Kamal Ahmed Soomro,Ugur Kale,Reagan Curtis et al.
Kamal Ahmed Soomro et al.
Digital divide centers on access to various dimensions of information and communication technology (ICT) including physical access, motivation, skills, and actual usage of digital technologies. This divide tends to be even wider in the cont...
Barriers and beliefs: a comparative case study of how university educators understand the datafication of higher education systems [0.03%]
障碍与信念：大学教育工作者如何理解高等教育体系的数据化的一项比较案例研究
Bonnie Stewart,Erica Miklas,Samantha Szcyrek et al.
Bonnie Stewart et al.
In recent decades, higher education institutions around the world have come to depend on complex digital infrastructures. In addition to registration, financial, and other operations platforms, digital classroom tools with built-in learning...
Bart Rienties,Blazenka Divjak,Michael Eichhorn et al.
Bart Rienties et al.
Professional development (PD) is a key element for enhancing the quality of academic teaching. An increasing number of PD activities have moved to blended and online formats, especially since the COVID-19 pandemic. Due to the desire, potent...
Digital literacies, social media, and undergraduate learning: what do students think they need to know? [0.03%]
数字素养、社交媒体与大学生学习：学生认为自己需要了解什么？
Erika E Smith,Hannah Storrs
Erika E Smith
This research addresses an identified need to further understand digital literacies (DL) and whether undergraduate students view DL as being important in their lives and in their learning. Using a cross-sectional survey sent to a stratified...
A network approach to understanding distance learners' experience of stress and mental distress whilst studying [0.03%]
网络方法理解远程学习者在学习过程中的压力和精神痛苦体验
Rajvinder Samra,Alex Bacadini França,Mathijs F G Lucassen et al.
Rajvinder Samra et al.
Research has shown that learners' stress and mental distress are linked to poorer academic outcomes. A better understanding of stress and mental distress experiences during study could foster more nuanced course and intervention design whic...
Lessons learnt during COVID-19: making sense of Australian and Swedish university lecturers' experience [0.03%]
新冠肺炎疫情期间的所得教训：澳大利亚和瑞典高校讲师的经历述评
Kristina Turner,Siobhan O&#x;Brien,Helena Wallström et al.
Kristina Turner et al.
This article reports on a study analysing changes in the use of digital technologies and working from home during the COVID-19 crisis and the impact of these changes on the wellbeing of five female university lecturers from Australia and Sw...
Learning and teaching sustainable business in the digital era: a connectivism theory approach [0.03%]
论数字时代可持续商业教育中的连接主义理论方法
Olga Dziubaniuk,Maria Ivanova-Gongne,Monica Nyholm
Olga Dziubaniuk
Higher education institutions may adopt various approaches to the pedagogic principles and methods used in teaching sustainable development in business and marketing courses. These methods can include the utilisation of digital technologies...
Exploring educational impacts among pre, during and post COVID-19 lockdowns from students with different personality traits [0.03%]
探索COVID-19封锁前、期间和之后具有不同人格特征的学生的教育影响
Yong Zheng,Shuaiqi Zheng
Yong Zheng
The influence of personality traits on educational outcomes has been widely recognized and studied. Research has explored its effects on factors such as student satisfaction, academic anxiety, and dishonesty, particularly during the COVID-1...
Attending lectures in person, hybrid or online-how do students choose, and what about the outcome? [0.03%]
线下、混合或线上授课，学生如何选择以及教学效果如何？
Gerd Kortemeyer,Nora Dittmann-Domenichini,Claudia Schlienger et al.
Gerd Kortemeyer et al.
As a consequence of the COVID-19 pandemic, most courses at a large technical university were adapted so that students had a free choice of whether to attend lectures on-site or online; in addition, in many courses, lecture recordings were a...
Can prompts improve self-explaining an online video lecture? Yes, but do not disturb! [0.03%]
提示能否改善在线视频讲座的自我解释效果？可以，但不要打扰！
Markus H Hefter,Veit Kubik,Kirsten Berthold
Markus H Hefter
In recent years, COVID-19 policy measures massively affected university teaching. Seeking an effective and viable way to transform their lecture material into asynchronous online settings, many lecturers relied on prerecorded video lectures...