Background: Online School was actively carried out during the COVID-19 pandemic in order to reduce social interaction, minimize outdoor activities, and decreasing airborne virus transmission. This ...activities mainly uses virtual media. During activities, students are advised and ordered to stay inside their house, which causes reduction towards physical activities. Said actions, causes a significant change in their lifestyle and can increase the risk of obesity.Objective: To find out the phenomenon of obesity in conventional education school students, from elementary to high school, during the transition from face-to-face learning to long distance learning.Methods: Reviewing several published scientific articles regarding the phenomenon of increased risk of obesity due to online school during the COVID-19 Pandemic.Results: There is a relationship between online school that increased risk of obesity where are sedentary behavior, stress, and diet. This is because online school makes decreased physical activity, increased screen time, irregular sleep patterns, and stress. This can be experienced by any students.Conclusion: Online learning during the COVID-19 pandemic is proven to escalate risks in students becoming obese, according to an additional increase in their sedentary lifestyle. Hence a modification in their lifestyle and routine is highly needed.
AbstractThis study aimed to evaluate the implementation of an online school exam conducted at SMK PGRI 1 Salatiga in the Academic Year of 2019/2020. This research type is a descriptive evaluation ...study employing the CIPP model (Context, Input, Process, Product). The research focused on conducting evaluation activities through four-component aspects: context, input, process, and product evaluation. The data were obtained from interviews and documentation studies. The subjects in this study were the participants and committees of the online school exam at SMK PGRI 1 Salatiga. The results revealed four aspects of the evaluation component. 1) In the online school exam implementation, the context has been based on a circular from the Minister of Education and Culture and the Office of Education and Culture of Central Java Province. 2) Inputs in the implementation of online school exams have been in accordance with the planning criteria, including online application preparation, school exam planning and schemes, network preparation, standard operating procedures (SOP), and committee test organizers. 3). The process of organizing online school exams went well, but there were technical problems experienced by school exam participants related to the internet network. 4). The product in carrying out online school exams was in a quite good category, indicated by the exam results that could be known in a relatively short time.
School orientations in the post-pandemic era Florentin Remus MOGONEA; Marian PĂDURE
Analele Universității din Craiova. Annales de l'Université de Craiova = Annals of the University of Craiova. Seria Psihologie, pedagogie,
02/2024, Volume:
45, Issue:
2, Supplement
Journal Article
Open access
March 11, 2020 was the day when in Romania the pandemic moved school classes online. Nobody had the slightest idea that we were facing an entirely new situation. An invisible enemy (Covid-19) started ...to spread fear, changed rules and behaviors. Most of us gave up natural gestures, changed our way of working, vacations were different or didn't take place at all, in short, we adapted to a different lifestyle. The school and the children were struck by the pandemic in a very particular way. Schools closed and no one knew what was coming, because no one was prepared for something like that. The consequences were unsuspected, for the students, parents and teachers alike: they all found themselves in an unpredicted situation. The shock was strong. The Romanian education system had to adapt along the way, to enter, for the beginning, in the virtual, online or hybrid meeting. The communication difficulties, at least at the beginning, were very high. Even now, the shortages of the pandemic period are being felt. But, despite all these, the school had to go forward, to function. The directions of action were and are multiple, involving various scenarios. Although even today this enemy has not disappeared, teachers, parents, students and education specialists continue to find plausible scenarios for the good functioning of the school and society.
Parents' emotional management was highly required during the COVID-19 lockdown, as juggling as their own job moved online and with being a parent of a child whose school was online proved to be a ...challenge for many. Our sample was restricted to parents who had to work online from their homes while their children had to attend school online, as external imposed conditions. The present study was based on Mayer and Salovey's theory and we aimed to investigate the relationship between parents' emotional intelligence and their ability to manage their emotions during this period, hypothesizing that a higher emotional intelligence and well-developed emotional management abilities contribute to better adjustment to everyday challenges, thus contributing to keeping levels of exhaustion low. The double role played by these adults strained their resources, therefore we were also interested in their level of burnout after almost a year spent in a home turned into office and school. We also investigated the participants' level of flourishing, as described by Ed Diener, as these changes impacted differently on every parent's well-being. The analysis of the data obtained offered us the possibility of issuing a series of recommendations for parents' well-being in such a situation, as the prospect of continuing to work and learn online in future seems very real. The need to set clear boundaries between the roles played in these settings emerged as a main objective of future therapeutic interventions based on positive psychology.
Rapid technological advances and integration into human life whose life is different, including learning and education will continue to be innovative and adaptable. This paper is intended to discuss ...the future of virtual schools in the face of challenges and opportunities to achieve modern and eye education in Indonesia. To that end, we have carried out a series of data collection with an electronic search system for several publications, both national and international, in scientific journals, books, and websites that actively discuss the problem of virtual learning in the future. After data collection, we further reviewed it systematically and included a coding system, in-depth interpretation, sharp evaluation and conclusion drawing that answered the research questions with high quality of validity. Based on the existing evidence in the discussion of understanding the results. So the result is a better future for online education in Indonesia along with rapid technological advances and efficiency in all fields. Now online education still needs state recognition and formalities so that more online schools appear in the country. Thus, these findings become important inputs for future educational studies with similar teaching activities.
This essay draws on the author’s experiences in the Faculty Senate at Pennsylvania State University and cochairing a committee on COVID-19 and shared governance for the American Association of ...University Professors.
To explore the health characteristics of youth with diabetes in cyber school compared with peers with diabetes in traditional brick-and-mortar schools.
This was a single-center cross-sectional study ...of youth with type 1 or type 2 diabetes in K-12 education during academic year 2017-2018. Youth enrolled in cyber school were matched with traditional school peers by age, sex, race, diagnosis, and diabetes duration. Comparisons included insurance status, hemoglobin A1c, treatment, coexisting conditions, screening, and healthcare use.
Of 1694 participants, 5% (n = 87) were enrolled in cyber school. Youth enrolled in cyber school were predominantly white (89%), female (60%), adolescents (median 15.2 years) with type 1 diabetes (91%). Youth with type 2 diabetes were excluded from analyses owing to the small sample (n = 7). Public insurance was more common among youth enrolled in cyber school (P = .005). Youth in cyber school had higher mean hemoglobin A1c, 9.1 ± 1.8% (76 ± 20 mmol/mol) vs 8.3 ± 1.2% (67 ± 13 mmol/mol) (P = .003), lower insulin pump use (OR, 0.36; 95% CI, 0.18-0.73), and more mental health conditions (OR, 4.48; 95% CI, 1.94-10.35) compared with peers in traditional schools. Youth in cyber school were less likely to have recommended vision (OR, 0.34; 95% CI, 0.15-0.75) and dental (OR, 0.33; 95% CI, 0.15-0.75) evaluations. The relationship between hemoglobin A1c and cyber school persisted after adjusting for insurance status, pump use, and mental health conditions (P = .02). Similar trends were observed for participants with type 2 diabetes.
Youth with diabetes in cyber school may be a high-risk population. Understanding the potential impact of cyber school-related factors on health may encourage additional provider/system/school supports for these patients.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The aim of this article is to point out the acute need of artistic classes for children with ages between 5 and 12 years after one year and a half of online activitities imposed by the SARS CoV-2 ...pandemic. The 2021 school year brought to the parents’ attention the gaps their children have experienced in terms of sociability. The ease they used to have in communicating with the others has almost disappeared along with the joy of interaction. They got so used to the virtual world that they began to see it as routine and to believe that this is the way our lives should be looking like from now on. As a result, the inauguration of this new school year in comparison to other typical school years, except for the pandemic years, has been registered as the year with the highest number of requests for children’s theatre classes. Teachers saw their students regressing and they also observed that it was very difficult for their students to assimilate any kind of new information, a reason why they came up with the idea of participating in such classes. The worst challenge for the students was to start coming back again physically to classes. Their enthusiasm disappeared alongside with their inability to concentrate and their difficulty in paying attention to the teaching process. The masks on their faces represented another disadvantage that they didn’t have to comply with any longer while attending online classes. Anyhow, it was the first year as a freelance theatre teacher in which the demand increased in such a manner that neither I nor my guild colleagues could honor all the requests we received in terms of drama classes for children at this age. The benefits of such classes in the education and in the evolution of its participants have already been demonstrated by many theatre personalities and they are now being amplified with the increased interest coming from the children’s parents who noticed serious disorders in their children’s’ behavior. In the next lines we are going to analyse the outcome results after questioning 60 children with ages between 5 and 12 years old.
The article presents the content analysis of posts posted on the teachers Facebook group Me, The Teacher. The material comes from two periods: March–June 2020 (the beginning of the COVID-19 pandemic) ...and December 2021 (the last moment when distance learning was common in schools). Teachers’ perspective, the biggest challenges during COVID-19 pandemic and the most popular strands from teachers’ narratives were presented. The article discusses such topics as: preparing schools for remote work, teaching competences related to online work, school rituals, the caring function of the school and the trust of the teaching community in the government and the decisions they make.
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