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The study explores the perspectives of college students on the pedagogical shift as well as frequent transitions between online and offline learning modes during the COVID-19 pandemic in Kerala, the most literate state in India.

A descriptive cross-sectional study was conducted among 1,366 college students in Kerala during December 2021. A pre-tested questionnaire was sent using Google Forms to students of arts and science colleges. The authors analyzed quantitative data using descriptive statistics and qualitative data using thematic content analysis.

The reported advantages of online learning were increased technical skill, flexibility in study time, effectiveness in bridging the gap of the missed academic period and provision of attending more educational webinars. Students expressed concerns of increased workload, difficulty in concentration due to family circumstances, academic incompetency, uncleared doubts and addiction to mobile phones and social media during the online classes. The main advantages reported for switching to an offline learning mode were enhanced social interaction, effective learning, better concentration and reduced stress. The reported challenges of offline classes were fear of getting the disease, concern of maintaining social distancing and difficulty in wearing masks during the classes. The shift in offline to online learning and vice versa was perceived as a difficult process for the students as it took a considerable time for them to adjust to the switching process of learning.

Students' concerns regarding transition between different learning modes provide important information to educators to better understand and support the needs of students during the pandemic situations.

The purpose of this paper is to provide an overview of the literature regarding the academic online learning experience under the lens of broad personality traits, in the transition from traditional to online learning due to global coronavirus pandemic (COVID-19).

The systematic literature review is based on preferred reporting items for systematic reviews and meta-analyses (PRISMA) method and includes indexed empirical studies in academic institutes during the period of COVID-19 outbreak.

Electronic sources identified 103 references; while after the elimination of duplicates and irrelevant titles, 42 papers were forwarded for abstract screening and later full-text assessment. Of these, 14 met the eligibility criteria. Finally, nine studies were included in the literature review profiling and in the qualitative analysis.

The research insights provided in this study are useful in terms of enhancing the view that link broad personality traits and various learning outcomes, during the necessitated transition to online learning by the public health emergency of the COVID-19 pandemic.

The purpose of this paper is to make a correlation analysis between students’ online learning behavior features and course grade, and to attempt to build some effective prediction model based on limited data.

The prediction label in this paper is the course grade of students, and the eigenvalues available are student age, student gender, connection time, hits count and days of access. The machine learning model used in this paper is the classical three-layer feedforward neural networks, and the scaled conjugate gradient algorithm is adopted. Pearson correlation analysis method is used to find the relationships between course grade and the student eigenvalues.

Days of access has the highest correlation with course grade, followed by hits count, and connection time is less relevant to students’ course grade. Student age and gender have the lowest correlation with course grade. Binary classification models have much higher prediction accuracy than multi-class classification models. Data normalization and data discretization can effectively improve the prediction accuracy of machine learning models, such as ANN model in this paper.

This paper may help teachers to find some clue to identify students with learning difficulties in advance and give timely help through the online learning behavior data. It shows that acceptable prediction models based on machine learning can be built using a small and limited data set. However, introducing external data into machine learning models to improve its prediction accuracy is still a valuable and hard issue.

The purpose of this paper is to describe the components, structure and theoretical underpinnings of a cognitive remediation intervention that was delivered within a supported education program for mental health survivors.

In total, 21 participants enrolled in the course Strengthening Memory, Concentration and Learning (PREP 1033 at George Brown College (GBC)) with the diagnosis of depression, anxiety, PTSD, ED and substance use disorder were included in the research. After a baseline assessment, participants completed 14 week cognitive remediation training (CRT) protocol that included six essential components that were integrated and implemented within the course structure of the supported education program at GBC. This was followed by a post-training assessment.

Analysis of the participants’ performance on CRT protocol using computerized games showed little significant progress. However, the research found a positive change in the self-esteem of the participants that was statistically significant and the findings also aligned with the social and emotional learning framework.

One of the limitations in the research was the use of computer-assisted cognitive remediation in the form of the HappyNeuron software. The value and relevance of computer assisted needs are to be further examined. It seems that the implementation of the course that explicitly address cognitive challenges creates a supportive environment can be helpful.

Despite the mixed results and the few limitations associated with the CRT intervention reported in the research, the study offers reminders of the complexity of cognitive remediation and all the factors involved that need to be taken into consideration.

This research created explicit space for addressing some of the implicit assumptions about the cognitive abilities when in post-secondary education.

This work is based on author’s previous work on cognitive remediation research within the supported education setting.

The global spread of the COVID-19 pandemic resulted in the complete lockdown of almost every part of the world, including all educational institutions, resulting in the prompt implementation of online education to facilitate the students to carry on their learning. These conditions made the researchers study the experiences of online education among students and teachers. The influences of online teaching-learning during the COVID-19 pandemic undoubtedly offered numerous opportunities besides raising some challenges which impacted the overall psychology of students and teachers. So, this paper aims to conduct a systematic review of the research papers focussing on opportunities, challenges and psychological impacts raised due to the sudden shift to online education among students and teachers during the COVID-19 pandemic.

To conduct this systematic review, 19 articles published between July 2020 and May 2021 were considered and reported by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).

It was found that online education influenced the interests and experiences of the students and teachers and has immensely impacted their overall psychology. So, for the effective implementation of online and blended education, psychological well-being of students and teachers should be taken care of with properly designed instructions, adequate infrastructure or resources and satisfactory technological skills.

In the present study, the students were not categorised according to their subjects or streams, i.e. science, commerce, humanities, medical, dental, postgraduate or undergraduate. All the students were categorised into two categories only: (1) college students and (2) school students. And also, teachers were not categorised and were presented as a whole, as school, college or university teachers.

The current research identified the abrupt implementation of online education during the COVID-19 pandemic, which raised various challenges and psychological impacts among students and teachers besides offering them many opportunities in times of crisis.

Students and teachers constitute the educational community of society. They should get ample opportunities to develop skills for online education; challenges faced during online education should be identified and tackled, and the issues concerning the psychological well-being during online education for both teachers and students should be addressed to achieve sustained development of online education–blended learning environments.

The paper is the original research work based on the systematic review and concludes with suggestions for the future of online and blended pedagogy while taking care of the psychological needs of students and teachers in online and blended learning environments.

This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty leadership, was to create campus learning landscapes that promote social encounters and learning between students and researchers, as well as other embedded groups. The paper addresses how pedagogical needs are or should be integrated in the design process.

The data of this case study regarding change on campus consist of semi-structured interviews of information-rich key stakeholders identified using snowball sampling method. The interviews were analysed to find common themes and reference to pedagogical needs and expectations.

Campus usability and reliability are improved when pedagogy informs the design, and needs such as sense of belonging (human) and connectivity (digital) are fulfilled. User-centred design should be followed through during the whole campus change process, and there should be sufficient communications between user groups.

The discussion is based on one case. However, the recommendations are solid and also reflected in other related research literature regarding campus change initiatives.

The paper states recommendations for including pedagogical needs in campus learning landscape change and underlines the role of real user-centred processes in reaching this goal.

The study introduces the concept of campus reliability and highlights a missing link from many campus change cases – pedagogy – which is suggested to be essential in informing campus designs that produce usable and reliable future-ready outcomes.

This article explores the scientific construction of library olfactory space, based on the case of the olfactory space in the Jiangsu University library. It specifically focuses on understanding the interaction between the physical architectural space of the library and users’ olfactory perception and behavioral activities, with the ultimate goal of creating a deeply integrated olfactory experience in the Jiangsu University Library.

In this article, an empirical research method was used to gather perceptions from 30 university student users regarding the library olfactory space and to understand their olfactory preferences and requirements for its construction. Through qualitative analysis of the interview texts, the study identified correlations between user perceptions and elements of the library olfactory space.

The qualitative analysis of user interview texts and results from the library olfactory space design experiment contributed to the design proposal for the Jiangsu University Library olfactory space. The design proposal for the Jiangsu University Library olfactory space is provided and includes library architecture, activity context, functional services, olfactory experience design and technological applications.

This case study takes the environment, development strategy and user needs of the Jiangsu University Library as its unique research background and as such is not universal or generalizable to other libraries.

This article differs from others by advocating for the innovative architectural spatial design of libraries through olfactory experience, breaking the traditional perception of libraries as solely through visual and auditory senses.

Kahoot! is a free e-learning tool that employs game-based learning which is often considered a best practice in education. The aim of the current study is to assess the effectiveness of Kahoot! in a child development course.

Sections of child development were randomized in terms of review format prior to exams one and two. All sections had a Kahoot! review prior to the final exam. Regression analyses were employed to determine the optimal set of predictors of exam scores. Students also completed a survey assessing their opinions of Kahoot! reviews.

Kahoot! scores accounted for 31.3% of the variability in exam 1 scores, 11.1% of the variability in exam 2 scores and 19.9% of the variability in final exam scores. Students reported that Kahoot! made class more interactive and that Kahoot! helped their learning of course concepts. These findings indicate that Kahoot! is an effective review tool. Furthermore, students reported that the use of Kahoot! was a positive experience that added to their understanding of the topics taught in the child development classroom.

To foster student engagement, instructors should consider incorporating game-based learning in their courses.

This study demonstrates that Kahoot! is an effective review tool in a sample of undergraduate students. Furthermore, this study indicates that Kahoot! promotes student engagement.

The purpose of this paper is to reuse learning resources from course module and forum discussion in ODL settings and structure it with ontological representation.

Thus, an ontology is designed by extending simple knowledge organization system specification to structure the learning resources. Furthermore, a semantic forum system is proposed as a front end mechanism to represent the ontological structure designed for the learner to easily access, search and navigate the relevant knowledge of interest. In addition, this study evaluates the effectiveness of the proposed system along with three variables, namely, learners’ perceptions, system design perceptions and system content perceptions. Accordingly, a close-ended online survey was developed and administered to 74 online learners.

The findings demonstrate positive perceptions of the proposed system which is based on ontological representation as an effective learning system that is able to enhance the understanding of courses taught.

This paper presents an ontological structure approach to add meaning to the learning resources, indexed in such a way that it can be reused, searched, processed and shared.

While many business schools use large classes for the sake of efficiency, faculty and students tend to perceive large classes as an impediment to learning. Although class size is a contested issue, research on its impact is inconclusive, mainly focusing on academic performance outcomes such as test scores and does not address classroom dynamics. This study aims to expand the focus of class size research to include classroom dynamics and subjective educational outcomes (e.g. student learning outcomes and satisfaction).

Using Finn et al.’s (2003) theoretical framework and research conducted in introductory business classes, this study investigates how student academic and social engagement influence educational outcomes in different class sizes.

Results highlight the critical role that student involvement and teacher interaction play on student success and student satisfaction regardless of class sizes. In addition, the results indicate that students perceive lower levels of teacher interaction and satisfaction in larger classes.

This study applies Finn’s framework of student engagement in the classroom to understand the dynamics of class size in business education. The results reveal the influential roles of academic and social engagements on educational outcomes. Practical strategies are offered to improve learning outcomes and student satisfaction in large classes.