Marcela Alina Alina Fărcașiu

Bio: Marcela Alina Alina Fărcașiu is an academic researcher from Politehnica University of Timișoara. The author has contributed to research in topics: Medicine & Inclusion (mineral). The author has an hindex of 1, co-authored 2 publications receiving 13 citations.

E-learning vs. Face-to-face learning: Analyzing students’ preferences and behaviors

Abstract: Educational life worldwide has been shaken by the closure of schools due to the outbreak of the coronavirus pandemic. The ripple effects have been felt in the way both teachers and students have adapted to the constraints imposed by the new online form of education. The present study focuses exclusively on the beneficiaries of the educational process and aims to find out their perceptions of face-to-face and e-learning and their desire to return, or not, to the traditional form of education. These perceptions are represented by 604 students of the Politehnica University of Timisoara, who were asked to respond anonymously to an 8-question questionnaire between December 2020 and February 2021. The results show the respondents’ levels of desire to return to school (especially of those who have only benefited from e-learning) and their degree of involvement during online classes. The results also specify the advantages and disadvantages of the two forms of education from a double perspective, namely that of first-year students (beneficiaries of e-learning exclusively), and of upper-year students (beneficiaries of both face-to-face and e-learning). The study points out key information about e-learning from the students’ perspectives, which should be considered to understand the ongoing changes of the educational process and to solve its specific problems, thus ensuring its sustainability.

Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective

Abstract: The COVID-19 pandemic has left a mark on education as it had been known before. Beyond his, attention needs to be paid to the transition back to face-to-face learning and its implications. Within this context of change, the present research focuses on identifying the students’ preferred aspects of online education during the pandemic, namely learning, teaching, assessment, and interaction with peers and teachers, in order to improve face-to-face education by contextually adapting it to their needs. A survey was used on a representative sample of students from Politehnica University of Timisoara, Romania, who were required to indicate their preferred form of education and the most beneficial one for their professional development. The results indicate the targeted students’ several preferences, such as teachers’ support with electronic educational resources, the use of online educational platforms to access resources and take tests, the easier and individualized communication with teachers, as well as peer connectivity in common projects. These findings identify practical suggestions that lead to a balance between face-to-face and digital education, probably under the form of blended learning, which could be considered by the main stakeholders in order to have a future sustainable education.

Romanian Students' Environment-Related Routines during COVID-19 Home Confinement: Water, Plastic, and Paper Consumption.

Abstract: The disruptive force of the COVID-19 pandemic is lessening in power and plans are being made for the postcrisis period, among which increasing the sustainability of higher education is of significant importance. The study aims at establishing students' existing environment-related routines during their home confinement, as a basis for applying green measures to campus living once academic life is resumed with the physical presence of students. The collected data rely on self-reported information provided by 816 students from Politehnica University of Timisoara (Romania), collected via an online, anonymous survey. The novelty of the approach is that household environment-related routines are investigated during a crisis period, with the possibility to build upon the results to implement tailored measures to encourage or diminish environmentally relevant consumption by young, highly skilled individuals. The students display a moderate awareness of environmental issues and indicate consumption routines that may be steered towards an increased sustainability-conscious campus life, through the combined intervention of the university, city administration, and stakeholder involvement. The findings are used to explore the possible directions for action towards increasing or contributing to the territorial sustainability in the socio-ecological context of Timisoara, the largest university city in the western part of Romania via educational, managerial and policy interventions.

Easy-to-read in Romania: current status and future perspectives in a European context

Abstract: As the European Union’s Strategy for people with disabilities has been extended to 2030, emphasising the need for these people’s social inclusion, which also comprises accessibility to different information and documents, Romania has to align its legislation and best practices in order to solve its problems concerning this topic. Therefore, this paper focuses on an important aspect of social inclusion, namely Easy-to-Read (E2R) language, which is paramount for the disabled people’s access to information, culture and education. It starts by presenting the concept of Easy-to-Read across Europe, its perception and implementation by various countries, to finally delve into the current situation of Easy-to-Read in Romania. By looking at the analysis and reports on the previous governmental strategies regarding people with disabilities (and especially reading disabilities, for the purpose of this paper), it can be said that Romania still faces challenges in this respect and needs to work on making documents and information accessible by first creating E2R guidelines and then implementing them in printed documents (e.g. adapted textbooks, healthcare leaflets) as well as in the electronic information (e.g. government websites). The paper also traces some future perspectives concerning Easy-to-Read in Romania, namely the Train2Validate “Professional training for Easy-to-Read facilitators and validators” (T2V) project, an Erasmus+ programme, a collaboration between various European countries, that Romania is part of, which goes one step further into helping people with reading disabilities and creating professional roles for them, i.e. facilitators and validators, in order to integrate them on the employment market. Moreover, this research will hopefully raise awareness of the importance of conducting other studies on creating Easy-to-Read guidelines and on simplifying the text according to the different target groups of people with reading disabilities or difficulties and to different text types.

Cultural Perspectives, Feelings and Coping Behaviors during the COVID-19 Pandemic: A Case Study of Romanian Students

Abstract: Socio-cultural patterns and communication styles differ from culture to culture. As such, the way in which people deal with a crisis situation is also culture-dependent. The COVID-19 pandemic has pointed, once more, to the cultural diversity of the world through a variety of reactions to the measures imposed by the global spread of the deadly virus. The present research aims at identifying the feelings, coping behaviors and communication patterns of the younger Romanian generation during the COVID-19 pandemic and at explaining them from a cultural standpoint, in an effort to raise awareness of the cultural (un)predictability of human reactions to certain external stimuli. The survey conducted online on 409 students at Politehnica University of Timișoara (Romania) revealed that most of students’ socio-cultural behavior could have been anticipated by the Romanian authorities when they decided a certain pandemic action plan, and that the few unexpected results indicate the versatility of a culture that is still changing under the Western European influence caused by the fact that Romania has adhered to European Union principles for more than fifteen years.

Asymmetric impact of pandemics-related uncertainty on CO2 emissions: evidence from top-10 polluted countries

Abstract: The recent COVD-19 pandemic has been a major shock, affecting various macroeconomic indicators, including the environmental quality. The question of how the pandemics-related uncertainty will affect the environment is of paramount importance. The study analyzes the asymmetric impact of pandemic uncertainty on CO2 emissions in top-10 polluted economies (China, USA, India, Russia, Germany, Japan, Iran, South Korea, Indonesia, and Saudi Arabia). Taking panel data from 1996 to 2018, a unique technique, 'Quantile-on-Quantile (QQ)', is employed. CO2 emissions are used as an indicator of environmental quality. The outcomes define how the quantiles of pandemic uncertainty impact the quantiles of carbon emissions asymmetrically by providing an effective paradigm for comprehending the overall dependence framework. The outcomes reveal that pandemic uncertainty promotes environmental quality by lowering CO2 emissions in our sample countries at various quantiles. However, Japan shows mixed findings. The effect of PUN on CO2 is substantially larger in India, Germany, and South Korea and lower in Russia and Saudi Arabia. Furthermore, the magnitude of asymmetry in the pandemic uncertainty-CO2 emissions association differs by economy, emphasizing that government must pay particular caution and prudence when adopting pandemics-related uncertainty and environmental quality policies.

Sustainable Education through E-Learning: The Case Study of iLearn2.0

Abstract: The present paper studies a blended learning approach provided by a university in central Taiwan from 2018 to 2020. In this approach, a Moodle E-learning platform called iLearn2.0 was used along with an onsite classroom. iLearn 2.0 has four major features, including cloud services, mobile learning, flipped classroom, and data analysis. The platform was used during 2018–2020 in the Citizen Participation course, helping the researcher/teacher to design an interactive course content and aiding students to complete classroom activities through their devices. In total, 127 students enrolled in citizen participation courses were taught during 2018–2020, using different teaching methods. In 2018, students studied in a physical classroom. iLearn2.0 was integrated with the physical classroom for the 2019 course; lastly, the iLearn2.0 platform was used alone in 2020. To evaluate the effect of virtual teaching on the students’ performance, the researcher used summative assessment as the dependent variable. The findings show that the class that received the iLearn2.0- assisted teaching had a significantly better learning performance than the other two classes. However, when researchers used iLearn2.0 alone, both the scores and the feedback from students were lower than those in blended and face-to-face teaching. The results suggest the effectiveness of iLearn2.0 assistance, while learners’ performance did not show any significant change in a totally online class. Results were assessed in the view of sustainability, and three sustainability dimensions were found to be improved in the hybrid classroom. The researcher suggests that iLearn2.0 be integrated with other learning tools for maximum results, as it allows students to have a more diverse learning experience, strengthen sustainable learning, and grasp the progress of their courses and learning activities in a timely manner.

Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective

Abstract: The COVID-19 pandemic has left a mark on education as it had been known before. Beyond his, attention needs to be paid to the transition back to face-to-face learning and its implications. Within this context of change, the present research focuses on identifying the students’ preferred aspects of online education during the pandemic, namely learning, teaching, assessment, and interaction with peers and teachers, in order to improve face-to-face education by contextually adapting it to their needs. A survey was used on a representative sample of students from Politehnica University of Timisoara, Romania, who were required to indicate their preferred form of education and the most beneficial one for their professional development. The results indicate the targeted students’ several preferences, such as teachers’ support with electronic educational resources, the use of online educational platforms to access resources and take tests, the easier and individualized communication with teachers, as well as peer connectivity in common projects. These findings identify practical suggestions that lead to a balance between face-to-face and digital education, probably under the form of blended learning, which could be considered by the main stakeholders in order to have a future sustainable education.

Advantages and Disadvantages of E-Learning Innovations during COVID-19 Pandemic in Higher Education in Poland

Abstract: The paper presents the results of the research on the advantages and disadvantages of innovative e-learning during the COVID-19 pandemic in higher education. In the first stage, an internet questionnaire was used for the study. The research was carried out in Poland on a sample of 621 students. The results allowed the researchers to determine variables that are important for the proper implementation of innovative e-learning, and the emergent perspectives for this form of education after the end of the COVID-19 pandemic. Among the most significant disadvantages, there was a lack of direct contact with colleagues, difficulties with teaching practical subjects, lack of direct contact with the teacher, and too much time spent in front of a computer/telephone or other mobile device. The most important correlations included the following: students satisfied with e-learning assess the advantages highly and the disadvantages lower; all the advantages of innovative e-learning are positively correlated with the student’s assessment of the ease of acquiring content in e-learning, and negatively correlated with the student’s assessment of the ease of acquiring content in traditional education; the easier the student assimilates innovative e-learning content, the higher the student’s evaluation of the advantages of e-learning; students who perceive e-learning content as difficult to absorb have low motivation to learn remotely; the better the student knows information technology, the more highly the student evaluates the advantages of innovative e-learning; the better resources to participate in e-learning activities the student has, the higher the student’s evaluation of the advantages of e-learning; the more often innovative e-learning solutions are used in a given university, the better the student assesses the advantages of e-learning.

Investigating the barriers that intensify undergraduates’ unwillingness to online learning during COVID-19: A study on public universities in a developing country

Abstract: Online learning has been extensively conducted to continue the academic activities in the universities transversely the realm during the pandemic instigated by COVID-19. Like other countries’ universities across the world, universities in a developing country such as Bangladesh are going through the online learning phenomenon. However, the current virtual platform of learning implies enormous challenges for undergraduates to participate in the online learning process due to numerous barriers. Thus, the current paper intends to examine barriers that intensify unwillingness to online education at the university level in the context of Bangladesh. Based on the underpinning theories of TAM3 and UTAUT, this study identified four major barriers such as financial, insufficient institutional support, technological, and individual. Furthermore, gender is considered as moderating variable in the model. To inspect such barriers along with the moderating variable, this study employs the Partial Least Squares (PLS) technique to estimate the measurement and structural model parameters and to generate the coexisting bootstrap assessments. The bootstrapping procedure has been initiated to test the statistical significance of the model parameter estimations. The findings confirm that technological, and insufficient institutional support barriers are statistically significant whereas the other two barriers have been revealed as non-significant to intensify learners’ reluctance to the online study. Furthermore, current findings also ratify no significant effect of gender as a moderating variable. Finally, this study augments specific policy implications for diverse stakeholders in current settings.