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Sustainable Transition to Online Learning during Uncertain Times

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (30 March 2023) | Viewed by 32201

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Special Issue Editors

Prof. Dr. Jon-Chao Hong

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Guest Editor

Technology and Engineering College, National Taiwan Normal University, Taipei City 106, Taiwan
Interests: technology-enhanced learning; creativity; development

Prof. Dr. Chi-Ruei Tsai

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Guest Editor

Department of Education and Human Potentials Development, National Dong Hwa University, Hualien 974 301, Taiwan
Interests: STEM; online inquiry-based learning

Prof. Dr. Ying Hwa Kee

E-Mail Website
Guest Editor

National Institute of Education, Nanyang Technological University, Nanyang Walk 637616, Singapore
Interests: mindfulness; motivation in learning

Special Issue Information

Dear Colleagues,

The COVID-19 pandemic has illustrated how vulnerable human health is to unprecedented global challenges. Like the COVID-19 pandemic, climate change, especially heat waves, drought conditions, and cold spells, is expected to intensify or to occur more frequently and lead to extreme severity events. The pandemic and climate change are severity events which have both raised uncertainities about time and location, i.e., where they will have an impact and for how long. Both the pandemic and climate change will affect many aspects of life for everyone on earth. For example, online learning has become more frequently used. How online learning can be transited and sustained in various learning environment is a key issue during these uncertain times. Therefore, factors in relation to this issue should be regarded to promote the transition and sustainability of online learning. Any study related to this topic will be warmly welcomed for submission.

This Special Issue (SI) aims to advance the theoretical and practical knowledge related to the use of online learning during and after COVID-19. Research (including case studies, empirical studies, design-based research, design-based implementation research, and theoretical papers) on the following topics (but not limited to) across different educational levels (e.g., primary, secondary, etc.) and types (e.g., formal, informal, etc.) are welcome:

Design and implementation of online learning program for education;
Online learning and tools for cognitive development;
Assessment of online learning;
Innovative instructional approaches as related to online learning;
Teachers’ education and training for conducting online learning programs;
Online learning for action-oriented education;
Motivational issues related to online learning;
Online learning differs across different levels of education;
Online learning differs across age groups, gender, etc;
Development of curricula for online education.

Prof. Dr. Jon-Chao Hong
Prof. Dr. Chi-Ruei Tsai
Prof. Dr. Ying Hwa Kee
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

education
online education
online learning
sustainable education

Published Papers (12 papers)

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Research

13 pages, 591 KiB

Open AccessArticle

An Empirical Study of Parents’ Participation Behavior in the Home-Based Online Learning of Primary School Students

by Peng Li

Sustainability 2023, 15(5), 4562; https://doi.org/10.3390/su15054562 - 03 Mar 2023

Viewed by 1482

Abstract

Parental participation has an important and direct influence on the effect of home-based online learning of primary school students. Taking more than 500 guardians of primary school students in a number of prefecture-level cities in the Pearl River Delta as the questionnaire respondents, and applying the structural equation model method, this paper, based on the theory of planned behavior, explores the effects of various factors on parental participation in the home-based online learning of primary school students. The results show that: (1) the behavioral intention of parents to participate in the home-based online learning of primary school students has a significant influence on their actual participation behavior. (2) Behavioral attitudes, subjective norms, and perceived behavioral control have a significant influence on behavioral intention. To strengthen the actual effects of parents’ participation behavior, this paper puts forward a number of suggestions. These include enhancing home-school partnerships, achieving home-school co-education, and training parents with regard to the integration of daily Internet use and online learning for primary school students. This study supports the effective implementation of home-based online learning of primary school students and the joint effect of home-school co-education, specifically from the perspective of parents in the subsequent implementation of integrated online and offline teaching. Full article

(This article belongs to the Special Issue Sustainable Transition to Online Learning during Uncertain Times)

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15 pages, 466 KiB

Open AccessArticle

Analysis of Students’ Online Learning Engagement during the COVID-19 Pandemic: A Case Study of a SPOC-Based Geography Education Undergraduate Course

by Xuemei Zhu, Qian Gong, Qi Wang, Yongjie He, Ziqi Sun and Feifei Liu

Sustainability 2023, 15(5), 4544; https://doi.org/10.3390/su15054544 - 03 Mar 2023

Cited by 5 | Viewed by 3191

Abstract

With the long-lasting impact of the COVID-19 pandemic, online learning has gradually become one of the mainstream learning methods in Chinese universities. The effectiveness of online learning is significantly influenced by learning engagement, and studies into this topic can help learners by providing them with process-based learning support and focused teaching interventions. Based on the online learning environment, this research constructs an online learning engagement analysis model. Additionally, this study explores the relationship between students’ online learning engagement and their online learning performance by taking the Secondary School Geography Curriculum Standards and Textbooks Research, a small-scale private online course (SPOC) of the geography education undergraduate course at Nanjing Normal University, as an example. The findings are as follows: In the cognitive engagement dimension, only “analyze” is significantly positively correlated with learning performance; in the behavioral engagement dimension, the “number of question and answer (Q&A) topic posts,” the “replies to others,” and the “teachers’ replies” are all significantly positively correlated with learning performance. In terms of the emotional engagement dimension, “curiosity” and “pleasure” are positively correlated with learning performance; as for the social engagement dimension, “point centrality” and “intermediary centrality” are positively correlated with learning performance. The findings of this case study reveal that the student’s engagement in higher-order cognitive learning is obviously insufficient. Students’ online learning performance can be enhanced both by behavioral engagement in knowledge reprocessing and positive emotional engagement. Further research should be focused on finding ways to increase students’ enthusiasm for social engagement. Full article

(This article belongs to the Special Issue Sustainable Transition to Online Learning during Uncertain Times)

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15 pages, 944 KiB

Open AccessArticle

An Approach to Progress Learning Outcomes: International Graduate Students’ Engagement in Reflective Practice and Reflective Journal Writing during Pandemic

by Hafiz Muhammad Ihsan Zafeer, Yanping Li and Samra Maqbool

Sustainability 2023, 15(3), 1898; https://doi.org/10.3390/su15031898 - 19 Jan 2023

Cited by 1 | Viewed by 4876

Abstract

Reflective practice (RP) and reflective journal writing (RJW) are considered the most important ways to enhance students’ learning progress. During the pandemic, offline learning has replaced online learning to keep students safe and healthy. This research solely examined reflective practice during online learning, which is significant as online education is less effective and students carry the full study load. However, this study’s core purpose was to determine international graduate students’ perceptions regarding RP and RJW during online learning in the pandemic period. It also investigated whether student engagement in RP enhances their critical reflection and learning progress. The mixed-method (QUAN-QUAL) approach was utilized in this study. The sample consisted of 123 international graduate students who were enrolled in various disciplines and majors in China and at least attended two consecutive semesters (24 weeks) online. The survey questionnaire was based on 28 items to collect the quantitative data. The questionnaire was categorized into four variables: self-education, learning progress, critical reflection, and engagement. While semi-structured interviews were conducted with 5 participants for qualitative data collection, the quantitative results indicated that all of the statements received good ranks and could be used to study how reflective journals helped students improve their self-education, critical reflection, writing skills, learning progress, and engagement. In addition, the results revealed a statistically significant beneficial association between engagement, self-education, critical reflection, and learning progress. Qualitative findings corroborated the quantitative results that participation in RP and RJW boosted students’ critical thinking skills and facilitated their learning and development. Based on the results, this study concluded that RP or RJW enhance success ratios as well as critical reflection, which is effective not only in learning but also in professional and practical settings. Full article

(This article belongs to the Special Issue Sustainable Transition to Online Learning during Uncertain Times)

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19 pages, 1546 KiB

Open AccessArticle

Comparative Case Study of Teamwork on Zoom and Gather.Town

by Yuna Lee, Jung-Hoon Jung, Hyunjun Kim, Minyoung Jung and Sang-Soo Lee

Sustainability 2023, 15(2), 1629; https://doi.org/10.3390/su15021629 - 13 Jan 2023

Cited by 6 | Viewed by 3901

Abstract

Teamwork is a strategy for successful learning. With the Coronavirus outbreak, many universities began to rely on synchronous video conferencing and/or metaverse platforms. This study examines the difference between undergraduate students’ perceptions and experiences of teamwork on Zoom and Gather.Town. A mixed-method comparative case study was conducted in which a questionnaire survey was administered to 20 undergraduate students in Korea, followed by in-depth interviews and participant observation; reflective journal writing was also examined. The data were quantitatively and qualitatively analyzed. The results show that the students had a higher perception of teamwork on Gather.Town than on Zoom. Gather.Town was effective because of the sense of presence and mobility of space it afforded, the social presence it facilitated through avatars, empowerment, and openness of emotions, and the differences in the interface and social platform. The findings can aid in the selection of platforms to suit the needs of students and instructors and in the design and implementation of effective teamwork activities on the selected platform. Full article

(This article belongs to the Special Issue Sustainable Transition to Online Learning during Uncertain Times)

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16 pages, 301 KiB

Open AccessArticle

Students’ Academic Performance and Perceptions towards Online Learning during the COVID-19 Pandemic at a Large Public University in Northern Cyprus

by Saeid Asgharzadehbonab, Arif Akkeleş and Hasan Ozder

Sustainability 2022, 14(24), 16399; https://doi.org/10.3390/su142416399 - 07 Dec 2022

Cited by 1 | Viewed by 2451

Abstract

The COVID-19 pandemic has disrupted education systems in educational environments, especially in universities. In some educational institutions, including Eastern Mediterranean University, the decision was made to replace face-to-face learning with online learning to ensure the health of students and instructors. It is necessary to find out how a transition would impact the education quality and what the feedback will be among students. This study examines the level of satisfaction with the current online learning platforms, students’ preference between face-to-face and online learning, and the students’ continuous intention to use online learning. Students’ academic performance during the two years of the COVID-19 pandemic era and the two years before the COVID-19 pandemic era are compared together in this research to examine the change in their academic performance outcomes. To collect data, a cross-sectional study was conducted. A total of 1087 participants fully responded to the online survey. The findings of this study provide strong support for online learning against face-to-face learning. The evaluation of students’ academic performance showed a very slight drop, which showed that the level of satisfaction of students from online learning might not be linked to their academic achievements. The results of this study can help educational environments to improve the situation of online education, and policymakers will have a good view of students’ acceptance and satisfaction with online learning. Full article

(This article belongs to the Special Issue Sustainable Transition to Online Learning during Uncertain Times)

0 pages, 978 KiB

Open AccessArticle

Sustainable Transition to Studying Abroad Online during the COVID-19 Pandemic: An Ecological Perspective

by Peiru Tong, Linda Tsung, Irene Shidong An and Yijun Zhou

Sustainability 2022, 14(23), 16037; https://doi.org/10.3390/su142316037 - 01 Dec 2022

Viewed by 1526

Abstract

In response to the COVID-19 pandemic, study abroad (SA) programs have undergone an urgent transfer to the online format. Although SA online has many merits toward sustainable international education in the post-COVID era, assuring the quality of these programs and sustaining students’ learning motivation have been key issues of concern. Moreover, there is still a lack of evidence derived from in-depth qualitative inquiries. To address these gaps, this study takes a close look at an individual’s story using a narrative approach to data analysis and employs an ecological perspective focusing on intentionality as the theoretical framework for exploring how the participant conquered the challenges when they transitioned to SA online. Successful plots identified include setting up the online learning environment, optimising the benefits of online learning, and sustaining students’ motivation to study. Several obstacles remained unsolved, such as the loss of interpersonal connection and empathy in online communication. This study concludes that the participant’s successful and unsuccessful encounters in enacting the affordances of online education were manifested by developed or undeveloped intentional actions as a result of individual-environment mutuality. Some implications are offered for constructing sustainable online SA environments that can diversify and innovate future international education experiences. Full article

(This article belongs to the Special Issue Sustainable Transition to Online Learning during Uncertain Times)

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20 pages, 686 KiB

Open AccessArticle

Posthuman Learning Culture and Internet-Based Private Tutoring in South Korea: Implications for Online Instruction in Public Schooling

by Jung-Hoon Jung, Gi Hong Bang and Young Chun Kim

Sustainability 2022, 14(21), 14566; https://doi.org/10.3390/su142114566 - 05 Nov 2022

Cited by 1 | Viewed by 2819

Abstract

In the digital age, education through the Internet becomes a new form of teaching and learning, which leaves many challenges as well as possibilities for teachers and students. In this study, we analyzed the effective practices for online learning comparing schools and private supplementary tutoring. South Korea is an appropriate country for this investigation, as public and private education sectors have attempted to advance online teaching and learning and approximately 80% of Korean elementary and secondary school students take online courses provided by private tutoring institutes. This qualitative study reveals that online learning in private supplementary tutoring, commonly known as shadow education, is highly advanced and favored by students and parents compared to that of schools. The features of online learning in shadow education include individualized learning, effective communication skills under post-human space, attention skills for cyber learning, and advanced Internet technologies and tools. The study results have practical implications for educational administrators and schoolteachers concerning effective online teaching and learning. In addition, we suggest that a more comprehensive understanding of online learning is needed to guide schoolteachers and policymakers. Full article

(This article belongs to the Special Issue Sustainable Transition to Online Learning during Uncertain Times)

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18 pages, 982 KiB

Open AccessArticle

Grandparenting Role on Math Online Learning in Chinese Multigenerational Households

by Connie Qun Guan, Youjia Wang and Yao Wang

Sustainability 2022, 14(18), 11551; https://doi.org/10.3390/su141811551 - 15 Sep 2022

Cited by 3 | Viewed by 1469

Abstract

Under the COVID-19 pandemic, online learning has become m sore frequently used and has carried over cultural characteristics. In China, grandparents exert a great impact on parent–child relationships and on children’s online learning process. This study proposed six models and examined the roles of various Chinese family members (father, mother, grandparents) and their online accompaniment time in promoting preschoolers’ math learning. A total of 3552 participants were recruited to finish online questionnaires about demographics, household adult–child interactions, online company time investment, and math language performance. We found that the relationships between father time investment online and children’s math language performance were mediated by the amount of time that maternal grandparents spent with children on online learning. To contextualize these findings, we discussed the unique Chinese cultural aspects of the grandparent–parent–children relationship during the development of online math language performance in Chinese families. Full article

(This article belongs to the Special Issue Sustainable Transition to Online Learning during Uncertain Times)

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22 pages, 7300 KiB

Open AccessArticle

The Construction and Application of E-Learning Curricula Evaluation Metrics for Competency-Based Teacher Professional Development

by Chun-Wei Chen, Neng-Tang Huang and Hsien-Sheng Hsiao

Sustainability 2022, 14(14), 8538; https://doi.org/10.3390/su14148538 - 12 Jul 2022

Viewed by 1654

Abstract

Today, students at universities in advanced countries typically enroll in colleges, such as the College of Education, which offer interdisciplinary programs for undergraduates in their first and second years, allowing them to explore personal interests, experience educational research fields, complete their integrated curricula, and then choose a major in their third year. To cooperate with the government’s epidemic prevention policies and measures in the post-COVID-19 era, the trend of e-learning and distance teaching has accelerated the establishment of integrated online curricula with interdisciplinary programs for undergraduates in the College of Education to facilitate effective future teacher professional development (TPD). Therefore, it is very important to construct e-learning curricula evaluation metrics for competency-based teacher professional development (CB-TPD) and to implement them in teaching practice. This research used social network analysis (SNA) methods, approaches, and theoretical concepts, such as affiliation networks and bipartite graphs comprised of educational occupational titles and common professional competencies (i.e., Element Name and ID), as well as knowledge, skills, abilities, and other characteristics (KSAOs), from the U.S. occupational information network (O*NET) 26.1 OnLine database, to collect data on the occupations of educational professionals. This study also used Gephi network analysis and visualization software to carry out descriptive statistics of keyword co-occurrences to measure their centrality metrics, including weighted degree centrality, degree centrality, betweenness centrality, and closeness centrality, and to verify their importance and ranking in professional competency in eight categories of educational professionals (i.e., three categories of special education teachers and five categories of teachers, except special education). The analysis of the centrality metrics identified the educational common professional competency (ECPC) keyword co-occurrences, which were then used to design, develop, and apply e-learning curricula evaluation metrics for CB-TPD. The results of this study can be used as a reference for conducting related academic research and cultivating educational professionals’ online curricula, including ECPC keywords, integrated curricula design and the development of transdisciplinary programs, and teacher education, as well as to facilitate the construction and application of future e-learning curricula evaluation metrics for CB-TPD. Full article

(This article belongs to the Special Issue Sustainable Transition to Online Learning during Uncertain Times)

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13 pages, 733 KiB

Open AccessArticle

Online Learning Self-Efficacy as a Mediator between the Instructional Interactions and Achievement Emotions of Rural Students in Elite Universities

by Li-Hong Zeng, Yungwei Hao and Kai-Hsin Tai

Sustainability 2022, 14(12), 7231; https://doi.org/10.3390/su14127231 - 13 Jun 2022

Cited by 3 | Viewed by 2004

Abstract

Previous research has shown that social capital (teachers’ and peers’ interaction) is a challenge for rural students in China’s elite universities due to underlying issues of online learning self-efficacy (OLSE) and the quality of interaction. To understand how interaction quality is influenced, the present study drew on the achievement emotion theory to explore the mediating role of OLSE between social interactions (teacher–student, student–student) and achievement emotions (enjoyment, hopelessness, shame). Data were collected using an online questionnaire with a sample of rural students studying at elite universities (n = 479) in China. The results analyzed through Structural Equation Modeling confirmed the mediation model in which self-efficacy is a mediator in the relationships between social interactions and three types of achievement emotion as participants learned online during the coronavirus disease 2019 (COVID-19) lockdown. Full article

(This article belongs to the Special Issue Sustainable Transition to Online Learning during Uncertain Times)

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14 pages, 697 KiB

Open AccessArticle

Global Pandemic Prevention Continual Learning—Taking Online Learning as an Example: The Relevance of Self-Regulation, Mind-Unwandered, and Online Learning Ineffectiveness

by Hsien-Hua Yu, Ru-Ping Hu and Mei-Lien Chen

Sustainability 2022, 14(11), 6571; https://doi.org/10.3390/su14116571 - 27 May 2022

Cited by 7 | Viewed by 2101

Abstract

Since the global COVID-19 pandemic began, online learning has gained increasing importance as learners are socially isolated by physical and psychological threats, and have to face the epidemic and take preventive measures to ensure non-stop learning. Based on socially situated cognition theory, this study focused on exploring the relevance of online learning ineffectiveness (OLI) predicted by self-regulated learning (SRL) in different phases of learning (preparation, performance, and self-reflection) and its interaction with mind-unwandered during the COVID-19 pandemic. The subjects of the study were senior general high and technical high school students. After completing the online questionnaire, the PLS-SEM method of the structural equation model was used to analyze the data. Results demonstrated that self-regulation in two phases of preparation (i.e., cognitive strategy and emotional adjustment) and performance (i.e., mission strategy and environmental adjustment) in SRL are positively related to mind-unwandered in online learning. Moreover, mind-unwandered in online learning was positively related to the self-reflection phase (i.e., time management and help-seeking) of SRL. Additionally, self-reflection of SRL was negatively related to online learning ineffectiveness. PLS assessments found that the preparation and performance sub-constructs of SRL were negatively related to online learning ineffectiveness mediated by mind-unwandered and self-reflection of SRL. The results suggest that teachers can enhance their students’ self-regulation in online learning, and assist them in being more mind-unwandered in online learning. Full article

(This article belongs to the Special Issue Sustainable Transition to Online Learning during Uncertain Times)

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16 pages, 260 KiB

Open AccessArticle

The Impact of the Coronavirus Pandemic on Medical Education: A Case Study at a Public University in Romania

by Kamer-Ainur Aivaz and Daniel Teodorescu

Sustainability 2022, 14(1), 542; https://doi.org/10.3390/su14010542 - 04 Jan 2022

Cited by 8 | Viewed by 2119

Abstract

The spread of COVID-19 in 2020 forced universities around the world to transfer on-site education to a virtual environment. The main goal of this study was to compare the experiences regarding online learning of students in programs that require clinical experiences with those of students in programs that do not require such experiences. The authors hypothesized that the switch to online instruction has affected medical students more profoundly than other students. Using a convenience sample of students at a Romanian university, the researchers explored differences between the two groups related to technical and personal problems, course quality, and instructional strategies used by faculty. The results indicate that medical students who could not participate in clinical experiences were significantly less satisfied with the transition to online learning than students in other programs. One implication of these results is that faculty teaching in medical schools need to improve in three areas related to online course quality: pedagogy, course content, and course preparation. Full article

(This article belongs to the Special Issue Sustainable Transition to Online Learning during Uncertain Times)

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