Dataset Information

Online learning experiences of secondary school students during COVID-19 - Dataset from Vietnam.

ABSTRACT: This dataset provides an insight into the reality and experiences of online learning as perceived by secondary school students in Vietnam during COVID-related school closures. The dataset addresses four main aspects of online learning, namely (a) students' access to learning devices, (b) their digital skill readiness, (c) their experience with online learning and assessment activities, and (d) their overall evaluation of the effectiveness of online learning. The survey was administered online via Google Form from September to December 2021 with responses received from 5,327 secondary school students in 5 provinces of Vietnam. The dataset is expected to benefit local educators, administrators, and teachers who are interested in COVID educational practices and pedagogical interventions. The dataset can also benefit international researchers who wish to conduct comparative studies on student online learning or who wish to seek further insight into the responsiveness of an educational system to pandemic situations.

SUBMITTER: Bui DT

PROVIDER: S-EPMC9568410 | biostudies-literature | 2022 Dec

REPOSITORIES: biostudies-literature

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Online learning experiences of secondary school students during COVID-19 - Dataset from Vietnam.

Bui Dien Thi DT Nhan Thuy Thi TT Dang Hue Thi Thu HTT Phung Trang Thi Thu TTT

Data in brief 20221009

This dataset provides an insight into the reality and experiences of online learning as perceived by secondary school students in Vietnam during COVID-related school closures. The dataset addresses four main aspects of online learning, namely (a) students' access to learning devices, (b) their digital skill readiness, (c) their experience with online learning and assessment activities, and (d) their overall evaluation of the effectiveness of online learning. The survey was administered online vi ...[more]

PMID: 36267116

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Project description:BackgroundDue to widespread SARS-CoV-2 infection, an emergency homeschooling plan was rigorously implemented throughout China.ObjectiveThis study aimed to investigate the experiences and attitudes of elementary school students and their parents (two generations from the same family) toward online learning in China during the pandemic.MethodsA 16-item questionnaire was distributed at the 10-day and 40-day marks after the start of the first online course to 867 parent-child pairs and 141 parent-child pairs, respectively. The questionnaire was comprised of questions pertaining to course and homework completeness, effectiveness, reliability, and abundance as well as the students' enthusiasm for taking part in online classes and their satisfaction with the courses.ResultsOur findings indicate that 90.7% (786/867) of students exhibited high or moderate enthusiasm for participating in online classes. However, most students performed poorly in online learning classes and after-school homework. With regard to satisfaction, parents' and students' average scores were 7.35 and 7.25, respectively (10-point scoring system). During the second stage of this study, parents' positive evaluations for online learning declined, including those for the effectiveness and reliability of the courses. Furthermore, the proportion of students who completed the courses and homework on time decreased; this difference proved statistically significant (P=.047). The parents' and students' overall satisfaction with online learning also declined during the second stage (parents: 7.21; students: 7.23); however, the difference in overall satisfaction between the two stages was not statistically significant (parents: P=.53; students: P=.60). Several of the parents (315/867, 36.2%) indicated that assisting with and supervising the students' online learning resulted in increased stress. Further, 36% of parents expressed dissatisfaction with or provided suggestions for online learning; most parents and students hoped to return to face-to-face classes (parents: 823/867, 94.9%; students: 811/867, 93.5%). Finally, our results presented the following six main issues that parents were the most concerned about: (1) disappointment regarding timely interaction in courses; (2) apprehensiveness about students' understanding of the course; (3) the increased burden of annoying adult responsibilities; (4) concern about children's eyesight; (5) the idea that teachers' explanations were not detailed enough; and (6) concerns about the decline of students' interest in and attention toward online courses.ConclusionsOnline learning can prevent the spread of infectious diseases while still allowing elementary school students to attain knowledge. However, in our study, children's completion of the courses and homework were not satisfactory. Furthermore, their parents often experienced stress and had many concerns and complaints. Measures such as increasing the interactivity of the courses and prohibiting teachers from assigning tasks to parents could improve the effectiveness of these courses and the mental health of parents and students.

Project description:IntroductionThe circumstances of the COVID-19 lockdown offered an opportunity to develop remote educational strategies in medical education.ObjectivesTo assess medical students' experiences with online e-learning (OeL) satisfaction, intellectual environment, and communication during the COVID-19 pandemic.MethodsA cross-sectional study was conducted at the College of Medicine, University of Bisha, Saudi Arabia. A self-administered questionnaire (21 items) was used to evaluate OeL in three domains of satisfaction (nine items), intellectual environment (seven items), and communication (five items). Students from years one to six were invited to fill out the questionnaire form with five-point Likert scale responses. Descriptive statistics, one-way analysis of variance (ANOVA), and independent t-test were used to evaluate the association between variables.ResultsOut of 237 participants, 96.6% (158 male and 71 female) responded to the questionnaire. Most students (86.5%) preferred the blackboard for their e-learning. The mean total scores were 30.18 ± 6.9 out of 45 for satisfaction, 19.67 ± 5.4 out of 25 for communication 25.43 ± 5.1 out of 35 for the intellectual environment. Over 50% of the students rated moderate scores on satisfaction and intellectual environment domains. About 85% of the students rated moderate scores in the communication domain. Male students rated higher significant scores than female students for satisfaction (31.3 ± 6.3 vs 27.6 ± 7; P < .001) and intellectual environment (26.3 ± 4.32 vs 3.5 ± 6.1; P < .001). There were no significant differences in students' responses to the tested domains related to GPA level. Significantly higher levels of scores for satisfaction (33.3 ± 5.6 vs 28.8 ± 6.9; P < .001) and communication (21.2 ± 4.5 vs 18.9 ± 5.7; P = .019) were obtained by clerkship students than pre-clerkship.ConclusionsMedical students' experiences with e-learning are encouraging, which might be more effective with continuous training programs for students and tutors. Although OeL is an acceptable methodology, further studies are needed to analyze its impact on the target learning outcomes and students' academic achievement.

Project description:The coronavirus disease of 2019 (COVID-19) pandemic has impacted educational systems worldwide during 2020, including primary and secondary schooling. To enable students of a local secondary school in Brisbane, Queensland, to continue with their practical agricultural science learning and facilitate online learning, a "Grass Gazers" citizen science scoping project was designed and rapidly implemented as a collaboration between the school and a multidisciplinary university research group focused on pollen allergy. Here, we reflect on the process of developing and implementing this project from the perspective of the school and the university. A learning package including modules on pollen identification, tracking grass species, measuring field greenness, using a citizen science data entry platform, forensic palynology, as well as video guides, risk assessment and feedback forms were generated. Junior agriculture science students participated in the learning via online lessons and independent data collection in their own local neighborhood and/or school grounds situated within urban environments. The university research group and school coordinator, operating in their own distributed work environments, had to develop, source, adopt, and/or adapt material rapidly to meet the unique requirements of the project. The experience allowed two-way knowledge exchange between the secondary and tertiary education sectors. Participating students were introduced to real-world research and were able to engage in outdoor learning during a time when online, indoor, desk-based learning dominated their studies. The unique context of restrictions imposed by the social isolation policies, as well as government Public Health and Department of Education directives, allowed the team to respond by adapting teaching and research activity to develop and trial learning modules and citizen science tools. The project provided a focus to motivate and connect teachers, academic staff, and school students during a difficult circumstance. Extension of this citizen project for the purposes of research and secondary school learning has the potential to offer ongoing benefits for grassland ecology data acquisition and student exposure to real-world science.

Dataset Information

Online learning experiences of secondary school students during COVID-19 - Dataset from Vietnam.

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Online learning experiences of secondary school students during COVID-19 - Dataset from Vietnam.

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