![]() Our study took place during September 2020-January 2021, when social restriction persisted. Then we will introduce our study, which aims to explore the uses, potentials and limitations of an app intended to facilitate the relationship. First, we present some studies that show the inequalities in education during the lockdown period, the digital divide faced by both schools and families and how digital mediation impacts school-family relationships. In this article, we present a case analysis illustrating the impact of the COVID-19 pandemic on schooling in early educational grades (ages 3–6), which leads us to focus on school-family relationship. In Spain, we observed that the impact on schooling varied according to socioeconomic, gender and sociocultural variables. The COVID-19 pandemic has sharpened the inequalities in our societies. Therefore, comprehensive and targeted psychological interventions should be developed to address the mental health of students in different grades, especially in high-risk areas and during the late period of the COVID-19 pandemic. Students who lived in higher-risk areas presented severe anxiety and depression, especially during the late period of the COVID-19 epidemic.Ĭonclusions: Overall, during the COVID-19 pandemic, there was a high prevalence of anxiety in Chinese students and a high prevalence of depression among Chinese students in high-risk areas. Subgroup analyses revealed that Chinese middle school students were at heightened risk of anxiety, while university students were at heightened risk of depression. The overall prevalence of anxiety and depression symptoms in Chinese students during the COVID-19 pandemic was 24.0% (95% CI ) and 22.0% (95% CI ) respectively. Results: A total of 31 cross-sectional studies were included. The estimate of the overall prevalence of anxiety and depression was conducted through a random-effects model. Methods: We searched English and Chinese databases using pertinent keywords for articles published and unpublished, up until November 2020. The number of college students was unrelated to the total number of participants before the epidemic, and after the outbreak of COVID-19 in 2020, the number became positively related in all regions of China.Ĭonclusions: This study shows that the epidemic pushes more people to choose MOOCs to study cosmetic dermatology, and online education could exacerbate rather than reduce disparities that are related to regional and socioeconomic status in the cosmetic field in the COVID-19 pandemic.īackground: The novel 2019 coronavirus disease (COVID-19) pandemic has spread rapidly worldwide and poses a global health threat.Īims: This study assessed the prevalence of anxiety and depression symptoms in Chinese students during the COVID-19 pandemic and explored potential moderating factors. GDP was the most important socioeconomic factor that determined the total number of participants and it was positively related to the total number of participants before and after the outbreak of the pandemic. Completion rates were generally stable in 20 before the COVID-19 pandemic and significantly decreased in 2020 after the outbreak of the pandemic. Results: The number of total participants in 2020 surged 82.02% compared with that in 2019. A panel regression model and stepwise least squares regression analysis (STEPLS) were employed to further analyze the relationship between GDP, population, number of college students and number of total participants in different years in the eastern, central and western regions of China. Based on the platform data and official socioeconomic statistics, correlation of multivariate analysis was used to determine the factors related to the number of total participants. ![]() ![]() Methods: The study was conducted in participants of the MOOC course Appreciation and Analysis of Cosmetics from January 2018 to December 2020. This study aimed to compare the participants' performance before and after the outbreak of COVID-19, analyze the impact of the epidemic on online education of cosmetic dermatology from the view of the regional socioeconomic distribution, and investigate whether MOOCs exacerbate the digital divide in the COVID-19 epidemic. However, dissenters argue that MOOCs can exacerbate the digital divide. MOOCs are often flagged as supplemental methods to educational disparities caused by regional socioeconomic distribution. Thus, massive open online courses (MOOCs) have become a more common choice for participants. ![]() Objectives: During the pandemic, quarantine has led to the lockdown of many physical educational institutions.
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