Impact of Remote Learning on Student Performance and Grade: A Virtual World of Education in the COVID-19 Era

The COVID-19 pandemic has had a profound influence on education around the world, with schools and institutions shifting to remote learning to safeguard the safety of students and faculty. Concerns have been expressed about the impact of virtual learning on student performance and grades. The purpose of this study is to investigate the impact of remote learning on student performance and grades, as well as to investigate the obstacles and benefits of this new educational paradigm. The study will examine current literature on the subject, analyze data from surveys and interviews with students and educators, and investigate potential solutions to improve student performance and participation in virtual classrooms. The study’s findings will provide insights into the effectiveness of remote learning and inform ideas to improve student learning and achievement in an educational virtual world. The purpose of this article is to investigate the influence of remote learning on both students and educational institutions. The project will examine existing literature on the subject and collect data from students, instructors, and administrators through questionnaires and interviews. The paper will look at the challenges and opportunities that remote learning presents, such as the effect on student involvement, motivation, and academic achievement, as well as changes in teaching styles and technology. The outcomes of this study will provide insights into the effectiveness of remote learning and will affect future decisions about the usage of virtual learning environments in education. The research will also investigate potential solutions to improve the quality of remote education and handle any issues that occur.

Human Perception of Group Synchronization Error in Remote Learning: Dependencies of Voice and Video Contents in One-Way Communication

This paper examines dependencies of voice and video contents on human perception of group (or inter-destination) synchronization error in remote learning by Quality of Experience (QoE) assessment. In our assessment, we use two videos and three voices (two voices for one video and one voice for the other video). We also investigate influences of silence periods in the voices and temporal relations between the voices and videos (called the tightly-coupled and loosely-coupled contents here). The voices are spoken by a teacher according to the videos. Each subject as a student assesses the group synchronization quality by watching each lecture video and the corresponding explanation voice, and then the subject answers whether he/she perceives the group synchronization error or not. As a result, assessment results illustrate that silence periods mitigate the perception rate of the error, and we can also find that we can more easily perceive the error for tightly-coupled contents than loosely-coupled ones.

Remote Learning in Higher Education During the Pandemic: A Study of the Experiences of Chinese International Students at United Kingdom and United States Universities in 2020/21

During the COVID-19 pandemic crisis,many universities around the world made a drastic change by transferring most of their offline classes to emergency remote learning(ERL).The aim of this study was to explore how Chinese students,who studied in United Kingdom(UK)and United States(US)universities during the 2020/21 academic year,perceive their experiences of remote learning.As the UK and the US have two relatively advanced education systems,the arrangements of their universities for ERL and their support for international students are worth exploring.Moreover,during the ERL,a portion of Chinese students had online classes in their home countries instead of the country in which their universities are located.Therefore,semi-structured interviews were carried out to explore the academic experiences and social interaction of students who studied in UK and US universities,while remaining in China.The data were analyzed using the thematic analysis method.The findings showed that ERL was perceived negatively by students despite its flexibility in areas of academic learning experiences and social interaction.

Promoting Language Learner Autonomy in the New Era: Empirical and Theoretical Summary Based on the Online Chinese Teaching Experience

This article centers on factors that may affect language learners’autonomy in face of the challenges and the potential opportunities in the new era of post pandemic.It is of great significance to shed light on empirical approaches that serve to support teachers and learners to seek for multi-dimensional strategies on enhancing the learner autonomy where remote and virtual learning has been indispensable for both learners and teachers worldwide.It has become our consistent motive and responsibility to effectively address language learners’academic goals as well as their personal development in a more inclusive and collaborative learning community.

Impact of Mobile Technology and Use of Big Data in Physics Education During Coronavirus Lockdown

The speed of spread of Coronavirus Disease 2019 led to global lockdowns and disruptions in the academic sector.The study examined the impact of mobile technology on physics education during lockdowns.Data were collected through an online survey and later evaluated using regression tools,frequency,and an analysis of variance(ANOVA).The findings revealed that the usage of mobile technology had statistically significant effects on physics instructors’and students’academics during the coronavirus lockdown.Most of the participants admitted that the use of mobile technologies such as smartphones,laptops,PDAs,Zoom,mobile apps,etc.were very useful and helpful for continued education amid the pandemic restrictions.Online teaching is very effective during lock-down with smartphones and laptops on different platforms.The paper brings the limelight to the growing power of mobile technology solutions in physics education.