SUMMARY OF READINGS

(Abuhammad et al., 2020) contact-tracing COVID-19 technology allows for tracing

people that come in contact to individuals with COVID-19 wherever they are located.
The number of tracing COVID-19 infection technology and devices is rapidly increasing.
This has prompted many researchers to study the acceptability and ethical issues
related to the implementation of such technology. The results of this study would help in
improving the state of science regarding acceptability to use contact-tracing technology
for health purposes. Moreover, the present findings provide evidence of predictors of
acceptance and ethical concerns among Jordanian population about COVID-19 contact-
tracing technology.

(Al-Maroof et al., 2023) seeked to explore the effect of fear emotion on students' and
teachers' technology adoption during COVID-19 pandemic. The study has made use of
Google Meet as an educational social platform in private higher education
institutes. Therefore, during the Coronavirus pandemic, fear due to family lockdown
situation, fear of education failure and fear of losing social relationships are the most
common types of threat that may face students and teachers/educators.

(Haelermans et al., 2022) showed the effect of two school closures and 1.5 years of the
COVID-19 pandemic on standardized learning growth for mathematics, reading, and
spelling in Dutch primary education. In fact, it has been found that the school closures
have a negative effect on standardized learning growth, amounting to an annual
average of 5.5 weeks of learning loss. When analyzing differential effects by
socioeconomic status, parental education, household income, household structure,
household size, and migration status, it was also found that the negative effect is larger
for the more vulnerable students.

(Bennett, 2024) aimed to explore the impact of the COVID-19 pandemic on capacity
building for health promotion in primary schools from the perspectives of primary school
teachers. Fostering a holistic approach to health promotion in schools remains a
challenge. Further efforts are needed to support schools to implement sustainable and
balanced systems of health promotion. However, it also highlights the awareness
among teachers of the new and exacerbated health needs of children. The considerable
shift in the aspects of child health prioritised by teachers in the post-pandemic era
warrants further consideration to ensure that schools are supported to balance the crisis
management of child health with well-rounded interventions that protect the medium-
and long-term nutritional, physical and mental health of children.
(Karakose, 2021) said the COVID-19 pandemic also offered significant opportunities to
redesign higher education and to develop and implement effective teaching-learning
strategies. The purpose of this article is to discuss the effects of the COVID-19
pandemic on higher education from a global perspective. Materials/methods – This
paper is a review article; presenting a brief literature review on the COVID-19 pandemic
and higher education. Practical implications – This article is aimed at inspiring both
researchers and practitioners with regards to future research perspectives on COVID-19
and higher education. In this context, the responses of higher education institutions to
the global education crisis caused by the current pandemic were examined, and some
solution proposals were developed for policymakers and higher education
professionals. The COVID-19 pandemic resulted in the worldwide education community
acknowledging the fact that urgent adoption of an online emergency remote teaching
approach was both necessary and inevitable.

(Adedoyin & Soykan, 2023) has declared Covid-19 as a pandemic that has posed a
contemporary threat to humanity. This pandemic has successfully forced global
shutdown of several activities, including educational activities, and this has resulted in
tremendous crisis-response migration of universities with online learning serving as the
educational platform. The crisis-response migration methods of universities, faculty and
students, challenges and opportunities were discussed and it is evident that online
learning is different from emergency remote teaching, online learning will be more
sustainable while instructional activities will become more hybrid provided the
challenges experienced during this pandemic are well explored and transformed to
opportunities.

(Bahasoan et al., 2020) conducted online interview. Data obtained by filling out
questions that were distributed to all respondents in the form of Google on the
link https://forms.gle/VbqM7myWhwdfpMfc9. Furthermore, the collected data was
analyzed to be described. The results of data analysis obtained from filling student
questionnaires can be concluded that the online learning system carried out during the
COVID-19 pandemic is effective and inefficient. Effectively implemented because of the
conditions that require online study and inefficient because the costs incurred more
when compared with offline lectures.

(Almaiah et al., 2020) revealed provision and usage of online and e-learning system is
becoming the main challenge for many universities during COVID-19 pandemic. E-
learning system such as Blackboard has several fantastic features that would be
valuable for use during this COVID-19 pandemic. However, the successful usage of e-
learning system relies on understanding the adoption factors as well as the main
challenges that face the current e-learning systems. The findings of this study offer
useful suggestions for policy-makers, designers, developers and researchers, which will
enable them to get better acquainted with the key aspects of the e-learning system
usage successfully during COVID-19 pandemic.
(Herwin et al., 2021) showed that online learning is based on a simplified curriculum
with the selection of essential competencies that are considered very important to be
conveyed to students. The lesson plans are arranged in a simpler way with sections that
always appear, namely learning objectives, learning activities and assessments.
Synchronous learning relies more on Zoom. Asynchronous learning variations are
carried out with Google Classroom to form independent and student-centered learning.
Strengthening student understanding is done by providing feedback through the
WhatsApp application because it is considered more flexible, responds quickly, is
simple and easy to run on students' smartphones.

(Adnan & Anwar, 2020) examined the attitudes of Pakistani higher education students
towards compulsory digital and distance learning university courses amid Coronavirus
(COVID-19). Undergraduate and postgraduate were surveyed to find their perspectives
about online education in Pakistan. The findings of the study highlighted that online
learning cannot produce desired results in underdeveloped countries like Pakistan,
where a vast majority of students are unable to access the internet due to technical as
well as monetary issues. The lack of face-to-face interaction with the instructor,
response time and absence of traditional classroom socialization were among some
other issues highlighted by higher education students.

(Yulianti & Mukminin, 2021) explored how teachers in elementary schools in urban and
rural areas in Indonesia experienced teaching and learning during school closure or
learning from home (LFH) period and examined the barriers that hindered the teaching
and learning process in both contexts. Data collection is through demographic profiles
and semi-structured in-depth interviews with 18 teachers. They organized the analysis
around their perspectives on teaching and learning during COVID-19 pandemic that
they encountered emerged. Overall, an analysis of the text revealed that major themes
related to the critical issues of (1) teaching and learning activities during school closure,
(2) how teachers assess students’ learning progress, (3) how teachers maintained
students’ motivation during learning from home period, (4) the most challenging subject
to teach during the learning from home period, (5) support from school or the principals,
parents’ ability to assist children learn during the pandemic, and (6) barriers to teaching
and learning during the learning from home period. Future research and policy
implications are also discussed.

(Fitria, 2020) aimed at investigating the online learning system in teaching English,
which included the institution's support related to the online learning system and the
lecturers' opinion in using the online learning system. This research method used
descriptive qualitative. The subjects of this research were 81 English lecturers of some
colleges or universities in Indonesia. The results suggest that the online learning system
has the potential to help the lecturers and students in the teaching and learning
process.

(Maatuk et al., 2022) further explored the potentials challenges facing learning activities,
the focus of this study is on e-learning from students’ and instructor’s perspectives on
using and implementing e-learning systems in a public university during the COVID-19
pandemic. The study targets the society that includes students and teaching staff in the
Information Technology (IT). By analyzing the results, the researchers achieved
encouraging results that throw light on some of the issues, challenges and advantages
of using e-learning systems instead of traditional education in higher education in
general and during emergency periods.

(Arifiati et al., 2020) explored the advantages, constraints and solutions of online
learning for private university students in Indonesia which are being implemented as a
result of the pandemic of COVID. The result of this article is the advantage that
students feel with online learning is that they can listen at home, they are not limited by
the place, they can listen anytime anywhere, and they are not limited by time or space
grouped into comfortable educational themes.

(Gunawan et al., 2020) showed the application of social distancing by the government
has a significant impact on learning activities in tertiary institutions. Colleges divert class
meetings with online meetings in networking and home assignments. This study aims to
describe the variation of models and platforms used in online learning for prospective
teachers during the social distancing period. The most common obstacle that arises
during the implementation of online learning is the limited internet access by lecturers
and student teacher candidates. Learning is carried out in both categories with an
average number of online meetings twice a week according to the credits of each
lecture.

(Elmer et al., 2020) investigated students’ social networks and mental health before and
at the time of the COVID-19 pandemic in April 2020, using longitudinal data collected
since 2018. As universities and researchers discuss future strategies on how to
combine on-site teaching with online courses, THE results indicate the importance of
considering social contacts in students’ mental health and offer starting points to identify
and support students at higher risk of social isolation and negative psychological effects
during the COVID-19 pandemic.
(Bhat et al., 2020) surveyed the general public in Kashmir to better understand their
levels of psychological impact, anxiety, depression and stress along with the economic
downfall disturbing the social life of people during the initial stage of the COVID-19
outbreak. The results of our study revealed that 76.5% respondents believe that
lockdown is the temporary solution to prevent the spread of COVID-19 infection it can
result in many new problems such as psychological problems (67.5%%), social
problems (53.5%), economic problems (48.5%), academic problems if COVID-19
lockdown continues.

(Chirikov et al., 2020) generalized anxiety disorder rates are more pronounced among
low-income students; students of color; women and non-binary students; transgender
students; gay or lesbian, bisexual, queer, questioning, asexual, and pansexual students;
and, students who are caregivers. Furthermore, the pandemic has led to increases in
students’ mental health disorders compared to previous years. In fact, the prevalence of
major depressive disorder among graduate and professional students is two times
higher in 2020 compared to 2019 and the prevalence of generalized anxiety disorder is
1.5 times higher than in 2019.

(Salimi et al., 2023) disclosed the ongoing 2019–2020 novel coronavirus, has magnified
college students’ mental health challenges, and as a result, there are additional
considerations, as college students are now required to adapt to a virtual learning
environment, make behavioral changes such as social distancing, and deal with
socioeconomic uncertainties. The objective of this paper is to provide insight into the
additional concerns in which COVID-19 may affect college students’ mental health and
how mental health practitioners can address these concerns in practice. Implications of
these concerns as well as possible strategies for addressing these concerns are
discussed.

(Chen & Lucock, 2022) aimed to understand the mental health status of University
students at an early stage in the pandemic and to investigate factors associated with
higher levels of distress. An online survey including demographics, lifestyle/living
situations, brief mental well-being history, questions relating to COVID-19 and
standardised measures of depression, anxiety, resilience and quality of life. Higher
levels of distress were associated with lower levels of exercising, higher levels of
tobacco use, and a number of life events associated with the pandemic and lockdown,
such as cancelled events, worsening in personal relationships and financial concerns.
We discuss the importance of longer-term monitoring and mental health support for
university students.
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Al-Maroof, R. S., Salloum, S. A., Hassanien, A. E., & Shaalan, K. (2023). Fear from
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pandemic. Interactive Learning Environments, 31(3), 1293–1308.

Haelermans, C., Jacobs, M., Van der Velden, R., van Vugt, L., & van Wetten, S. (2022).
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Bennett, A. E. (2024). Perspectives of primary school teachers on the capacity of

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Herwin, H., Hastomo, A., Saptono, B., Ardiansyah, A. R., & Wibowo, S. E. (2021). How
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