Online Learning: how can productivity and creatiity be maintained?
Online Learning: how can productivity and creatiity be maintained?
Contribution à un site web; During the successive lockdowns caused by the Covid-19 pandemic, 80% of students around the world had to continue their courses online. However, videoconferencing while managing a continuous flow of emails can be exhausting and remote working can be difficult to cope with. A group of researchers, mainly from the Innovation, Technology, Economics & Management Laboratory (LITEM – Univ. Paris-Saclay, Univ. d’Évry, IMT-BS), followed a group of students at Université Paris-Saclay during the first lockdown in Spring 2020. Although some students managed to make the change well, many talked of ‘zoom burnout’ and of no longer being able to face being in front of their screens all day. In fact, whether an individual makes a successful transition to remote learning depends on an element which is often ignored - namely the ability to keep an open mind. [...]
- Université Paris Diderot France
[INFO]Computer Science [cs], [SHS]Humanities and Social Sciences
[INFO]Computer Science [cs], [SHS]Humanities and Social Sciences
citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).0 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).0 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average
Popularity provided by BIP!- Université Paris Diderot France
Contribution à un site web; During the successive lockdowns caused by the Covid-19 pandemic, 80% of students around the world had to continue their courses online. However, videoconferencing while managing a continuous flow of emails can be exhausting and remote working can be difficult to cope with. A group of researchers, mainly from the Innovation, Technology, Economics & Management Laboratory (LITEM – Univ. Paris-Saclay, Univ. d’Évry, IMT-BS), followed a group of students at Université Paris-Saclay during the first lockdown in Spring 2020. Although some students managed to make the change well, many talked of ‘zoom burnout’ and of no longer being able to face being in front of their screens all day. In fact, whether an individual makes a successful transition to remote learning depends on an element which is often ignored - namely the ability to keep an open mind. [...]