The Association between Post-Traumatic Stress Disorder and Psychological Distress among Primary School and Middle School Teachers during the COVID-19 Epidemic: A Moderated Mediation Analysis
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(This article belongs to the Special Issue Education and Worklife in Times of Uncertainty: Challenges Emerging from the COVID-19 Pandemic in the Field of Sustainable Development)
Since COVID-19 first appeared, e-learning has become more and more common. In order to understand gender disparities in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance globally, this study will look at these variables. Many educational institutions have been forced to close due to the sudden COVID-19 outbreak, and many students have been forced to stay at home and take online courses. With the recent COVID-19 pandemic underway, there were challenges with STEM (Science Technology Engineering and Mathematics) modules and other teaching contents due to practical laboratory sessions and workshops required. Thus, the need to understand teaching style, online learning and its role in promoting a variety of desirable academic outcomes, such as increased achievement and decreased dropout rates, as well as various well-being and life outcomes, has advanced significantly. In this paper, the scientific review on teaching in Higher Education Academies (HEA) for online learning is presented with their frontiers towards sustainable education. The current work also gives an annotated bibliography that aims to consolidate and synthesise the literature on student engagement, online learning, social media, and teacher learning/training. Some conclusions and recommendations were also made on the study.
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Since COVID-19 first appeared, e-learning has become more common [1, 2, 3, 4, 5, 6, 7]. In order to understand disparities in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance globally, an annotated bibliography on related studies that looks at these variables is necessary. Many educational institutions have been forced to close due to the sudden COVID-19 outbreak, and many students have been forced to stay at home and take online courses [8, 9, 10, 11, 12, 13, 14]. With the COVID-19 epidemic underway, there were challenges with STEM (Science Technology Engineering and Mathematics) modules due to practical laboratory sessions and workshops required [15, 16, 17, 18, 19, 20]. Without regard to their physical location, e-mentoring enables teachers to communicate with students via email, online chat, and bulletin boards. As a result, when students feel engaged in an activity, they are better able to develop their own knowledge. The need to have better teaching styles, teaching tools, and effective teachers globally that will continue to foster quality education is the bedrock of any Higher Education Academy (HEA). To ensure that learners can benefit from mentoring, it is crucial to comprehend learners’ attitudes regarding online mentoring. Feedback can come from both the mentors and the students. Reflecting on student feedback and the use of e-study as digital tools for teaching, such as e-boards, projectors, public address systems, and state-of-the-art lecture e-kits, are highly emphasized in Higher Education Institutions (HEI). Having these teaching aids, the student can download teaching notes as electronic files or use their mobile phones to record the lecture notes so they can be revised as their own files later.
One of the primary challenges that educational institutions and libraries face is the availability of annotated bibliographies that cover teaching methods in HEAs. Annotated bibliographies could be used to identify knowledge gaps, such as understanding student engagements by using studies on the lack of participation against high-level participation of students. However, some other annotated bibliographies present different levels of course-based teaching in English [21, 22, 23, 24, 25, 26, 27], but there is a gap for general teaching in HEAs. Also, there are other annotated bibliographies on different fields ranging from areas of teaching [28], virtual exchange [29], STEM teacher education [30, 31], gender bias [32], digital library [33], plagiarism in engineering [34], online learning [35], technical education career [36], curriculum design [37], engaged learning [38], group works [39], business models [40, 41], economics of education [42], scheduling [43], forecasting [44], algorithms [45], distance learning [46, 47], sociology [48, 49], greedy randomized adaptive search procedure (GRASP) optimisation [50], geological lineation [51], to health [52]. However, there is a need to sustain the quality of teaching in HEAs. To address this challenge, the authors outlined strategies for communicating the purpose and value of the discussion, setting clear expectations for responses, and designing a structure for the discussion. Another aspect of teaching is online learning, which has recently increased globally due to the COVID-19 pandemic [20, 52]. Higher education institutions started using the internet as an alternate learning environment in addition to traditional teaching and learning methods in front of classes about 30 years ago [53]. For students and educators that actively participate in online courses, this type of environment continues to provide significant obstacles, thus, there is a need to include these themes in an annotated bibliography. Some studies reviewing best practices adapting to the COVID-19 pandemic in teaching also presented some lessons learnt [53, 54, 55, 56, 57]. The pandemic has availed us to have new perspectives, and lessons have been learnt by institutions as well as their teacher educators during COVID-19 [58, 59, 60, 61, 62]. Despite the enormous hurdles during the pandemic, there are positives that will endure over the long term. Due to COVID-19, our entire educational system and organisational structure had to transition to fully remote communication and online learning [63, 64, 65, 66, 67]. This means that all the teachers, instructors, and students have to understand that technological improvements need to urgently and significantly help address our sustainability challenges given how swiftly they have spread around the world. It is pertinent that the teachers understand student engagement and determine how learners feel about teaching. This could be adaptable, from having blended learning, online mentoring, to group learning studies. However, the latter is covered in another publication [67] of this annotated biography on teaching in HEAs.
In this paper, the scientific review with an annotated bibliography on teaching in HEAs covers themes on teaching and learning, presented with their frontiers towards sustainable education. Section 1 introduces the study and covers related studies on student assessments, teaching curriculum, and online learning, while Section 2 presents the methodology for the annotated bibliography. Section 3 presents the scientific literature review with scientometric review on teaching in HEAs and lessons from the COVID-19 pandemic. The current work, an annotated bibliography that aims to consolidate and to synthesise the literature on teaching style, is presented in Section 4. Section 5 presents the conclusions on the study. The study presents literature on learners’ attitudes toward online learning to enable teachers to achieve better understanding of the students and it will serve as a reference guide for educators.
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This section covers the materials and methods adopted for this annotated bibliography on the teaching style in Higher Education Academies (HEA). To obtain this data, the search was obtained from existing repositories from various institutions from annotated bibliographies and from the Scopus database. Scopus was selected because it has broader range of coverage, it is faster in indexing processes, and it has more recent publications on the literature search. Using the Scopus database, 88 documents were obtained and included in this annotated bibliography in this subject area. The search syntax used in Scopus was “teaching AND higher AND education AND academy AND online AND learning OR COVID-19”, as shown in Figure 1 showing the methodology for obtaining the data used, and the search results from the Scopus database are shown in Figure 2.
In this section, the scientific review and scientometric analysis were conducted for the annotated bibliography on teaching in higher education academies based on the research themes. In this study, the research trends were investigated from the publication history, the publication classification, the subject area, the publication by country, journal range, the author keywords, and the publication by affiliations. To understand the research pattern on teaching in HEAs, data were retrieved from Scopus and are presented in the findings in Figure 3, Figure 4, Figure 5, Figure 6, Figure 7,
This section covers the materials and methods adopted for this annotated bibliography on the teaching style in Higher Education Academies (HEA). To obtain this data, the search was obtained from existing repositories from various institutions from annotated bibliographies and from the Scopus database. Scopus was selected because it has broader range of coverage, it is faster in indexing processes, and it has more recent publications on the literature search. Using the Scopus database, 88 documents were obtained and included in this annotated bibliography in this subject area. The search syntax used in Scopus was “teaching AND higher AND education AND academy AND online AND learning OR COVID-19”, as shown in Figure 1 showing the methodology for obtaining the data used, and the search results from the Scopus database are shown in Figure 2.
In this section, the scientific review and scientometric analysis were conducted for the annotated bibliography on teaching in higher education academies based on the research themes. In this study, the research trends were investigated from the publication history, the publication classification, the subject area, the publication by country, journal range, the author keywords, and the publication by affiliations. To understand the research pattern on teaching in HEAs, data were retrieved from Scopus and are presented in the findings in Figure 3, Figure 4, Figure 5, Figure 6, Figure 7,