Project description:Does cognitive motivation influence how people gather and interpret information about COVID-19 and their adherence to measures? To address these questions, we conducted a longitudinal survey among European and American respondents. Wave 1 (N = 501) was conducted on March 27, 2020 and Wave 2 (N = 326) on July 1, 2020. We assessed COVID-19 knowledge, endorsement of COVID-19 conspiracy theories, media use, Need for Cognition (NC), Need for Cognitive Closure (NCC), and self-reported adherence to governmental measures taken. Results showed that nearly three-quarters of our respondents actively searched for information about COVID-19. Most at least once a day. Information seeking behaviour was not influenced by cognitive motivation (i.e., NC and NCC). However, cognitive motivation was related to (1) knowledge about COVID-19, (2) conspiracy rejection, and (3) change in knowledge over time. Respondents with more knowledge on COVID-19 also indicated to adhere more often to measures taken by their government. Self-reported adherence to measures was not influenced by cognitive motivation. Implications of these findings will be discussed.
Project description:The advent of coronavirus disease 2019, or COVID-19, continues to trigger several important disruptions/innovations in practically every sector around the world. Additionally, the impacts are predominant in certain educational systems and in creating opportunities. Previous studies had addressed possible effective methods in handling distant learning and student interactions. This qualitative study explored lecturers' information literacy experience during online classes as a result of the pandemic. Semi-structured interview techniques were applied among participants, made up of 15 lecturers in the Humanities Faculty, Diponegoro University, Indonesia, and thematic analysis was used to analyze the data obtained. The results showed the focus of lecturers' information literacy experience was primarily on student interactions and knowledge of various online learning platforms. However, information repackaging was a significant initial consideration during virtual classes, after identifying salient student characteristics. In summary, the present study have contributed to the theoretical understanding of information literacy and may be of benefit to the teaching faculties for enhancing teaching and learning activities, as well as providing student support.
Project description:A standard assumption in game theory is that decision-makers have preplanned strategies telling them what actions to take for every contingency. In contrast, nonstrategic decisions often involve an on-the-spot comparison process, with longer response times (RT) for choices between more similarly appealing options. If strategic decisions also exhibit these patterns, then RT might betray private information and alter game theory predictions. Here, we examined bargaining behavior to determine whether RT reveals private information in strategic settings. Using preexisting and experimental data from eBay, we show that both buyers and sellers take hours longer to accept bad offers and to reject good offers. We find nearly identical patterns in the two datasets, indicating a causal effect of offer size on RT. However, this relationship is half as strong for rejections as for acceptances, reducing the amount of useful private information revealed by the sellers. Counter to our predictions, buyers are discouraged by slow rejections-they are less likely to counteroffer to slow sellers. We also show that a drift-diffusion model (DDM), traditionally limited to decisions on the order of seconds, can account for decisions on the order of hours, sometimes days. The DDM reveals that more experienced sellers are less cautious and more inclined to accept offers. In summary, strategic decisions are inconsistent with preplanned strategies. This underscores the need for game theory to incorporate RT as a strategic variable and broadens the applicability of the DDM to slow decisions.
Project description:The objective of this article is three-fold. First, it aims at identifying the main teaching practices and information and communication technologies (ICTs) used to teach Operations Management (OM) in emerging economies during COVID-19 outbreak. Second, it investigates the effect of contextual characteristics on the adoption level of those teaching practices and ICTs. Third, this study examines the relationship between the adoption of ICTs and OM teaching practices during COVID-19 outbreak. Expectedly, schools around the world have pivoted to online learning and digital classrooms. Thus, OM lecturers and professors located in emerging economies that have been teaching during COVID-19 outbreak were surveyed. The collected data was analyzed through multivariate techniques. Findings indicate that lecturers and professors have been remarkably adopting specific teaching practices and ICTs to teach OM. Nevertheless, when considering the contextual characteristics of the universities, departments, and lecturers/professors, the adoption level of those practices and ICTs may significantly vary, especially depending on subject type and teaching experience. Moreover, we empirically verified that ICTs positively relate with OM teaching practices in emerging economies, although in a much less extent than expected. This research provides OM instructors guidelines to better plan their courses and subjects in face of extreme disruptive moments, such as the one caused by the COVID-19. Understanding how the concurrent utilization of ICTs and teaching practices helps OM programs to continue developing their activities is particularly important for universities located in emerging economies, since they are more likely to struggle with resources scarcity and more financially humble students.
Project description:We present results on the mortality statistics of the COVID-19 epidemic in a number of countries. Our data analysis suggests classifying countries in five groups, (1) Western countries, (2) East Block, (3) developed Southeast Asian countries, (4) Northern Hemisphere developing countries and (5) Southern Hemisphere countries. Comparing the number of deaths per million inhabitants, a pattern emerges in which the Western countries exhibit the largest mortality rate. Furthermore, comparing the running cumulative death tolls as the same level of outbreak progress in different countries reveals several subgroups within the Western countries and further emphasises the difference between the five groups. Analysing the relationship between deaths per million and life expectancy in different countries, taken as a proxy of the preponderance of elderly people in the population, a main reason behind the relatively more severe COVID-19 epidemic in the Western countries is found to be their larger population of elderly people, with exceptions such as Norway and Japan, for which other factors seem to dominate. Our comparison between countries at the same level of outbreak progress allows us to identify and quantify a measure of efficiency of the level of stringency of confinement measures. We find that increasing the stringency from 20 to 60 decreases the death count by about 50 lives per million in a time window of 20 days. Finally, we perform logistic equation analyses of deaths as a means of tracking the dynamics of outbreaks in the "first wave" and estimating the associated ultimate mortality, using four different models to identify model error and robustness of results. This quantitative analysis allows us to assess the outbreak progress in different countries, differentiating between those that are at a quite advanced stage and close to the end of the epidemic from those that are still in the middle of it. This raises many questions in terms of organisation, preparedness, governance structure and so on.
Project description:The digitalization of university teaching has been taking place for many years and, in addition to traditional teaching formats such as practicals and face-to-face lectures, more and more e-learning courses have been used in veterinary education for several years. In the context of the COVID-19 pandemic, universities across Germany had to switch to an ad-hoc, purely digital summer semester. This study evaluated the experiences and implementation of the digital summer semester 2020 at the University of Veterinary Medicine Hannover (TiHo) Foundation from the perspective of the teaching staff. In addition to the technical equipment used by lecturers, this survey also focused on the effects of the digital semester on teaching and the future practicality of digital teaching formats and strategies in veterinary education. Therefore, a questionnaire was designed and distributed among lecturers involved in the digital summer semester 2020. One hundred and three completed questionnaires were evaluated. The results of the evaluation show that teachers see huge potential in blended learning as a teaching method in veterinary education. In addition, teachers were able to digitize teaching well with the available hardware and software. The teaching staff saw difficulties above all in the loss of practical training and in the digitalization of practical exercises. Teachers also needed significantly more time to plan and implement digital teaching compared to pure face-to-face teaching. In summary blended learning offers many advantages, such as increased flexibility for students and teaching staff. In order to be able to use digital teaching methods and strategies profitably in veterinary education in the future, well thought-out didactic concepts and further technical expansion of the universities are required. In addition, the digital skills of teaching staff should be further trained and promoted.
Project description:Learning and education are two of the biggest world issues of the current pandemic. Unfortunately, it is seen in this work that, due to the length of the incubation period of Covid-19, full opening of schools in the Fall of 2020 seems to be impractical unless the spread of the virus is completely under control in the surrounding region (e.g. with fewer than 5 active cases every million people). In order to support the possibility of some in-person learning, we model the diffusion of the epidemic within each single school by an SEAIR model with an external source of infection and a suitable loss function, and then evaluate sustainable opening plans. It turns out that blended models, with almost periodic alternations of in-class and remote teaching days or weeks, are generally (close to) optimal. In a prototypical example, the optimal strategy prescribes a school opening of 90 days out of 200 with the number of Covid-19 cases among the individuals related to the school increasing by about 67% with respect to no opening, instead of the about 200% increase that would have been a consequence of full opening. As clinical fraction is low in children, these solutions could lead to very few or no symptomatic cases within the school during the whole school year. Using the prevalence of active cases as a proxy for the number of pre- and asymptomatic, we get a preliminary indication for each country of whether either full opening, or blended opening with frequent testing, or no school opening at all, is advisable.
Project description:On Mar 11th, 2020, the World Health Organization (WHO) stated in its Situation Report - 51 Coronavirus disease 2019 (COVID-19) as a pandemic. In early April 2020, a teaching hospital underwent shutdown and quarantine due to an outbreak of infection in accordance with Section 6 of the Infection Protection Act (index patient and 5 infected nursing staff). The complete staff (physicians, nurses and nonmedical personnel [NMP]) underwent COVID-19 testing within two phases: (1) between Apr 3rd and 5th, 2020 [n=1170], followed by (2) between Apr 8th and 9th, 2020 [n=953] with COVID-19 silent carrier positivity rates in accordance to testing phases of (1) n=19 (1.6%) and (2) n=25 (2.6%). The cumulative infection rate for NMP (1.6%), doctors (3.8%) and nurses (9.7%) was connected to type and extent of COVID-19 patient contact. Despite COVID-19 positivity of 34.8% (46 of 132 beds), a risk-free management of hospital operation is possible to a certain extent if hygiene regulations and strict patient selection are followed. However, a COVID-19-free clinic cannot be expected due to silent carriers.