EDP Sciences logo
Web of Conferences logo
Search
Menu
All issues Volume 157 (2023) SHS Web Conf., 157 (2023) 02003 References
Open Access
Issue
SHS Web Conf.
Volume 157, 2023
2022 International Conference on Educational Science and Social Culture (ESSC 2022)
Article Number 02003
Number of page(s) 6
Section Distance Education Training and Educational Innovation
DOI https://doi.org/10.1051/shsconf/202315702003
Published online 13 February 2023
  1. Cirrincione, L., Plescia, F., Ledda, C., Rapisarda, V., Martorana, D., Moldovan, R. E., Theodoridou, K., & Cannizzaro, E. (2020). COVID-19 andemic: Prevention and protection measures to be adopted at the workplace. Sustainability, 12(9). [Google Scholar]
  2. World Bank. (2020). The COVID-19 crisis response: Supporting tertiary education for continuity, adaptation, and innovation. [Google Scholar]
  3. Afriansyah, A. (2020). Covid-19, transformasi pendidikan dan berbagai problemnya. Pusat Penelitian Kependudukan LIPI, 24. [Google Scholar]
  4. Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 1–30. [CrossRef] [Google Scholar]
  5. Paulsen, J., & McCormick, A. C. (2020). Reassessing disparities in online learner student engagement in higher education. Educational Researcher, 49(1), 20–29. [CrossRef] [Google Scholar]
  6. Lester, D. (2013). A review of the student engagement literature. Focus on colleges, universities & schools, 7(1). [Google Scholar]
  7. Salas‐Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review. British Journal of Educational Technology. [Google Scholar]
  8. Tyler, R. (1969). Educational evaluation: New roles, new methods: The sixty-eighth yearbook of the National Society for the Study of Education, Part II. University of Chicago Press. [Google Scholar]
  9. Pace, C. R. (1984). Measuring the Quality of College Student Experiences. An Account of the Development and Use of the College Student Experiences Questionnaire. [Google Scholar]
  10. Bowen, H.R. (1977). Goals: The intended outcomes of higher education. In J.L. Bess and D.S. Webster (Eds.), Foundations of American Higher Education (2nd ed., pp. 23–37). Upper Saddle River, NJ: Pearson. [Google Scholar]
  11. Bowen, S. (2005). Engaged learning: Are we all on the same page? Peer Review, 7(2), 4–7. [Google Scholar]
  12. Krause, K. L., & Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), 493–505. [CrossRef] [Google Scholar]
  13. Glanville, J. L., & Wildhagen, T. (2007). The Measurement of School Engagement Assessing Dimensionality and Measurement Invariance across Race and Ethnicity. Educational and Psychological Measurement, 67, 1019–1041. [CrossRef] [Google Scholar]
  14. Fredricks, J.A., Blumenfeld, P.C., and Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. [CrossRef] [Google Scholar]
  15. Cullen, M. W., Geske, J. B., Anavekar, N. S., McAdams, J. A., Beliveau, M. E., Ommen, S. R., & Nishimura, R. A. (2019). Reinvigorating Continuing Medical Education: Meeting the Challenges of the Digital Age. Mayo Clinic Proceedings, 94(12), 2501–2509. [CrossRef] [Google Scholar]
  16. Rajab, M. H., Gazal, A. M., & Alkattan, K. (2020). Challenges to Online Medical Education During the COVID-19 Pandemic. Cureus, 12(7). https://doi.org/10.7759/cureus.8966 [Google Scholar]
  17. De la Fuente, C., Guadagnin, E. C., Kunzler, M. R., & Carpes, F. P. (2021). Programming course for health science as a strategy to engage students during the coronavirus pandemic. Advances in Physiology Education, 45(1), 53– 58. [CrossRef] [Google Scholar]
  18. Delgado, F. (2021). Teaching physics for computer science students in higher education during the COVID-19 pandemic: A fully internet-supported course. Future Internet, 13 (2), 35. [CrossRef] [Google Scholar]
  19. Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students’ Perspectives. Online Submission, 2(1), 45–51. [Google Scholar]
  20. Ferreira, D., MacLean, G., & Center, G. E. (2018). Andragogy in the 21st century: Applying the assumptions of adult learning online. Language Research Bulletin, 32, 10 –19. [Google Scholar]
  21. Regalado-Pezua, O., & Galeano, M. L. T. (2022). From Face-to-face education to online education: Challenges at a business school in Peru. In A. Zhuplev & R. Koepp (Eds.), Global trends, dynamics, and imperatives for strategic development in business education in an age of disruption (pp. 149– 170). IGI Global. [Google Scholar]
  22. Naik, G. L., Deshpande, M., Shivananda, D. C., Ajey, C. P., & Manjunath Patel, G. C. (2021). Online Teaching and Learning of Higher Education in India during COVID-19 Emergency Lockdown. Pedagogical Research, 6(1). [Google Scholar]
  23. Elfirdoussi, S., Lachgar, M., Kabaili, H., Rochdi, A., Goujdami, D., & El Firdoussi, L. (2020). Assessing distance learning in higher education during the COVID-19 pandemic. Education Research International, 2020. [Google Scholar]
  24. Almossa, S. Y. (2021). University students’ perspectives toward learning and assessment during COVID-19. Education and Information Technologies, 26(6), 7163–7181. [CrossRef] [Google Scholar]
  25. Oana, L. U. P., & Mitrea, E. C. (2021). Online learning during the pandemic: Assessing disparities in student engagement in higher education. Journal of Pedagogy, 1, 31–50. [Google Scholar]
  26. El-Sayad, G., Md Saad, N. H., & Thurasamy, R. (2021). How higher education students in Egypt perceived online learning engagement and satisfaction during the COVID-19 pandemic. Journal of Computers in Education. h [Google Scholar]
  27. Ford, M. E. (1992). Human motivation: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage. [CrossRef] [Google Scholar]
  28. Reeves, J. R. (2006). Secondary teacher attitudes toward including English-language learners in mainstream classrooms. Journal of Educational Research, 99(3), 131–143. [CrossRef] [Google Scholar]
  29. Usher, E. L., Golding, J. M., Han, J., Griffiths, C. S., McGavran, M. B., Brown, C. S., & Sheehan, E. A. (2021). Psychology students’ motivation and learning in response to the shift to remote instruction during COVID-19. Scholarship of Teaching and Learning in Psychology. [Google Scholar]
  30. Aguilera, P. (2020). College Students’ Use and Acceptance of Emergency Online Learning Due to COVID-19. International Journal of Educational Research Open, 1. [Google Scholar]
  31. Kemp, A., Palmer, E., & Strelan, P. (2019). A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models. British Journal Education Technology, 50, 2394–2413. [CrossRef] [Google Scholar]
  32. Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. [CrossRef] [Google Scholar]
  33. Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31–39. [CrossRef] [Google Scholar]
  34. Hara, N. (2000). Student distress in a web-based distance education course. Information, Communication & Society, 3(4), 557–579. [Google Scholar]
  35. Petrides, L. A. (2002). Web-based technologies for distributed (or distance) learning: Creating learning-centered educational experiences in the higher education classroom. International journal of instructional media, 29(1), 69. [Google Scholar]
  36. Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. The Internet and higher education, 6(1), 77–90. [CrossRef] [Google Scholar]
  37. Naseer, S., & Rafique, S. (2021). Moderating role of teachers’ academic support between students’ satisfaction with online learning and academic motivation in undergraduate students during COVID-19. Education Research International, 2021. [Google Scholar]
  38. Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. [CrossRef] [Google Scholar]
  39. Wolters, C. A., & Benzon, M. B. (2013). Assessing and predicting college students’ use of strategies for the self-regulation of motivation. The Journal of Experimental Education, 81(2), 199–221. [CrossRef] [Google Scholar]
  40. Kim, Y., Brady, A. C., & Wolters, C. A. (2020). College students’ regulation of cognition, motivation, behavior, and context: Distinct or overlapping processes? Learning and Individual Differences, 80, 101872. [CrossRef] [Google Scholar]
  41. Hamdan, K. M., Al-Bashaireh, A. M., Zahran, Z., Al-Daghestani, A., AL-Habashneh, S., & Shaheen, A. M. (2021). University students’ interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2). International Journal of Educational Management, ahead-of-print(ahead-of-print). [Google Scholar]
  42. Molina Gutiérrez, T. de J., Lizcano Chapeta, C. J., Quintero Arjona, G., & Burbano García, L. H. (2021). La investigación acción y el desarrollo de competencias para el ejercicio del derecho. Dilemas Contemporáneos: Educación, Política Y Valores. [Google Scholar]
  43. Kuo, Y.-C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50. [CrossRef] [Google Scholar]
  44. Lin, L.- C., Hung, I.- C., & Chen, N.- S. (2019). The impact of student engagement on learning outcomes in a cyber-flipped course. Educational Technology Research and Development, 67(6), 1573 – 1591. [CrossRef] [Google Scholar]
  45. Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. [CrossRef] [Google Scholar]
  46. Zhang, Z. (2017). Student engagement with computer-generated feedback: A case study. ELT Journal, 71(3),317– 328. [Google Scholar]
  47. Harvey, H.L., Parahoo, S. and Santally, M. (2017), “Should gender differences be considered when assessing student satisfaction in the online learning environment for millennials?”, Higher Education Quarterly, Vol. 71 No. 2, pp. 141–158. [CrossRef] [Google Scholar]
  48. Landrum, B., Bannister, J., Garza, G., & Rhame, S. (2020). A class of one: Students’ satisfaction with online learning. Journal of Education for Business, 96(2), 82–88. [Google Scholar]
  49. Kovačević, I., Labrović, J. A., Petrović, N., & Kužet, I. (2021). Recognizing predictors of students’ emergency remote online learning satisfaction during COVID-19. Education Sciences, 11(11), 693. [CrossRef] [Google Scholar]
  50. Ferrer, J., Ringer, A., Saville, K., Parris, M. A., & Kashi, K. (2022). Students’ motivation and engagement in higher education: The importance of attitude to online learning. Higher Education, 83, 317– 338. [CrossRef] [Google Scholar]
  51. Jiang, H., Islam, A. Y. M., Gu, X., & Spector, J. M. (2021). Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between Eastern and Western Chinese universities. Education and information technologies, 26(6), 6747–6769. [CrossRef] [Google Scholar]
  52. Chen, V., Sandford, A., LaGrone, M., Charbonneau, K., Kong, J., & Ragavaloo, S. (2022). An exploration of instructors’ and students’ perspectives on remote delivery of courses during the COVID‐19 pandemic. British Journal of Educational Technology, 53(3), 512–533. [CrossRef] [Google Scholar]
  53. Scherer, R. W., & Saldanha, I. J. (2019). How should systematic reviewers handle conference abstracts? A view from the trenches. Systematic reviews, 8(1), 1–6. [CrossRef] [Google Scholar]
  54. Thongsri, N., Shen, L., & Bao, Y. (2019). Investigating academic major diferences in perception of computer self-efcacy and intention toward e-learning adoption in China. Innovations in Education and Teaching International. [Google Scholar]
  55. Yalçın, M. E., & Kutlu, B. (2019). Examination of students’ acceptance of and intention to use learning management systems using extended TAM. British Journal of Educational Technology, 50(5),2414–2431. [CrossRef] [Google Scholar]
  56. Bin, E., Islam, A. Y. M. A., Gu, X., Spector, J. M., & Wang, F. (2020). A study of Chinese technical and vocational college teachers’ adoption and gratifcation in new technologies. British Journal of Educational Technology. [Google Scholar]
  57. Zeng, X., & Wang, T. (2021). College Student Satisfaction with Online Learning during COVID-19: A review and implications. International Journal of Multidisciplinary Perspectives in Higher Education, 6(1), 182–195. [Google Scholar]
  58. Baker, L. A. & Cavinato, A. G. (2020). Teaching analytical chemistry in the time of COVID-19. Analytical Chemistry, 92 (15), 10185–10186. DOI: 10.1021/acs.analchem.0c02981 [CrossRef] [Google Scholar]
  59. Jamieson, M. V. (2020). Keeping a learning community and academic integrity intact after a mid-terms shift to online learning in chemical engineering design during the COVID-19 pandemic. [Google Scholar]
  60. Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online Learning Readiness among University Students in Malaysia amidst COVID-19. Asian Journal of UniversityEducation, 16(2), 46–58. [Google Scholar]
  61. Wart, M. V., Ni, A. Y., Ready, D., Shayo, C. & Court, J. (2020). Factors leading to online learner satisfaction. Business Education Innovation Journal, 12(1), 14–24 Innovation Journal, 12(1), 14–24 [Google Scholar]
  62. Qiao, P., Zhu, X., Guo, Y., Sun, Y., & Qin, C. (2021). The Development and Adoption of Online Learning in Pre- and Post-COVID-19: Combination of Technological System Evolution Theory and Unified Theory of Acceptance and Use of Technology. Journal of Risk and Financial Management, 14(4), 162. [CrossRef] [Google Scholar]
  63. Huang, L., & Zhang, T. (2022). Perceived social support, psychological capital, and subjective well-being among college students in the context of online learning during the COVID-19 pandemic. The Asia-Pacific Education Researcher, 31(5), 563–574. [CrossRef] [Google Scholar]
  64. Mendoza-Lizcano, S. M., Palacios Alvarado, W., & Medina Delgado, B. (2020). Influence of COVID-19 confinement on physics learning in engineering and science students. Journal of Physics: Conference Series, [Google Scholar]
  65. Yasmin, H., Khalil, S., & Mazhar, R. (2020). COVID 19: Stress management among students and its impact on their effective learning. International technology and education journal, 4(2), 65–74. [Google Scholar]
  66. Puranachaikere, T., Hataiyusuk, S., Anupansupsai, R., In-Iw, S., Saisavoey, N., Techapanuwat, T., … & Ratanapichayachai, D. (2021). Stress and associated factors with received and needed support in medical students during COVID-19 pandemic: a multicenter study. Korean Journal of Medical Education, 33(3), 203. [CrossRef] [Google Scholar]
  67. Nimavat, N., Singh, S., Fichadiya, N., Sharma, P., Patel, N., Kumar, M., … & Pandit, N. (2021). Online medical education in India–different challenges and probable solutions in the age of COVID-19. Advances in Medical Education and Practice, 12, 237. [CrossRef] [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.