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Al-Maskari, A., Al-Riyami, T., & Kunjumuhammed, S. K. (2022). Students academic and social
concerns during COVID-19 pandemic.<Education and information technologies,<27(1), 1-
21. https://doi.org/10.1007/s10639-021-10592-2
This article by Al-Maskari explores the multifaceted academic and social concerns
experienced by students during the COVID-19 pandemic. The study provides an in-depth
analysis of the challenges posed by remote learning, including technological barriers,
changes in academic performance, and the impact on students' mental health and social
interactions. Al-Maskari’s research is pivotal in understanding the diverse challenges
students faced during the COVID-19 pandemic. The study employs a mixed-methods
approach, incorporating both quantitative data from surveys and qualitative insights from
interviews. This comprehensive methodology allows for a nuanced exploration of the
academic difficulties, such as reduced motivation and engagement, and social concerns,
including isolation and anxiety, that students experienced. The findings underscore the
importance of providing robust support systems, improving access to technology, and
addressing mental health needs to mitigate the adverse effects of the pandemic on
students. This article is essential reading for educators, policymakers, and researchers
aiming to develop effective strategies to support students in similar crises.
Brown, S., Murphy, L., & Hammond, K. (2021). Learning management system adoption by
academics: A perspective following the forced lockdown of NZ universities due to
COVID-19 in 2020.<Journal of Open, Flexible and Distance Learning,<25(2), 55-65.
https://search.informit.org/doi/10.3316/informit.348356363079625
This article by Brown and Hammond explores the rapid adoption of Learning
Management Systems (LMS) by academics in New Zealand universities following the
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forced lockdown due to the COVID-19 pandemic in 2020. The study examines the
factors influencing LMS adoption, the challenges faced by educators, and the
effectiveness of LMS in supporting remote teaching and learning. Brown and Hammond
provide a thorough analysis of the transition to LMS in New Zealand universities during
the COVID-19 lockdown. The research employs a mixed-methods approach, using both
quantitative data from surveys and qualitative insights from interviews with academic
staff. The authors identify key factors such as technological readiness, institutional
support, and prior experience with digital tools as critical to successful LMS adoption.
The study also highlights significant challenges, including technical issues, the need for
professional development, and difficulties in maintaining student engagement. The article
emphasizes the importance of robust support systems and training programs to facilitate
effective LMS use. Brown and Hammond’s findings offer valuable insights for higher
education institutions looking to enhance their digital learning environments and are
crucial for policymakers and educators aiming to improve resilience in future crises.
Khamis, T., Naseem, A., Khamis, A., & Petrucka, P. (2021). The COVID-19 pandemic: a catalyst
for creativity and collaboration for online learning and work-based higher education
systems and processes.<Journal of Work-Applied Management,<13(2), 184-196.
https://doi.org/10.1108/JWAM-01-2021-0010
This article by Khamis and Patrucka explores how the COVID-19 pandemic has acted as
a catalyst for innovation in online learning and work-based higher education systems. The
authors examine the creative strategies and collaborative efforts that emerged in response
to the challenges posed by the pandemic, highlighting the transformation in teaching
methodologies and educational processes. Khamis and Patrucka provide an insightful
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analysis of the impact of the COVID-19 pandemic on higher education, focusing on the
innovative responses it triggered. The study uses case studies and qualitative data to
illustrate how institutions adapted to the sudden shift to online learning. Key themes
include the development of new digital tools, the enhancement of collaborative platforms,
and the integration of work-based learning practices into online environments. The
authors emphasize the role of creativity and collaboration in overcoming obstacles and
improving educational outcomes. Their findings suggest that the pandemic has
accelerated the adoption of flexible, technology-enhanced learning models that may have
long-term benefits for higher education. This article is essential for educators,
administrators, and policymakers seeking to understand the positive transformations
induced by the pandemic and to leverage these changes for future improvements in
educational systems.
Kim, D., Jung, E., Yoon, M., Chang, Y., Park, S., Kim, D., & Demir, F. (2021). Exploring the
structural relationships between course design factors, learner commitment, self-directed
learning, and intentions for further learning in a self-paced MOOC.<Computers &
Education,<166, 104171. https://doi.org/10.1016/j.compedu.2021.104171
This article by Kim, Jung, Yoon, Chang, Park, and Demir explores the intricate
relationships between course design factors, learner commitment, self-directed learning,
and the intention to engage in further learning within the context of self-paced Massive
Open Online Courses (MOOCs). The study utilizes structural equation modeling to
understand how these variables interact and influence each other. The research by Kim et
al. provides a detailed analysis of the factors that contribute to effective learning
experiences in self-paced MOOCs. The authors identify critical course design elements,
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such as clear objectives, engaging content, and interactive components, that enhance
learner commitment and self-directed learning. The study shows that these factors
significantly influence learners’ intentions to continue their education through MOOCs.
The methodology includes robust statistical analysis, providing strong evidence for the
proposed relationships. The findings emphasize the importance of well-designed courses
in fostering a conducive learning environment and promoting lifelong learning. This
article is a valuable resource for educators, instructional designers, and MOOC
developers aiming to improve learner engagement and retention in online courses.
Maheshwari, G. (2021). Factors influencing entrepreneurial intentions the most for university
students in Vietnam: educational support, personality traits, or TPB
components?<Education+ Training,<63(7/8), 1138-1153. https://doi.org/10.1108/ET-02-
2021-0074
This article by G. Maheshwari explores the factors that most significantly influence the
entrepreneurial intentions of university students in Vietnam. The study focuses on the
roles of educational support, personality traits, and components of the Theory of Planned
Behavior (TPB) in shaping students’ entrepreneurial aspirations. Maheshwari’s research
offers a thorough analysis of the determinants of entrepreneurial intentions among
Vietnamese university students. The study employs a mixed-methods approach,
combining quantitative data from surveys with qualitative insights from interviews. It
assesses the impact of educational support programs, individual personality traits, and
TPB components (attitude toward behavior, subjective norms, and perceived behavioral
control). The results indicate that while educational support and personality traits are
important, TPB components are the most significant predictors of entrepreneurial
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intentions. This article emphasizes the need for integrating comprehensive
entrepreneurship education into university curricula and creating supportive
environments that encourage entrepreneurial thinking. It provides valuable insights for
educators, policymakers, and researchers aiming to foster entrepreneurship among
students in Vietnam.
Muir, T., Douglas, T., & Trimble, A. (2020). Facilitation strategies for enhancing the learning and
engagement of online students.<Journal of University Teaching & Learning
Practice,<17(3), 8.
This article by Muir, Douglas, and Trimble examines various facilitation strategies aimed
at enhancing the learning and engagement of online students. The study identifies
effective techniques and practices that educators can use to improve student participation
and academic performance in online learning environments. Muir, Douglas, and Trimble
provide a comprehensive analysis of facilitation strategies that can significantly enhance
online learning experiences. Through a combination of literature review and empirical
research, the authors highlight key strategies such as interactive discussions, timely
feedback, and personalized support. They also emphasize the importance of fostering a
sense of community among online learners and utilizing technology to create engaging
and interactive content. The study’s findings underscore the need for instructors to be
proactive and adaptive in their teaching approaches to maintain student motivation and
participation. This article is a valuable resource for educators and instructional designers
seeking to optimize online learning environments and enhance student engagement and
success.
New International Version Bible. (n.d.). Bible Gateway. https://www.biblegateway.com
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The New International Version (NIV) Bible, first published in 1978 by Zondervan, is a
modern English translation of the Bible. The NIV was created by an international team of
scholars from various evangelical Christian denominations. The translation aims to
balance readability and fidelity to the original Hebrew, Aramaic, and Greek texts. The
New International Version Bible is widely regarded for its clarity and accessibility,
making it one of the most popular modern translations. The translation process involved
extensive research and collaboration among biblical scholars to ensure accuracy and
readability. The NIV strives to maintain a balance between word-for-word and thought-
for-thought translation techniques, providing a text that is both faithful to the original
manuscripts and easily understandable for contemporary readers. It is extensively used in
personal study, public worship, and academic settings. The NIV’s impact on modern
Christian practice and its role in the dissemination of biblical literature make it a
significant work in the field of religious studies. This version is particularly valuable for
those seeking a reliable and approachable translation of the Bible for various purposes,
including study, devotion, and teaching.
Paulsen, J., & McCormick, A. C. (2020). Reassessing disparities in online learner student
engagement in higher education.<Educational researcher,<49(1), 20-29.
https://doi.org/10.3102/0013189X19898690
This article by Paulson and McCormick investigates the disparities in student
engagement among online learners in higher education. The study aims to reassess the
extent and nature of these disparities and identify factors that contribute to varying levels
of engagement. Paulson and McCormick’s research provides a detailed examination of
the disparities in engagement among online learners in higher education settings. The
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study employs a mixed-methods approach, using both quantitative data from student
surveys and qualitative insights from focus group discussions. The authors identify
significant factors contributing to engagement disparities, including socioeconomic
status, access to technology, prior online learning experience, and institutional support.
The findings highlight the persistent inequalities that affect student engagement and
suggest targeted interventions to mitigate these disparities. The study underscores the
importance of providing equitable access to resources and tailored support to enhance
engagement for all online learners. This article is crucial for educators, administrators,
and policymakers seeking to understand and address engagement disparities in online
education.
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