Scientific Reports,
Год журнала:
2023,
Номер
13(1)
Опубликована: Дек. 20, 2023
During
the
COVID19
pandemic,
there
is
a
pronounced
collective
mental
health
issue
among
college
students.
Forecasting
trend
of
emotional
changes
in
on-campus
students
crucial
to
effectively
address
this
issue.
This
study
proposes
an
Attention-LSTM
neural
network
model
that
performs
deep
learning
on
key
input
sequence
information,
so
as
predict
distribution
states
By
testing
60
consecutive
days
data,
successfully
predicts
students'
distribution,
triggers
and
resolution
strategies,
with
accuracy
rate
no
less
than
99%.
Compared
models
such
ARIMA,
SARIMA
VAR,
shows
significant
advantages
accuracy,
operational
efficiency,
data
collection
requirements.
The
integration
technology
student
management
offers
novel
approach
issues
under
exceptional
circumstances.
Computers and Education Open,
Год журнала:
2024,
Номер
6, С. 100162 - 100162
Опубликована: Янв. 21, 2024
The
closure
of
schools
due
to
COVID-19
disrupted
learning
routines
thousands
students,
resulting
in
reported
performance
decreases,
especially
among
lower-performing
students.
However,
some
studies
on
students'
within
intelligent
tutoring
systems
(ITS)
also
found
significant
increases
for
times
school
closures
as
compared
before.
little
is
known
about
longitudinal
trajectories
ITS.
Accordingly,
we
evaluated
data
from
German
students
(n≈2,700
students;
n≈5
million
problems)
enrolled
an
ITS
mathematics
January
2017
until
the
end
May
2021
investigate
effect
periods
(first
and
second)
during,
between,
after
closures.
We
observed
both
lower-
higher-performing
related
Importantly,
these
improvements
were
more
pronounced
Together,
results
suggest
that
may
have
helped
maintain
learning,
particularly
during
beneficial
effects
persisted
at
least
following
months
when
opened
again.
As
such,
use
seems
appropriate
approach
distance
crisis.
Review of Education,
Год журнала:
2025,
Номер
13(1)
Опубликована: Апрель 1, 2025
Abstract
Almost
four
academic
years
have
passed
since
emergency
remote
teaching
(ERT)
was
employed
as
a
temporary
means
for
continuing
education.
In
the
post‐pandemic
era,
residual
impacts
from
ERT
are
still
unfolding.
Teachers
reported
pronounced
decrease
in
students'
performance,
concentration
and
social
skills.
As
time
passes,
we
seem
to
forgotten
negative
of
on
students,
which
affects
primary,
secondary,
even
university
students.
Using
case
studies,
digital
ethnography
autoethnography,
this
research
explores
private
school
Canada
local
Band
3
Hong
Kong.
The
qualitative
data
allow
an
extensive
analysis
circumstances
outcomes
two
diverse
groups
findings
include
class
participation
outcome
limited
resources;
motivation
independent
learning
skills
differ
basis
their
socioeconomic
status;
issues
mind
wandering
concentration,
manifest
various
ways.
Despite
resumption,
these
show
that
remain
today's
classrooms.
This
argues
consequences
differentially
affect
students
proposes
need
coin
term
‘pandemic
structural
violence’
(PDSV)
address
core
problem
accurately.
urges
educators
be
aware
PDSV
avoid
blaming
It
also
policy
makers
unfairness
while
moving
develop
digitised
education
further.
Neurobiology of Language,
Год журнала:
2024,
Номер
6
Опубликована: Сен. 4, 2024
Abstract
During
the
COVID-19
pandemic,
children
worldwide
experienced
school
closures.
Several
studies
have
detected
a
negative
impact
on
reading-related
skills
in
who
these
closures
during
early
stages
of
reading
instruction,
but
network
brain
has
not
been
investigated.
In
current
longitudinal
study
sample
162
Dutch-speaking
children,
we
found
short-term
effect
growth
phonological
awareness
with
compared
to
without
closures,
no
long-term
effects
one
year
later.
Similarly,
did
find
development
white
matter
connectivity
tracts
implicated
development.
Together,
findings
indicate
that
after
and
are
found,
yet
it
remains
an
open
question
whether
could
present
and/or
other
networks
(e.g.,
psychosocial
related
networks)
potentially
more
affected.
This
chapter
examines
the
consequences
of
school
disruptions
precipitated
by
COVID-19
pandemic
for
academic
learning
in
German
elementary
and
secondary
schools.
On
average,
schools
were
fully
or
partially
closed
38
weeks
from
onset
pandemic.
students
experienced
moderate
losses
due
to
closures.
National
international
trend
studies
show
that
competence
test
scores
between
0.17
0.22
standard
deviations
below
pre-pandemic
scores,
on
average.
For
households
with
a
lower
socioeconomic
status,
twice
as
large
socially
privileged
students,
according
Institute
Educational
Quality
Improvement
Trends
Student
Achievement
study.
The
responses
educational
administration
disruption
heterogeneous,
each
16
states
enacted
its
own
legislation.
compensatory
policies
aimed
at
reaching
all
disadvantaged
particular,
example
facilitating
additional
remedial
teaching,
mostly
fundamental
domains
language
mathematics.
Judged
basis
World
Bank’s
‘reach,
assess,
prioritise,
increase
develop’
(RAPID)
framework,
only
partly
successful
because
ambiguous
criteria
allocating
funds
lack
enough
qualified
teaching
personnel,
especially
support
at-risk
students.
Some
actions
also
delayed
intricate
administrative
procedures.
Recent
large-scale
assessments
late
2022
early
2023
indicate
some
loss
recovery
slight
reduction
achievement
gap.
suggests
measures
worked
considerable
degree.
Moving
forward,
lessons
learned
during
should
be
used
address
new
ongoing
challenges,
such
increasing
number
non-German-speaking
refugee
