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Since the beginning of year 2020, when the whole world were undergoing the COVID-19 epidemic, all schools were lockout and classes were suspended until e-learning was rushed to be online for students to continue their learning, including the students in China. Although many studies had discussed the effectiveness of online learning from many different points of views, it still remained many uncertainties on the qualities of distance learning, especially when under the circumstances of rush and students’ involuntary learning. This manuscript attempted to determine whether students’ learning expectation reach the qualities of distance learning or not. In this manuscript, the snowball sampling method was adopted to have 356 students who studied at vocational-technical teachers’ college in China. Based on the expectation confirmation theory and its model, five hypotheses were proposed to construct a research model to determine relationship between student’s expectancy belief, course satisfaction, learning effectiveness, and continuous learning intention when facing the dilemma of classes suspended but learning continues, learning online during this ongoing pandemic. The results of this study showed that: (1) The expectancy value belief were positively related with theoretical course satisfaction, but negatively related with practical course satisfaction; (2) Theoretical course satisfaction and practical course satisfaction were positively related with learning effectiveness; and (3) Learning effectiveness was positively related with continuance to learn. In addition, three factors influencing the most on the qualities of theoretical course were environmental interference such as surrounding noises, poor internet connection, and poor absorption of learning contents, respectively, while three factors influencing the most on the qualities of practical course were inaccessible to practice, poor absorption of learning content, and lack of practical materials, respectively. Based on the results analyzed, this study suggested schools and teachers focused on how to improve the qualities and to reduce or prevent any disturbances to the class given to fulfill students’ class expectation first and then to ensure students’ learning effectiveness and intention to continuous learning.

Objective: This study aimed to understand the associations between mindfulness, perceived stress, and work engagement in a very large sample of English-speaking adults, from 130 different countries. It also aimed to assess participants' self-reported changes following a 6-week mindfulness massive open online course (MOOC).Methods: Participants in the 6-week MOOC were invited to complete pre-post online surveys. Cross-sectional associations were assessed using univariate linear models, followed by structural equation models to test mediation pathways in baseline data (N = 16,697). Self-reported changes in mindfulness, stress and engagement following training were assessed using paired t-tests (n = 2,105).Results: Each standard deviation unit increase in mindfulness was associated with a 0.52 standard deviation unit decrease in perceived stress, and with 0.06 standard deviation unit increment in work engagement. 73% of the influence of mindfulness on engagement was direct. Following the mindfulness MOOC, participants reported higher mindfulness (d = 1.16), reduced perceived stress (d = 1.00) and a small improvement in work engagement (d = 0.29).Conclusions: Mindfulness was associated with lower perceived stress and higher work engagement in both cross-sectional and longitudinal analyses. These findings support mindfulness as a potentially protective and modifiable personal resource. The MOOC format offers a low cost, highly accessible means for extending the reach and potential benefits of mindfulness training to large numbers of people.

Objective: This study aimed to understand the associations between mindfulness, perceived stress, and work engagement in a very large sample of English-speaking adults, from 130 different countries. It also aimed to assess participants' self-reported changes following a 6-week mindfulness massive open online course (MOOC). Methods: Participants in the 6-week MOOC were invited to complete pre-post online surveys. Cross-sectional associations were assessed using univariate linear models, followed by structural equation models to test mediation pathways in baseline data (N = 16,697). Self-reported changes in mindfulness, stress and engagement following training were assessed using paired t -tests (n = 2,105). Results: Each standard deviation unit increase in mindfulness was associated with a 0.52 standard deviation unit decrease in perceived stress, and with 0.06 standard deviation unit increment in work engagement. 73% of the influence of mindfulness on engagement was direct. Following the mindfulness MOOC, participants reported higher mindfulness (d = 1.16), reduced perceived stress (d = 1.00) and a small improvement in work engagement (d = 0.29). Conclusions: Mindfulness was associated with lower perceived stress and higher work engagement in both cross-sectional and longitudinal analyses. These findings support mindfulness as a potentially protective and modifiable personal resource. The MOOC format offers a low cost, highly accessible means for extending the reach and potential benefits of mindfulness training to large numbers of people. [ABSTRACT FROM AUTHOR]

Anxiety is one of the most important affective factors affecting college students' foreign language learning. Especially in the Internet age, new teaching ideas and methods bring new load and anxiety to students' psychology. Taking students who attend a college English online course learning as the research object, this paper analyzes the general situation and professional skills of the students' psychological anxiety under the network environment by using the method of investigation and data analysis. It conceives six methods to reduce the students' psychological anxiety according to the reason analysis and summarizes the more effective ways with data mining of another questionnaire. It points out that teachers can advocate the mode of group learning and peer cooperation, strengthen the timeliness and diversity of tests, increase the richness of extracurricular activities, and increase teachers' and students' quality of online teaching and learning to reduce the anxiety of students' foreign language learning in an online teaching environment.

Anxiety is one of the most important affective factors affecting college students' foreign language learning. Especially in the Internet age, new teaching ideas and methods bring new load and anxiety to students' psychology. Taking students who attend a college English online course learning as the research object, this paper analyzes the general situation and professional skills of the students' psychological anxiety under the network environment by using the method of investigation and data analysis. It conceives six methods to reduce the students' psychological anxiety according to the reason analysis and summarizes the more effective ways with data mining of another questionnaire. It points out that teachers can advocate the mode of group learning and peer cooperation, strengthen the timeliness and diversity of tests, increase the richness of extracurricular activities, and increase teachers' and students' quality of online teaching and learning to reduce the anxiety of students' foreign language learning in an online teaching environment. [ABSTRACT FROM AUTHOR]

Since the beginning of year 2020, when the whole world were undergoing the COVID-19 epidemic, all schools were lockout and classes were suspended until e-learning was rushed to be online for students to continue their learning, including the students in China. Although many studies had discussed the effectiveness of online learning from many different points of views, it still remained many uncertainties on the qualities of distance learning, especially when under the circumstances of rush and students' involuntary learning. This manuscript attempted to determine whether students' learning expectation reach the qualities of distance learning or not. In this manuscript, the snowball sampling method was adopted to have 356 students who studied at vocational-technical teachers' college in China. Based on the expectation confirmation theory and its model, five hypotheses were proposed to construct a research model to determine relationship between student's expectancy belief, course satisfaction, learning effectiveness, and continuous learning intention when facing the dilemma of classes suspended but learning continues, learning online during this ongoing pandemic. The results of this study showed that: (1) The expectancy value belief were positively related with theoretical course satisfaction, but negatively related with practical course satisfaction; (2) Theoretical course satisfaction and practical course satisfaction were positively related with learning effectiveness; and (3) Learning effectiveness was positively related with continuance to learn. In addition, three factors influencing the most on the qualities of theoretical course were environmental interference such as surrounding noises, poor internet connection, and poor absorption of learning contents, respectively, while three factors influencing the most on the qualities of practical course were inaccessible to practice, poor absorption of learning content, and lack of practical materials, respectively. Based on the results analyzed, this study suggested schools and teachers focused on how to improve the qualities and to reduce or prevent any disturbances to the class given to fulfill students' class expectation first and then to ensure students' learning effectiveness and intention to continuous learning., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Ye, Lee and He.)