TOJSAT-The Online Journal of Science and Technology

TOJDEL - Volume 12 - Issue 4 - October 2024

ENHANCING STUDENT SUCCESS AND BLOOMING: EXPLORING THE RELATIONSHIP BETWEEN SCHOOL ADJUSTMENT AND OVERALL WELL-BEING

Tariq Ahmad Bhat, Dinesh Chahal

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Student well-being and school adjustment are vital to their personal and academic performance. This literature review examines these factors and their influences. Family, academic, school, and peer support promote well-being and school adjustment. Family support helps students in adjustment. Positive parent-child relationships, parental involvement in education, and family support improve well-being and school adjustment, according to research. Parents may guide, support, and assist students academically. Tutoring, mentorship, and other academic support improve school adjustment and well-being. Confidence, motivation, and school involvement increase when adolescents feel academically capable. Students need a healthy educational atmosphere to thrive. Safe, inclusive, and supportive schools improve student-teacher connections, social-emotional skills, and participation. Social-emotional learning, anti-bullying, and kindness programs improve school adjustment and well-being. Peer interactions also affect students’ health and adaptability. Peer contacts, friendships, and a sense of belonging improve students’ social and emotional well-being. Peer support programs, collaborative learning, and inclusive settings can help children form positive peer relationships in schools. This literature review concludes that family, academic, school, and peer support promote student well-being and school adjustment. Schools can foster students’ personal growth, academic performance, and well-being by addressing these elements.

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EXAMINING THE ROLE OF E-SERVICE QUALITY IN ED-TECH PLATFORMS: A CRITICAL REVIEW

Anand Thakur, Ishita Bansal, Archita Singla

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With the increasing demand for personalized learning, edtech platforms are witnessing a continuous growth in the country. From 2012 to 2019, the number of hybrid and distance learners at traditional universities increased by merely 36 percent, but the pandemic rapidly expedited that growth by whooping 92 percent. This study aims to critically review the literature of e-service quality attributes of online learning platforms and identify the emerging attributes of e-service quality in ed-tech platforms. For the purpose of this study, an exploratory research was performed by reviewing published research articles from databases like EBSCO, JSTOR, WOS, SCOPUS etc. Findings from the study revealed the significance of system quality, the user interface design, ease of use, information quality, perceived usefulness in determining the usage intention and actual use of the e-learning platforms. Furthermore, emerging service attributes namely: e-educators’ aptitude, e-learning material quality, operational excellence,visuals and aesthetics, learning autonomy, peer to peer communication, personalization and customization, and novelty in e-pedagogy are identified. The study will have relevant contribution in the literature of ed-tech platforms service quality.

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FACULTY BELIEFS AND TECHNOLOGY USE IN ONLINE DISCIPLINARY TEACHNING

El Hadji Yaya Koné

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The design of virtual learning systems and the evolvement of technology tools can allow for contextualized online learning and teaching in higher education in relation to the specificities of academic disciplines (Alexander, 2017). Educational developers, instructional designers, and online learning administrators often confront this issue in practice. This paper presents and discusses the findings of a pilot research study about the impacts of faculty beliefs and their subject domain expertise on their use of technology in online teaching across six academic disciplines at a regional Canadian university just prior to the COVID-19 pandemic lockdown in 2020: education, engineering, environment, digital media, nursing education, and sociology. Using the multiple case study, this research highlights commonalities and dissimilarities among online faculty beliefs and disciplinary use of technology. Limitations of the study are mentioned and recommendations for online faculty development, as well as improvement for future research are made.

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FROM SUPPORT TO SUCCESS: THE ROLE OF LEARNER SUPPORT SERVICES IN ACADEMIC ACHIEVEMENTS OF DISTANCE LEARNERS IN ASSAM

Surajit Mahanta

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This paper reflects the findings of an empirical study conducted in three selected ODL institutions of Assam, namely KKHSOU, IGNOU, and DODL, Dibrugarh. The study aimed at exploring the existing provisions of LSS and its impact upon the academic achievements of the learners. The size of the sample comprised of 300 learners (100 each) from the three ODL institutions which was determined with help of random sample technique. Descriptive survey method was used to gather pertinent information concerning the current status of phenomena and to draw valid conclusion from the facts discovered. It was found from the study that there does not exist any significant difference in LSS provisions between male and female learners, suggesting equitable distribution across genders. However, a notable urban-rural disparity exists, highlighting the need for policy interventions to bridge this gap. The study also reveals that effective LSS provisions positively correlate with academic achievements.

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NATIONAL ACADEMIC DEPOSITORY: A STEP IN THE DIRECTION OF THE DIGITAL INDIA VISION

Faiyaz Ahammad

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The National Academic Depository of India is a manifestation of a previously conceived idea. The depository was conceived as a way to centrally store and digitise all of the academic achievements that are made available by educational institutions. The repository makes it possible to do away with the requirement of physically keeping awards. It is able to authenticate the awards that have been given to various persons by a variety of organisations. A remedy that is helpful in the fight against counterfeit and false certificates is the secure digital depository. There are a lot of parallels to be drawn between the idea of academic depository and the idea of financial securities. In India, the idea of a depository was tested with the assistance of academic awards provided by one of the testing bodies. The pilot was finished in a fruitful manner. In order for the depository to become completely functioning, it is necessary to surmount a few obstacles concerning the academic variations that exist with regard to the length of the courses and their level of equivalent. In response to these difficulties, legislation pertaining to academic repositories is currently in the process of being written. In addition to this, the NAD is becoming expectant with a wide variety of brand-new applications and opportunities. It’s possible that the NAD may open up new roles for educational institutions as well, such as preparing reports for teachers based on examination data about learning gaps in the classroom, as opposed to simply labelling kids. The Academic Depository represents a first-of-its-kind initiative anywhere in the globe.

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PERCEPTION OF ACADEMIC STRESS ON EXPOSURE OF ONLINE LEARNING DURING COVID-19 AMONG NURSING STUDENTS

Radha K, Vijayanarayanan N, Varun Bajpa, Sridevi K

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COVID-19 disease is causing a slew of public health responses around the world. Closures of schools, colleges, and universities are among the most severe social (physical) barriers utilized to restrict the spread of this deadly disease. The aim of this survey- cross sectional study was to assess the level of Perceived of academic stress on exposure of online learning during Covid-19 among nursing students across in India. A Google Form distributed via a WhatsApp group and mail, by convenient sampling technique those who were interested to provide their consent filled out the Google Form A total of 405 nursing students who were enrolled in GNM, B.Sc.(N), PB.BSc(N), and MSc(N) program participated in this study. Tool used in this study are as (a) demographic profile of the participating nursing students and (b) self-structured Perceived academic stress scale (20 items) was used to assess the level of online perceived academic stress. Majority of participants were between the ages of 21 and 25, 81.7% were female, 360 (88.9%) were single, 272 (67.2%) were enrolled in a BSc nursing program, and 152 (37.5%) were in the first year of the program. Additionally, 329 (81.2%) participants were from private institutes, and 206 (50.9%) participants lived in urban areas and 257 (63.5%) majority of the participants from Madhya Pradesh state. Of those surveyed, majority 184 (45.4%) said they were satisfied with their home learning environment. On the other hand, 84 (20.7%) participants were satisfied with their online learning environments for meeting their academic requirements, while 265 (65.5%) people were dissatisfied with online learning environments to complete their requirements. 239 (59% of the total) reported moderate levels of stress, 88 (21.7%) reported mild levels, and 78 (19.3%) reported severe levels, with mean and standard deviation values of 135 and 73.65, respectively. There was a significant association between perceived online academic stress and the number of online classes exposed per day (chi squre value of 20.733, df= 6 with p value = 0.002) and the duration of exposure of online classes per day (chi squre value of 20.734, df= 6 and p value 0.002). This research highlights that online perceived academic stress had a significant association with students’ exposure of online classes and duration of exposure / day and academic performance in the context of the COVID-19 outbreak.

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THE USE OF MOBILE DEVICES IN ENGLISH LANGUAGE LEARNING AMONG ADVANCED LEARNERS: INSIGHTS FROM INTERVIEW DATA

A. BABU FRANKLIN

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This paper explores the role of mobile devices in facilitating English language learning among advanced learners. Based on interview data, it investigates learners' perceptions, usage patterns, benefits, and challenges associated with mobile-assisted language learning (MALL). The findings indicate that mobile devices offer personalized, flexible learning experiences but also highlight concerns about distraction and information overload. The data for this study were gathered from 20 students using a semi-structured interview format. Both qualitative and quantitative analyses were applied to the collected data. Findings from the study indicated that some participants showed an increased awareness of the beneficial role mobile devices play in their language learning. They demonstrated the capability to access appropriate tools and retrieve information to meet their objectives, fulfill their needs, and tailor their English learning to suit their individual learning styles. However, their use of mobile devices in the classroom was often spontaneous and unstructured.

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UNIVERSITY STUDENT’S ATTITUDE TOWARDS E-LEARNING

Showkat Ahmad Lone, Javeed Ahmad Puju

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In the present era, e-learning occupies an important place in higher education. It provides ample opportunities to all learners to access knowledge anywhere and anytime. The current study was designed to investigate University students' attitude towards e-learning. The primary objective of the study was to disclose the differences in attitude towards e-learning between male and female university students. Using a simple random sampling technique, a sample of 200 University students were taken from various departments at the University of Kashmir. Dimple Rani (2015) Attitude towards e-learning Scale was used to collect the data. Statistical techniques such as percentage and t-test were used to analyze the data. The study reported that there is no significant difference in attitude towards e-learning between male and female university students on (factor wise). Furthermore, the results revealed that no significant difference was found between male and female university students on attitude towards e-learning on (composite wise).

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