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The COVID-19 pandemic drastically transformed the global education system forever. To sustain the education system, e-learning has been adopted as an alternative teaching-learning strategy in most countries. Due to this sudden transition, teachers had practically no time to prepare themselves for distance learning, especially in developing countrie...
Citations
... The questionnaire was validated through content validity and internal consistency reliability. A panel of 6 experts evaluated the questionnaire on dimensions such as relevance, representativeness, specificity, and clarity using a 5-point rating scale as suggested in study (Ahmmed, Saha, Tamal, & Reynolds, 2022). Cohen's kappa (k) was used to quantify expert agreement, with a k value of .84, ...
The global prevalence of Major Depressive Disorder (MDD) among university students is a major public health concern. However, previous studies rarely emphasized on the contributing factors to MDD among engineering students, particularly in the context of developing countries. Bangladesh is one of them where this issue has yet to be adequately studied. Therefore, the present study sought to bridge this gap by utilizing a quantitative cross-sectional research design to explore the factors affecting MDD among Bangladeshi engineering students. Data were collected from both public and private universities and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that past negative experiences (β = 0.325, t = 4.654, p < 0.001) and an unhealthy lifestyle (β = 0.366, t = 11.015, p < 0.001) are the most prominent predictors of MDD, while educational issues (β = 0.186, t = 6.582, p < 0.001), social media addiction (β = 0.143, t = 4.634, p < .001), and personal relationship issues (β = 0.071, t = 2.443, p < 0.001) are comparatively less predictive in explaining engineering students’ MDD. In contrast, family support and bonding (β = –0.247, t = 8.905, p < .001) were negatively correlated with students’ MDD. The overall findings of this study sheds light on the factors that contribute to MDD among Bangladeshi engineering students and highlights the need for development of coordinated policies aimed at improving the mental health of university students in Bangladesh.
... 14). Based on this sudden shift, teachers are examining their practice and considering different methods to design engaging lessons via online instruction (Ahmmed et al., 2022). ...
This chapter begins with a brief outline of the current Japanese educational system as understood by the author and demonstrates a human need for improved general well-being and inter-personal pedagogy particularly since COVID-19. The term social emotional learning (SEL) was simultaneously introduced in the mid-1990s to the West, while the term having a Zest for Life was promoted in Japan. Policies in Japan have attempted to keep in line with current Western trends in education, yet a gap between policy and practice persists. There are three key areas highlighted—high-stakes testing, enhancing inter-cultural communication, and finding voice—where further implementation of SEL resources and practices could improve outdated approaches and ease social tensions in Japan. This chapter concludes with the hope of inter-connectedness through reading, writing, open resources, and adaptation in classroom practices that would lead to greater understanding of what it means to become a global citizen.
... 14). Based on this sudden shift, teachers are examining their practice and considering different methods to design engaging lessons via online instruction (Ahmmed et al., 2022). ...
This chapter describes an online professional learning series (OPLS) focused on supporting educators in designing P-12 online social-emotional learning (o-SEL) environments. The authors argue there is a need for o-SEL professional learning, which can serve as an ongoing, flexible resource educators can reference as they design their online learning environments (i.e., online classrooms). To participate fully in this OPLS, P-12 educators are situated to participate in professional exercises, guided by design thinking, to identify problems and possible solutions specifically related to their individual online learning environments. Through this process, educators draw upon the content, resources, and online teaching strategies to brainstorm practical solutions to better serve their learners' needs in online learning environments. To earn credit for completing the professional learning modules, educators submit solutions for peer review and professional evaluation. Upon receipt of the feedback, they may revise and resubmit, if needed, to demonstrate their new skills and competencies.
This chapter presents the findings of a research study that examines the impact of online learning on students’ academic achievement and skill acquisition. The study focuses on university students in the Kingdom of Bahrain, particularly those enrolled at Gulf University. A questionnaire was developed as a research tool to assess the effect of online learning, and a sample of 200 students was utilized. The research problem, objectives, hypotheses, and results were discussed within the study. The results indicate a statistically significant effect of online learning on students’ academic achievement. Moreover, students perceive the level of learning obtained in the online classroom to be high, provided that education quality standards are met. The study concludes with several recommendations, including the need to enhance the implementation of online learning in Bahrain and explore effective strategies to improve students’ learning experiences and perceptions of education.
