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During attempts to prevent and control the COVID-19 pandemic in China, higher education programs shifted their traditional educational models to online models. This paper aimed to explore how Chinese universities organized online teaching and learning during the pandemic. It investigated the factors affecting the implementation of online teaching and provided policy recommendations for improving the quality of education in the post-pandemic period. The primary data for this study came from in-depth interviews with nine students and five teaching and administrative staff at eight major universities in mainland China. Literature was obtained in both English and Chinese from January 2020 to September 2021. Peer-reviewed journals, policy reports, and university documents regarding online education in Chinese universities were reviewed, and their challenges and countermeasures were investigated. The paper found that the implementation of online education was affected by various sources, including technologies, teachers' teaching skills, network information literacy, and students' learning motivations and self-directed learning skills. Based on the insiders' views, the paper suggested that to promote the quality of online education in the post-COVID-19 pandemic, higher education institutes and programs could develop their infrastructure construction, improve teachers' quality of teaching, and focus on students' learning motivations.

On 7 December 2022, the State Council of China released 'Measures to Further Optimize the Implementation of the Prevention and Control of the New Coronavirus Epidemic'. The previous three-year dynamic zero epidemic prevention policy was then replaced with a full liberalization policy. On 5 May 2023, the World Health Organization declared that COVID-19 no longer constituted a 'public health emergency of international concern.' However, given the ongoing prevalence of coronavirus, emerging mutations, and the liberalization of restrictions, there are increased risks of vulnerable people contracting new variants. Low vaccination coverage among older people with compromised immune systems, puts them at further risk. The policy shift will increase pressure on already stretched health infrastructure and medical resources. This short article adds to the current debate arguing that the Chinese government should take commensurate preventive measures, including strengthening medical facilities and equipment and targeting ongoing vaccination in older people.

This paper describes a scoping review of China's academic resource databases, relevant official websites, news reports and public accounts spanning a period from the end of 2019 to the end of 2022, to investigate the challenges in scientific integrity and ethical soundness of research conducted during and immediately after the COVID-19 pandemic in China. By conducting the scoping review with keywords related to the research questions in Chinese, relevant data were extracted and classified into four categories: challenges in research, challenges in ethics review, challenges in publishing academic work, and research ethics guidelines during and after the pandemic. The paper points out that problematic studies and findings increased with the escalation in medical research projects during the pandemic in China. The situation faced by researchers was more difficult than before the pandemic. The mode of informed consent, and ethics review and oversight systems also underwent changes. In addition, Traditional Chinese Medicine as an alternative medical treatment for COVID-19, attracted attention from the research community and became a topic of discussion. We conclude that the various challenges and concerns identified indicate a need for a proper and timely response system be formulated in preparation for possible future occurrences of new pandemics or other critical situations.

Building on a theoretical model of decision-making under risk and uncertainty, this paper examines how Chinese college students made decisions about international moblity or immobility during the COVID-19 pandemic. The paper finds that among the 118 interviewees, most continued to choose to study abroad, whilst some gave up after getting offers from prestigious Western universities. We further analysed the divergent patterns of two choices which can be explained by resilience to risks and uncertainties and lack of thereof. For those who have given up studying abroad, the symbolic capital and labor market advantages brought by degrees (especially master degrees) from Western universities have become uncertain and offset by the risk of the epidemic. These findings suggest that, in addition to safety, college students will prefer certainty more than before when choosing whether to go abroad and the study abroad landscape may change based on this mindset.

The enhancement of regional comprehensive development ability is significantly impacted by the study on the implementation effect of regional integration strategies. The integration strategy's impact on urban development during COVID-19 in the Yangtze River Delta(YRD) is unclear. According to prior industrial transfer theory, Hefei, Anhui's capital, is difficult to transfer industries, and other YRD cities push industry integration in Anhui. This study employs the theory of economic and land resource use to examine the resilience of the industrial economy during an epidemic by using industrial land as a representation of industrial economic development. The three cities in Anhui-Wuhu, Maanshan, and Chuzhou (Wu-ma-Chu) were selected as the research area. The study employed the UNet deep learning method to detect the land use types in Wu-ma-Chu. The land transfer matrix and the standard deviation ellipse were utilised to research the alterations in industrial land use and the spatial distribution of industrial output value, respectively. The results showed that the industrial land in Machu continued to grow during the outbreak, highlighting the resilience of the region's industrial economy. During 2019-2022, the elliptical ring of industrial output value is distributed in Nanjing, revealing the radiating role of Nanjing in integrating into the integration of the YRD. This confirms China's YRD integration strategy, strengthens regional economic resilience, and encourages coordinated regional economic development., (© 2024. The Author(s).)

Higher education informatization (HEI) is an interdisciplinary field that examines the use and integration of information and communication technologies (ICTs) in higher education. This paper provides a bibliometric and visual analysis of the research trends, patterns, and topics in this field. Using the Web of Science database, the authors selected and analyzed 199 SCI and SSCI papers on HEI published from 2000 to 2023 by VOSviewer and CiteSpace software. The results indicate that the publication volume of HEI research has grown significantly in recent years. The author network shows the collaboration and contribution of different researchers and institutions, while the journal network reveals the multidisciplinary nature and scope of the field. The keyword network and the burst keyword analysis identify the main research themes and the emerging hot topics in HEI. The co-citation network of sources illustrates the theoretical and methodological foundations and influences of the field. The paper concludes with some implications and suggestions for future HEI research.

Aim: Being front-line healthcare professionals is associated with possible severe information anxiety during the COVID-19 pandemic. Investigating signs of information anxiety is the first and key step of its targeted medical intervention. This study aims to explore the signs of front-line healthcare professionals' information anxiety during the COVID-19 pandemic., Design: This study is qualitative research. Grounded theory was used to classify information anxiety signs of front-line healthcare professionals., Methods: Twenty-four front-line healthcare professionals from a general hospital with over 5000 beds in Wuhan were recruited to participate in semi-structured interviews. According to the frequency and frequency variation of signs appearing in interviews, the trends of signs during the virus encounter, lockdown, flattening and second wave were compared. Based on the interviews, those signs that were conceptually related to each other were extracted to construct a conceptual model., Results: Psychological signs (emotion, worry, doubt, caution, hope), physical signs (insomnia, inattention, memory loss, appetite decreased) and behavioural signs (panic buying of goods, be at a loss, pay attention to relevant information, change habits) could be generalized from 13 subcategories of information anxiety signs. Psychological signs were the most in every period of the pandemic. Furthermore, psychological signs decreased significantly during lockdown, while behavioural and physical signs increased. Finally, severe psychological and behavioural signs were associated with physical signs., (© 2024 The Author(s). Nursing Open published by John Wiley & Sons Ltd.)

The mental health problems caused by COVID-19 pandemic to every person and every group cannot be ignored, especially for college students, who are the main force of the society. Few studies explore the mechanism of action between college students' epidemic stress perception and life satisfaction in China. The study aims to understand the association between the epidemic stress perception of COVID-19 on life satisfaction, and examines the effect of coping flexibility and perceived social support in China. We investigated 597 college students by questionnaire and found college students' epidemic stress perception of COVID-19 was significantly negatively associated with life satisfaction; coping flexibility partially mediated the relationship between college students' epidemic stress perception of COVID-19 and their life satisfaction; perceived social support moderated role in the first half of the mediating pathway. Practical strategies to improve college students' life satisfaction were discussed in the paper.

The impact of COVID‐19 has underlined the need for reliable information to guide clinical practice and policy. This urgency has to be balanced against disruption to journal handling capacity and the continued need to ensure scientific rigour. We examined the reporting quality of highly disseminated COVID‐19 research papers using a bibliometric analysis examining reporting quality and risk of bias (RoB) amongst 250 top scoring Altmetric Attention Score (AAS) COVID‐19 research papers between January and April 2020. Method‐specific RoB tools were used to assess quality. After exclusions, 84 studies from 44 journals were included. Forty‐three (51%) were case series/studies, and only one was an randomized controlled trial. Most authors were from institutions based in China (n = 44, 52%). The median AAS and impact factor was 2015 (interquartile range [IQR] 1,105–4,051.5) and 12.8 (IQR 5–44.2) respectively. Nine studies (11%) utilized a formal reporting framework, 62 (74%) included a funding statement, and 41 (49%) were at high RoB. This review of the most widely disseminated COVID‐19 studies highlights a preponderance of low‐quality case series with few research papers adhering to good standards of reporting. It emphasizes the need for cautious interpretation of research and the increasingly vital responsibility that journals have in ensuring high‐quality publications. [ABSTRACT FROM AUTHOR]

Purpose: In the domain of shadow education (private supplementary tutoring), Denmark and China may be placed at opposite ends of a spectrum. Denmark has a recently emerged, small, and high-cost sector that mostly serves low achievers, while China has a more industrialized sector with a long history and economies of scale. The paper juxtaposes the two to shed light on each. Design/Approach/Methods: The article is a personal narrative of the author's research experiences. She grew up and had initial education in China before moving to the Nordic realm for 2 years. This provided a set of initial lenses, which were subsequently deployed in research partnership from her current base in China with colleagues in Denmark. Findings: The juxtaposition raises questions that might otherwise not have been asked and provides insights that might otherwise not have been gained. Danish families hesitate to use shadow education for advantages in the egalitarian society, in contrast to Chinese patterns that stress competition and achievement. These facets have implications for the modes of shadow education and even the names of tutorial companies. Originality/Value: The paper has a methodological value in addition to its substantive insights on the trajectories of shadow education in the two countries.

COVID-19 has transformed higher education learning and teaching practices globally. Tertiary students, internationally face both opportunities and challenges in learning and adapting to this paradigm shift in the delivery of education. It remains unclear how students in international contexts are responding to these changes in digital learning during and post-COVID-19. This paper aims to compare student perceptions of digital competence, confidence, and resilience in present times using data from surveys of tertiary students from Australia, Cambodia, China, India, and Malaysia. There are disparities not only in the teaching and learning pedagogies amongst these countries but also in the levels of technological advancement, infrastructure support, and pace of digital innovation in the delivery of courses. These differences have put in focus students' both digital competencies and resilience as they pursue higher education on various digital learning platforms. Resilience includes the ability to bounce back or adapt from stress (Smith et al., 2008). Digital resilience is students' tech-savviness and preparedness to adapt to different digital environments as they pursue higher education. This paper examines the perceptions of tertiary undergraduate students from these countries in this emerging new digital learning norm. A total of 687 tertiary students from the aforementioned countries participated in a survey to questions related to digital competence, confidence in using and/or adapting to digital innovation, and resilience. Statistically significant attributes are identified to help better understand the challenges these culturally diverse students perceive in digital learning environments. This study will reveal barriers that impact the digital transformation of undergraduate students which can be used to recommend necessary teaching and learning support frameworks to enhance their digital competence and resilience. This will help tertiary institutions better equip all stakeholders in adapting to the new normal of higher education in the future.

The entire education system, from elementary school to higher education, distorted during the lockdown period. The latest 2019 coronavirus disease (COVID-19) is not only recorded in China, but also globally. This research is an account of the online teaching paradigm assumed in the teaching method by most of universities in China and subsequent tests over the course. It looks forward to offering resources rich in knowledge for future academic decision-making in any adversity. The aim of this research paper is to explain the prerequisites for online education and teaching during the COVID-19 pandemic and how to effectively turn formal education into online education through the use of virtual classrooms and other main online instruments in an ever-changing educational setting by leveraging existing educational tools. The paper uses both quantitative and qualitative research approaches to analyses the views of online teachers and students on the learning regime, with specific attention to the online learning regime implementation process. In the midst of the COVID-19 outbreak, the purpose of this article is to provide an in-depth overview of online learning. These activities took place during a time of isolation, including the creation of a link between the process of change management and the online learning process in the education system to tackle current issues of academic interference and, however, the re-establishment of educational practice and debate as a normal system of procedural education.

This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.

The purpose of this paper is to highlight the joint effort of the Chinese Government and the educators in reacting to the threat of COVID-19 in China to keep learning continue while schools close. The sources of data in this paper are from the most current reports of the Chinese Government, newspapers, televisions and the latest published journal articles. These reports cover the challenges, the immediate actions of the Government and the stakeholders during the toughest COVID-19 period in China. The paper also includes the Post COVID-19 Plan of the Chinese Government to bring normal learning back after the pandemic. The courageous acts of the Chinese Government and the educators to save Chinese education during the pandemic have significant implications to educational planning worldwide.

Based on a report on Dr. Li Wenliang in the British mainstream BBC media under the epidemic of COVID-2019, this paper analyzes from three perspectives guided by Halliday's Systemic Functional Grammar: transitivity, mood and personal pronoun. It is found that the material process appears most frequently which shows that the news reports mainly reproduce the event process. The second is the verbal process, which shows that news reports are good at making use of multi-channel speech sources to enhance the authority and objectivity of reports. The third is the relational process and psychological process, which reflects the subtlety of news report content and the concealment of attitude. This paper reveals the ideological direction implied in the news reports through seemingly neutral and objective reports, aiming at providing reference for readers in the process of reading Chinese and foreign political discourse.

The sudden outbreak of COVID-19 occurred in China at a time when colleges and universities would begin the Spring semester, and the complete lockdown of the entire country made it impossible for campuses to open after the one-month long winter vacation. Under the guidance of the Central Government's Ministry of Education, which is the highest authority of Chinese educational systems and is the supreme policy maker, all schools, including colleges and universities, moved classes online. Since the move was at such a short-notice and in a less prepared manner, the effectiveness of it remained a concern for administrators, teachers and students as a whole. This paper, using the quantitative and qualitative data provided by a Chinese university survey, aims to analyze the factors commonly used in academic researches to measure the effectiveness of its online classes under such an emergency circumstance, with perceptions of both students and teachers. The paper discusses the issues through its findings, by comparison of teaching vs. learning effectiveness, online vs. face-to-face classrooms. It further explores the solutions to improve online teaching and learning environment, and suggests that after the pandemic is over the online classes shall not be a new normal in Chinese higher education.

The paper presents a analysis of quantitative and qualitative dimensions of global research output (3488 records) on "Impact of COVID-19 on Children and Adolescents", based on indexed publications in Scopus database. The global publications on this theme averaged 8.31 citations per paper. About 1.49% share of its total publications in this area received external funding support. The 145 countries partcipitated in global research output on "Impact of COVID-19 on Children and Adults", of which the top 10 countries accounted for 85.21% and more than 100% share of global publications and citations. The USA, U.K. and Italy leads in global publications ranking and productivity as against China (3.16), U.K (1.28) and USA (1.27) leading in terms of relative of relative citation index. The 412 organizations and 661 authors participated in global research on this theme, with top 15 most productive organizations and authors contributing 21.07% and 4.30% global publications share and 38.05% and 12.98% global citations share. Harvard Medical School, USA, Huazhong University of Science and Technology, China and Tongji Medical College, China leads the world as the most productive organizatons (with 480, 67 and 63 publications) and Huazhong University of Science and Technology, China (31.97 and 3.85), Tongji Medical College, China (19.92 and 2.40) and Children Hospital of Philadelphia, USA (19.30 and 2.32) leading as the most impactful organizations in the world in terms of citation per paper and relative citation index. D.Buonsensov, C.Calvo and X. Lu were the most productive authors (with 15, 12 and 12 papers) and X.Lu (103.83 and 12.49), A. Licari ( 40.11 and 4.83) and G.L. Marseglia( 34.09 and 4.1) were the most impactful authors. JAMA Pediatrics, Pediatrics Infectious Disease Journal and Acta Paediatrica International Journal of Pediatrics were the most productive journals (with 71, 60 and 58 papers) and Pediatrics (36.59, JAMA Pediatrics (19.49) and Acta Paediatrica International Journal of Pediatrics (14.93) were the most impactful journals. [ABSTRACT FROM AUTHOR]

Background: Currently, the knowledge of associations among newly recovered cases (NR), newly healed cases (NH), newly confirmed cases (NC), and newly dead cases (ND) can help to monitor, evaluate, predict, control, and curb the spreading of coronavirus disease 2019 (COVID-19). This study aimed to explore the panel associations of ND, NH, and NR with NC., Methods: Data from China Data Lab in Harvard Dataverse with China (January 15, 2020 to January 14, 2021), the United States of America (the USA, January 21, 2020 to April 5, 2021), and the World (January 22, 2020 to March 20, 2021) had been analyzed. The main variables included in the present analysis were ND, NH, NR, and NC. Pooled regression, stacked within-transformed linear regression, quantile regression for panel data, random-effects negative binomial regression, and random-effects Poisson regression were conducted to reflect the associations of ND, NH, and NR with NC. Event study analyses were performed to explore how the key events influenced NC., Results: Descriptive analyses showed that mean value of ND/NC ratio regarding China was more than those regarding the USA and the World. The results from tentative analysis reported the significant relationships among ND, NH, NR, and NC regarding China, the USA, and the World. Panel regressions confirmed associations of ND, NH, and NR with NC regarding China, the USA, and the World. Panel event study showed that key events influenced NC regarding USA and the World more greatly than that regarding China., Conclusion: The findings in this study confirmed the panel associations of ND, NH, and NR with NC in the three datasets. The efficiencies of various control strategies of COVID-19 pandemic across the globe were compared by the regression outcomes. Future direction of research work could explore the influencing mechanisms of the panel associations., (© 2021. The Author(s).)

This paper investigates how the COVID-19 pandemic influenced student perceptions of online learning. This study examines how did the COVID-19 pandemic and the first-time transition to online mode of instruction influence Sino-Foreign University student perceptions of online learning in terms of (1) academic dishonesty, (2) privacy and confidentiality, (3) impact of social media on online learning (4) hybrid method and (5) institutional training. In order to judge students' perception of the transition to online learning, this study employed a cross-sectional survey-based design to gauge student perceptions of online learning before, during, and after the transition to remote instruction. This study finds that Sino-foreign University students are more conscious of academic integrity. Social media has a vital role in providing teaching resources, communicating with professors and classmates, and expediting collaboration during the pandemic. A blended learning model might be the best option for a post-COVID-19 environment for higher institutions.

Based on Jef Verschueren's Adaptation Theory, Lakoff's definition and Prince et al.'s classification of hedges, this paper takes New York Times and China Daily from January 23rd to April 8th, 2020 as corpus sources, randomly selects 39 COVID-19 reports, and makes a contrastive study of hedges among them, aiming at exploring the similarities and differences in the use of hedges in COVID-19 reports selected from Chinese and American mainstream newspapers and further revealing their influencing factors.

Educational hub refers to centres of excellence in higher education and research whose aims are to provide high-quality education for both national and international students to enhance the competitiveness of the country. These educational hubs provide an opportunity for knowledge exchanges and innovation in local regions through education and training. In response to the COVID-19 pandemic, rapid shifts were made towards online learning in education around the world. Although the lockdown is over, remote learning will likely play an increasingly prominent role in education. The adoption of scaled remote learning during the pandemic provided evidence of the importance of online learning. They offer an insight into global society, helping prepare students for an increasingly interconnected world by facilitating links between different regions. Educational hubs can be tied to distance learning and are successful in attracting international students when offering a combination of distance learning methods and innovative programs. This paper examines the phenomenon of educational hubs in higher education for international education through online learning with digital technology. New opportunities for online and distance learning within the definition of educational hubs are analyzed, and three online and blended learning models that reflect the development of educational hubs based on COVID-19 conditions of education are offered. In addition, the successful cases and experiences of distance learning hubs in China and Iran in recent years are described.

Due to the impact of COVID-19, collaborative online international learning (COIL) increasingly plays an important role in the internationalization of higher education. Based on a participatory case study of a COIL program given at Shanghai University (SHU), this paper explores how students, foreign professors, and professors in China prepare, understand, and experience online teaching, learning, and assessment in a COIL program. Three findings include 1). Organizing COIL Programs with a Global Perspective; 2). Enhancing Teaching and Learning through Intercultural Communication; and 3). The Barriers of COIL in Chinese Universities. Taking insiders' perspectives, we argue that a cultural gap regarding teaching and learning styles can affect COIL programs in Chinese universities, posing challenges for both students and teachers. We suggest that program organizers should focus on the cultural gaps affecting these programs, and provide additional opportunities for intercultural communication to address the cultural gaps.

In educational reform, people actively promote educational innovation by applying intelligent technology. As the main participants in education, people experience a series of psychological and cognitive changes in the teaching process. This autonomy and uncertainty will directly affect the effect of network teaching. Due to the variability in the characteristics of individuals, following the psychological perception and subjective value of people and optimizing the development of wisdom education with a reasonable technical cognitive attitude have become a focus. This study uses the grounded theory method to conduct in-depth interviews and questionnaire surveys on 330 e-learners and extracts 400 codes, 38 concepts, 9 categories and 4 core categories. This paper reconstructs the theoretical model of psychological distance in the network education process and identifies four new dimensions: cost distance, initiative distance, control distance and interaction distance. In addition, the four dimensions reflect four core value needs of learners for online education: convenience, self-efficacy, self-identity and binding force. The paper provides a good theoretical basis to improve the user experience and satisfaction in online education and optimize the level of intelligent education.

The genesis and spread of COVID-19 around the world since 2020 have caused severe impacts in every aspect of people's lives, from work life to recreation, social activities to physical health. Higher education has not been excluded. Universities have altered curriculum, changed delivery methods, provided more counseling, purchased new technology, and altered attendance policy for classroom, athletic, social and artistic events (Hamlin, 2021). To assess the impacts of these changes on college students, the authors created a questionnaire to ask students about their perceptions of these COVID-related impacts on their own personal lives. The survey had 56 questions about how the virus affected their academic, social, financial, physical and emotional lives. Over 800 students responded with objective input and subjective comments. Due to the volume of data, the authors have split the study into two parts. The survey results for the first part, academic and social aspects of the survey, were published in "Understanding the Impact of Covid-19 on College Student Academic and Social Lives," Research in Higher Education Journal Volume 41 (see http://www.aabri.com/manuscripts/213347.pdf). It will sometimes be referred to herein to provide clarity to the reader. The actual survey itself can also be found at that site. This paper focuses on the impact of the coronavirus on student financial and physical well-being, which have become major stressors to this age group and have contributed to higher levels of anxiety and depression. It also examines how the virus has affected their social and emotional well-being. Lastly, recommendations are made to help educators understand the severity of the problem, and to take action to provide assistance for those students who have been adversely affected.