockdown, with the absolute decrease of 448.9 min/week. Total screen time increased from 2.42 h/day before the lockdown to 7.41 h/day during the lockdown. Conclusion Necessary steps to mitigate the effect of COVID-19 pandemic unintentionally affected children in terms of decreased physical activity and increased screen time.

Design and Analysis of Unlocking Student Emotions: Enhancing E-Learning with Facial Emotion Detection

Abstract: In all forms of learning, students are required to make the most of the time allotted to them during instruction. They will pay close attention to the material being taught to them. Students' performance will rise as a result. In order to provide a framework for the future, we are attempting to ascertain the feelings and behaviors of the students participating in an online course as well as to examine their distracted behavior. This study on students' tendency toward distraction can assist teachers in monitoring these students and providing assistance to those who choose to improvise their performances. To investigate the distracted behavior of students during virtual classes, one must possess knowledge in image processing, machine learning, and deep learning techniques.

Educational tour as awareness strategy for teachers during virtual classes in pandemic

The Professional Secretarial School (PSS) of the National University of Costa Rica, before the COVID-19 pandemic, as part of an outreach process, conducted two educational tours to the Tele-secondary school of Lanas de Puriscal, San José, Costa Rica. It is located two hours away from the center of this community, with a difficult road to access due to the dirt and mud, where there is hardly any electricity and even less internet in the students' homes. It is worth noting that two of them are now studying at the PSS. PSS professors conducted educational tours to train the students and teachers of that institution in Spanish, English, and Technology topics. However, due to the pandemic, these tours became a sensitization process for some teachers regarding virtual classes, as they were actual witnesses to the situation experienced by these students. Consequently, it is necessary to evaluate the sensitization the teachers underwent and how it modified their behavior with the students from the area during the pandemic. This essay was developed based on the following question: How did the educational tour influence the teachers' treatment of students in virtual classes during the pandemic?

Educore-The Mobile App

In the Information and Communication Technology (ICT) age, the ability to learn "anywhere and anytime" is no longer limited. Mobile learning is considered as one of the most interesting and effective forms of learning due to the rapid spread and development of mobile technologies. The use of technology has increased in the present day when it comes to the educational system, the process of acquiring knowledge, skills, values, beliefs, and habits; as technology has advanced, it has become part of the core of the educational system, but since the Covid-19 pandemic things have changed in the way things used to be in the educational system of the country. Affected by the Corona virus Disease (COVID-19) pandemic, almost all students have to study online at home. In the wake of the Covid-19 pandemic, schools across the country closed almost immediately. Schools and colleges have a different pattern of education where students cannot physically attend classes but must attend them virtually, creating a new problem. Here we will analyze some issues like virtual classes like taking attendance manually, interruption of unknown person into the classes, seeking other mobile apps for the other works includes homework or assignment submission and so on., To solve the problems, Students encountered during their virtual classes we created the educational mobile app Educore.

Las giras educativas como estrategia de sensibilización para el personal docente de la durante las clases virtuales en pandemia

The Professional Secretarial School (PSS) of the National University of Costa Rica, before the COVID-19 pandemic, as part of an outreach process, conducted two educational tours to the Tele-secondary school of Lanas de Puriscal, San José, Costa Rica. It is located two hours away from the center of this community, with a difficult road to access due to the dirt and mud, where there is hardly any electricity and even less internet in the students' homes. It is worth noting that two of them are now studying at the PSS. PSS professors conducted educational tours to train the students and teachers of that institution in Spanish, English, and Technology topics. However, due to the pandemic, these tours became a sensitization process for some teachers regarding virtual classes, as they were actual witnesses to the situation experienced by these students. Consequently, it is necessary to evaluate the sensitization the teachers underwent and how it modified their behavior with the students from the area during the pandemic. This essay was developed based on the following question: How did the educational tour influence the teachers' treatment of students in virtual classes during the pandemic?

The Multi-locality of Students during COVID-19 and Its Effects on Spatial Development: A Quantitative Case Study of Leibniz University Hanover

Multi-locality is common in the age group between 18 and 29, mostly due to participation in education processes. The COVID-19 pandemic affected students by abruptly establishing new forms of learning (e.g., virtual classes). A quantitative survey of students from Leibniz University Hanover was conducted during the pandemic in 2020. The survey showed that 78 percent of students live multi-locally and that the pandemic considerably influences students’ multi-local lifestyles.

The level of satisfaction on online education among higher education teachers during the covid-19 pandemic

The process of education is capable of evolving a human mind into a mature one. Education will make the brain understand known and unknown things in a deeper way. The ways of education will also change based on the need of the time. The COVID-19 situation caused all educational institutions to implement virtual classes and online education outside of their physical environments. Technological evolution is not new for the Indian education system; however, getting exposed to it too often and adapting to it can render education professionals vulnerable. Before any deformation, equipping for the circumstances is required which needs a changeover space to get espouse and get familiar with it. Due to the pandemic situation, however, the transition time allowed educational stakeholders to adopt to technological culture. This has a higher impact on online educators. This research highlights the impact intensity among education professionals who are teaching online and their emotional well-being and provides suggestions to cope with the technological culture and emotional well-being.

Estudio de los procesos de la emancipación peruana en las aulas escolares bajo el contexto de la emergencia sanitaria 2020-2021

Based on a reflection on the reduced place of national history in the official educational proposal, the contents that appear in school textbooks on the processes that led to the Peruvian emancipation are analyzed, as well as the difficulties related to the development of virtual classes as a consequence of the health emergency. The centralism of the official educational proposal, despite some efforts to influence regional processes, is also mentioned. A brief account of what has already been said on the subject is presented, reflecting on the concrete problems of teachers, such as the difficulty to access, renew or improve their classroom materials, and also commenting on the problems of students in the classroom and outside it, such as poor connectivity, emotional problems at family and individual level and the eventual school dropout, situations that were aggravated by the usual disdain of the State.

Distance education during the COVID-19 pandemic: experience at a public university

Objective: Evaluate the performance of distance education in the Accounting and Business Administration programs at a public university during the Covid-19 pandemic.Methods: A quantitative, field, observational, descriptive, and cross-sectional research was conducted based on the positivism paradigm. The sample consisted of 23 professors, and was obtained through a non-probabilistic, intentional sampling. All participants met the inclusion criteria. Results: The study results indicate that the contents achieved the intended objectives, adhered to the set timeline, and remained current. Nonetheless, 57% of the professors reported poor attendance in virtual sessions, leading to incomplete coverage of subject´s content. 100% of participants had access to a computer, while 70% reported having good Internet connectivity. The virtual classroom was the most frequently used communication tool (61%), followed by WhatsApp (5%).Conclusion: Based on the evaluation of instructional time, professor-student communication, and student participation, the distance education process was deemed appropriate. On the other hand, professors reported differences in the use of instructional strategies, institutional resources, and learning assessment

The Effectiveness of Virtual Class With Zoom Meetingin Teaching Evaluation Lectures Indonesian

Covid-19 forced changes in the lecture process. Online learning is the main solution taken, so that learning continues to run well. All students conduct their lectures online, from their respective places of residence, due to Covid-19. Without being discouraged, the lecturers and students remained enthusiastic in carrying out the lectures. Virtual classth rough various applications, one of which is zoom meeting. The application of zoom meetingis still very common for students because usually lecturers teach directly face to face. The purpose of this article is to find out the effectiveness of implementing virtual class with zoom meetingin evaluating Indonesian language teaching evaluation lectures. The research data was taken using a quantitative method, namely filling out a questionnaire using the Google form and distributing it to students who were selected as research samples for the Indonesian language and literature education study program at PGRI West Sumatra University who were taking an evaluation course for teaching Indonesian in the odd semester of 2021/ In 2022 there will be 34 students. From the survey results, the research results show that zoom meetings are less effective in evaluating Indonesian language teaching lectures, however, they are already effective in virtual classlearning and can be used as online learning applications. So it can be concluded that students can still continue lectures in a virtual classor indirectly by using a zoom meetingin the Indonesian language teaching evaluation lecture process.

The Perceptions of Students and Teacher Challenges in Utilizing “Kejar.Id” at One of Vocational School in Serang Regency

The purpose of this study is to determine student perceptions and challenges faced by a teacher when using Kejar.id during the Covid-19 pandemic. This article uses qualitative descriptive methods with interviews, questionnaires, and documentation techniques to collect data. The data have collected from the twelfth-grade students and the English teacher which have learned using Kejar.id in English subject. The researcher himself is the instrument of this research to analyze the data from participants. The research findings showed that mostly students gave good perceptions about Kejar.id. The students said that the use of Kejar.id helped them in terms of student administration, checking learning progress, accessing virtual classes, the learning process and assessment, meanwhile, the problem experienced by students was the network. Furthermore, the results of interviews conducted with the teacher showed that there are four problems arose in using Kejar.id, namely teaching learning styles and culture challenges, pedagogical e-learning challenges, technological challenges, and time efficiency challenges. The results of this research indicated if students gave the positive perceptions in using Kejar.id also the teacher have faced several challanges when using Kejar.id as learning management system in English classroom

Navigating Borders During the Pandemic: A Collaborative Multi-Sited Approach

In this contribution, we examine a virtual, cross-campus collaboration during the fall of 2020. Our goal was for students to develop deeper knowledge of the materiality of borders through course content as well as getting to know each other and their different contexts in iterative ways. We approached this goal by intentionally seeking to engage our students, who were facing virtual classes for the second or third time given the Covid-19 pandemic. We knew students struggled with online platforms in previous terms and aimed to provide a classroom experience that recognized the limits of screen-based interaction and the multitude of precarities accentuated by the pandemic. While attending our classes, students were also facing the interlocking effects of Covid-19 including illness and death in their families, effects on their employment and mobility, and associated mental health struggles. Thus, community building within and across these classes was key as we navigated teaching online. Finally, we address our social location regarding course content given our complicated histories of migration and identities as undocuscholars: growing up and attending higher education undocumented in the U.S. (though no longer undocumented).

Academic management of university virtual education: An analysis from the perception of students, teachers, and managers

Currently, many universities are developing virtual education as an option for the training of future professionals. The objective of this study is to analyze aspects of the academic management of university virtual education from the perspective of students, teachers, and administrators. A mixed approach and non-experimental design were applied. Semi-structured interviews and surveys were used. The participants were 8 managers, 340 students, and 75 teachers from Peru, Colombia, Mexico, and Spain, from universities where virtual education is offered. The results show that 51% of teachers agree with the management, 50% accept the adequate use of technological tools, and only 20% say that virtual classes are effective. Concerning students, 45% agree with the management, but only 15% feel that they are attended to when problems arise in the virtual modality. The managers determine relevant aspects such as the importance of teacher training, having technological tools to ensure learning, and providing a comprehensive academic service, as is provided in the in-person modality. It is concluded that academic management in the virtual modality should prioritize the improvement of satisfaction levels of both students and teachers through adaptation processes, training, performance evaluation, attention, and problem-solving, as well as the use of virtual platforms that allow the development of competencies of the graduate profile and contribute to the comprehensive training of future professionals.

Lived Experiences of Teachers in the Transition From Face-To-Face to Virtual Class During the Covid-19 Pandemic

Lived Experiences of Teachers in the Transition From Face-To-Face to Virtual Class During the Covid-19 Pandemic

The Adjacency Pairs in EFL Virtual Classes: A Conversation Analysis

There are many variations in the conversation between students and lecturers. The conversation between those two parties in classroom tend to be in one way or teacher-centered. This study employs conversation analysis of adjacency pairs. There have been many studies that analysis the use of adjacency pairs in a conversation, but there are no ones that focus on virtual platform. This study aims to find out adjacency pairs in conversations between a lecturer and students in the EFL virtual class. In conducting the study, researchers employed qualitative research method. The data used in this study were words in the form of recordings from virtual meetings at the EFL speaking virtual class at IAIN Syekh Nurjati Cirebon. The recording was transcribed and the data were analyzed using textual analysis. The finding of this research shows 12 adjacency pairs that emerge from the conversation. Finally, this study can be a practical guidliness for teachers, lecturers, and students who are interested in type of adjacency pairs and communicative functions in EFL class. Moreover, this study provides new references to translators and researchers because it analyzes conversations in virtual space.

비대면(혼합) 수업 시행 과정에서 나타나는 문제점 탐색: A 교원양성대학 사례연구

The objective of this study was to understand the challenges experienced during the implementation of blended learning at University A and to explore factors for improving its effectiveness in the future. Data was collected through semi-structured interviews with 12 undergraduates at University A.
 From the university’s viewpoint, findings indicated a lack of procedural validity in decision-making for blended learning implementation and a forced application of blended learning without considering prerequisites for its effectiveness. Students were found to exploit virtual classes to improve hiring exam pass rates, select courses that are easy to earn credits, and engage in behaviors such as not watching recorded lectures.
 On the teaching aspect, there was intensified polarization in class quality compared to face-to-face classes, with methods chosen for the convenience of time utilization rather than learning effectiveness. Based on these findings, we propose practical implications for University A to better leverage the advantages of non-face-to-face (blended) classes in the future.

Improving the Management of Maternal Mental Health with Digital Health Care.

Digital health solutions have the potential to improve maternal mental health care. The objective of this study is to determine if utilization of a digital health platform, Maven, is associated with improved management of mental health among peripartum people with a history of mental health disorders and determine which components of utilization associate with maternal mental health outcomes. Participants in this retrospective cohort analysis (n=1561) accessed Maven as an employer-sponsored health benefit and enrolled during their pregnancy and delivered from January 2020 through September 2022. Participants completed health surveys at enrollment, including history of a mood disorder, and post-delivery. Maven includes online articles, asynchronous and synchronous virtual classes, app-based mental health screenings, access to allied health professional and maternity care providers via messaging and telehealth appointments. Quantile g-computation was used to estimate the effects of multi-utilization exposures on reports of postpartum depression (PPD) and management of mental health. Multi-utilization exposure mixture models demonstrated that increasing use of digital resources by one quartile is associated with an increased odds of reporting that Maven helped users manage their mental health (aOR: 12.58 [95% CI: 6.74, 23.48]) and was not associated with self-reported incidence of PPD (aOR: 1.30 [95% CI: 0.52, 3.27]). Care advocate appointments, provider messages, and article reads were positively associated with improved mental health management. Digital health platforms, such as Maven, may play an important role in managing maternal mental health conditions among pregnant and postpartum people at high risk for PPD.