Academic literature on the topic 'Distance Learning V/S Virtual Learning'

<strong>Morhan V., Bakhmetieva A. Learning platforms as components of the communication environment in schools during quarantine </strong> The article examines the components of the modern network communication environment of secondary school and the features of use of these components in terms of distance learning. The main components of the school virtual information and communication space are also considered: the official website, official and unofficial accounts in social networks, groups in instant messengers, own channel on YouTube&rsquo;s video hosting. They emphasize their importance for the formation of technological skills of users and the creation of a non-educational communication space in the conditions of school quarantine or partial isolation of students and teachers, as well as the involvement of parents in the communication process. Summarizing the experience of usage of several educational platforms at KZ &quot;Novomykolaivska SZSh №1 I-III degrees&quot; during the period of quarantine in 2020, their advantages and disadvantages are analyzed. In particular, the method of comparative analysis helps to examine the practice of teachers who use such educational platforms as PROMETHEUS, iLEARN, MOODLE, MY CLASS, PADLET, LEARNINGAPPS, CLASSTIME, GOOGLE FORMS, summarize the difficulties faced by teachers and students. The empirical basis of the study is the experience in creating and mastering the virtual educational, information and communication space of the school during the quarantine in March-May 2020.

Purpose of research.Today, one of the main tasks of distance education is a personification of learning, taking into account the mental and physical states of students. Therefore, the purpose of research, conducted by the Institute of Distance and Additional Professional Education of Ulyanovsk State Technical University is to develop a model of a regional distance education system for persons with disabilities based on an inclusive paradigm. One of the model’s components is the organization of training methods, the identification of which was the original purpose of the study, the intermediate result of which is described in the proposed paper.Materials and methods.In order to achieve the purpose of the research, we use a systematic approach, since the inclusive regional distance education system for persons with disabilities is a part of the social system with its structure, characteristics, principles, and laws of development, and a subject-subject approach based on the idea of the individual’s subject activity in his/her life processes.The paper provides a brief retrospective analysis of the distance education development in Russia and abroad. The foreign authors’ works in the field of distance education (D.R. Garrison, B. Holmberg, M. Jeffries, D. Keegan, O. Peters) belong to an earlier period and serve as a starting point for Russian scientists A. Andreev, E. Polat, V.Soldatkin, V. Tikhomirov, S. Shchennikov.A number of well-established classifications of training methods are given and the thesis is suggested that technological innovations lead to a significant expansion of pedagogical methods and techniques, pedagogical innovations that affect the nature of distance education activities for people with disabilities.Results.The result of the first stage of our research work is the propose and description of the author’s methods of organizing the education for children with disabilities: the method of adaptive and expert borrowing, the method of variable and dual training, the method of evolutionary and expert development, and the method of inclusive group virtual learning. These methods expand pedagogicalknowledge. The authors validate feasibility of the possibility of borrowing the benefits of e-learning to study humanities, natural and technical sciences, and propose the tools that allow adapting training to the students’ characteristics, regardless of their physical disabilities. Since the introduction to various fields of activity is difficult for children with disabilities, a dual education system based on the interaction of vocational education institutions and enterprises may provide an opportunity to try themselves in different professions. A virtual company is proposed to be an “employer”.Conclusion.The project deliverable will be a model of an inclusive regional distance education system for children with disabilities, developing and supplementing the theoretical, methodological and technological foundations of e-learning. In the future, a set of conditions for the functioning and development of an inclusive regional distance education system for children with disabilities will be identified, causing the learning process in the system under study. This system is characterized by the use of distance learning technologies with adaptive and expert support of the educational process, borrowing the benefits of e-learning from various areas of knowledge, and defining organizational, technical and pedagogical support for the implementation of the learning process for persons with disabilities.

The rapid spread of Corona Virus 2019 known as COVID 19 has brought disturbance to a large number of people’s lives and economic stability. It has greatly challenged the people’s holistic way of life with uncertainties considering the significant public health risks COVID-19 poses. This pandemic has affected the global educational systems which led to delve into advanced teaching-learning tools or modalities that would help bring about the transition from the usual face-to-face mode to flexible learning. The objective of this study was to find out the perception of the respondents on the implementation of Flexible Learning in the delivery of nursing education programs as the basis for the recommended course of actions in the schools of nursing. This is a descriptive-quantitative study, which utilized a self-rated standardized questionnaire—The flexibility questionnaire developed by Bergamin et al., (2012). The questionnaires were purposively administered to a total of sixty-six (66) respondents composed of the deans, coordinators/program heads, and faculty members of selected nursing schools in Metro Manila. The results had shown that the respondents agreed to all indicators mentioned in the survey tool. It has therefore shown in this study that respondents desired an approach to flexible learning in which teaching and learning could exercise regulation and jurisdiction.ReferencesAlly, M. (2004). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning. 15–44. Athabasca University Press.Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with Internet-based MBA courses. Journal of Management Education, 24(1), 32–54. doi:10.1177/105256290002400104.Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., &amp; Lai, S.-L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6. doi:10.1016/j.iheduc.2008.10.005.Bergamin, P.B., Werlen, E.,Siegenthaler, E., &amp; Zizka, S. (2012). The relationship between flexible and self-regulated learning in open and distance universities. International Review of Research in Open and Distance Learning. 13(2), 101-103.Daniel, J. (2020). Education and the Covid 19 pandemic. Viewpoints/Controversies. https://doi.org/10.1007/s11125-020-09464-3.Ghebreyesus, T. (2020). Addressing mental health needs: an integral part of COVID 19 response. World Psychiatry. 19(2), 129-30.Hart, I. (2000). Learning and the “F” word. Educational Media International, 37(2), 98-101. doi:10.1080/095239800410388.Lewis, R. &amp; Spencer, D. (1986). What is Open Learning?. Council for Educational Technology.Moran, L., &amp; Myringer, B. (1999). Flexible learning and university change. In K. Harry (Ed.), Higher education through open and distance learning: World review of distance education and open learning.157–171. Routledge.Palmer, S.R. (2011). The lived experience of flexible education –theory, policy and practice. Journal of University Teaching and Learning Practice. 8(3), 16.Sadler‐Smith, E., &amp; Smith, J. P. (2004). Strategies for accommodating individuals’ styles andpreferences in flexible learning programmes. British Journal of Educational Technology, 35(4), 395–412. doi:10.1111/j.0007-1013.2004.00399.Shurville, S., O’Grady, T. and Mayall, P. (2008). Educational and institutional flexibility of Australian Educational Software. Campus-Wide Information Systems, Emerald Group Publishing Limited. 25(2), 74-84.Tucker, R. &amp; Morris, G. (2012). By Design: Negotiating Flexible Learning in the Built Environment. Discipline Research in Learning Technology, Co-Action Publishing. 20(1).United Nations. (2020). Policy brief: COVID 19 and the need for action on mental health.

The online teaching system is based on a high-tech framework to realize the integration and utilization of existing resources. Applying the online teaching system to distance learning education will help practitioners or self-study people to obtain learning resources more conveniently and quickly. With the development of technology and the social environment, more and more people are participating in online teaching. This has led to rapid growth in online teaching. However, when users use it, there are still problems, such as poor system interaction performance, and cumbersome interface. The construction of a system dynamics model is based on powerful system dynamics methodology and rules to analyze and solve complex problems and make optimal judgments. Through this research, we can get (1). to design the dynamic model music online teaching components: student user table, teacher user table, administrator table, virtual classroom, electronic courseware table, and multimedia music library table. (2). To correct the audio quality, audio speed, audio height, initial efficiency, initial efficiency parameters, video quality, and video traffic. The 3A-10 group has the best effect (k = 13.9, c = 0.30, A = 3.27, α = 0.80, Β = 1.67, and γ = −4.31). (3). During the appreciation of different music types (groups A, B, C, D, E, and F), the scores were evaluated according to the dynamic model, and the scores were found to be better than 106. (4). The comparison of kinetic equations, Kuramoto, and LIF shows that the scores of the kinetic equations are significantly better than the other two models. In the kinetic model, F-s = 0.81, F-c = 0.66, D-s = 0.81, D-c = 0.71, H-s = 0.72, H-c = 0.56, V-s = 0.65, and V-c = 0.75.

Healthcare education and practice has significantly been impacted by COVID-19. This includes the challenge on pedagogical approaches that highlight the potential of technology to facilitate innovative new approaches in response to social distancing, lockdowns, remote learning and improving the patient experience and positive outcomes. Many of these innovative approaches are not fundamentally new but are now seeing relevance beyond early adopters to mainstream implementation. This presentation draws upon collaborations with educational researchers and technologists that have explored the integration of technology into healthcare education and practice.&#x0D; &#x0D; COVID-19 Adversity to Opportunity&#x0D; Many healthcare programmes required reenvisaging teaching and learning approaches in response to COVID-19 restrictions. This had a particular impact on the development of interpersonal and practical knowledge and skills essential for healthcare graduates.&#x0D; &#x0D; The limited access to on-campus learning provided an opportunity for both institutional and individual evaluation of pedagogical practices. The affordances of traditional, didactic, and “hands-on” skills were compared with those that could be facilitated using online asynchronous/ synchronous strategies. A particular concern was the development of the interpersonal and practical skills required in safe and effective healthcare practice. Alongside easing of restrictions, these skills were adapted using online demonstrations within the limits of socially distanced “bubbles”, telehealth and limited clinical placements. Reconsideration of summative assessments was also required- with the introduction online synchronous and asynchronous verbal assessments, and asynchronous submissions of practical skills online (Cochrane et al., 2021; Narayan et al., 2021).&#x0D; &#x0D; In the prospect of COVID-19 restrictions continuing to lift, it is envisioned that most of the reenvisaged pedagogical approaches to healthcare education will persist, without compromising student critical thinking or practical skills.&#x0D; &#x0D; Interprofessional Collaboration&#x0D; This presentation will highlight the importance of interprofessional collaboration in healthcare curriculum design using a Design-Based-Research methodology (Chen et al., 2020; Kartoğlu et al., 2020) to facilitate authentic learning and develop self-determined learning capabilities for healthcare professionals.&#x0D; &#x0D; DBR- Design Principles in response to COVID&#x0D; Transferable design principles will be introduced for enhancing healthcare education that will improve practice in a COVID19 world, particularly drawing from eight healthcare projects including: STUDIO602 – enhancing clinical practice with mobile technologies (Cochrane &amp; Sinfield, 2021), developing a virtual reality handover experience for healthcare students (Cochrane et al., 2018), using immersive reality to develop critical thinking in clinical health education (Stretton et al., 2018), enhancing first responder clinical simulation education using immersive reality and biometrics (Cochrane et al., 2020), designing authentic learning for graduate entry nursing students (Macdiarmid et al., 2021), designing public and environmental health education (Kersey et al., 2018), Biomedical engineering (Lam et al., 2021), and physiology education (Fabris et al., 2019).&#x0D; References&#x0D; &#x0D; Chen, W., Sandars, J., &amp; Reeves, T. C. (2020). Navigating complexity: The importance of design-based research for faculty development. Medical Teacher, 1-3. https://doi.org/10.1080/0142159X.2020.1774530&#x0D; Cochrane, T., Aiello, S., Cook, S., Aguayo, C., &amp; Wilkinson, N. (2020). MESH360: A framework for designing MMR enhanced Clinical Simulations [Journal]. Research in Learning Technology, 28(Mobile Mixed Reality - Themed Collection). https://doi.org/10.25304/rlt.v28.2357&#x0D; Cochrane, T., Narayan, V., Aiello, S., Birt, J., Cowie, N., Cowling, M., Deneen, C., Goldacre, P., Alizadeh, M., Sinfield, D., Stretton, T., &amp; Worthington, T. (2021, 29th November- 1st December 2021). Post Pandemic Socially Constructed Blended Synchronous Learning: Vignettes from the Mobile Learning SIG. ASCILITE 2021: 38th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of New England (UNE), Armidale, Australia.&#x0D; Cochrane, T., &amp; Sinfield, D. (2021). STUDIO602: A model for designing real world collaborations between Higher education and Industry. In K. MacCallum &amp; D. Parsons (Eds.), Industry Practices, Processes and Techniques Adopted in Education - Supporting innovative teaching and learning practice (Vol. In preparation). Springer. http://davidparsons.ac.nz/industry-in-ed/&#x0D; Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., &amp; Narayan, V. (2018). Authentic Interprofessional Health Education Scenarios using Mobile VR [Journal]. Research in Learning Technology, 26, 2130. https://doi.org/10.25304/rlt.v26.2130&#x0D; Fabris, C. P., Rathner, J. A., Fong, A. Y., &amp; Sevigny, C. P. (2019). Virtual Reality in Higher Education. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 27(8).&#x0D; Kartoğlu, Ü., Siagian, R. C., &amp; Reeves, T. C. (2020). Creating a "Good Clinical Practices Inspection" Authentic Online Learning Environment through Educational Design Research. TechTrends : for leaders in education &amp; training, 1-12. https://doi.org/10.1007/s11528-020-00509-0&#x0D; Kersey, K., Lees, A., Conn, C., Cochrane, T., Narayan, V., &amp; Williams, M. (2018). “Context matters”: The challenges and opportunities of designing tertiary public and environmental health education in South Auckland. Pacific Health, 1(1), 1-12. https://doi.org/https://doi.org/10.24135/pacifichealth.v1i1.8&#x0D; Lam, L., Cochrane, T., Rajagopal, V., Davey, K., &amp; John, S. (2021). Enhancing student learning through trans-disciplinary project-based assessment in bioengineering. Pacific Journal of Technology Enhanced Learning, 3(1), 4-5. https://doi.org/10.24135/pjtel.v3i1.80&#x0D; Macdiarmid, R., Winnington, R., Cochrane, T., &amp; Merrick, E. (2021). Using educational design research to develop authentic learning for Graduate Entry Nursing students in New Zealand. Nurse Education in Practice, 102965. https://doi.org/10.1016/j.nepr.2021.102965&#x0D; Narayan, V., Cochrane, T., Aiello, S., Birt, J., Cowie, N., Cowling, M., Deneen, C., Goldacre, P., Alizadeh, M., Sinfield, D., Stretton, T., &amp; Worthington, T. (2021, 29 November - 1 December). Mobile learning and socially constructed blended learning through the lens of Activity Theory. ASCILITE 2021: 38th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of New England (UNE), Armidale, Australia.&#x0D; Stretton, T., Cochrane, T., &amp; Narayan, V. (2018). Exploring Mobile Mixed Reality in Healthcare Higher Education: A Systematic Review [Journal]. Research in Learning Technology, 26, 2131. https://doi.org/10.25304/rlt.v26.2131

Cognitive learning during the COVID-19 pandemic encountered many obstacles, but the use of various gadgets could be an effective solution in early childhood learning, especially to prepare them to enter the elementary school level. This study aims to describe the online cognitive learning process (OCL) in early childhood during the COVID-19 and new era of the pandemic through integrated technology and hybrid learning. This study uses a qualitative approach with a case study involving two ECE teachers and one principal. Data analysis using Miles and Huberman models. The findings of this study explain the importance of the teacher's role in OCL and its constraints, how parent-teacher collaboration is the key to successful cognitive improvement through online learning, and the implementation of OCL through effective learning to prevent learning loss. Further research in distance and hybrid learning, especially for early childhood, is expected to give birth to various new learning models and methods that are integrated with technology towards online teaching-learning when needed.&#x0D; Keywords: early childhood, cognitive online learning, integrated technology, hybrid learning&#x0D; References:&#x0D; Ansari, A., &amp; Purtell, K. M. (2017). Activity settings in full-day kindergarten classrooms and children’s early learning. Early Childhood Research Quarterly, 38, 23–32. https://doi.org/10.1016/j.ecresq.2016.09.003&#x0D; Bacher-Hicks, A., Goodman, J., &amp; Mulhern, C. (2021). Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time. Journal of Public Economics, 193, 104345. https://doi.org/10.1016/j.jpubeco.2020.104345&#x0D; Borup, J., Graham, C. R., West, R. E., Archambault, L., &amp; Spring, K. J. (2020). Academic Communities of Engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x&#x0D; Danovitch, J. H. (2019). Growing up with Google: How children’s understanding and use of internet‐based devices relates to cognitive development. Human Behavior and Emerging Technologies, 1(2), 81–90. https://doi.org/10.1002/hbe2.142&#x0D; Davies, T. (2016). Mind change: How digital technologies are leaving their mark on our brains. New Media &amp; Society, 18(9), 2139–2141. https://doi.org/10.1177/1461444816652614&#x0D; Davis, A. N., Carlo, G., Gulseven, Z., Palermo, F., Lin, C.-H., Nagel, S. C., Vu, D. C., Vo, P. H., Ho, T. L., &amp; McElroy, J. A. (2019). Exposure to environmental toxicants and young children’s cognitive and social development. Reviews on Environmental Health, 34(1), 35–56. https://doi.org/doi:10.1515/reveh-2018-0045&#x0D; Dias, M. J. A., Almodóvar, M., Atiles, J. T., Vargas, A. C., &amp; Zúñiga León, I. M. (2020). Rising to the Challenge: Innovative early childhood teachers adapt to the COVID-19 era. Childhood Education, 96(6), 38–45. https://doi.org/10.1080/00094056.2020.1846385&#x0D; Dong, C., Cao, S., &amp; Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440&#x0D; Engzell, P., Frey, A., &amp; Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. https://doi.org/10.1073/pnas.2022376118&#x0D; Ford, T. G., Kwon, K.-A., &amp; Tsotsoros, J. D. (2021). Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities. Children and Youth Services Review, 131, 106297. https://doi.org/10.1016/j.childyouth.2021.106297&#x0D; Graham, C. R., Borup, J., Pulham, E., &amp; Larsen, R. (2019). K–12 Blended Teaching Readiness: Model and Instrument Development. Journal of Research on Technology in Education, 51(3), 239–258. https://doi.org/10.1080/15391523.2019.1586601&#x0D; Hassan, M. N., Abdullah, A. H., Ismail, N., Suhud, S. N. A., &amp; Hamzah, M. H. (2018). Mathematics Curriculum Framework for Early Childhood Education Based on Science, Technology, Engineering and Mathematics (STEM). International Electronic Journal of Mathematics Education, 14(1). https://doi.org/10.12973/iejme/3960&#x0D; Hrastinski, S., Cleveland-Innes, M., &amp; Stenbom, S. (2018). Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills: Tutoring online tutors. British Journal of Educational Technology, 49(1), 127–136. https://doi.org/10.1111/bjet.12525&#x0D; Hu, X., Chiu, M. M., Leung, W. M. 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(2016). Teachers’ concerns about adopting constructivist online game-based learning in formal curriculum teaching: The VISOLE experience. British Journal of Educational Technology, 47(4), 601–617. https://doi.org/10.1111/bjet.12247&#x0D; Joubert, I., &amp; Harrison, G. D. (2021). Revisiting Piaget, his contribution to South African early childhood education. Early Child Development and Care, 191(7–8), 1002–1012. https://doi.org/10.1080/03004430.2021.1896499&#x0D; Kesäläinen, J., Suhonen, E., Alijoki, A., &amp; Sajaniemi, N. (2022). Children’s play behaviour, cognitive skills and vocabulary in integrated early childhood special education groups. International Journal of Inclusive Education, 26(3), 284–300. https://doi.org/10.1080/13603116.2019.1651410&#x0D; Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6&#x0D; Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., &amp; Liu, J. (2020). Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918&#x0D; Lau, E. Y. H., &amp; Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925&#x0D; Lau, E. Y. H., &amp; Ng, M. L. (2019). Are they ready for home-school partnership? Perspectives of kindergarten principals, teachers and parents. Children and Youth Services Review, 99, 10–17. https://doi.org/10.1016/j.childyouth.2019.01.019&#x0D; Miles, M. B., Huberman, A. M., &amp; Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc.&#x0D; Mirau, E. (2017). Online Learning for Early Childhood Education Students [University of Victoria]. https://dspace.library.uvic.ca//handle/1828/8513&#x0D; Neumann, D., Peterson, E. R., Underwood, L., Morton, S. M. B., &amp; Waldie, K. E. (2021). The development of cognitive functioning indices in early childhood. Cognitive Development, 60, 101098. https://doi.org/10.1016/j.cogdev.2021.101098&#x0D; Orben, A., &amp; Przybylski, A. K. (2019). The association between adolescent well-being and digital technology use. Nature Human Behaviour, 3(2), 173–182. https://doi.org/10.1038/s41562-018-0506-1&#x0D; Peng, P., &amp; Kievit, R. A. (2020). The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective. Child Development Perspectives, 14(1), 15–20. https://doi.org/10.1111/cdep.12352&#x0D; Pérez-Pereira, M., Fernández, M. P., Gómez-Taibo, M. L., Martínez-López, Z., &amp; Arce, C. (2020). A Follow-Up Study of Cognitive Development in Low Risk Preterm Children. International Journal of Environmental Research and Public Health, 17(7). https://doi.org/10.3390/ijerph17072380&#x0D; Ranjitkar, S., Hysing, M., Kvestad, I., Shrestha, M., Ulak, M., Shilpakar, J. S., Sintakala, R., Chandyo, R. K., Shrestha, L., &amp; Strand, T. A. (2019). Determinants of Cognitive Development in the Early Life of Children in Bhaktapur, Nepal. Frontiers in Psychology, 10. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02739&#x0D; Reuben, A., Arseneault, L., Belsky, D. W., Caspi, A., Fisher, H. L., Houts, R. M., Moffitt, T. E., &amp; Odgers, C. (2019). Residential neighborhood greenery and children’s cognitive development. Social Science &amp; Medicine, 230, 271–279. https://doi.org/10.1016/j.socscimed.2019.04.029&#x0D; Richardson, J. C., Maeda, Y., Lv, J., &amp; Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417. https://doi.org/10.1016/j.chb.2017.02.001&#x0D; Saeed, M., Malik, R. N., &amp; Kamal, A. (2020). Fluorosis and cognitive development among children (6–14 years of age) in the endemic areas of the world: A review and critical analysis. Environmental Science and Pollution Research, 27(3), 2566–2579. https://doi.org/10.1007/s11356-019-06938-6&#x0D; Schoon, I., Nasim, B., &amp; Cook, R. (2021). Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes. British Educational Research Journal, 47(5), 1259–1280. https://doi.org/10.1002/berj.3724&#x0D; Simon, L., Nusinovici, S., Flamant, C., Cariou, B., Rouger, V., Gascoin, G., Darmaun, D., Rozé, J.-C., &amp; Hanf, M. (2017). Post-term growth and cognitive development at 5 years of age in preterm children: Evidence from a prospective population-based cohort. PLOS ONE, 12(3), e0174645. https://doi.org/10.1371/journal.pone.0174645&#x0D; Singh, J., Steele, K., &amp; Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, &amp; Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865&#x0D; Szente, J. (2020). Live Virtual Sessions with Toddlers and Preschoolers Amid COVID-19: Implications for Early Childhood Teacher Education. Journal of Technology and Teacher Education, 28(2), 373–380.&#x0D; Taylor, M. E., &amp; Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7&#x0D; Thai, K. P., &amp; Ponciano, L. (2016). Improving Outcomes for At-Risk Prekindergarten and Kindergarten Students with a Digital Learning Resource. 31.&#x0D; Trikoilis, D., &amp; Papanastasiou, E. C. (2020). The Potential of Research for Professional Development in Isolated Settings During the Covid-19 Crisis and Beyond. Journal of Technology and Teacher Education, 28(2), 295–300.&#x0D; Troseth, G. L., &amp; Strouse, G. A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child-Computer Interaction, 12, 3–7. https://doi.org/10.1016/j.ijcci.2016.12.002&#x0D; Watanabe, N. (2019). Effective Simple Mathematics Play at Home in Early Childhood: Promoting both Non-cognitive and Cognitive Skills in Early Childhood. International Electronic Journal of Mathematics Education, 14(2). https://doi.org/10.29333/iejme/5739&#x0D; Zauche, L. H., Thul, T. A., Mahoney, A. E. D., &amp; Stapel-Wax, J. L. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318–333. https://doi.org/10.1016/j.ecresq.2016.01.015

This study investigated how cooperative learning affected students' academic performance in an online higher education environment. Its specific goal was to find out whether, in comparison to conventional online learning techniques, including cooperative learning activities could improve academic achievement. An experimental control group with a pre-test and post-test design was used. All students enrolled in the Virtual University of Pakistan's Fall semester undergraduate course "Test Development and Evaluation" were included in the population. A sample of seventy-three students was chosen and split into two groups: a control group consisting of 38 participants and an experimental group consisting of 35 individuals. In order to incorporate cooperative learning into the online learning environment, email-based activities were carried out. The purpose of these activities was to promote cooperation and knowledge exchange among the students in the experimental group. Contrarily, the control group followed the typical online learning protocol, finishing the pre- and post-tests but forgoing the cooperative learning exercises. The achievement exam functioned as the pre-test and post-test tool, enabling researchers to evaluate modifications in students' comprehension and knowledge. To compare the gain scores (the difference between pre- and post-test scores) between the experimental and control groups, parametric statistical analysis was used, most especially t-tests. A specified significance criterion of p &lt; 0.05 was established. The outcomes were striking. The results of statistical analysis showed that there was a highly significant difference in the gain scores between the two groups, with a p-value of 0.002. When compared to the conventional online learning strategy used in the control group, this indicates that the cooperative learning activities conducted in the experimental group had a favourable and statistically significant impact on student academic achievement. To sum up, this study offers compelling evidence that using cooperative learning techniques in online learning settings can greatly improve students' academic performance. These results support the use of cooperative learning strategies by teachers in online learning environments in order to provide their students with a more engaging and productive learning environment. References Adeyemi, A. &amp; Babatunde, O. (2008). Effects of cooperative learning and problem-solving strategies on junior secondary school students’ achievement in social studies. Electronic Journal of Research in Educational Psychology, 6(3), 691-708, https://eric.ed.gov/?id=EJ825273 Alghani, Y. M. A &amp; Alhaija, Y. F. A. (2021) The Effect of the Cooperative Learning Method on Students’ Academic Achievement in Mathematics. Multicultural Education, 7(3), 331-339, doi:10.5281/zenodo.4647901 Amita Rena Hall, MA. Ed. (2006). Families, Children and Communities in a Multicultural and Diverse Society. Research Paper on Curricular Models. Nova Southeastern University. Asif, D. M., &amp; Sandhu, M. S. (2023). Social Media Marketing Revolution in Pakistan: A Study of its Adoption and Impact on Business Performance. Journal of Business Insight and Innovation, 2(2), 67–77. Retrieved from https://insightfuljournals.com/index.php/JBII/article/view/23 Atashian, S. &amp; Zamini, S. (2013). The Effects of cooperative language learning on Iranian EFL learners’ strategy use. Global Journal of Foreign Language Teaching, 1, 09-14, doi:10.1016/j.sbspro.2014.01.834 Aziz, Z. (2010). A comparison of CL and conventional teaching on student achievement in secondary Mathematics. Journal of Social and Behavioral Sciences, 9, 53-62, doi: 10.1016/j.sbspro.2010.12.115 Bashir, M., Ajmal, M., Rubab, I., &amp; Bhatti, A. (2020). Increasing teachers’ use of positive reinforcement: Effects of performance feedback to improve a learners’ behavior. Journal of Critical Reviews, 7(13), 2091-2104. Bliss, C., &amp; Lawrence, B. (2009). Is the whole greater than the sum of its parts? A comparison of small group and whole class discussion board activity in online courses. Journal of Asynchronous Learning Networks, 13, 25-39. Bouroumi, A. &amp; Fajr, R. (2014). Collaborative and cooperative e-learning in higher education in Morocco: A case study. iJET . 9(1). doi: 10.3991/ijet.v9i1.3065 Brady, M. &amp; Tsay, M., (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning, 10(2), 78 –89. https://files.eric.ed.gov/fulltext/EJ890724.pdf Brown, H., &amp; Ciuffetelli, D.C. (2009). Foundational methods: Understanding teaching and learning. Toronto: Pearson Education. Chwo, S-M. G., Marek, M. W., &amp; Wu, W. C. V. (2016). Curriculum integration of MALL in L1/L2 pedagogy: Perspectives on research. Educational Technology &amp; Society, 19(2), 340– 354. Clark, R. E., &amp; Sugrue, B. M. (1991). Research on instructional media. In G. Anglin (Ed.), Instructional technology: Past, present and future. Englewood, Colorado, U.S.A.: Libraries Unlimited, pp. 327-343. Cox, B. &amp; Cox, B. (2008). Developing interpersonal and group dynamics through asynchronous threaded discussions: The use of discussion board in collaborative learning. Education, 4, 553-565. Gaith, G. (2003). Effects of learning together model of cooperative learning on English as a foreign language: Reading achievements, academic self-esteem and feeling of school alienation. Bilingual Research Journal, 27(3), 459-461. doi: 10.1080/15235882.2003.10162603 Jbeili, I.M.I. (2003). The Effects of Metacognitive Scaffolding and Cooperative Learning on Mathematics Performance and Mathematical Reasoning Among Fifth-Grade Students In Jordan. PhD Dissertation. University Sains Malaysia. Johnson, D. W., &amp; Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73. doi: 10.1080/00405849909543834 Johnson, D.W. &amp; Johnson, R.T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Books. Johnson, D.W., Johnson, R.T., &amp; Stanne, M.B. (2000). Cooperative learning methods: A meta-analysis, http://www.co-operation.org/pages/cl-methods.html. Kaymak, S., Zh.Kassymbek, Kalamkas A., Saydenov (2021). Effect of Cooperative Learning on Students Academic Achievement. Management studies, 9(6), 495-503, doi: 10.17265/2328-2185/2021.06.009 Khan, S. A. (2008). An experimental study to evaluate the effectiveness of cooperative learning versus traditional learning method. (Doctoral dissertation), International Islamic University Islamabad, Pakistan. Kupczynski, L., Marie Anne Mundy, M.A., Goswami, J. &amp; Meling,V. (2012). Cooperative learning in distance learning: A mix methods study. International Journal of Instruction. 5(2), 81-90. Retrieved from https://files.eric.ed.gov/fulltext/ED533785.pdf McNeil, S. G., Robin, B. R., Miller, R. M. (2000). Facilitating interaction, communication and collaboration in online courses. Computers &amp; Geosciences, 26(6), 699-708. doi: 10.1016/S0098-3004(99)00106-5 Negangard &amp; Sue. (1992). The Effect of Cooperative Learning Versus Lecture-Discussion on Student attitudes and Achievement in a Mathematics MethodsCourse for Preservice Elementary School Teachers. DAIA 53/02, pg.470. Dissertation, Ohio University , USA. Slaughter, T. (2009). Creating a successful academic climate for urban students. Techniques, 8(1), 16-19, Retrieved from https://files.eric.ed.gov/fulltext/EJ829500.pdf Teed, R., McDaris, J., &amp; Roseth, C. (2021). Assessment of Cooperative Learning. Starting Point. Retrieved from https://serc.carleton.edu/introgeo/cooperative/assess.html Tran, V.D. (2014). The Effect of Cooperative Learning on the Academic Achievement and Knowledge Retention. International Journal of Higher Education, 3(2), 131-140, doi:10.5430/ijhe.v3n2p131 Webb, J. (2002). Benefits of Cooperative Learning in Multimedia Environment. (Dissertation), Southern Illinois University Woolfolk, A. (2004). Education psychology. (9th ed.). New Delhi: Dorling Kinders.

Covid-19 has changed the learning process from class attendance to distance learning using the Internet. Early childhood education is threatened to enter into the lost generation, due to distance learning, which causes confusion for teachers and parents to be able to provide the best stimulation for them. Therefore, the Indonesian government made a new policy on online learning. The objectives of this research are to find how effective at online learning policy formulation, how productive it is in policy implementation, and what are the obstacles of the implementation at Early-Childhood Education (ECE). This qualitative research uses a mixed method approach with an iterative analysis design, conducted in Central Java Province in 35 districts / cities with 1,899 respondents. Data collection techniques with open-closed questionnaires, study from 15 documentation, and in-depth interviews. Data analysis uses quantitative-qualitative software Nvivo12+, with Miles and Huberman models. The results showed the policy formulation of online learning at ECE has been effective. However, the implementation of online learning policy at ECE still takes a lot of effort to become more powerful in preventing a decline in learning. There are five obstacles in in applying this in the field, namely the ability of teachers, the ability of parents, economic capability, facility constraints, and pedagogical constraints.&#x0D; Keywords: Online Learning Policy; Children Engagement; Learning Management System&#x0D; References&#x0D; Allen, I. E., Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. ERIC, ISBN 0984028838.&#x0D; Asilestari, P. (2016). Komputer Interaktif sebagai Media Pengajaran Bahasa Inggris pada Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 2, n. 1, p. 55-62.&#x0D; Association, I. I. S. P. (2018). Penetrasi &amp; Profil Perialku Pengguna Internet Indonesia.&#x0D; Coates, H. (2006). Student engagement in campus-based and online education: University connections. Routledge, ISBN 1134161530.&#x0D; Ha, Young. &amp; Im, Hyunjoo. (2020). The Role of an Interactive Visual Learning Tool and its Personalizability in Online Learning: Flow Experience. Online Learning, 24, n. 1.&#x0D; Harjanto, T. &amp; Sumunar, D. S. E. W. (2018). Tantangan Dan Peluang Pembelajaran Dalam Jaringan: Studi Kasus Implementas Elok (E-Learning: Open For Knowledge Sharing) Pada Mahasiswa Profesi Ners. Jurnal Keperawatan Respati Yogyakarta, 5, p. 24-28.&#x0D; Imron, A. (1995). Kebijaksanaan pendidikan di Indonesia: Proses, produk dan masa depannya. Bumi Aksara, ISBN 9795262319.&#x0D; Inoue, Y. (2007). Online education for lifelong learning. IGI Global, ISBN 1599043211.&#x0D; Irma, C. N., Nisa, K. &amp; Sururiyah, S. K. (2019). Keterlibatan Orang Tua dalam Pendidikan Anak Usia Dini di TK Masyithoh 1 Purworejo. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3, n. 1, p. 214-224.&#x0D; Jebba, A. M. &amp; Umaru, N. N. (2019). The role of social media in reshaping the academic activities of vocational and technical education lecturers in Nigeria. Int. J. Eval. &amp; Res. Educ. Vol, 8, n. 4, p. 735-741.&#x0D; Johnson, K. &amp; Manning, S. (2010). Online education for dummies. Canada: John Wiley &amp; Sons Publishing ISBN 0470536209.&#x0D; Juwah, C. (2006). Interactions in online education: Implications for theory and practice. Routledge, ISBN 1134247494.&#x0D; Kemendikbud. (2020). Surat Edaran Nomor 4 Tahun 2020 Tentang Pelaksanaan Kebijakan Pendidikan Dalam Masa Darurat Penyebaran Corona Virus Disease (Covid-19).&#x0D; Kong, S. C., Chan, T.-W., Griffin, P. &amp; Hoppe, U. et al. (2014). E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications. Journal of Educational Technology &amp; Society, 17, n. 1, p. 70-78.&#x0D; Kwon, J. B., Debruler, K. &amp; Kennedy, K. (2019). A Snapshot of Successful K-12 Online Learning: Focused on the 2015-16 Academic Year in Michigan. Journal of Online Learning Research, 5, n. 2, p. 199-225.&#x0D; Layne, M., Boston, W. E. &amp; Ice, P. (2013). A longitudinal study of online learners: Shoppers, swirlers, stoppers, and succeeders as a function of demographic characteristics. Online Journal of Distance Learning Administration, 16, n. 2, p. 1-12.&#x0D; Lynch, M. M. (2002). The online educator: A guide to creating the virtual classroom. Routledge, ISBN 1134542542.&#x0D; Novianti, R. &amp; Garzia, M. (2020). Penggunaan Gadget Pada Anak; Tantangan Baru Orang Tua Milenial. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2.&#x0D; Nugroho, R. (2008). Kebijakan Pendidikan: Pengantar untuk Memahami Kebijakan Pendidikan Sebagai Kebijakan Publik. Yogyakarta: Pustaka Pelajar.&#x0D; Nugroho, R. (2017). Public Policy: Dinamika Kebijakan, Analisis Kebijakan, dan Manajemen Politik Kebijakan Publik. Jakarta: Elex Media Komputindo.&#x0D; Palloff, R. M. &amp; Pratt, K. (2002). Lessons from the cyberspace classroom: The realities of online teaching. California: John Wiley &amp; Sons Publishing, ISBN 0787959960.&#x0D; Pangondian, R. A., Santosa, P. I. &amp; Nugroho, E. (2019). Faktor-Faktor Yang Mempengaruhi Kesuksesan Pembelajaran Daring Dalam Revolusi Industri 4.0.&#x0D; Panjaitan, N. Q.; Yetti, E. &amp; Nurani, Y. (2020). Pengaruh Media Pembelajaran Digital Animasi dan Kepercayaan Diri terhadap Hasil Belajar Pendidikan Agama Islam Anak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 588-596.&#x0D; Pebriana, P. H. (2017). Analisis penggunaan gadget terhadap kemampuan interaksi sosial pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 1, n. 1, p. 1-11.&#x0D; Pertiwi, W. K. (2020). Penetrasi Internet di Indonesia Capai 64 Persen. https://tekno.kompas.com/read/2020/02/20/14090017/penetrasi-internet-di-indonesia-capai-64-persen.&#x0D; Ramadhan, B. (2020). Ini Data Pengguna Internet Di Seluruh Dunia Tahun 2020. Jakarta https://teknoia.com/data-pengguna-internet-dunia-ac03abc7476.&#x0D; Roach, V. &amp; Lemasters, L. (2006). Satisfaction with online learning: A comparative descriptive study. Journal of Interactive Online Learning, 5, n. 3, p. 317-332.&#x0D; Rohita, R. (2020). The Ability of Ece Teachers to Use ICT in The Industrial Revolution 4.0. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 502-511.&#x0D; Rostaminezhad, M., Mozayani, N., Norozi, D. &amp; Iziy, M. (2013). Factors related to e-learner dropout: Case study of IUST elearning center. Procedia-Social and Behavioral Sciences, 83, p. 522-527.&#x0D; Sari, K. M. &amp; Setiawan, H. (2020). Kompetensi Pedagogik Guru dalam Melaksanakan Penilaian Pembelajaran Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 900-912.&#x0D; Seok, S. &amp; Dacosta, B. (2020). Relationships Between Young South Koreans’ Online Activities and Their Risk of Exploitation. Journal of Online Learning Research, 6, n. 1, p. 77-101.&#x0D; Setyaji, A., Iskak, A., Sukmaningrum, R. &amp; Hawa, F. (2015). Komputer Interaktif Sebagai Media Pengajaran Bahasa Inggris Pada Anak Usia Dini. E-Dimas: Jurnal Pengabdian kepada Masyarakat, 6, n. 1, p. 1-12.&#x0D; Sharoff, L. (2019). Creative and Innovative Online Teaching Strategies: Facilitation for Active Participation. Journal of Educators Online, 16, n. 2, p. n2.&#x0D; Suhartanto, H. (2010). Survei 2009: Mutu Situs E-Learning Sekolah Indonesia Masih Sangat Minim. Jurnal Sistem Informasi,6, n. 1, p. 80-83.&#x0D; Sum, T. A. &amp; Taran, E. G. M. (2020). Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2.&#x0D; Swan, K. (2003). Learning effectiveness online: What the research tells us. p.13-47.&#x0D; Taufik, A., Apendi, T., Saidi, S. &amp; Istiarsono, Z. (2019). Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education. Jurnal Pendidikan Usia Dini, 13, n. 2, p. 356-370.&#x0D; Tilaar, H.; Nugroho, R. (2009). Kebijakan Pendidikan: Pengantar untuk Memahami Kebijakan Pendidikan dan Kebijakan Pendidikan sebagai Kebijakan Publik. Yogyakarta: Pustaka Pelajar.&#x0D; Ulya, S. I. (2019). Analisis Penggunaan Gedget Terhadap Kemampuan Interaksi Sosial Dan Komunikasi Pada Anak Usia Dini. 89-96.&#x0D; Vonderwell, S. &amp; Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in education, 38, n. 2, p. 213-230.&#x0D; Wang, Q., Zhu, Z., Chen, L. &amp; Yan, H. (2009). E‐learning in China. Campus-Wide Information Systems.&#x0D; Winter, J., Cotton, D., Gavin, J. &amp; Yorke, J. D. (2010). Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment. ALT-J, 18, n. 1, p. 71-83.&#x0D; Yu, E. (2020). Student-Inspired Optimal Design of Online Learning for Generation Z. Journal of Educators Online, 17, n. 1, p. n1.&#x0D; Zaini, M. &amp; Soenarto, S. (2019). Persepsi Orangtua terhadap Hadirnya Era Teknologi Digital di Kalangan Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3, n. 1, p. 254-264.

Gait is the information that can reflect the state index of the human body, and at the same time, the leg is the organ with the maximum output power of the human body. Effective collection of maximum mechanical power output and gait information can play an important role in sustainable energy acquisition and human health monitoring. In this paper, a 3D printing triboelectric nanogenerator (3D printed TENG) is fabricated by 3D printing technology, it is composited of Poly tetra fluoroethylene (PTFE) film, Nylon film, and 3D printing substrate. Based on the principle of friction electrification and electrostatic induction, it can be used as the equipment for human sustainable mechanical energy collection and gait monitoring. In order to solve the problems of energy collection, gait monitoring, and immersion experience, we conducted the following experiments. Firstly, the problem of sustainable energy recovery and reuse of the human body was solved. Three-dimensionally printed TENG was used to collect human mechanical energy and convert it into electric energy. The capacitor of 2 μF can be charged to 1.92 V in 20 s. Therefore, 3D printed TENG can be used as a miniature sustainable power supply for microelectronic devices. Then, the gait monitoring software is used to monitor human gait, including the number of steps, the frequency of steps, and the establishment of a personal gait password. This gait password can only identify a specific individual through machine learning. Through remote wireless transmission means, remote real-time information monitoring can be achieved. Finally, we use the Internet of Things to control virtual games through electrical signals and achieve the effect of human–computer interaction. The peak search algorithm is mainly used to detect the extreme points whose amplitude is greater than a certain threshold and the distance is more than 0.1 s. Therefore, this study proposed a 3D printed TENG method to collect human mechanical energy, monitor gait information, and then conduct human–computer interaction, which opened up a multi-dimensional channel for human energy and information interaction.

COVID-19 has greatly affected the education sector compelling educators to adapt to online teaching and platforms quite abruptly. Thus, this study aims to determine the impact of this pandemic on the life of college faculty and its consequences on their social, emotional, and personal aspects due to the transition from physical classes to online lectures and design a support program to help reframe and alleviate its impacts. This is a descriptive study using a convergent mixed methods design. Employing a snowball sampling technique, a modified web-based global questionnaire that is divided into 7 sections, was administered via Google forms. With the use of SPSS v. 23, results showed from 81 respondents in 37 universities that despite the limited time and resources in the preparation, the faculty displayed an adaptive behavior. Remarkably, the narratives related impacts of emergency remote education on personal life circumstances more than what the figures showed in the statistical analysis. Three important words emerged with ambivalent themes as the general views on COVID -19 as generated by NVivo QSR: life, time and changes. Using Braun-Clarke approach to thematic analysis, the narratives also evoked that spirituality and emotions play a significant role in coping. The support program was designed with the academic, social and emotional aspects in the key result areas with proposed program and activities such as educational policy on the pedagogy of care, continuing digital literacy program, social support elements of emotional concern, instrumental aid, appraisal, virtual socialization and also conduct of webinars, workshop series and fellowship as coping mechanisms.ReferencesAristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., &amp; Umek, L. (2020). A Global Student Survey “Impacts of the Covid-19 Pandemic on Life of Higher Education Students”. Global Database 2020. http://www.covidsoclab.org/global-studentsurvey/globaldatabase/83.Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, Jr., D. , Rodes, V., Aranciaga, I., Bali, M., Alvarez, Jr. A.V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, P., Shahadu, Brown, M., Asino, T. I., Tumwesige, J., Reyes, T. R., Ipenza, EB., Ossiannilsson, E., Bond, M., Belhamel, K., Irvine, V., Sharma, R. C., Adam, T., Janssen, B., Sklyarova, T., Olcott, N., Ambrosino, A., Lazou, C., Mocquet, B., Mano, M., &amp; Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis, Asian Journal of Distance Education (15),1.Carstensen, L. L. , Shavit, Y. Z. &amp; Barnes, J. T. (2020). Age Advantages in Emotional Experience Persist Even Under Threat From the COVID-19 Pandemic. Psychological Science, 31(11) 1374–1385 https://journals.sagepub.com/doi/10.1177/0956797620967261. https://doi.org/10.1177/0956797620967261 www.psychologicalscience.org/PSCreswell, J. W. &amp; Plano Clark, V. L. (2011). Designing and conducting mixed methods research. (2nd ed.). Sage Publications, Inc. https://www.google.com.ph/booksDilorio, C. K. (2006). Measurement in health behavior: Methods for research and evaluation. Wiley.Hebebci, M. T., Bertiz, Y., &amp; Alan S. (2020). Investigation of Views of Students and Teachers on Distance Education Practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science.Howitt, D. &amp; Cramer, D. (2017). Research methods in Psychology. (5th ed.). Pearson Education Limited.Korkmaz, G. &amp; Toraman, Ç. (2020). Are we ready for the post-COVID-19 educational practice? An investigation into what educators think as to online learning. International Journal of Technology in Education and Science (IJTES), 4(4), 293-309. ISSN: 2651-5369Kraft, M. A., Simon, N. S. &amp; Lyon, MA. (2020). Sustaining a Sense of Success: The Importance of Teacher Working Conditions During the COVID-19 Pandemic. Annenberg Brown University EdWorkingPaper No. 20-279.Nicomedes, CJ. C. Arpia, HM. S., Roadel, RM.,Venus , CA. S., Dela Vega, AF, Ibuna, JM. T., &amp; Avila, RM. A. An Evaluation on Existential Crisis of Filipinos during the Covid-19 Pandemic Crisis. https://www.researchgate.net/publication/341411489Nicanor-Perlas, N. (18 April 2020). Covid-19 Pandemic: the Philippine Experience: The Case for a Precision Quarantine and Immunity (PQI) Approach A Briefing Paper. www.covidcalltohumanity.orgNolen-Hoeksema, S., Fredrickson, B. L., Loftus, G. R. &amp; Wagenaar, W. A. (2009). Atkinson &amp; Hilgard’s Introduction to Psychology.(15th ed), Wadsworth Cengage Learning.Polit, D. F. &amp; Beck, C. T. (2006). The Content Validity Index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing and Health (29), 489-497. www.interscience.wiley.com DOI: 10.1002/nur.20147Prime, H., Wade, M. &amp; Browne, D. T. (2020). Risk and Resilience in Family Well-Being During the COVID-19 Pandemic AmericanPsychological Association 2020, 75, (5), 631–643 ISSN: 0003-066X http://dx.doi.org/10.1037/amp0000660Rathus, S. A. (2012). PSYCH. (2nd Ed). WADSWORTH CENGAGE Learning. 238.Stage, F. K. &amp;, Manning, K. (Eds.). (2016). Research in the college context: Approaches and methods (2nd ed.) Routledge Taylor and Francis Group.Talidong, KJ. B. &amp; Toquero, CM. D. Philippine Teachers’ Practice to Deal with Anxiety amid COVID-19. Journal of Loss and Trauma International Perspectives on Stress &amp; Coping, 25, (6–7), 573–579 https://doi.org/10.1080/15325024.2020.1759225

Made available in DSpace on 2014-12-17T14:54:55Z (GMT). No. of bitstreams: 1 RommelWL_TESE.pdf: 2044651 bytes, checksum: e312d872467a37414bea30914a0fdd60 (MD5) Previous issue date: 2009-06-01<br>Furthered mainly by new technologies, the expansion of distance education has created a demand for tools and methodologies to enhance teaching techniques based on proven pedagogical theories. Such methodologies must also be applied in the so-called Virtual Learning Environments. The aim of this work is to present a planning methodology based on known pedagogical theories which contributes to the incorporation of assessment in the process of teaching and learning. With this in mind, the pertinent literature was reviewed in order to identify the key pedagogical concepts needed to the definition of this methodology and a descriptive approach was used to establish current relations between this conceptual framework and distance education. As a result of this procedure, the Contents Map and the Dependence Map were specified and implemented, two teaching tools that promote the planning of a course by taking into account assessment still in this early stage. Inserted on Moodle, the developed tools were tested in a course of distance learning for practical observation of the involved concepts. It could be verified that the methodology proposed by the above-mentioned tools is in fact helpful in course planning and in strengthening educational assessment, placing the student as central element in the process of teaching and learning<br>Com a expans?o da Educa??o a Dist?ncia, promovida principalmente pelos novos recursos tecnol?gicos, existe atualmente uma procura por ferramentas e metodologias que possibilitem trabalhar o ensino-aprendizagem, de acordo com teorias pedag?gicas consolidadas e que possam ser inseridas nos Ambientes Virtuais de Aprendizagem. O objetivo deste trabalho ? apresentar uma metodologia de planejamento, baseada em teorias pedag?gicas j? comprovadas, e que contribua para a inser??o da avalia??o no processo de ensino-aprendizagem. Para isso foi realizada uma revis?o da literatura para identifica??o dos conceitos pedag?gicos necess?rios ? defini??o da metodologia e utilizado um m?todo descritivo no estabelecimento das rela??es existentes entre esses conceitos e a Educa??o a Dist?ncia. Como resultado desse processo, foram especificados e implementados o Mapa de Conte?dos e o Mapa de Depend?ncias, duas ferramentas pedag?gicas que promovem o planejamento de uma disciplina e possibilitam pensar a avalia??o ainda nessa fase. Implementadas no Moodle, as ferramentas desenvolvidas foram testadas em uma disciplina a dist?ncia para observa??o, na pr?tica, dos conceitos implementados. Com isso, foi poss?vel verificar que a metodologia de planejamento proposta, atrav?s das ferramentas desenvolvidas, auxilia no planejamento da disciplina e no processo de avalia??o do aluno, contribuindo para inser??o da avalia??o no processo de ensino-aprendizagem e colocando o aluno como elemento central desse processo

A Física tem uma maneira própria de olhar a natureza e de estudar seus fenômenos. Por essa razão, o ensino-aprendizagem de Física não pode estar centrado na transmissão de informações, mas sim na construção do conhecimento em um contexto amplo que envolva conteúdos, novas metodologias e novos instrumentos adequados à realidade da escola, que venham a contribuir para uma aprendizagem significativa. Dentro dessa concepção, apresenta-se uma proposta de ensino de ótica, com ênfase no estudo através de módulos didáticos. Para tal, foram elaboradas atividades didáticas incluindo simulações de eventos com o uso de novas tecnologias e, também, em laboratório convencional, exploradas em uma visão construtivista fundamentada nas teorias de Vygotsky e de Ausubel. No desenvolvimento dessas atividades procurou-se propiciar o compartilhamento de significados através de diagramas fundamentados no V de Gowin, na busca de uma aprendizagem significativa. A composição dos módulos didáticos apresenta uma motivação inicial através de exposição oral questionada, com o objetivo de despertar no aluno seus conhecimentos prévios. Em cada um dos módulos didáticos são sugeridas uma ou mais atividades a serem trabalhadas em grupos de 3 a 4 alunos, constando de experimento virtual (applets, simulações) ou real, acompanhado de guia simplificado. Essa dinâmica de trabalho gerou uma maior interação social entre os alunos; ao professor, coube o papel de mediador da atividade. Paralelamente a cada atividade, cada grupo de alunos construiu um diagrama V, que era apresentado à turma posteriormente, com o objetivo de promover discussões. A aplicação da proposta foi realizada no quarto bimestre letivo do ano de 2006, em uma turma de terceira série de Ensino Médio, noturna, da Escola Estadual de Ensino Médio Dr. Araby Augusto Nácul, em Lagoa Vermelha, RS. O material instrucional elaborado, na forma de página da Web, contém as atividades propostas nos módulos didáticos e também os correspondentes diagramas V a serem construídos pelos alunos. Também são incluídos na página da Web, como links, um material de apoio, com os conteúdos desenvolvidos nos vários módulos, e uma seção contendo exercícios de fixação. Com os alunos trabalhando em um determinado módulo didático, o material era disponibilizado nos computadores da Escola, gradualmente, para evitar que avançassem para os módulos seguintes antes de refletir sobre o conteúdo da atividade em andamento. O produto educacional, contendo o material instrucional e orientações para o seu uso, será divulgado na série Hipermídias de Apoio ao Professor de Física para que outros professores da rede de ensino possam adaptá-lo a sua realidade escolar.<br>Physics has its own way of looking at nature and its phenomena. For this reason the Physics’ teaching must not only be centered in lecturing information, but must also construct the knowledge in a wide context involving new technologies and tools fitted to the schools' reality. This, together with physics concepts, is to build a meaningful learning. To accomplish these goals we propose an approach to Optics teaching, structured in six didactic modules based on the meaningful learning’s theory by D. Ausubel and the social interaction’s theory by L. Vygotsky. Each didactic module starts with an oral exposition presenting the motivation through challenging questions, in order to instigate the students’ previous knowledges. We then suggest one or more activities based on virtual (e.g., simulations, applets) or real experiments, with a schematic activities guide, to be worked out by groups of three or four students, with the teacher mediation, in order to deepen social interaction. Besides each experimental activity, they construct an adapted Gowin V diagram, intended to promote a meaningful learning, and finally they discuss with the rest of the class, encouraging an exchange of views about the proposed issue. This methodological proposal has been applied to 18 third high school year students, of the nightclass at "Escola Estadual de Ensino Médio Dr. Araby Augusto Nácul" at Lagoa Vermelha, RS, during the fourth bimester of the school year of 2006. The instructional material was developed as a webpage, including the proposed experimental activities and the related V diagrams. Among the webpage links, we also included additional material with the physics contents of the didactic units and exercises. The whole instructional material has gradually been made available on the School’s computers to prevent the students from going to a forthcoming activity before having made deep reflections on the lectures/subjects that were being worked out at each moment. This work is to be published in the series Hipermídias de Apoio ao Professor de Física, of Instituto de Física of UFRGS, so that other teachers can access this material and use it in their school's context.

碩士<br>國立中興大學<br>高階經理人碩士在職專班<br>107<br>Due to the impact of the “lower birth rate “ phenomenon in the past two decades, the competition between cram schools have been mode serious. In order to maintain competitiveness, this is important to attract the students who have willingness to return to same or different classes to maintain the size of the schools. The students’ intension to re-enroll to the original school, however, depends heavily on their experience during their study duration at the schools. This study mainly focuses on the candidates who prepare for the examines of public services, and explores the difference between the expected satisfaction of cram students in remedial classes and the actual satisfaction they feel before entering remedial classes, and the correlation between subsequent loyalty and the willingness to re-enroll. This study took company C, which is the largest cram school in Taiwan for public service examines, as our study case. The current students were asked to answer the online questionnaire through the Internet. A total 1506 valid questionnaires were collected. According to the statistical analysis, there is a significant difference on the candidate''s expected service and the courses and the actual experience. This difference would affect the candidate''s loyalty to the cram school and thus affect the willingness to enroll again. The results show that the quality of the service becomes more important to meet the students’ expectations, and the company has to fill in the gap between the students’ expectations and actual experience to increase their satisfaction. By satisfying the students’ expectations, the loyalty to the cram school and the willingness to re-enroll in the school will increase.

E-learning (a major subcomponent of the broader term “distance learning”) is one of the tools with which education can be delivered at a distance, electronically. However, today e-learning is not just reserved for geographically-dispersed learners, but instead is now widely used on campuses all over the world with students who do meet regularly. There are many definitions and terms used which are often substituted for e-learning, such as “distance education,” “distributed learning,” “remote education,” but those terms today have little in common. For instance, in the 1990’s the American Association of University Professors (AAUP) defined distance learning as education in which “the teacher and the student are separated geographically so that face-to-face communication is absent; communication is accomplished instead by one or more technological media, most often electronic” (AAUP, 1999). Although we often thought of e-learning and distance education to be synonymous, they are no more. A more accurate and contemporary definition of e-learning would allow for the occasional face-to-face encounter between teacher and student, both physically and electronically, along with the requirements of the teacher and student(s) separated at a distance, where technology is needed to bridge that gap. An elegant definition of e-learning might therefore be that posed by Holmes and Gardner (2006): “online access to learning resources, anywhere and anytime”. E-learning implies that the learning is delivered via Internet technology to overcome the barriers of place and time. Today, however, e-learning offers many other important opportunities for the enrichment of teaching and learning through virtual environments for the delivery, exploration, and application of new knowledge. E-learning allows for such things as cost saving, specialization not typically available on a traditional campus, and a platform where students can get training according to their particular learning styles and in a format and time frame suited to their needs.

In the context of globalization and the interest of many higher education institutions in carrying out internationalization activities, this work presents the development and results of an educational experience for global citizenship in which the concept of digital ecology of learning was used for its description. The case study focuses on a postgraduate course in education from a university in Brazil, taught through face-to-face and virtual sessions. The distance sessions were developed using synchronous videoconferences with guest professors from nine Ibero-American countries. The objective of these sessions was to learn about the progress of educational technologies in each of their countries, based on the concepts of global citizenship during the development of the classes. The experience made it clear that, although the contents and the learning environment were the same, each student developed their own themes supported by the proposed digital learning ecology, according to their particular interests and context.

Medical knowledge and skills essential for tomorrow&amp;rsquo;s healthcare professionals continue to change faster than ever before creating new demands in medical education. Project TOUCH (Telehealth Outreach for Unified Community Health) has been developing methods to enhance learning by coupling innovations in medical education with advanced technology in high performance computing and next generation Internet2 embedded in virtual reality environments (VRE), artificial intelligence and experiential active learning. Simulations have been used in education and training to allow learners to make mistakes safely in lieu of real-life situations, learn from those mistakes and ultimately improve performance by subsequent avoidance of those mistakes. Distributed virtual interactive environments are used over distance to enable learning and participation in dynamic, problem-based, clinical, artificial intelligence rules-based, virtual simulations. The virtual reality patient is programmed to dynamically change over time and respond to the manipulations by the learner. Participants are fully immersed within the VRE platform using a head-mounted display and tracker system. Navigation, locomotion and handling of objects are accomplished using a joy-wand. Distribution is managed via the Internet2 Access Grid using point-to-point or multi-casting connectivity through which the participants can interact. Medical students in Hawaii and New Mexico (NM) participated collaboratively in problem solving and managing of a simulated patient with a closed head injury in VRE; dividing tasks, handing off objects, and functioning as a team. Students stated that opportunities to make mistakes and repeat actions in the VRE were extremely helpful in learning specific principles. VRE created higher performance expectations and some anxiety among VRE users. VRE orientation was adequate but students needed time to adapt and practice inorder to improve efficiency. This was also demonstrated successfully between Western Australia and UNM. We successfully demonstrated the ability to fully immerse participants in a distributed virtual environment independent of distance for collaborative team interaction in medical simulation designed for education and training. The ability to make mistakes in a safe environment is well received by students and has a positive impact on their understanding, as well as memory of the principles involved in correcting those mistakes. Bringing people together as virtual teams for interactive experiential learning and collaborative training, independent of distance, provides a platform for distributed &amp;ldquo;just-in-time&amp;rdquo; training, performance assessment and credentialing. Further validation is necessary to determine the potential value of the distributed VRE in knowledge transfer, improved future performance and should entail training participants to competence in using these tools.

We created multimedia medical training simulator &amp;ldquo;GOLEM&amp;rdquo; for learning diagnostics and therapy of the critical clinical disorders. The theoretical basis of the simulator is the mathematical formulation of the relationship of homeostasis of the internal environment (acid/base and electrolyte equilibrium, of transport of blood gases, of osmotic and volume homeostasis), respiration, circulation and kidneys including regulatory influence of relevant hormones and the influence of some therapeutic procedures. Mathematical description consists of 39 non-linear differential equations and containing 89 input and 179 output variables. For the development of the simulation models developer&amp;apos;s tools from Math Works (Matlab and Simulink) has been used. The integration of the multimedia components, hypertext and simulation models interface was achieved by using Control Web, developed by Moravian Instruments, originally designed for long distance controls using PC and Internet. We have used our simulator as an efficient educational tool to help medical students learn circulatory, respiratory, acid-base, electrolyte, osmotic and volume disorders and train the diagnostic and therapeutic decisions by executing simulated interventions on virtual &amp;ldquo;patients&amp;rdquo;.

Abstract: The chapter "Smart Industry 4.0: Transformative Innovations and Advanced Technologies" explores the profound impact of Industry 4.0 on the manufacturing sector. It delves into the integration of cutting-edge technologies such as Cyber-Physical Systems (CPS), the Internet of Things (IoT), Artificial Intelligence (AI), and advanced robotics, which are revolutionizing traditional manufacturing processes. The chapter examines how these technologies enable smart manufacturing by enhancing efficiency, flexibility, and responsiveness to market demands. Through detailed discussions on predictive maintenance, digital twins, augmented reality (AR), virtual reality (VR), and additive manufacturing, the chapter highlights the innovative applications that drive productivity and quality improvements. It also addresses critical challenges such as cybersecurity, the skills gap, and regulatory compliance, offering insights into best practices and lessons learned from leading manufacturers. The chapter concludes with an exploration of future trends, emphasizing the need for continued innovation and adaptation in an increasingly digital and interconnected world. Keywords: Industry 4.0,Smart Manufacturing,Cyber-Physical Systems (CPS),Internet of Things (IoT),Artificial Intelligence (AI),Machine Learning (ML),Advanced Robotics,Predictive Maintenance,Digital Twins,Augmented Reality (AR),Virtual Reality (VR),Additive Manufacturing,3D Printing,Supply Chain Management,Data Analytics,Automation,Workforce Development,Cybersecurity, Digital Transformation and Emerging Technologies. References: Dabic-Miletic, S. (2023). Advanced Technologies in Smart Factories: A Cornerstone of Industry 4.0. Journal of Industrial Intelligence, 1(3), 148–157. https://doi.org/10.56578/jii010302 Mohan, C. V., &amp; Devi, T. (2022). Industry 4.0: The Need of Industry 4.0 and the Technologies Revolutionizing It. Industry 4.0 Technologies for Education, 39–65. https://doi.org/10.1201/9781003318378-4 Mourtzis, D. (2024). Industry 4.0 and smart manufacturing. Manufacturing from Industry 4.0 to Industry 5.0, 13–61. https://doi.org/10.1016/b978-0-443-13924-6.00002-8 Mutlutürk, M. (2022). Industry 4.0 for smart cities. Artificial Intelligence Perspective for Smart Cities, 55–73. https://doi.org/10.1201/9781003230151-5 Tariq, M. U. (2024). Leading Smart Technologies and Innovations for E-Business 5.0. Smart Technologies and Innovations in E-Business, 25–46. https://doi.org/10.4018/978-1-6684-7840-0.ch002 Vaseei, M., Agha, M. N. J., Abolghasemian, M., &amp; Chobar, A. P. (2023). Investigating the Role of Transformative Technologies and Smart Processes on Sustainable Business. Advances in E-Business Research, 38–51. https://doi.org/10.4018/979-8-3693-0210-1.ch003

Purpose: Lots of research has been published about the impact of COVID-19 pandemic on education, students in particular. However, little is known about the challenges and stress that Slovenian professors and assistant professors experienced during and after the lockdown, which is what this survey aims to address. Methodology: The survey was created in the 1KA survey platform and carried out between 27 May 2021 and 27 August 2021. We invited 120 higher education institutions to participate in the survey, out of which 30 responded. As a result, a total of 85 respondents were surveyed. Results: The results indicated that Slovenian professors and assistant professors were well versed with digital technology before the COVID-19 pandemic. Most of them were well equipped with digital skills and had experience with remote access, however, they had less experience with e-learning, video-conferencing and preparing video contents. During e-learning their work overload increased and they were putting in longer hours. Students demanded more instructions and guidance on distance learning, in terms of motivation, engagement and in developing confidence to give good multimedia presentation. However, despite all these, we have seen no significant increase in stress levels in professors and the majority of them felt able to cope with stress in a functional way.

In this paper a development of a distance learning system using virtual reality and augmented techniques will be presented, having two research directions: use of augmented reality applications in the development of e-labs for students, master students and researchers, and learning systems and simulation of robotic systems respectively, based on movements in a virtual reality environment. Development of the e-lab application involves the realization of calibration of the sensors and the existence of a communication system that uses the Internet. The robot system controlled remotely via the Internet is a 5-axis Mitsubishi RV-M1 Movemaster and it's task is to manipulate various objects placed on a checkered table. The scene is viewed by a CCD camera and the images are transmitted over the Internet to the computer of the human operator. The computer determines the position and orientation of each object and then the human operator places the order of handling to the robot - order which is transmitted via the Internet. Y., Kansal, S., Choudhary, Forecasting the Reliability of Software via Neural Networks, International Journal of Computer Science and Information Technologies, Vol. 5 (2) , 2014, 2658-2661 A., Colin , I., Puaut, Worst Case Execution Time Analysis for a Processor with Branch Prediction, The International Journal of Time-Critical Computing Systems, 18, 249-274 (2000), 2000 Kluwer Academic Publishers, Boston. Manufactured in The Netherlands. C., Zhong Xu, Le Yi Wang, N., Tai Fong, Stochastic Prediction of Execution Time for Dynamic Bulk Synchronous Computations, The Journal of Supercomputing, 21, 91-103, 2002, Kluwer Academic Publishers. J., Hansen, R., Nelson, Time-series analysis with neural networks and ARIMA-neural network hybrids. Journal of Experimental and Theoretical Artificial Intelligence, 15(3), 315-330. 2003.

Black Hole Illusion (BHI) is the cause of a significant number of fatal aviation accidents, Controlled Flight Into Terrain (CFIT) events due to “lack of vertical and/or horizontal position awareness in relation to terrain” [1] and is listed as an “environmental threat”, owning a specific section in annual worldwide safety reports [2] [3]. To date, relevant studies focused on whether and how much a single factor affects the pilot’s disorientation, whereas this study considers all the known factors plus runway illumination levels in the same simulation. The simulations conducted in these studies involved one pilot each time and were conducted with a single computer screen and a joystick or in a non-movable fixed-base simulator whereas this study aims to explore BHI in the realistic environment of a movable airline-approved A-320 full-flight simulator with a real-life aircraft cockpit operated by two pilots (captain and first officer). We examine all the factors that have been thus far explored as – causes of BHI and we added light illumination levels [4] and lateral deviation of the flight path that have never been examined before. We followed an exploratory approach with active airline pilots in a simulation where conditions causing BHI were replicated. To measure deviations from the standard approach path, all crews were asked to attempt visual starless night approaches to a predetermined set of airports. While one participant was performing the approaches, the other silently observed, taking notes to assess agreement or disagreement with the flown approach path. In each scenario, landing approaches were attempted by both captain and first officer to establish whether the pilot’s position also affects BIH. We used mix-ed methods to record the outcomes [5]. Quantitative data were generated by specific measurements from deviations of the standard flight path generated by the participants attempting the landing. Qualitative data were collected from the co-pilots’ observations and post-simulation interviews. The initial analysis indicates that the occurrence of BHI in general can be confirmed at a certain distance in the final approach sector (~ 2,5nm – 0,3nm before the runway). Light intensities and the shape of the runway could be confirmed as contributing factors due to significant variations in altitude deviations. The pilot flying the aircraft and the pilot monitoring the approach seem to not have suffered from the illusion to the same extent. Significant lateral deviations could not be observed.It is anticipated that the final findings will affect both flight situational awareness training standards and flight operational policies, contributing towards reducing human error in aviation and increasing flight safety.This study is expected to contribute to the minimisation of human errors and will consequently help increase flight safety. Originality factors are:-common commercial aviation standard full-flight simulator to generate real-life pilot environment and landing conditions-two-subject-participation to represent a complete cockpit crew to assess differences in landing the aircraft from the captain´s or first officer´s perspective-different runway lighting illumination levels in combination with varying lengths of runway and widths References[1] Kelly, D. and Efthymiou, M. (2019). An analysis of human factors in fifty controlled flight into terrain aviation accidents from 2007 to 2017. Journal of Safety Research, 69, pp. 155–165.[2] IATA (2020). Safety Report: 2019 Edition, Montreal (CA): International Air Transport Association, p.234. [3] IATA (2021). Safety Report: 2020 Edition, Montreal (CA): International Air Transport Association, p.222[4] Socha, V. et al. (2020). Black Hole Approach: A Systematic Review, Proceedings of the 22nd International Conference on New Trends in Civil Aviation 2020, pp. 117–121.[5] Almalki, S. (2016). Integrating Quantitative and Qualitative Data in Mixed Methods Research—Challenges and Benefits. Journal of Education and Learning, 5(3), p. 288.