Digital Competencies in Online Education

In the information age, the proliferation of online education platforms is accompanied by various problems. This paper aims to solve the problems of online education platforms, making them more useful and adaptable. Targeting at a key online education platform (SmartStudy) in China, the authors conducted a questionnaire survey among users on their utilization and perception of online education platforms. Based on the survey data, the current state of the platform was summarized, followed by an analysis on the degree of impact from each factor on the selection between platforms. Next, the platform development and user satisfaction were discussed in the light of platform security, credit rating and user experience. Finally, several suggestions were put forward to improve the online education platform. The research results are of great importance to the development of online education in China.

AbstractThe study draws on a relational and intersectional approach to young children’s belonging in Finnish educational settings. Belonging is conceptualized as a multilevel, dynamic, and relationally constructed phenomenon. The aim of the study is to explore how children’s belonging is shaped in the intersections between macro-, meso-, and micro-levels of young children’s education in Finland. The data consist of educational policy documents and ethnographic material generated in educational programs for children aged birth to 8 years. A situational mapping framework is used to analyze and interpret the data across and within systems levels (macro-level; meso-level; and micro-level). The findings show that the landscape in which children’s belonging is shaped and the intersections across and within the levels are characterized by the tensions between similarities and differences, majority and minorities, continuity and change, authority and agency. Language used, practices enacted, and positional power emerge as the (re)sources through which children’s (un)belonging is actively produced.

Currently, the 2019 Coronavirus Disease pandemic has caused serious damage to health throughout the world. Its contagious capacity has forced the governments of the world to decree isolation and quarantine to try to control the pandemic. The consequences that it leaves in all sectors of society have been disastrous. However, technological advances have allowed people to continue their different activities to some extent while maintaining isolation. Universities have great penetration in the use of technology, but they have also been severely affected. To give continuity to education, universities have been forced to move to an educational model based on synchronous encounters, but they have maintained the methodology of a face-to-face educational model, what has caused several problems in the learning of students. This work proposes the transition to a hybrid educational model, provided that this transition is supported by data analysis to identify the new needs of students. The knowledge obtained is contrasted with the performance presented by the students in the face-to-face modality and the necessary parameters for the transition to this modality are clearly established. In addition, the guidelines and methodology of online education are considered in order to take advantage of the best of both modalities and guarantee learning.

As China has gradually entered the network information society, all walks of life have been rapidly developed. In the education industry, network information technology has promoted the emergence of online education platforms. This is a new teaching method that has attracted the attention and recognition of the majority of teachers and students who have profited from its advantages of abundant resources, quick start, and convenience. By analyzing the connotation and management mode of online education platform, the application strategies of online education platform in colleges and universities are discussed.

Financial literacy is one of the key components of education for living in a modern society. In this article, we present the results of our research into the current state of financial literacy among university students from two European countries. Our research was conducted in the form of a questionnaire survey. In the first part of the questionnaire we investigated selected personal characteristics of respondents and the second part was devoted to knowledge in different areas of financial literacy. The knowledge questions were focused mainly on respondents’ competence in specific practical situations. The obtained data were processed by statistical analysis, including the dependencies between the results of the knowledge part and the self-reflexive assessment in the first part of the questionnaire. This analysis revealed several noteworthy findings. Keywords: Financial literacy; questionnaire survey; statistical tests;

This paper analyzes the impact of information interaction ability on the value co-creation business model of online education enterprises from the perspective of supply chain. Integrate the perspective of supply chain and summarize the content of supply chain capability and performance. This paper analyzes the connotation and shortcomings of information interaction ability, combines the connotation of value co-creation to maximize the advantages of information interaction, assumes the impact of information interaction on value co-creation through questionnaire survey method, uses software to analyze the reliability and validity of data, and proves that the data are reasonable. Information interaction has a positive impact on the value co-creation business model of online education enterprises.

Research background: E-learning and e-working collaborated on a voluntary basis for long. The global COVID-19 lockdown enforced them to a rapid worldwide transition to work, teach, and learn from home. Purpose of the article: Our main aim is to identify the interrelations between e-learning and e-working during the pandemic period. Considering e-working as the 1st pillar and e-learning as the 2nd pillar, we ask: What structure can we build above them? What are its global features? Methods: Our study uses a comparative analysis. We juxtapose results of a survey among 120 full-time Austrian e-workers on their experience with e-working and e-learning with one of 172 university teachers in Czech and Slovak Republic. Our findings can be applied far beyond their local frontiers. Findings & Value added: Among the employees, 40% are facing some difficulties with face-to-display work. Only 40% of the employees would like to work at cubicles after the pandemic, 30% prefer hybrid (combination of online and on-site) and 30% full e-working. 75% of e-workers participated in online courses. 45% of them wander whether schools and universities are prepared for e-learning. 60% highlight that education system needs to invest in its ICT to be better prepared for online education; 70% recommend hybrid education as the optimal solution. 40% of them believe that online learning is more challenging compared to traditional onsite learning. Some of their suggestions contradict the opinion of university educators. A majority of them considers online education as a temporary replacement.

Stress can result in psychopathologies, such as anxiety or depression, when this risk factor continues in time. One major stressor was the COVID-19 pandemic, which triggered considerable emotional distress and mental health issues among different workers, including teachers, with another stressor: technology and online education. A mixed-method approach is presented in this research, combining a cross-sectional study of university teachers from Ecuador and Spain with a medium of twenty years of working experience (N = 55) and a bibliometric analysis carried out in three databases (161 documents). The levels of anxiety and depression, and therefore the risk of developing them as mental disorders, were high. The lack of training (p < 0.01), time (p < 0.05), or research regarding the use of technology in education (p < 0.01) and stress caused by COVID-19 (p < 0.001) were linked to frequency. The most relevant observational study obtained through the bibliometric analysis (138 citations and over 65% of methodological quality) indicated that previous training and behavioral factors are key in the stress related to technology. The combination of the results indicated that mental health in STEM teachers at university is related to diverse factors, from training to the family and working balance.