This work aims to promote the development of the online shopping market and improve the online marketing effect of goods. First, entrepreneurial psychology and online shopping are discussed. Then, impulse buying behavior is analyzed, and the IBB model and hypotheses of consumers are proposed under the psychological model. Finally, consumers’ IBB during COVID-19 is assessed under the psychological models. Hedonic shopping value is a psychological factor directly affecting consumers’ IBB during COVID-19. The results indicate that COVID-19 has (...) a specific stimulating effect on IBB. Meanwhile, the types of goods consumers buy during COVID-19 vary widely across age groups and regions. Overall, clothing is the most purchased item by consumers. This work provides the main reference for the improvement of the online commodity marketing effect and makes a crucial contribution to the development of the online shopping market. (shrink)

The COVID-19 crisis opened up discussions on using online tools and platforms for academic work, e.g. for research (management) events that were originally designed as face-to-face interactions. As social scientists working in the domain of responsible research and innovation (RRI), we draft this paper to open up a dialogue on Responsible online Research and Innovation (RoRI), and deliberate particular socioethical opportunities and challenges of the onlineification in collaborative theoretical and empirical research. An RRI-inspired ‘going online’ approach would (...) mean, we suggest, trying to make academic events and research activities more inclusive, researchers’ attitude to their work more reflective and suggest processes that are more responsive to societal needs and ethical concerns. For such systematic reflection, we suggest using the RRI-heuristic provided by Owen et al., and applying the dimensions of ‘Anticipation, Inclusion, Reflection and Responsiveness’ (AIRR) in order to identify and reflect on the dilemmas involved in ‘going online’ in one’s research. (shrink)

This chapter contains sections titled: Where Are We When We Write? Writing Public Cyberwriting Writing the Distance to the Other Entering the Page: Proximity and Distance Writing Revisited Note References.

With the surge of the COVID-19 pandemic, online sellers faced challenges in managing their online business daily. Aside from it, their work-life balance has been negatively affected as well, considering that they work from home and are responsible for household responsibilities. Thus, this study is conducted during the pandemic and gathered data using a semi-structured interview through Messenger call. It is conducted to explore the lived experiences of online sellers and how they managed their online business (...) and personal life. It also determines the specific challenges they’ve encountered and how they coped with them. Lastly, this study aims to map out how these experiences will benefit online sellers and consumers and explain that online selling can be both sustainable and convenient in terms of earning a good living and meeting their daily needs. Moreover, three major conclusions emerged from this study’s findings: (1) online sellers faced psychological and physical difficulties in managing their online business during the pandemic, (2) online sellers discovered ways on how to cope with the struggles they are facing, and (3) online sellers reflected on their experience to be more effective in the online selling industry. (shrink)

This study explores the online education action for defeating COVID-19 in China from the perspectives of the system, mechanism and mode. In particular, the policy development of online education in China during the epidemic includes the education informatization policy, the online education system, and the online education mechanism in China. The online education and teaching mode during the epidemic involve the synchronous live class-based teaching mode, asynchronous recording and broadcasting teaching mode, online flipped classroom (...) teaching mode, and online tutoring-based teaching mode. Both characteristics and trends of online education in China during the epidemic have been explored in this study. In addition, the problems, discussions and remarks are also offered. (shrink)

COVID-19 has made it difficult to adopt traditional face-to-face psychological intervention under this situation because of the blocked down and social distancing, which brings big psychological crisis to the public among the global. To explore the emotional change of the public in China at the outburst of the pandemic at different phases, to establish an online working platform and create a new model of an online intervention to hold public emotions under pandemic, and test its effectiveness, so to (...) give advisement for government emergency management system. We established an online organization to work for this program ad innovated a model of online group counseling with online emotional support accompany group right after the outburst of a pandemic. We analyzed 53 OESAGs from February 10 to April 9, including 555 application forms, 253 feedback from members, and 139 feedback from group leaders by using NVivo and SPSS to explore the evolution and characteristics of public emotion during COVID-19 and the effectiveness of OESAG. Our results showed that the emotional changes of members ranged from shock to depression to positive. The public's emotions swiftly changed from stress, anxiety, and isolation, to the hope of returning to work or finding a job during the pandemic with the help of OESAG. OESAG has effectively regulated the negative emotions of members by conducting psychological crisis intervention to provide members a space to communicate with each other, especially the female and frontline staff. Policy makers can set up an online systematic psychological crisis intervention system as soon as possible to make up for the lack of psychological assistance in the emergency management system. (shrink)

Online learning is becoming a commonplace in different settings starting from elementary, secondary and higher levels of education. Different educational institutions use different communication tools to promote learning because the expansive nature of the Internet and the accessibility of technology have generated a surge in the demand for web-based teaching and learning across the nations (Chaney, 2010). The online teaching and learning have become a necessity for education around the globe during COVID 19-pandemic. There are several challenges which (...) are faced during online classes because the students must have strong self-motivation skills and be very disciplined to achieve the desired learning results. This paper presents and analyzes the data on the benefits and challenges of online teaching at South East European University (SEEU) during COVID 19 pandemic. The participants of the study are students of the BA level majoring in English Language and Literature and German Language and Literature at SEEU in Tetovo, North Macedonia. To answer the research questions, we have used a student questionnaire, interviews, and student reflection papers written during the online courses. Overall, the research indicates that benefits of online coursework outweigh the challenges that students face during the online classes. From a safety perspective, this study emphasizes the need to consider the impact of online teaching on student motivation and the paper raises important questions about how to best support students enrolled in online courses. Further research is needed in order to better evaluate the benefits, challenges, and useful strategies of successful students enrolled in online courses. (shrink)

This paper explores the perceptions of academic staff and students to student cheating behaviours in online exams and other online assessment formats. The research took place at three Australian universities in July and August 2020 during the emergency transition to online learning and assessment in response to the COVID-19 pandemic. The study sought to inform decision making about the future of online exams at the participating universities. Quantitative and qualitative data were collected using online surveys. (...) The findings of the study led to seven key observations, most notably the need to redefine the characteristics of academic misconduct to account for changes wrought to examinations in a digital world. The study concludes with lessons learned in relation to enhancing academic integrity in digital examinations and assessments. (shrink)

During the Covid-19 pandemic we increasingly turned to technology to stay in touch with our family, friends, and colleagues. Even as lockdowns and restrictions ease many are encouraging us to embrace the replacement of face-to-face encounters with technologically mediated ones. Yet, as philosophers of technology have highlighted, technology can transform the situations we find ourselves in. Drawing insights from the phenomenology of sociality, we consider how digitally-enabled forms of communication and sociality impact our experience of one another. In particular, we (...) draw attention to the way in which our embodied experience of one another is altered when we meet in digital spaces, taking as our focus the themes of perceptual access, intercorporeality, shared space, transitional spaces, and self-presentation. In light of the way in which technological mediation alters various dimensions of our social encounters, we argue that digital encounters constitute their own forms of sociality requiring their own phenomenological analysis. We conclude our paper by raising some broader concerns about the very framework of thinking about digitally and non-digitally mediated social encounters simply in terms of replacement. (shrink)

Generally, the solutions based on information and communication technologies provide positive outcomes for both companies and employees. However, the process of digital transformation can be the cause of digital transformation stress, when the work demands caused by fast implementation of ICT are elevated and employees’ resources are limited. Based on the Job Demand-Resources Model we claim that DT, rapidly accelerating in the COVID-19 pandemic, can increase the level of DTS and general stress at work. To reduce these negative effects of (...) DTS, we propose the online intervention aimed to strengthen employees’ resources, such as self-efficacy. In this article we evaluate the effectiveness of the blended intervention, based on cognitive behavioral therapy and social cognitive therapy, composed of a prototyped online training and series of interactive online workshops. In a longitudinal study, we examined the change in DTS, perceived stress at work, attitudes toward DT, self-efficacy and burnout in two time points, before and after the intervention. We compared five groups of participants, three groups not qualified, and two groups qualified to intervention. Our results revealed that the designed blended intervention decreased DTS and one of the dimensions of burnout, namely disengagement. More specifically, the results showed that in the group of active participants of the blended intervention DTS significantly decreased [MT1 = 3.23, MT2 = 3.00, t = 1.96, p = 0.051], and in the group of ineligible participants DTS significantly increased [MT1 = 1.76, MT2 = 2.02, t = 4.17, p < 0.001]. This research paves way for the creation of blended online intervention which could help in addressing employee digital transformation stress before it starts having adverse effects on employee performance and well-being. (shrink)

Online book fairs are being held in Vietnam to replace traditional offline events that have been shelved owing to the COVID-19 crisis. This study aims to explore book consumers’ perceptions regarding digital book fairs and their evaluation of the first-ever national online book fair held in Vietnam. In-depth interviews were conducted to obtain insights from people who had attended the online book event. The findings provide acceptance of and support for the organization of digital book fairs during (...) the COVID-19 pandemic. Attendees generally appreciated the convenience of the national online book fair and the promotional programmes offered by various publishers and distributors. Furthermore, some attendees enjoyed the novelty of the event and the feeling of being included in the reading community. Nevertheless, most of the attendees highlighted several limitations, especially the lack of social and face-to-face interaction. These findings have implications for online book fair organizers, publishers, and book distributors alike. (shrink)

The sudden move to online learning due to the COVID-19 pandemic has created an influx of epistemological, psycho-social, emotional and financial challenges for first year students. Lecturers and academics had to find creative and sustainable ways of ensuring that all students were epistemologically included. New policies and practices were introduced rapidly at universities to facilitate the unavoidable move to online learning. As initial teacher educators at a public University in South Africa we noted that the sudden move to (...) working online has presented various challenges to first year students’ overall well-being which has further exacerbated issues of exclusion and marginalization for many. We argue that it is against this backdrop that this paper explores how the move to online learning has affected first year students’ overall well-being, at one teacher education institution. The Index for Inclusive Education was used as a theoretical lens to explore student’s perceptions of the institution’s policy, teaching and learning practices, and the institutional culture during this period. One hundred and eighty-seven purposively selected first year students participated in this qualitative, phenomenological research study. Data were collected by means of open-ended questionnaires. Responses were categorized by means of an emergent thematic analysis. The findings indicated that online learning compromised various aspects of well-being including physical, emotional, psycho-social and financial well-being for many students. The experiences of online learning and impact on well-being did, however, differ across students depending on their individual contexts and circumstances indicating that considerations of well-being need to take contextual realities into account to support the well-being and learning of all. We recommend that higher education institutions prioritize the psycho-social, emotional, and financial well-being of students during the period of online learning and not just the pedagogic needs of the qualification. (shrink)

As COVID-19 pandemic continued to propagate, millions of lives are currently at risk especially elderly, people with chronic conditions and pregnant women. Iraq is one of the countries affected by the COVID-19 pandemic. Currently, in Iraq, there is a need for a self-assessment tool to be available in hand for people with COVID-19 concerns. Such a tool would guide people, after an automated assessment, to the right decision such as seeking medical advice, self-isolate, or testing for COVID-19. This study proposes (...) an online COVID-19 self-assessment tool supported by the internet of medical things (IoMT) technology as a means to fight this pandemic and mitigate the burden on our nation’s healthcare system. Advances in IoMT technology allow us to connect all medical tools, medical databases, and devices via the internet in one collaborative network, which conveys real-time data integration and analysis. Our IoMT framework-driven COVID-19 self-assessment tool will capture signs and symptoms through multiple probing questions, storing the data to our COVID-19 patient database, then analyze the data to determine whether a person needs to be tested for COVID-19 or other actions may require to be taken. Further to this, collected data can be integrated and analyzed collaboratively for developing a national health policy and help to manage healthcare resources more efficiently. The IoMT framework-driven online COVID-19 self-assessment tool has a big potential to prevent our healthcare system from being overwhelmed using real-time data collection, COVID-19 databases, analysis, and management of people with COVID-19 concerns, plus providing proper guidance and course of action. (shrink)

When the teachers’ training practicum was paralyzed during the COVID-19 pandemic, preservice teachers in Malaysia were required to adapt to the online practicum. This qualitative case study was conducted with 20 preservice teachers to investigate their online teaching practicum experiences. The study drew on the Engagement Theory and Disaster Management Cycle framework to further suggest teaching approaches that might be effective during a tragic situation. Data were collected from interviews and video observations, and analyzed thematically. The findings contribute (...) to the understanding of how preservice teachers learn to modify their teaching practices during the challenging context. A number of themes related to positive experience were identified: higher confidence level, improved interaction, engagement in active learning, and adapting to online syllabus. On the other hand, the negative experience revolves around the problem with Internet connection. It is hoped that the findings of this study will encourage preservice teachers to consider hybrid approaches and online teaching in the future. (shrink)

COVID-19 confinement has supposed a challenge to the whole wide world, especially in athletes that have frustrated their expectations about training programs and competitions. Specifically, competition cyclists during confinement had lot of difficulties to train due to the need to train outside their homes. However, the increase of online training sessions, or virtual training tools could help to overcome training difficulties due to confinement although there are not studies that analyse the effects of using these types of tools in (...) cyclists. This study aims to test how the use of online training tools in competition cyclists during confinement is related to training frequency and duration, and emotions. 329 cyclists filled an online questionnaire about feelings during confinement and the use of online training tools, before and during confinement. Results showed that the use of online training tools was associated with higher frequency and duration of trainings. Moreover, those who used these tools felt more positively about their future and preparation to compete, feeling more energy than those who did not used online tools. In addition, cyclists that started using these online tools (including virtual roller training) during confinement increased the frequency of training. In conclusion the use of online training tools for cycling could be appropriate to maintain training levels and energy and positive feelings about their future. (shrink)

Due to the epidemic, many offline educational institutions and even schools have begun to seek new teaching methods, and online teaching has become an important teaching method in this situation. Online teaching refers to the teaching mode in which teachers teach online through the Internet and students learn in online classrooms. Online teaching can reduce crowd contact between students and prevent the spread of the epidemic. However, due to the virtual nature of the Internet and (...) the immaturity of the online teaching system, the current online teaching method cannot be accepted by the majority of teachers and students. Therefore, this paper conducts a satisfaction survey on the psychological acceptance ability of students under the online teaching organization of English majors, aiming to understand the actual psychological burden brought by online teaching to students. The content of the questionnaire includes students' satisfaction with courses and teaching, satisfaction with teacher-student interaction, satisfaction with platforms and resources, satisfaction with teaching performance, and overall satisfaction. The survey results show that students' satisfaction with courses is generally above 4 points, while their satisfaction with teaching is generally lower, ranging from 3.65 to 3.94 points. Students' satisfaction with teacher-student interaction is not very high, around 3.75. Students' satisfaction with the teaching platform is higher than that of teachers, with a score of 4.05 or more. In terms of students' satisfaction with teaching performance, male students' satisfaction is above 4.45 points, while female students' satisfaction is 4.35 points. For overall satisfaction, male students scored above 4.45, while female students scored 4.35. Since the satisfaction in all aspects is higher than 3 points, it can be seen that most English majors are quite satisfied with the online teaching. (shrink)

From February 2020, the COVID-19 pandemic led to closures of educational institutions to reduce the spread of infectious disease. This forced the U.S. education system into a massive experiment with online education. Despite conducting online bioethics education for nearly twenty years, our bioethics program, a joint endeavor of Clarkson University and Icahn School of Medicine at Mount Sinai, was not immune to this disruption because our curriculum features intensive, one-week onsite courses. Even in the face of historic disruptions, (...) it is vital to ensure minimal interruptions to teaching and assessing students to provide effective education. This paper reviews the steps we took to successfully convert the onsite components of our curriculum to a synchronous online format, and it focuses on how we preserved instruction and assessment of practical skills that comprise these courses’ core. It also explains how we fostered interactive classroom environments. (shrink)

In this paper we draw attention that there have been significant increases in activity relating to child sexual abuse and exploitation on both the surface web and dark web during the COVID-19 lockdown period. This paper aim is an analyse about how the COVID-19 pandemic is presently modifying the trends and threats of child sexual exploitation and abuse offences, which were already at high levels prior to the pandemic. This article highlights the trends and threats in the current COVID-19 context (...) compared to pre-pandemic measures, what impact these are having in the short-term, and what changes we have seen when COVID-19 measures are reduced. It contributes to the space of the dark web during lockdown by manifestation on the ongoing organised business model that has evolved as technology expands and the level of threat that it poses to children. The objective is to share these trends across the global law enforcement community and science in order to improve the monitoring and detection of child sexual exploitation and abuse online, further investigations and global police response. (shrink)

Purpose While online classes have enabled many universities to carry out their regular academic activities, they have also given rise to new and unanticipated ethical concerns. We focus on the “dark side” of online class settings and attempt to illuminate the ethical problems associated with them. The purpose of this study is to investigate the affordances stemming from the technology-user interaction that can result in negative outcomes. We also attempt to understand the context in which these deleterious affordances (...) are actualized. Design/methodology/approach We obtain the data from narratives written by students at a top private university in Bangladesh about their experiences of online classes and exams and from focus group discussions with them. We use the lens of affordance theory to identify the abilities that goal-oriented actors – primarily students – obtain from the technology-user interactions, which result in negative outcomes. We also attempt to understand the contextual actualization of those affordances through the lens of Routine Activity Theory (RAT). Findings We find three deleterious affordances and three associated deviant outcomes. Non-monitorability which results in academic dishonesty, disguiseability which results in cyber-truancy, and intrudeability which results in embarrassment and harassment. Our findings reveal a deeper underlying problem with the existing educational approach in the universities of Bangladesh and suggest that there is a need to introduce more modern teaching techniques focused on issues such as student engagement and interactive learning. Originality/value To the best of our knowledge, this is the first paper that combines affordance theory with RAT to identify unethical practices observed in online class settings in the context of a least developed country like Bangladesh and to examine the environmental components that give rise to the pre-conditions for the unethical practices to surface. (shrink)

The governmental restriction due to COVID-19 pandemic led to Italian Universities moving teaching from face-to-face, to online. This represented an unexpected transition from traditional learning to what can be considered “e-learning.” This, together with the psychological distress that may be associated with the experience of lockdown, might have affected students' performance. It was hypothesised that grit may be a protective factor in such situations. Indeed, compared to their less “gritty” peers, individuals with higher levels of grit are expected to (...) exhibit greater persistence in the pursuit of goals despite setbacks. Within educational contexts, grit is portrayed as a potentially important influence on outcomes such as achievement level, retention and probability of graduation. A longitudinal study was conducted using an online survey in order to assess the moderated mediation effect of grit on students' achievement. One hundred seventy-six undergraduate students from two universities in the north of Italy participated in the survey. The results showed that grit affects students' grades in final exams; perceived self-efficacy in the management of complex problems had a mediation effect on grades, while psychological distress moderated the first part of the mediation process. These novel findings extended our knowledge regarding the role of grit in academic performance investigating for the first time the role of self-efficacy and psychological distress in a learning carried out entirely online. (shrink)

This study adopted a positive psychology perspective to investigate positive emotion and foreign language enjoyment among Chinese as a second language learners in an emergency remote teaching context amid the COVID-19 pandemic. A set of 90 preparatory Chinese language students was assessed for their level of foreign language enjoyment using the Foreign Language Enjoyment Scale. Participles' scores on self-perceived language achievement and actual test scores were adopted as the measurement of their Chinese language proficiency. The results revealed that: CSL learners (...) experienced high level of FL enjoyment in an online learning context, no significant correlation was found between FLE and leaners' actual language achievement nor between FLE and their self-perceived achievement, female learners showed higher FLE than male learners and gender was found to have a significant effect on FLE-Private, participants' geological location, i.e., whether in China or at home countries, significantly influenced their FLE, participants' regional group was not a significant predictor of FLE, and teacher-related variables and learner self-perceptions of achievement were strong predictors of FLE among CSL learners. The findings highlight the importance of teacher's role in an online learning environment and suggest that FLE may not boost performance in the short term for language beginners but is still conducive in the long run. Implications for both teachers and learners, and suggestions for future researches are provided. (shrink)

The COVID-19 pandemic has caused tremendous loss starting from early this year. This article aims to investigate the change of anxiety severity and prevalence among non-graduating undergraduate students in the new semester of online learning during COVID-19 in China and also to evaluate a machine learning model based on the XGBoost model. A total of 1172 non-graduating undergraduate students aged between 18 and 22 from 34 provincial-level administrative units and 260 cities in China were enrolled onto this study and (...) asked to fill in a sociodemographic questionnaire and the Self-Rating Anxiety Scale twice, respectively, during February 15 to 17, 2020, before the new semester started, and March 15 to 17, 2020, 1 month after the new semester based on online learning had started. SPSS 22.0 was used to conduct t-test and single factor analysis. XGBoost models were implemented to predict the anxiety level of students 1 month after the start of the new semester. There were 184 and 221 students who met the cut-off of 50 and were screened as positive for anxiety, respectively, in the two investigations. The mean SAS scores in the second test was significantly higher than those in the first test. Significant differences were also found among all males, females, and students majoring in arts and sciences between the two studies. The results also showed students from Hubei province, where most cases of COVID-19 were confirmed, had a higher percentage of participants meeting the cut-off of being anxious. This article applied machine learning to establish XGBoost models to successfully predict the anxiety level and changes of anxiety levels 4 weeks later based on the SAS scores of the students in the first test. It was concluded that, during COVID-19, Chinese non-graduating undergraduate students showed higher anxiety in the new semester based on online learning than before the new semester started. More students from Hubei province had a different level of anxiety than other provinces. Families, universities, and society as a whole should pay attention to the psychological health of non-graduating undergraduate students and take measures accordingly. It also confirmed that the XGBoost model had better prediction accuracy compared to the traditional multiple stepwise regression model on the anxiety status of university students. (shrink)

It was not long ago when technological emergence fundamentally changed the landscape of global businesses. Following that, business operations started shifting away from traditional to advance digitalized processes. These digitalized processes gave a further boost to the e-commerce industry, making the online environment more competitive. Despite the growing trend, there has always been a consumer market that is not involved in online shopping, and this gap is huge when it comes to consumers from developing countries, specifically Pakistan. On (...) contrary, the recent COVID-19 pandemic has brought drastic changes to the way consumers used to form their intention and behave toward digitalized solutions in pre COVID-19 times. Evidence shows that the global e-commerce industry has touched phenomenal growth during COVID-19, whereas Pakistan's e-commerce industry still holds a huge potential and has not fully boomed yet. These facts pave new avenues for marketers to cater to this consumer market for long-term growth. Hence, the study provides insights into how consumers' online buying behavior has transformed during the COVID-19 pandemic in the context of Pakistan. The study presents a framework based on the Technology Acceptance Model and Theory of Planned Behavior. Furthermore, the moderating role of gender and payment mode has also been examined. For the analysis of variables, the partial least squares method was used to conduct structural equation modeling by collecting data from 266 respondents. The results show a significant and positive impact of perceived benefits, perceived ease of use, perceived enjoyment, and social influence on consumers' intention, but they also show an insignificant impact of gender and payment mode as a moderating variable on PEOU-BI and BI-AB, respectively. The results are of utmost significance for Pakistani businesses, marketers, and e-traders to streamline their business practices accordingly. Lastly, the proposed framework demonstrates new directions for future research to work upon. (shrink)

ObjectivesUnder the COVID-19 prevention and control policy, online learning has been widely used. The current study aimed to identify latent profiles of self-regulated learning in the context of online mathematics learning during the recurrent outbreak of COVID-19, and examine the mechanisms underlying the relationship between self-regulated learning and online mathematics learning engagement among Chinese junior high school students using variable-and person-centered approaches.MethodsA sample of 428 Chinese junior high school students completed questionnaires on self-regulated learning, perceived academic control, (...) and learning engagement. Mplus7.0 was used to analyze the latent classes of self-regulated learning. A mediation model was conducted using the software SPSS PROCESS macro.ResultsThree profiles of self-regulated learning were identified and named as low self-regulated learning, medium self-regulated learning, and high self-regulated learning. In the mediating analysis, results of the variable-centered approach showed that perceived academic control mediated the effects of self-regulated learning on learning engagement. For the person-centered approach, we selected the low self-regulated learning type as the reference profile, and the analysis revealed that compared with the reference profile, perceived academic control partially mediated the link between the medium self-regulated learning profile and learning engagement; perceived academic control partially mediated the relationship between the high self-regulated learning profile and learning engagement.ConclusionThis study showed the heterogeneity in the online mathematics self-regulated learning patterns of Chinese junior high school students during the COVID-19 pandemic, revealing the internal mechanisms of Chinese junior high school students’ online mathematics learning engagement using variable-and person-centered approaches. Furthermore, the findings of the study have important implications for promoting online mathematics learning engagement among junior high students during the pandemic. (shrink)

Connecting with peers online to overcome social isolation has become particularly important during the pandemic-related school closures across many countries. In the context of contact restrictions, feelings of isolation and loneliness are more prevalent and the regulation of these negative emotions to maintain a positive well-being challenges adolescents. This is especially the case for those individuals who might have a high need to belong and difficulties in emotional competences. The difficult social situation during contact restrictions, more time for (...) class='Hi'>online communication and maladaptive emotion regulation might lead to aggressive communication patterns in the form of cyberbullying perpetration. In an online study with N = 205 adolescents aged 14–19, we assessed the frequency of online and offline contacts, need to belong, emotion regulation problems, feelings of loneliness, and cyberbullying perpetration as predictors of adolescents’ well-being. In particular, we explored whether cyberbullying perpetration might function as a maladaptive strategy to deal with feelings of loneliness and therefore predicts well-being. This effect was expected to be stronger for those with a higher need to belong and with higher emotion regulation problems. Results of a hierarchical regression analysis revealed that well-being was significantly predicted by less emotion regulation difficulties, less feeling isolated and more cyberbullying perpetration. We also tested whether the need to belong or emotion regulation problems moderated the association between cyberbullying and well-being. While the results for emotion regulation problems were not significant, the moderation effect for the need to belong was significant: For students with a high need to belong, well-being was more strongly related to cyberbullying perpetration than for students with a medium need to belong. For students with a low need to belong, cyberbullying was not significantly associated with well-being. That cyberbullying perpetration predicted well-being positively is rather surprising in the light of previous research showing negative psychosocial outcomes also for cyberbullying perpetrators. The moderation analysis provides a hint at underlying processes: In times of distance learning and contact restrictions, cyberbullying may be a way of coming into contact with others and to regulate loneliness maladaptively. (shrink)

Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching, we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas during the beginning of the first semester, March 2020, and their experiences at the end of the same academic period, September 2020. We used convenience non-probability sampling. (...) Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students’ responses reflected low expectations regarding peer relationships and comparison with face-to-face education. This perception was maintained during the evaluation of experiences. Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed. (shrink)

The Covid-19 pandemic necessitated a shift to online teaching of bioethics, a field that relies on discourse and interactive teaching methods. This paper aims to highlight the challenges faced and lessons learned while describing the experience of having to shift to teaching bioethics online to students enrolled in the Postgraduate Diploma in Biomedical Ethics (PGD) and Master of Bioethics programs at the Centre of Biomedical Ethics and Culture (CBEC) in Pakistan. Opinions of students, mainly compromising mid-career healthcare related (...) professionals, were obtained through a survey (n = 13) and an in-depth group discussion via Zoom. Observations from core faculty (n = 7) were recorded through conducting a content analysis of monthly faculty meetings, enhanced by faculty narratives published in the Centre’s bi-annual newsletter. Faculty and students alike expressed unease with the online mode since it minimized chances of interaction with peers and faculty thus negatively affecting learning process. Juggling work responsibilities while taking synchronous online classes proved to be difficult for students particularly for clinicians, with unique issues for women. Faculty faced increased workload due to the necessity for development of innovative teaching methods and new assessment tools in order to maintain the standard of the academic programs. Despite the problems surrounding the online mode, students and faculty also acquired new skills during this period. Overall, there was a clear preference for on-campus learning, however against the backdrop of a pandemic, online mode was considered as the only viable option. (shrink)

The Covid-19 pandemic is forcing organizations to innovate and change their strategies for a new reality. This study collects online learning related tweets in Arabic language to perform a comprehensive emotion mining and sentiment analysis (SA) during the pandemic. The present study exploits Natural Language Processing (NLP) and Machine Learning (ML) algorithms to extract subjective information, determine polarity and detect the feeling. We begin with pulling out the tweets using Twitter APIs and then preparing for intensive preprocessing. Second, the (...) National Research Council Canada (NRC) Word-Emotion Lexicon was examined to calculate the presence of the eight emotions at their emotional weight. Third, Information Gain (IG) is used as a filtering technique. Fourth, the latent reasons behind the negative sentiments were recognized and analyzed. Finally, different classification algorithms including Naïve Bayes (NB), Multinomial Naïve Bayes (MNB), K Nearest Neighbor (KNN), Logistic Regression (LR), and Support Vector Machine (SVM) were examined. The experiments reveal that the proposed model performs well in analyzing the perception of people about coronavirus with a maximum accuracy of about 89.6% using SVM classifier. From a practical perspective, the method could be generalized to other topical domains, such as public health monitoring and crisis management. It would help public health officials identify the progression and peaks of concerns for a disease in space and time, which enables the implementation of appropriate preventive actions to mitigate these diseases. (shrink)

Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors in T1. In T2, the impact of the expectations of 382 of these professors was (...) analyzed, who taught courses during the first semester to a total of 14,838 university students. Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance. (shrink)

The COVID-19 pandemic poses an unprecedented threat to global human wellbeing, and the proliferation of online misinformation during this critical period amplifies the challenge. This study examines consequences of exposure to online misinformation about COVID-19 preventions. Using a three-wave panel survey involving 1,023 residents in Singapore, the study found that exposure to online misinformation prompts engagement in self-reported misinformed behaviors such as eating more garlic and regularly rinsing nose with saline, while discouraging evidence-based prevention behaviors such as (...) social distancing. This study further identifies information overload and misperception on prevention as important mechanisms that link exposure to online misinformation and these outcomes. The effects of misinformation exposure differ by individuals’ eheath literacy level, suggesting the need for a health literacy education to minimize the counterproductive effects of misinformation online. This study contributes to theory-building in misinformation by addressing potential pathways of and disparity in its possible effects on behavior. (shrink)

In standard times, approximately 20% of children and youth experience significant emotional, behavioral, or social challenges. During COVID-19, however, over half of parents have reported mental health symptoms in their children. Specifically, depressive symptoms, anxiety, contamination obsessions, family well-being challenges, and behavioral concerns have emerged globally for children during the pandemic. Without treatment or prevention, such concerns may hinder positive development, personal life trajectory, academic success, and inhibit children from meeting their potential. A school-based resiliency program for children for children (...) was developed, and the goal of this study was to collaborate with stakeholders to translate it into an online-live hybrid. Our team developed a methodology to do this based on Knowledge Translation-Integration, which incorporates stakeholder engagement throughout the entire research to action process. KTI aims to ensure that programs are acceptable, sustainable, feasible, and credible. Through collaboration with parents and school board members, qualitative themes of concerns, recommendations and validation were established, aiding in meaningful online-live translation. Even though the original program was developed for intellectually gifted children, who are at greater risk for mental health concerns, stakeholders suggested using the program for both gifted and non-gifted children, given the universal applicability of the tools, particularly during this pandemic time period when mental health promotion is most relevant. An online-live approach would allow students studying at home and those studying in the classroom to participate in the program. Broader implications of this study include critical recommendations for the development of both online-live school programs in general, as well as social-emotional literacy programs for children. (shrink)

The 2019 Pandemic has forced students to take online classes, increasing their stress levels and negatively impacting their academic performance. This issue urges the development of a mechanism to make online learning more effective in this nerve-racking time. Therefore, the present study has integrated the task technology fit model and the DeLone and McLean Model of Information Systems Success to address the stated issue. The data were collected from 330 and 326 students of top-ranked public and private universities (...) of Punjab, respectively. The theoretical framework was analyzed with the help of structural equation modeling using Analysis of Moment Structures. The findings indicate that overall quality positively predicts performance through the mediating role of user satisfaction and TTF. The overall quality also positively elevates performance through the mediating role of user satisfaction and actual usage of the system. Moreover, perceived usefulness proved to be a moderator between overall quality and user satisfaction. Finally, the expected practical and theoretical implications have also been discussed. (shrink)

Tras los graves acontecimientos sufridos en 2020 por la aparición del Covid y su consiguiente confinamiento, los centros educativos se vieron obligados a modificar sus metodologías tradicionales para llevar a cabo un adecuado proceso de enseñanza-aprendizaje.El objetivo principal de este estudio es conocer el grado de alfabetización digital de la comunidad educativa, es decir, si profesores, alumnos y padres de alumnos tienen las habilidades suficientes para ser competentes en el uso de las nuevas tecnologías adaptadas al entorno educativo.

Background: COVID-19 has taken many lives worldwide and due to this, millions of persons are in grief. When the grief process lasts longer than 6 months, the person is in risk of developing Complicated Grief Disorder. The CGD is related to serious health consequences. To reduce the probability of developing CGD a preventive intervention could be applied. In developing countries like Mexico, the psychological services are scarce, self-applied interventions could provide support to solve this problem and reduce the health impact (...) even after the pandemic has already finished.Aims: To design and implement a self-applied intervention composed of 12 modules focused on the decrease of the risk of developing CGD, and increasing the life quality, and as a secondary objective to reduce the symptomatology of anxiety, depression, and increase of sleep quality. The Intervention Duelo COVID follows the principles of User Experience and is designed according to the needs and desires of a sample of the objective participants, to increase the adherence to the self-applied intervention, considered one of the main weaknesses of online interventions.Methods: A Randomized Controlled Trial will be conducted from the 22nd of December of 2020 to the first of June 2021. The participants will be assigned to an intervention with elements of Cognitive Behavioral Therapy, Acceptance and Commitment Therapy, Mindfulness and Positive Psychology. The control group will be a wait-list condition, that will receive the intervention 1.5–2 months after the pre-measurement were taken. The Power Size Calculation conducted through G*Power indicated the need for a total of 42 participants, which will be divided by 21 participants in each group. The platform will be delivered through responsive design assuring with this that the intervention will adapt to the screen size of cellphones, tablets, and computers.Ethics and Dissemination: The study counts with the approval of the Research Ethics Committee of the Autonomous University of Ciudad Juárez, México, and it is registered in Clinical Trials. The article is sent and registered in clinical trials before the recruitment started. The results will be reported in future conferences, scientific publications, and media. (shrink)

The outbreak of COVID-19 is a public health crisis that has had a profound impact on society. Stigma is a common phenomenon in the prevalence and spread of infectious diseases. In the crisis caused by the pandemic, widespread public stigma has influenced social groups. This study explores the negative emotions arousal effect from online public stigmatization during the COVID-19 pandemic and the impact on social cooperation. We constructed a model based on the literature and tested it on a sample (...) of 313 participants from the group being stigmatized. The results demonstrate: (1) relevance and stigma perception promote negative emotions, including anxiety, anger, and grief; (2) the arousal of anger and grief leads to a rise in the altruistic tendency within the stigmatized group; and (3) stigmatization-induced negative emotions have a complete mediating effect between perceived relevance and altruistic tendency, as well as perceived stigma and altruistic tendency. For a country and nation, external stigma will promote the group becoming more united and mutual help. One wish to pass the buck but end up helping others unintentionally. We should not simply blame others, including countries, regions, and groups under the outbreak of COVID-19, and everyone should be cautious with the words and actions in the Internet public sphere. (shrink)

The ongoing pandemic caused by coronavirus disease 2019 has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in (...) the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times. (shrink)

The aim of the research is to investigate the effect of eye movement desensitization and reprocessing therapy on post-traumatic stress disorder levels of individuals who can be defined as high-risk groups during the pandemic. Therefore, the online EMDR R-TEP Protocol was applied to a total of 154 individuals working with coronavirus patients, frontline professionals, relatives of coronavirus patients, coronavirus patients, and relatives of someone who died from coronavirus and the PTSD symptom level before, after, and 1 month after therapy (...) was measured and examined. A personal information form and impact of events scale were used to collect data. Analyses showed that EMDR therapy was effective in reducing the PTSD level in all groups. The PTSD levels of frontline professionals continued to decrease until the follow-up test but remained the same in the other groups. (shrink)

PurposeThe COVID-19 pandemic that began in 2019 has had a significant impact on people’s learning and their lives, including a significant increase in the incidence of academic procrastination and negative emotions. The topic of how negative emotions influences academic procrastination has been long debated, and previous research has revealed a significant relationship between the two. The purpose of this study was to further investigate the mediating and buffering effects of online-shopping addiction on academic procrastination and negative emotions.MethodsThe researchers conducted (...) a correlation analysis followed by a mediation analysis and developed a mediation model. The study used stratified sampling and an online questionnaire as the data collection method. In this study, first, five freshmen students at vocational and technical colleges in Guangdong Province, China, were called to distribute the questionnaire. Second, after communicating with them individually, first-year students of Guangdong origin were selected as participants. Finally, 423 freshman students participated by completing the questionnaire. The questionnaire consisted of 4 parts: demographic information, an online-shopping-addiction scale, an academic-procrastination scale and a negative-emotions scale. A total of 423 students, 118 males and 305 females from 10 vocational and technical colleges in Guangdong were surveyed. SPSS 25.0 was used to process and analyze the data. The data collected were self-reported.ResultsThe results showed that: first, academic procrastination was significantly and positively associated with online-shopping addiction. Second, academic procrastination was significantly and positively associated with negative emotions. Third, online-shopping addiction was significantly and positively associated with negative emotions. In addition, academic procrastination had a significant positive predictive effect on online-shopping addiction. Online-shopping addiction had a significant positive predictive effect on negative emotions.ConclusionThis study explored the relationship between students’ academic procrastination, negative emotions, and online-shopping addiction during the COVID-19 pandemic. The results indicated that students’ level of academic procrastination positively influenced their level of online-shopping addiction and negative emotions, and their level of online-shopping addiction increased their negative emotions. In addition, there was a mediating effect between the degree of participants’ online-shopping addiction and their degree of academic procrastination and negative emotions during the pandemic. In other words, with the mediating effect of online-shopping addiction, the higher the level of a participant’s academic procrastination, the more likely that the participant would have a high score for negative emotions. (shrink)

The COVID-19 outbreak has simultaneously increased the need for mental health services and decreased their availability. Brief online self-help interventions that can be completed in a single session could be especially helpful in improving access to care during the crisis. However, little is known about the uptake, acceptability, and perceived utility of these interventions outside of clinical trials in which participants are compensated. Here, we describe the development, deployment, acceptability ratings, and pre–post effects of a single-session intervention, the Common (...) Elements Toolbox, adapted for the COVID-19 crisis to support graduate and professional students. Participants, who were not compensated, were randomly assigned to two of three modules: behavioral activation, cognitive restructuring, and gratitude. Over 1 week, 263 individuals began and 189 individuals completed the intervention. Participants reported that the intervention modules were acceptable, helpful, engaging, applicable to their lives, and could help them manage COVID-related challenges. Participants reported pre- to post-program improvements in secondary control and in the perceived negative impact of the COVID-19 crisis on their quality of life. On average, differences in their perceived ability to handle lifestyle changes resulting from the pandemic were positive, but small and at the level of a non-significant trend. Our results highlight the acceptability and utility of an online intervention for supporting individuals through the COVID-19 crisis. (shrink)

Due to COVID-19 pandemic caused by the virus SARS-CoV-2, in the spring of 2020 Republic of Croatia imposed a lockdown, which included a measure of transferring the educational process on all educational levels from classroom to distance education. Characteristics of learning in higher education during the lockdown were identical to those pertaining to online learning. Aiming to determine the attitudes of students of Josip Juraj Strossmayer University of Osijek towards online learning and the factors affecting their attitudes, we (...) have conducted a quantitative research. In so doing, we have collected the data using the surveying method on a convenient sample via Internet. The results have shown that students have a slightly negative attitude towards online learning, provided that students who have used online learning tools more frequently before the pandemic have a more positive attitude towards it. By applying the technology acceptance model, we have confirmed the indirect correlation between the perceived ease of use of online learning tools and the attitude towards online learning with a strong mediation effect of perceived usefulness of online learning. (shrink)

Amid the COVID-19 pandemic, fear has run rampant across the globe. To curb the spread of the virus, several governments have taken measures to drastically transition businesses, work, and schooling to virtual settings. While such transitions are warranted and well-intended, these measures may come with unforeseen consequences. Namely, one’s fear of COVID-19 may more readily manifest as aggressive behaviors in an otherwise incognito virtual social ecology. In the current research, a moderated mediation model examined the mechanisms underlying the relation between (...) fear of COVID-19 and overt and relational aggressive online behavior among Chinese college students. Utilizing a large sample of Chinese college students, results indicated that moral disengagement mediated the effect of fear of COVID-19 on college students’ overt and relational online aggressive behavior. A positive family cohesion buffered the effect of moral disengagement on relational aggressive behavior, but only for females. The findings, theoretical contributions, and practical implications of the present paper are also discussed. (shrink)

Academic misconduct is a threat to the validity and reliability of online examinations, and media reports suggest that misconduct spiked dramatically in higher education during the emergency shift to online exams caused by the COVID-19 pandemic. This study reviewed survey research to determine how common it is for university students to admit cheating in online exams, and how and why they do it. We also assessed whether these self-reports of cheating increased during the COVID-19 pandemic, along with (...) an evaluation of the quality of the research evidence which addressed these questions. 25 samples were identified from 19 Studies, including 4672 participants, going back to 2012. Online exam cheating was self-reported by a substantial minority (44.7%) of students in total. Pre-COVID this was 29.9%, but during COVID cheating jumped to 54.7%, although these samples were more heterogenous. Individual cheating was more common than group cheating, and the most common reason students reported for cheating was simply that there was an opportunity to do so. Remote proctoring appeared to reduce the occurrence of cheating, although data were limited. However there were a number of methodological features which reduce confidence in the accuracy of all these findings. Most samples were collected using designs which makes it likely that online exam cheating is under-reported, for example using convenience sampling, a modest sample size and insufficient information to calculate response rate. No studies considered whether samples were representative of their population. Future approaches to online exams should consider how the basic validity of examinations can be maintained, considering the substantial numbers of students who appear to be willing to admit engaging in misconduct. Future research on academic misconduct would benefit from using large representative samples, guaranteeing participants anonymity. (shrink)

Academic integrity establishes a code of ethics that transfers over into the job force and is a critical characteristic in scientists in the twenty-first century. A student’s perception of cheating is influenced by both internal and external factors that develop and change through time. For students, the COVID-19 pandemic shrank their academic and social environments onto a computer screen. We surveyed science students in the United States at the end of their first COVID-interrupted semester to understand how and why they (...) believed their peers were cheating more online during a pandemic. Almost 81% of students indicated that they believed cheating occurred more frequently online than in-person. When explaining why they believed this, students touched on proctoring, cheating influences, and extenuating circumstances due to COVID-19. When describing how they believed cheating occurred more frequently online, students touched on methods for cheating and surreptitious behavior. The student reasonings were associated with four theories that have been used to examine academic dishonesty. Our results can aid institutions in efforts to quell student concerns about their peers cheating during emergencies. Interestingly, most student beliefs were mapped to planned behavior theory while only a few students were mapped to neutralization theory, suggesting it was a novel modality of assessment rather than a pandemic that shaped student perceptions. (shrink)

Sacred Harp singers the world over gather weekly to sing out ofThe Sacred Harp, a collection of shape-note songs first published in 1844. Their tradition is highly ritualized, and it plays an important role in the lives of many participants. Following the implementation of lockdown protocols to combat the COVID-19 pandemic, groups of Sacred Harp singers quickly and independently devised a variety of means by which to sing together online using Zoom, Jamulus, and Facebook Live. The rapidity and creativity (...) with which Sacred Harp singers developed ways to sustain their activities attests to the strength and significance of this community of practice, and in this article I describe each modality and provide an account of how it came to be developed and widely used. As a participant-observer, I completed extensive fieldwork across these digital sites and conducted semi-structured interviews with 22 other singers. I found that online singing practices have reshaped the Sacred Harp community. Many singers who did not previously have the opportunity to participate now have access, while others have lost access due to technological barriers or lack of interest in online activities. At the same time, geographical barriers have disintegrated, and singing organizers must make an effort to maintain local identity. A stable community of singers has emerged in the digital realm, but it is by no means identical to the community that predated the pandemic. I also identify the ways in which online singing has proven meaningful to participants by providing continuity in their personal and communal practice. Specifically, online singing allows participants to access and celebrate their collective memories of the Sacred Harp community, carry out significant rituals, and continue to grow as singers. While no single modality replicates the complete Sacred Harp singing experience, together they function “like pieces in a puzzle”, allowing individual participants to access many of the elements of Sacred Harp singing that are most meaningful to them. (shrink)

Since time immemorial, pastoral ministry has been physically present in church buildings, homes and public places, providing face-to-face care and reassurance of God's love and accompaniment. The tragic outbreak and speedy spread of COVID-19 from China triggered unprecedented challenges, dramatically led to restrictive national lockdowns, closure of physical meetings, fundamentally unsettled routine ways of doing ministry and demanded total digitalisation of the gospel, which eventually rendered the ministry of physical presence absent. While doing ministry online seemed to have been (...) working well in other countries, it has been a uniquely different trajectory in Zimbabwe predominantly because of financial, material, human incapacitation as well as cultural and other contextual factors. Scholarly research on online pastoral praxis in Zimbabwe is scanty. Applying Osmer's methodology, this study reviewed lived experiences and challenges of pastors in ministering virtually since the beginning of lockdowns early 2020 hitherto late 2021. It interrogated the ministry of presence and understanding of digitalisation. Amidst a plethora of social, political and economic drawbacks, this article unearthed erratic capability, affordability, availability, connectivity and feasibility of digitalised shepherding. Taking physical presence as incarnation of the triune God, demonstration of love, care and accompaniment as indispensable in pastoral ministry, this article stressed the significance of physical presence. However, considering the prevailing COVID-19 and contextual constrictions, it recommended that pastors should appreciate and submit their congregants to the ubiquitous and indispensable spiritual presence of God while redoubling efforts in ministering through contextually feasible ways until lockdowns end. CONTRIBUTION: This article provides a critical biblical and scholarly review and analysis of the ministry of presence during the COVID-19 pandemic in Zimbabwe. This will provoke pastors, churches and church bodies to rethink and reconsider progressive strategies towards contextually effective pastoral theology, ministry and ecclesiology in times of pandemics in the context of economic volatility. (shrink)