Data Collection in Times of Pandemic: A Self-Study and Revisit of Research Practices During a Crisis.

COVID-19 as a global pandemic has greatly disrupted research, not only in terms of the practicality of research activities such as data collection, but also in data quality. Using self-study in form of duoethnography method for reflecting on research practice, this article reviews and reflects on the practices of remote data collection during the pandemic and further revisits additional issues brought about by these practices and concerns. One key observation from this self-study is the prevalence of practical challenges, particularly those related to participant access, that overshadows the potential advantages of remote data collection as well as other challenges.

A Network Analysis-Driven Sequential Mediation Analysis of Students' Perceived Classroom Comfort and Perceived Faculty Support on the Relationship between Teachers' Cognitive Presence and Students' Grit-A Holistic Learning Approach.

The interaction between teachers and students is critical to the learning process. Student success and learner satisfaction have consistently improved in educational situations where instructors and students connect frequently and meaningfully. The Community of Inquiry (CoI) framework, as well as the sense of belonging concept, have received a significant amount of attention from researchers investigating online learning since its debut.

Scholarly discourse of the fourth industrial revolution (4IR) and education in Botswana: a scoping review.

Implementation of the practices of the Fourth Industrial Revolution (4IR) is currently a trendy topic worldwide since various interruptions are expected. Education is considered as a major tool to equip people with the necessary kills to be prepared for the Fourth Industrial Revolution (4IR). Botswana's education system was ranked among the top ten on the African continent.

Higher education students' achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey.

The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic.

Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries.

The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic's first wave through an online survey.