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Objective: This study evaluated a rapidly developed program designed to support family resilience during the COVID‐19 pandemic. Background: Grounded in Walsh's family resilience framework, Families Tackling Tough Times Together (FT) disseminated weekly evidence‐informed content through a public Facebook group, partner organizations, and on a dedicated website. Method: Facebook and website analytics and weekly brief usage surveys (n with at least one = 74) documented program use, and pre‐ and post‐FT surveys (n with at least one = 49) assessed family connectedness, positive outlook, purpose in life, and stress. Results: The program was widely used and received favorable feedback. Participants reported less stress in weeks when they engaged in more program activities, and more family connectedness in weeks when they spent more time engaged in program materials. No significant changes were observed, however, in overall family resilience, self‐efficacy, family functioning, or stress. Conclusion: The FT program was widely used and appraised positively. Program involvement was favorably correlated with less stress and family connectedness within weeks, although long‐term changes post‐program were not observed. Implications for Emerging Ideas: Social media can be used as an effective mechanism for reaching families during times of adversity and provides preliminary data that can guide refinement of FT and other disaster‐responsive programs. [ FROM AUTHOR] Copyright of Family Relations is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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During the COVID-19 crisis, social media platforms have been important tools for companies to interact with customers/users. Despite the importance of good communication during a crisis, insights into what kind of crisis-related content companies should publish are rare. This study addresses this research gap by investigating the direct and moderation effects of company-generated posts with crisis-related content on online engagement behavior. It also examines the relationship of specific post attributes with OEB and the moderation effects of post types. A content analysis of 2,600 posts on 20 Facebook brand pages reveals that posts which implicitly address the pandemic directly enhance OEB;posts showcasing company employees, however, decrease OEB. Crisis-related content and certain post types have a moderation effect on OEB. The authors conducted follow-up interviews which confirmed these findings. This study suggests ways that companies can improve their crisis communication to interact with customers/users in a more engaging way.
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Due to the COVID-19 pandemic, in 2020, there has been increased participation in online interactivities as offline travels are limited, and tourism recovery has been delayed. This study used a modified non-recursive unidirectional regressive model to understand the influence of marketing communication on behavioural participation influenced by online functions from WeChat (Moment, Subscription, Channel, and Mini-Program) and intention variables (Subjective Norm, Affection, and Perceived Value) for tourist participation. Overall, 173 valid e-questionnaire feedbacks were received, and the data were processed using SPSS.26 to test the empirical hypotheses using manual path analysis for model fitting. The inductive research findings can help interpret general questions for managerial applications as they fulfil the requirements of identifying potential tourists and actively promote the participation behaviours of subsequent leisure travels. The findings of this study can help enhance the causal relationship between WeChat marketing and leisure travelling participation and internalise the influence of online functionality on intention, which is generally considered an intermediary factor. It combines the impacts of psychological variables and consumer behaviour on marketing management. The modified theoretical model represents a change in marketing strategy and simplifies mass marketing for reviving tourism in Shanghai. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
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The purpose of this study is to investigate what type of Facebook posts help cruise lines build bridging and bonding social capital. The study applies the Chi-Square Automatic Interaction Detection (CHAID) method to identify which types of posts establish bridging and bonding social capital. The analysis is conducted on an international cruise line's official Facebook posts posted between 1 January 2018 and 1 January 2020 before the Covid-19 pandemic. The results highlight that media type, embedding passenger motivation, and a ship image help establish both bridging and bonding social capital, while content type helps establish bridging social capital. The paper is original because it helps understand how cruise lines can improve bonding and bridging social capital via social media. The paper also enhances understanding of social capital theory in the travel industry by investigating the relationship between Facebook post types and social capital in cruise shipping.
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During the COVID-19 pandemic, entire university courses were moved online. This represented a challenge for universities, who were required to move toward an entirely online learning environment without adequate time to manage the change from traditional courses to online courses. However, beyond the emergency of the pandemic, higher education does increasingly incorporate an online learning element, and such a provision does appear to reflect both the desires of modern-day students and university offerings. For this reason, assessing students' online engagement is fundamental, not least because it has been seen to be related both to students' satisfaction and their academic achievement. A validated measure of student online engagement does not exist in Italy. Therefore, this study aims to assess both the factor structure and the validity of the Online Student Engagement (OSE) Scale in the Italian context. A convenience sample of 299 undergraduate university students completed a series of online questionnaires. The Italian OSE scale presents good psychometric properties and represents a valuable instrument for both practitioners and researchers examining students' engagement in online learning.
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In the Covid 19 pandemic, education shifted from offline to online, impacting a lot of technical education. The online theory courses were conducted effectively, but there were a lot of problems the faculty faced in conducting laboratory courses. This problem includes an ineffective demonstration of lab experiments, difficulty in time management, monitoring, and assessment, inability to tackle the issues of various students' learning styles, and unavailability of a common platform for online lab conduction. In technical education, the lab course plays a vital role. We found that a virtual laboratory is the best solution to address these issues. Many virtual labs are available for programming courses but need a customized Virtual lab for core courses. In this paper, we have carried out 16 surveys through Google forms to get inputs/feedback from faculties and students to get difficulties in online lab conduction and how we can make the best use of virtual labs online to conduct the lab experiment online mode. We designed and created the virtual laboratory for the Computer Networks Lab course with various learning materials, including theory, simulation videos, pre-test & post-test, and the procedure to conduct the lab experiment, which benefited the students. The implemented virtual lab found more effective. We found the significant impact on the result of CN Lab after using the customized virtual lab for CN Lab course. © 2022, Rajarambapu Institute Of Technology. All rights reserved.
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During the ongoing outbreak of COVID-19, people are more likely to acquire and exchange information from social media. This study adopted the perspective of social influence to examine its effectiveness in social media advertising. This study employed content analysis to examine the content and product types of Facebook advertising. This study developed a program and collected brand-related advertising on Facebook over 3 months after the start of the COVID-19 epidemic. The results showed that content value exerted a significant effect on online engagement with utilitarian and hedonic products. These findings encourage advertisers to plan advertising strategies that stimulate the user's activity and enhance the brand performance on Facebook. Moreover, the results motivate advertisers to develop user engagement strategies and then increase the interactivity and brand loyalty of users.
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Student engagement is recognised as being a critical factor linked to student success and learning outcomes. The same holds true for online learning and engagement in higher education, where the appetite for this mode of learning has escalated worldwide over several decades, and as a result of COVID-19. At the same time teachers in higher education are increasingly able to access and utilise tools to identify and analyse student online behaviours, such as tracking evidence of engagement and non-engagement. However, even with significant headway being made in fields such as learning analytics, ways in which to make sense of this data, and to utilise data to inform interventions and refine teaching approaches, continue to be areas that would benefit from further insights and exploration. This paper reports on a project that sought to investigate whether low levels of student online engagement could be enhanced through a course specific intervention strategy designed to address student engagement with online materials in a regional university. The intervention used course learning analytics data (CLAD) in combination with the behavioral science concept of nudging as a strategy for increasing student engagement with online content. The study gathered qualitative and quantitative data to explore the impact of nudging on student engagement with 187 students across two disciplines, Education and Regional/Town Planning. The results not only revealed that the use of the nudge intervention was successful in increasing the levels of engagement in online courses but also revealed that the prerequisites for nudging were needed in order to increase success rates. The paper points to the value for the broader awareness, update, and use of learning analytics as well as nudging at a course, program, and institutional level to support student online engagement. © 2023 by the authors.
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The impact of the COVID-19 pandemic meant that online teaching in higher education became the default. Educators were, and often now continue to be, required to pivot to online teaching, necessitating them to adapt their teaching delivery, effectively engage students online, and apply existing skills to new and unfamiliar pedagogical contexts. This paper presents a small international case study, investigating the experiences of a diverse group of educators who wanted to learn about engaging students because their higher education institutions were pivoting to online teaching. Following the educators' involvement in professional learning about a particular online engagement framework, the educators used their learning in their planning and online teaching. Data extracted from a deductive coding exercise augmented by qualitative data gleaned from semi-structured interviews was used to explore how the educators enhanced the engagement strategies they implemented in their courses. The findings indicate the types of learning processes used by the educators and how they applied their learning to online teaching. The deductive analysis suggests that the strategies the participants revealed worked well in their online practice correspond with the strategies delineated in the framework.
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Active participation and student engagement in virtual classrooms are fundamental for the student's learning experiences. Online teaching and learning in virtual classrooms may pose the challenge of leaving students behind without the instructor recognizing that students have not grasped the content delivered. Online platforms applied in some higher learning institutions provide one-way communication, whereby a lecturer delivers a presentation and students are allowed to ask questions at the end or during the session. Delivering a lecture where students opt to keep their videos off makes it difficult for the instructor to gauge students' participation and engagement in the virtual classrooms. The transition to online teaching and learning due to the COVID-19 pandemic provides an opportunity for teachers to develop ways to make virtual classrooms more engaging. This study seeks to answer if students that are not visual or audible can actively participate in online activities and be efficient in attending virtual classrooms. In seeking innovative ways to create an engaging environment for students in the virtual classroom, the author presents an online strategy that was designed and implemented. The methods entailed designing a structure and organized online strategy to assist students to navigate the online teaching and learning platforms using discussion forums, and online quizzes without draining their limited data. The results show that students can be present in the virtual classrooms and actively engage without being visually present and audible. Student participation and engagement were directly proportional to graded online activities. Although many online platforms encourage students to be online with their videos to ensure their participation, students can still engage actively even if the instructors do not see them or hear their voices. © 2022 IEEE.
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CONTEXT It is essential that supervision and management practices of Final Year Engineering Projects (FYEPs) maintains the quality of education and achieves AQF Level 8 outcomes even during the unprecedented situation due to the COVID-19 pandemic. In this situation, students cannot attend face-to-face meetings with supervisors, cannot perform practical/laboratory-based research, and cannot use software labs for their modelling and simulation works (if applicable). To achieve learning outcomes at AQF Level 8, some strategies and alternative pathways were developed to overcome the impacts of COVID-19 for supervising and managing FYEPs. PURPOSE OR GOAL The goal of the paper is to assess the impacts of the COVID-19 pandemic on the supervision and management practices of FYEPs. The paper also discusses the effectiveness of the technology we used for supervision and management of FYEPs, and how the supervisor and student relationship and engagement can effectively be maintained during this COVID-19. APPROACH OR METHODOLOGY/METHODS The traditional modes of supervision and management of FYEPs (theses) such as face-to-face meetings, laboratory works, and use of simulation labs were changed to virtual/online operation only to provide essential feedback and directions to the students for their projects. The online communication and learning and teaching tools such as Zoom links, chat windows, outlook team, etc., were employed for maintaining weekly progress (planned tasks). A Google doc communication channel was also considered for each student to monitor their weekly progress. ACTUAL OR ANTICIPATED OUTCOMES The students' feedback suggests that students were generally happy with the new ways of student engagement in FYEPs/thesis supervision and management. More specifically, they indicated that they were very happy with the online presentations of mid-term progress and final presentations (direct zoom presentation or recorded video) which were less stressful as opposed to face-to-face presentations. They were able to concentrate more to achieve project outcomes without spending much time on travelling to university. CONCLUSIONS/RECOMMENDATIONS/SUMMARY Although there were a few challenges in adapting online supervision and management of FYEPs during COVID-19 pandemic environment, student feedback suggests that they are happy with the online system too. Copyright © Rasul and Mandal, 2021.
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We draw on Bourdieu's work on the sociology of education and introduce the idea of building social capital and community in the often-misunderstood, one-sided narrative of online learning, which is seen both as an isolated and isolating experience. We also look at educational praxis, which is "informed, committed action,” to address socially differentiated educational attainment—perceived to be more pronounced in online learning. To this end, we think that the field of distance education would benefit from a discussion of the significant value gained from adding synchronous sessions to online courses that are otherwise asynchronous, particularly for teaching research-based and analytical subjects at the graduate level. To investigate this, we perform a narrative analysis of qualitative data from student evaluations of five online courses taught within the past two years where we introduced regular synchronous sessions. Our findings indicate that synchronous sessions, especially during the pandemic, were perceived by students as cornerstone of a pedagogy of care. Further, these sessions work better than fully asynchronous courses for students who are prone to lower educational attainment due to prior conditions (e.g., SES, race) because of the added layer of support. Finally, our findings indicate that these sessions represent one, effective way for students to build social capital and community in courses that are otherwise fully asynchronous. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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This position paper evaluates a response to challenges faced during the Covid-19 pandemic. The creation of ‘Study Buddy Club,' saw Childhood Studies undergraduate students operate daily online sessions with children of university staff. This provided much-needed respite for parents and carers working from home, as evidence outlines negative impacts of reduced peer interaction for children, and the loss of routine associated with school settings. With a focus on the educational needs of young children, ‘Study Buddy Club' appealed to a ‘family-friendly' working policy, acknowledging the disproportionate impacts of the pandemic on parents, particularly working mothers. A second aim of the project was to offer work experience for undergraduate students, who need to meet a compulsory requirement for their degree. The aims, impact and features of the ‘Study Buddy Club' align in this paper to expose the difficulties families faced in the pandemic and the role of a simple, yet effective solution.
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Public engagement is a crucial part to a public project as it gives citizens the opportunity to become involved in the decision-making process as well as provide decision-makers with valuable information from those impacted by the project. How the public is involved and when is crucial to those participating earning trust and supporting the project. Over the course of 2020, how people engaged on urban planning projects evolved quickly and drastically due to the surge of the COVID-19 virus. Prior to this time, most public engagement sessions were held in person as this allowed the public to connect with subject matter experts and engage with the people who could initiate the changes they were suggesting. However, following the global outbreak of the virus, the ability to bring people together in a common space disappeared while the online rooms appeared. With platforms such as Zoom and Bang the Table making it possible for “in person” meetings to continue, have they allowed for effective public engagement to take place? This article explores the number of tools that are required to host effective online engagement as well as compare the activities that can take place in-person to their online counterpart.
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Objective: The prime focus of the paper is to search out the impact of on-line study practices on students from the secondary ashrams of province throughout the Pandemic. The paper studied the impact in two completely different localities i.e., north and south twenty-four Parganas. Study habits perpetually have a motivating influence on the student's engagement and learning experiences. Therefore, this study can confirm the impact of on-line study practices on students from the secondary ashrams of province in the Covid period. Methodology: The study is Descriptive survey nature wherever stratified sampling techniques adopted for choosing the respondents from the study area of West Bengal. Theentire number of respondents was 201. As a search, instrument investigator used three verydifferent tools- three successful form tools used for assembling responses from the respondents. First form deals with the size of on-line engagement, the second deals with the online learning experience, and finally with the dimension of on-line study practices. The information analyzed with the assistance of descriptive and inferential statistics by using SPSS software system. Result: The findings of the study reveals that there is significant relationship between variables. It is found that both the localities of students does vary significantly in online engagement, online learning experience and online study habit. High positive correlation prevail between online engagement and online learning experience with r = .873. © 2022 University of Stockholm. All rights reserved.
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Objective Background Method Results Conclusion Implications for Emerging Ideas This study evaluated a rapidly developed program designed to support family resilience during the COVID‐19 pandemic.Grounded in Walsh's family resilience framework, Families Tackling Tough Times Together (FT) disseminated weekly evidence‐informed content through a public Facebook group, partner organizations, and on a dedicated website.Facebook and website analytics and weekly brief usage surveys (n with at least one = 74) documented program use, and pre‐ and post‐FT surveys (n with at least one = 49) assessed family connectedness, positive outlook, purpose in life, and stress.The program was widely used and received favorable feedback. Participants reported less stress in weeks when they engaged in more program activities, and more family connectedness in weeks when they spent more time engaged in program materials. No significant changes were observed, however, in overall family resilience, self‐efficacy, family functioning, or stress.The FT program was widely used and appraised positively. Program involvement was favorably correlated with less stress and family connectedness within weeks, although long‐term changes post‐program were not observed.Social media can be used as an effective mechanism for reaching families during times of adversity and provides preliminary data that can guide refinement of FT and other disaster‐responsive programs. [ FROM AUTHOR] Copyright of Family Relations is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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With the significant increase of technology-based newer competitors and the digital economy reshaping the global economic environment, it is undoubtful that the market is becoming aggressively more demanding for small and medium enterprises, which is a strong driver of their need to adopt new digital technologies and transform their businesses. Events such as the COVID-19 pandemic have accelerated the online engagement of consumers, and that also means that digital transformation might not only be about the digitalisation of internal processes and reshaping of business models but as well, and not least relevant, the Strategies used by SMEs to position themselves in the market and maximise the value of digital marketing to regain competitiveness and reposition their products.
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To examine the impacts of government crisis messaging on social media, we draw on Situation Crisis Communication Theory to classify government messages related to COVID-19 and develop theories about how these messages affect citizen online engagement and offline compliance. We utilize gradient boosting trees to classify tweets of fifty U.S. governors from March to December 2020. To mitigate social desirability bias, we connect social media data with mobility data, which reveals actual compliance with policies. Using double fixed-effect models, we show that governors' informational, instructional, and compassionate messages are consistently associated with increased citizen online engagement with state government. The online engagement, in turn, correlates with compliance with stay-at-home orders and advisories to avoid non-essential travel except in Republican-controlled states. Meanwhile, governors' instructional, compassionate, and praising messages are directly associated with better compliance. However, the direct associations except for compassionate ones disappear in the last four months of 2020.
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Monitoring student attendance and engagement is common practice during undergraduate courses at university. Attendance data typically show a strong positive relationship with student performance and regular monitoring is an important tool to identify students who may require additional academic provisions, wellbeing support and pastoral care, for example. However, most of the previous studies and our framework for monitoring attendance and engagement is based on traditional on-campus, in-person delivery. Accelerated by the COVID-19 pandemic, our transition to online teaching delivery requires us to re-evaluate what constitutes attendance and engagement in a purely online setting and what are the most accurate ways of monitoring. Here, I show how statistics derived from student interaction with a virtual learning environment, Canvas, can be used as a monitoring tool. I show how basic statistics such as the number and frequency of page views are not adequate and do not correlate with student performance. A more in-depth analysis of video viewing duration, rather than simple page clicks/views is required, and weakly correlates with student performance. Lastly, I provide a discussion of the potential pitfalls and advantages of collecting such data and provide a perspective on some of the associated challenges.
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The COVID-19 pandemic has changed the way the teaching-learning process was conducted. From elementary to tertiary the education system had to change gears to online teaching mode. Neither the teachers nor the students were prepared for this external eventuality which made it necessary to adapt to the new realities. E-learning influences the global education system significantly but not in India where e-Learning has been practised previously through various portals such as University Grants Commission, Massive Open Online Course (MOOC) platforms and National Programme for Technology Enabled Learning (NPTEL). The article aims to identify effective learning methodology to increase the learning engagement of pupils in the online environment. For the study, we collected responses from 1233 students from five undergraduate and postgraduate management colleges at Indore in the state of Madhya Pradesh in India. The questionnaire method of data collection was adopted and random sampling was used for data acquisition. All the respondents had completed at least six months of online classes and a one-semester exam following the national lockdown in the country. Respondents, aged between 18-26 years, had completed at least five three-credit courses online representing about 150 hours of online class interaction with different teachers. Data obtained from online learners were analysed for establishing the relationship between teacher support and the learners' online engagement. A structural equation model is attempted to delineate the important variables of learning in online teaching environments. © 2022 RJ4All.