Brainly Survey: Most Students Have Anxiety About Going Back to School, Almost Half Want to Continue with

Remote/Hybrid Learning
46% of Students Surveyed Prefer Remote and or Hybrid Learning to In-Person Learning
NEWS PROVIDED BY
Brainly
Aug 26, 2021, 08:30 ET
NEW YORK, Aug. 26, 2021 /PRNewswire/ -- After more than a year and a half of remote, hybrid and socially-distanced
learning, many students throughout the United States are returning to lassrooms.
However, a survey of 3,000 US middle and high school students conducted by Brainly, the world’s largest online learning
platform, finds that users are reporting a mixture of emotions regarding the return to school. 66% of students reported
that they felt anxious about the upcoming school year, while 63% reported that they felt excited. Most strikingly, nearly
40% reported that they felt they were not prepared for the upcoming school year. In the same survey parents also
reported many of the same concerns for their children.
While students and parents embraced a variety of new digital education tools during the shift to remote learning,
Brainly’s survey found that the majority of students remained enthusiastic about a return to the classroom for the
coming school year. When given the option, only 44% of students wanted to go back to full-time, in-person learning.
30% preferred hybrid learning and 16% preferred all remote learning. However, middle school students have a more
positive outlook regarding the return to full-time learning than their high school counterparts.
“These findings underscore the reality of a pandemic that has stretched on longer than any of us could have imagined,”
said Patrick Quinn, Parenting Expert at Brainly. “To some extent, students have begun to normalize virtual learning,
which presents a whole new host of challenges now that we’re bringing them back into the classroom. The ultimate goal
is to provide students with a dynamic and complete educational experience that will let them thrive in the real world.”
Students report a variety of reasons for their apprehension about going back to school full time. Nearly a quarter of
students cited in-person tests as the reason they are least excited about returning to school. For middle school students,
bullying was the second most common cause of concern, and for high school students, the social anxiety caused by
being around groups of people was their most common concern.
“During the pandemic we witnessed Brainly become an indispensable resource for over 350M students and parents
globally as they worked to balance their changing needs during remote learning,” said Michał Borkowski, CEO and co-
founder of Brainly. “We know that the best educational outcomes happen when students have access to both in-person
and online support, which is why we recently rolled out new products such as Math Solver and Brainly Tutor to provide
them with a path to academic success, no matter the learning format.”
Brainly is the world’s largest online learning platform and is available globally on mobile and desktop devices. Created to
supplement middle and high school study, Brainly gives students a platform to learn from each other and build
confidence through helping others find the answers they need to succeed in coursework. The survey’s full results are
available here.
About Brainly:
Brainly is the world’s largest online learning platform where students and parents go from questioning to understanding.
At brainly.com and its group of websites and apps around the world, students connect their peers and experts to both
receive and offer help with homework problems and questions. The unique opportunity to freely ask questions and gain
the confidence that comes from helping others inspires students to learn in a collaborative community that receives
more than 350 million users each month.
Academic performance/ achievement is the extent to which a student, teacher, or institution has attained their short or
long-term educational goals and is measured either by continuous assessment or cumulative grade point average (CGPA)
[3]. A correlational study among vocational high school students in Indonesia found that students who had good
academic achievements have higher income, better employment benefits, and more advancement opportunities [4].
Besides, academically successful students have higher self-esteem and self-confidence, low levels of anxiety and
depression, are socially inclined, and are less likely to engage in substance abuse, i.e., alcohol and khat [5]. However, a
cross-sectional study in Malaysia in higher learning institutions reported that an increasing number of students still do
not graduate on time, suggesting that they did not perform well in their studies [6].
Despite excessive government investment in education, most students fail to achieve good academic performance at all
levels of education. A correlational study in Arba Minch University, South Ethiopia, reported that the trend of graduating
students is not proportional to the trend of enrolled students and more students commit readmission due to poor
academic performance [7]. This resulted in unemployment, poverty, drugs elicit, promiscuity, homelessness, illegal
activities, social isolation, insufficient health insurance, and dependence. Additionally, a systematic review in India
concluded that poor academic achievement causes significant stress to the parents and low self-esteem to the students
[8]. It is also significantly associated with high anxiety scores among university students in Pakistan [3]. Further, in public
schools in Pakistan, academic failure affects self-concept and leads to a feeling of disturbance and shock. In this way,
students finally drop out of the education system at all [9].
Beyond the quality of schools, various personal and family factors, including socioeconomic factors, English ability, class
attendance, employment, high school grades, and academic self-efficacy have been proposed to influence academic
performance. Besides, other factors, i.e., teaching skills, study hours, family size, and parental involvement have an
association with academic performance as well [2, 10]. A cohort study among university students in Australia conclud
SOURCE Brainly
Link:https://www.prnewswire.com/news-releases/brainly-survey-most-students-have-anxiety-about-going-back-to-
school-almost-half-want-to-continue-with-remotehybrid-learning-301363124.html

The Rise of Using Brainly Apps for Learning

Use of learning apps like Brainly, In the blood, and others, it is really needed for students to get answers, at the same
time to learn. During the Covid-19 pandemic, teaching and learning activities are carried out from home with a distance
learning scheme (PJJ) so that the interaction with the teacher runs indirectly and is less than optimal. The existence of
the application is felt to be able to overcome this void.
Rima Sri Rahayu – XII MIPA 3 year 2021
Brainly users also experienced an increase in the number of users from the previous year. In year 2019 Brainly users
listed approx 150 million. But in 2020, users have increased up to two times more, i.e. approx. 350 million users.
The lack of time for the teacher to explain the material is also the reason why students use this application or platform
to find and understand the material presented, even those that have not been delivered by the teacher.. Students use
this application to do assignments, looking for material, and as learning material.
The use of online educational platforms such as Brainly is indeed very helpful for students to answer questions that they
do not understand or that are difficult. However, many students also use it during exams. It is a wrong thing because it is
a form of dishonesty. Other than that, the existence of this platform makes students lazy to open books and memorize.
They assume all answers are in Brainly or similar app.
Thus, it can be concluded that the Brainly platform or other learning applications such as blades can have a good impact
on students, but it can also be detrimental because it makes students lazy to study. Teacher’s role, parent, and self-
awareness of students is needed when using these various applications.
Link:https://sman110.sch.id/maraknya-penggunaan-aplikasi-brainly-untuk-belajar.php?lang=en
13 Positive Effects of Social Media on Our Society Today
Blog / Nov 1, 2021
Hawra HHashe
The Positive Effects of Social Media
Social Media is a Powerful Marketing Tool
You’ve probably heard about some of the negative effects social media can have on our lives. And while they may be
true, they by no means have to be the standard or even the norm.
The truth is that social media can also be beneficial for society. It can help individuals connect and deepen their
relationships. Social media also encourages students to learn and grow. And it can empower businesses to build their
audiences and boost their bottom line.
The positive effects of social media are plentiful. According to a Harvard study, routine social media use is positively
associated with social wellbeing, self-rated health, and mental health. We just need to be mindful users and keep a
healthy perspective about social media’s role in our lives. Then we can use it to inspire, educate, show empathy, and
become better communicators.
Link:https://www.researchgate.net/publication/
308565952_Utilizing_content_moderators_to_investigate_critical_factors_for_assessing_the_quality_of_answers_on_b
rainly_social_learning_QA_platform_for_students_A_pilot_study_Utilizing_Content_Moderators_to_Inve
Mental health: strengthening our response
17 June 2022
Key facts
Affordable, effective and feasible strategies exist to promote, protect and restore mental health.
The need for action on mental health is indisputable and urgent.
Mental health has intrinsic and instrumental value and is integral to our well-being.
Mental health is determined by a complex interplay of individual, social and structural stresses and vulnerabilities.
Concepts in mental health
Mental health is a state of mental well-being that enables people to cope with the stresses of life, realize their abilities,
learn well and work well, and contribute to their community. It is an integral component of health and well-being that
underpins our individual and collective abilities to make decisions, build relationships and shape the world we live in.
Mental health is a basic human right. And it is crucial to personal, community and socio-economic development.
Mental health is more than the absence of mental disorders. It exists on a complex continuum, which is experienced
differently from one person to the next, with varying degrees of difficulty and distress and potentially very different
social and clinical outcomes.
Mental health conditions include mental disorders and psychosocial disabilities as well as other mental states associated
with significant distress, impairment in functioning, or risk of self-harm. People with mental health conditions are more
likely to experience lower levels of mental well-being, but this is not always or necessarily the case.
Determinants of mental health
Throughout our lives, multiple individual, social and structural determinants may combine to protect or undermine our
mental health and shift our position on the mental health continuum.
Individual psychological and biological factors such as emotional skills, substance use and genetics can make people
more vulnerable to mental health problems.

Exposure to unfavourable social, economic, geopolitical and environmental circumstances – including poverty, violence,
inequality and environmental deprivation – also increases people’s risk of experiencing mental health conditions.
Risks can manifest themselves at all stages of life, but those that occur during developmentally sensitive periods,
especially early childhood, are particularly detrimental. For example, harsh parenting and physical punishment is known
to undermine child health and bullying is a leading risk factor for mental health conditions.
Protective factors similarly occur throughout our lives and serve to strengthen resilience. They include our individual
social and emotional skills and attributes as well as positive social interactions, quality education, decent work, safe
neighbourhoods and community cohesion, among others.
Mental health risks and protective factors can be found in society at different scales. Local threats heighten risk for
individuals, families and communities. Global threats heighten risk for whole populations and include economic
downturns, disease outbreaks, humanitarian emergencies and forced displacement and the growing climate crisis.
Each single risk and protective factor has only limited predictive strength. Most people do not develop a mental health
condition despite exposure to a risk factor and many people with no known risk factor still develop a mental health
condition. Nonetheless, the interacting determinants of mental health serve to enhance or undermine mental health.
Mental health promotion and prevention
Promotion and prevention interventions work by identifying the individual, social and structural determinants of mental
health, and then intervening to reduce risks, build resilience and establish supportive environments for mental health.
Interventions can be designed for individuals, specific groups or whole populations.
Reshaping the determinants of mental health often requires action beyond the health sector and so promotion and
prevention programmes should involve the education, labour, justice, transport, environment, housing, and welfare
sectors. The health sector can contribute significantly by embedding promotion and prevention efforts within health
services; and by advocating, initiating and, where appropriate, facilitating multisectoral collaboration and coordination.
Suicide prevention is a global priority and included in the Sustainable Development Goals. Much progress can be
achieved by limiting access to means, responsible media reporting, social and emotional learning for adolescents and
early intervention. Banning highly hazardous pesticides is a particularly inexpensive and cost–effective intervention for
reducing suicide rates.
Promoting child and adolescent mental health is another priority and can be achieved by policies and laws that promote
and protect mental health, supporting caregivers to provide nurturing care, implementing school-based programmes
and improving the quality of community and online environments. School-based social and emotional learning
programmes are among the most effective promotion strategies for countries at all income levels.
Promoting and protecting mental health at work is a growing area of interest and can be supported through legislation
and regulation, organizational strategies, manager training and interventions for workers.
Mental health care and treatment
In the context of national efforts to strengthen mental health, it is vital to not only protect and promote the mental well-
being of all, but also to address the needs of people with mental health conditions.
This should be done through community-based mental health care, which is more accessible and acceptable than
institutional care, helps prevent human rights violations and delivers better recovery outcomes for people with mental
health conditions. Community-based mental health care should be provided through a network of interrelated services
that comprise:
Mental health services that are integrated in general health care, typically in general hospitals and through task-sharing
with non-specialist care providers in primary health care;
Community mental health services that may involve community mental health centers and teams, psychosocial
rehabilitation, peer support services and supported living services; and
Services that deliver mental health care in social services and non-health settings, such as child protection, school health
services, and prisons.
The vast care gap for common mental health conditions such as depression and anxiety means countries must also find
innovative ways to diversify and scale up care for these conditions, for example through non-specialist psychological
counselling or digital self-help.
WHO response
All WHO Member States are committed to implementing the “Comprehensive mental health action plan 2013–2030”,
which aims to improve mental health by strengthening effective leadership and governance, providing comprehensive,
integrated and responsive community-based care, implementing promotion and prevention strategies, and
strengthening information systems, evidence and research. In 2020, WHO’s “Mental health atlas 2020” analysis of
country performance against the action plan showed insufficient advances against the targets of the agreed action plan.
WHO’s “World mental health report: transforming mental health for all” calls on all countries to accelerate
implementation of the action plan. It argues that all countries can achieve meaningful progress towards better mental
health for their populations by focusing on three “paths to transformation”:

Deepen the value given to mental health by individuals, communities and governments; and matching that value with
commitment, engagement and investment by all stakeholders, across all sectors;
Reshape the physical, social and economic characteristics of environments – in homes, schools, workplaces and the
wider community – to better protect mental health and prevent mental health conditions; and
Strengthen mental health care so that the full spectrum of mental health needs is met through a community-based
network of accessible, affordable and quality services and supports.
WHO gives particular emphasis to protecting and promoting human rights, empowering people with lived experience
and ensuring a multisectoral and multistakeholder approach.
WHO continues to work nationally and internationally – including in humanitarian settings – to provide governments and
partners with the strategic leadership, evidence, tools and technical support to strengthen a collective response to
mental health and enable a transformation towards better mental health for all.
Link:https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response

Strengthening online learning when schools are closed: The role of families and teachers in supporting students
during the COVID-19 crisis
Tackling coronavirus (covid-19)
OECD Policy Responses to Coronavirus (COVID-19)
Strengthening online learning when schools are closed: The role of families and teachers in supporting students during
the COVID-19 crisis
24 September 2020
Abstract
The COVID-19 crisis has forced education systems worldwide to find alternatives to face-to-face instruction. As a result,
online teaching and learning have been used by teachers and students on an unprecedented scale. Since lockdowns –
either massive or localised – may be needed again in the future to respond to new waves of the infection until a vaccine
becomes available, it is of utmost importance for governments to identify which policies can maximise the effectiveness
of online learning. This policy brief examines the role of students’ attitudes towards learning in maximising the potential
of online schooling when regular face-to-face instruction cannot take place. Since parents and teachers play a
fundamental role in supporting students to develop these crucial attitudes, particularly in the current situation, targeted
policy interventions should be designed with the aim of reducing the burden on parents and help teachers and schools
make the most of digital learning.
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Key findings and recommendations:
The current COVID-19 crisis has obliged most education systems to adopt alternatives to face-to-face teaching and
learning. Many education systems moved activities online, to allow instruction to continue despite school closures.
Considering the alternative of no schooling, online schooling has been an important tool to sustain skills development
during school closures. That being said, there are still concerns that online learning may have been a sub-optimal
substitute for face-to-face instruction, especially so in the absence of universal access to infrastructure (hardware and
software) and lack of adequate preparation among teachers and students for the unique demands that online teaching
learning pose.
Developing strong attitudes towards learning can help students overcome some of the potential challenges posed by
online learning such as, for instance, remaining focused during online classes or maintaining sufficient motivation. They
are also crucial in supporting students using information and communications technology (ICT) effectively and making
the most of new technologies for learning. Positive attitudes towards learning, self-regulation and intrinsic motivation to
learn play an important role in improving performance at school in general, but may be especially important should
online learning continue.
Students’ attitudes and dispositions are influenced to a great degree by the support they receive from families and
teachers and by the role models they are exposed to. Different forms of support from families and teachers, including
parental emotional support and teacher enthusiasm, are found to be important for the development of positive
attitudes towards learning and can ensure that students acquire the attitudes and dispositions that can maximise their
ability to make the most of online learning opportunities. Yet, some families and teachers may struggle to provide such
support – especially during the COVID-19 crisis – because of a lack of time, insufficient digital skills or lack of curricular
guidelines.
Education systems should aim to strengthen engagement between schools and parents in order to improve information
and guidance to parents on effective practices for supporting their children’s learning. At the same time, teachers need
support to incorporate technology effectively into their teaching practices and methods and help students overcome
some of the difficulties that are associated with this form of learning environment. Supporting teachers’ training about
the use of digital resources for pedagogical practice and promoting teaching practices adapted to this context is key to
ensure that ICT is leveraged effectively.
As a response to the COVID-19 crisis, many countries around the world closed schools, colleges and universities to halt
the spread of the virus. According to data from UNESCO, the peak in school closures was registered at the beginning of
April 2020, when around 1.6 billion learners were affected across 194 countries, accounting for more than 90% of total
enrolled learners (UNESCO, 2020[1]). The sudden closure of schools meant that education policy makers, school
principals and teachers had to find alternatives to face-to-face instruction in order to guarantee children’s right to
education. Many systems have adopted online teaching (and learning) on an unprecedented scale, often in combination
with widespread remote learning materials such as television or radio. Until effective vaccines or therapeutics for the
novel Coronavirus become available, it is likely that schooling may continue to be disrupted. Even if the worst case
scenario of a second wave of the outbreak were not to materialise, localised and temporary school closures may still be
needed to contain transmission of COVID-19. For instance, children coming in contact with infected individuals may be
required to self-isolate and the lack of adequate spaces for them to attend classes or of qualified educators to be
deployed in those circumstances will force certain schools to adopt blended models to guarantee social distancing. This
has already been the case, for instance, in Germany, where, just two weeks after re-opening, some schools were closed
again over Coronavirus infections. Against this uncertain backdrop, it is therefore important to identify which policies
can maximise the effectiveness of online teaching and learning.
In spite of being a desirable option compared to no schooling – which would have caused major interruptions in student
learning with possible long-lasting consequences for the affected cohorts (Burgess, 2020[2]; Hanushek and Woessmann,
2020[3]) – the sudden switch to using digital instruction may have led to sub-optimal results if compared to a business as
usual in-presence instruction, as teachers, students and schools all had to unexpectedly adjust to a novel situation. This
policy brief takes stock of some of the difficulties encountered by students, teachers and schools while adapting to
online learning in order to understand how remote schooling can be improved further, should online learning become
necessary to prevent widespread transmission.
The first concern which has arisen is that online learning is only available to children that have access to a broadband
connection at home that is fast enough to support online learning. While network operators have mainly been
successful to maintain services and efficiently utilise pre-existing capacity during phases of lockdown (OECD, 2020[4]),
there are still geographical areas and population groups that are underserved, especially in rural and remote areas and
among low-income groups. For example, in many OECD countries, fewer than half of rural households are located in
areas where fixed broadband at sufficient speeds is available. In addition, children need to have access to devices such
as computers and the necessary software to participate in online learning activities, which is often a challenge for
lower-income households.
For those students that are connected, the second concern is that certain students have not been able to receive a
sufficient number of hours of instruction. For example, in the United Kingdom, 71% of state school children received no
or less than one daily online lesson (Green, 2020[5]), while in Germany only 6% of students had online lessons on a daily
basis and more than half had them less than once a week (Woessmann et al., 2020[6]). Some economists have
estimated that, as a consequence of this, students in the United States will resume their schooling in the fall of 2020
with roughly 70% of the learning gains relative to a typical school year on average and that the learning gains might be
even smaller in mathematics, amounting to just 50% (Kuhfeld and Tarasawa, 2020[7]). It is therefore important for
education policy-makers to understand which factors have prevented certain children from receiving sufficient
instruction – among them, in addition to the lack of infrastructure, the absence of adequate preparation in schools and
among teachers, as well as, in some cases, the lack of curriculum guidelines. These elements have also determined a
great variation, across schools and countries, in the quality of online learning, raising the concern that disparities in
educational outcomes across socioeconomic groups may be reinforced in the absence of corrective measures. For
example, in the United States, over one-third of students have been completely excluded from online learning,
particularly in schools with large shares of low-income students, while elite private schools experienced almost full
attendance (The Economist, 2020[8]; Khazan, 2020[9]). Similarly, evidence from England (United Kingdom) suggests that
children from better-off families spent 30% more time on home learning than those from poorer families during the
lockdown, and their parents reported feeling more able to support them than socio-economically disadvantaged
parents, while students from richer schools had access to more individualised resources (such as online tutoring or chats
with teachers) (IFS, 2020[10]).
Further concerns relate to the fact that the effectiveness of online learning might have been hindered, in some cases, by
the lack of basic digital skills among certain students and teachers, making them unprepared to adapt to the new
situation so abruptly (OECD, 2020[11]). For example, descriptive evidence based on PISA 2018 shows that there were
major differences across countries and socio-economic groups in the use of technology for schoolwork before the
pandemic among 15-year-olds, raising the concern that students who were less experienced might be those suffering
the most from the shock caused by online learning.
Figure 1. Mean Index of ICT use outside of school for schoolwork, by socio-economic groups
Note: The index of ICT use outside of school for schoolwork measures how frequently students do homework on
computers, browse the Internet for schoolwork, use e-mail for communications related to school, visit the school
website, and/or upload or download materials on it. Higher values of this index correspond to more frequent and more
varied uses. Socio-economically disadvantaged/advantaged students are defined as the students in the bottom/top
quartile of the PISA index of socio-economic status.
Source: OECD, PISA 2018 Database.
Figure 1 indicates that, in almost all countries, students from low socio-economic backgrounds made less frequent use of
digital technologies compared to their peers from high socio-economic backgrounds before the pandemic in 2018.
Disparities were particularly striking in Australia, Mexico, South Korea and the United States. Similar differences are
observed between students from public and private schools, with the latter making more frequent use of digital
technologies for schoolwork (OECD, Forthcoming[12]).
In addition, some teachers might also have struggled to adapt to online teaching so abruptly due to a lack of adequate
digital skills, possibly contributing to a great heterogeneity in the quality of online teaching across schools. An
antecedent result in the literature is in fact that the effectiveness of ICT for learning purposes depends considerably on
the digital competencies of teachers and on whether technology is incorporated into pedagogical practices (OECD,
2010[13]) in an effective manner (see Box 1).
Box 1. Impact of digital learning on students’ performance: What do we know?
While in recent years governments of many countries have been investing increasing resources to raise the availability of
digital devices across schools and households, some academic literature has tried to establish the mechanisms through
which the use of digital devices affects students’ learning. What has emerged is that simply providing access or using
digital technologies does not automatically lead to better academic results (Escueta et al., 2017[14]). For example,
Angrist and Lavy (2002[15]) assessed the impact of Israel’s Tomorrow-98 programme, which was launched in the mid-
90s to provide schools with computers and teachers with training for computer-aided instruction. They document a
negative relationship between the programme-induced use of computers and maths scores. Similar findings come from
the evaluation of a Dutch subsidy scheme for computers and software in schools, which had a negative impact on
student achievement in language, arithmetic and information processing (Leuven et al., 2007[16]). Other studies have
found negligible effects of ICT use. In 2008, a large scale experiment was launched in Italy to provide 156 classes with
large grants to buy ICT: despite its huge cost – in the order of EUR 1 500 per student – the Cl@ssi2.0 programme was
found to have only a negligible effect on student achievements (Checchi, Rettore and Girardi, 2015[17]). Similarly, a field
experiment involving the provision of free computers to low-income schoolchildren for home use in the US state of
California did not improve educational outcomes (Fairlie and Robinson, 2013[18]). Such negative or negligible effects
have been mainly attributed to uses of ICT that substitute for more effective traditional instruction (Bulman and Fairlie,
2016[19]): for example, a study suggests that classroom computers are beneficial to students’ achievements when used
to look up information but detrimental when used to practice skills and procedures (Falck, Mang and Woessmann,
2018[20]). Other studies illustrate that digital tools are beneficial to student learning when they are used to complement
traditional teaching, e.g. extending study time and enhancing student motivation (Fleischer, 2012[21]; Peterson et al.,
2018[22])
Based on this knowledge, efforts should be made by governments and school principals to support teachers in
incorporating online tools effectively into their instruction practices, e.g. by fostering teachers’ pedagogies aimed at
providing students with guidance and motivation towards active learning (Peterson et al., 2018[22]). Pedagogical
practices should also ensure that the use of digital technologies and online tools corresponds to learners’ needs, prior
competencies and digital literacy and teachers should act as mentors to guide students and help them remain focused
on the learning elements of tasks (OECD, 2019[23]).
However, effective pedagogical practices and ease with digital tools are necessary but not sufficient conditions to ensure
the effectiveness of online teaching and learning. Students’ attitudes towards learning are strong drivers of their
academic achievements in regular times. Indeed, these may be crucial in sustaining students’ motivation and active
learning in times of home schooling. The following section of this brief focuses on how the development of positive
attitudes towards learning can promote effective skills development in a digital environment. It also identifies how
positive learning attitudes can be best promoted by parental emotional support and teacher enthusiasm.
Positive learning attitudes can improve performance at school and help students keep their motivation when schools are
closed
Recently, there has been increasing attention devoted to sustaining the development of different non-cognitive skills
among students – e.g. personality traits, goals and motivation – since they have been found to have direct positive
effects on several socio-economic outcomes, including wages, schooling and performance in achievement tests.
Evidence indicates that these skills are malleable and amenable to policy intervention and classroom practice (Heckman
et al., 2014[24]).
Evidence from the OECD Skills Outlook 2021 (OECD, Forthcoming[12]) shows that all the above-mentioned attitudes are
particularly important for students’ success1 in that they are positively associated to their performance in reading,
mathematics and science. While many of these attitudes are developed at early stages of one’s learning path, they are
very likely to be carried over in adulthood, making individuals more resilient to changing societies and more disposed to
life-long learning (OECD, Forthcoming[12]; Tuckett and Field, 2016[25]). Learning attitudes are not just innate and their
development is highly influenced by schooling, parental care and investments, with high risk of major inequalities across
socio-economic groups. Data show, for instance, that in a vast majority of OECD countries, socio-economically
advantaged students are significantly more likely to have ambitious learning goals as compared to disadvantaged
students (Figure 2). This eventually affects also their proficiency and academic performance.
Figure 2. Mean value of ambitious learning goals, for advantaged vs. Disadvantaged students
Note: Positive values on this scale mean that the student developed more ambition than the average student across
OECD countries. Socio-economically disadvantaged/advantaged students are defined as the students in the bottom/top
quartile of the escs index.
Source: OECD, PISA 2018 Database.
While positive attitudes towards learning are important drivers of students’ educational attainments during normal
times, they are likely to be even more important in the current context, because of the unique challenges posed by
online learning: online learning requires students to rely on intrinsic motivation and self-directed learning. Developing
strong learning attitudes, for instance, is fundamental if pupils are to remain focused and motivated in difficult learning
environments and could therefore be key to address the main difficulties that students may encounter again in the near
future, if a second wave of school closures were to materialise before the health crisis has been fully addressed.
Figure 3 provides indication of the importance of attitudes for learning when this learning is mediated by digital
technologies by comparing the association between a very frequent use of ICT for schoolwork and students’
performance in reading among students who are, respectively, in the top and bottom quartiles of each learning attitude.
Results show that, among students who make a very frequent use of ICT for schoolwork, those with stronger attitudes
towards learning achieve significantly higher proficiency levels than their peers with less positive attitudes.2 Further
analyses shows that, while positive attitudes tend to beneficial to students’ educational achievements in general, this
positive association is even stronger when restricting the sample to high ICT users, suggesting that learning attitudes can
be key to incorporate technologies and online tools effectively into learning. When giving closer consideration to the
role of different learning attitudes, data show that students’ dispositions to develop ambitious learning goals and to
attribute high value to school may be particularly important for maximining the effect of online learning. For instance, in
Ireland, among students making an extensive use of ICT for schoolwork, those with strong ambitious learning goals score
32 points more in reading tests compared to their peers lacking ambitious goals.3
Figure 3. Association between learning attitudes and reading performance among students making intensive use of ICT
outside of school for schoolwork
Note: The figure displays the association between high/low values of learning attitudes and performance in reading
among students making intensive use of ICT outside of school for schoolwork. Bars represent the difference in reading
test scores between students in the top vs bottom quartiles of learning attitudes (OECD average). Only students making
an extensive use of ICT are considered. Regression controls include: the PISA index of student’s and school’s socio-
economic status, age, gender, immigration status, dummy variables for attending a private and a rural school.
Regressions are estimated for each of the attitudes separately. Country fixed effects are included in the regression. Bars
with patterns indicate coefficients that are not statistically significant at the 5% level. Results hold when adding controls
for students’ grade compared to modal grade in the country and type of programme (general, pre-vocational,
vocational).
Source: OECD, PISA 2018 Database.
Attitudes and dispositions toward learning are important drivers of students’ educational achievements. In the context
of online learning, they can help students to incorporate more efficiently digital technologies and online tools into the
learning process.
Families and teachers: Can they provide effective support to digital learning?
Learning attitudes are rooted in the support that students receive from teachers and families. Analyses based on PISA
2018 in the OECD Skills Outlook 2021 (OECD, Forthcoming[12]) shed light on the crucial role played by both teacher
practices and parental emotional support as important drivers of the development of attitudes. Different forms of
support can be incentivised and shaped by effective policy intervention, generally, but even more so in the extraordinary
circumstances related to the COVID-19 pandemic. Therefore, it is important to understand which are the most suitable
forms of support that teachers and families can embrace to sustain the digital learning process of children.
Figure 4. Association of learning attitudes and different forms of support by parents and teachers
Note: The figure displays the change in each attitude index associated with one-unit increases in the indexes of parental
and teachers’ support. Estimates are reported at the OECD average. Regression controls include: the PISA index of
student’s and school’s socio-economic status, age, gender, immigration status, a measure of cognitive ability. Country
fixed effects are included in the regression.
Source: OECD, PISA 2018 Database.
Figure 4 shows that students display more positive attitudes and dispositions towards learning when they benefit from
more parental emotional support.4 Parental emotional support matters for most attitudes and displays a strong
association with students’ self-efficacy. More specifically, the forms of emotional support that are found to be most
beneficial are when parents encourage their children to be confident and when they support their children’s educational
efforts and achievements (OECD, Forthcoming[12]). On the teachers’ side, the analysis suggests that education
environments where teachers are able to convey enthusiasm towards the content of their instruction support the
development of positive learning attitudes in students, in particular ambitious learning goals, motivation to master tasks,
self-efficacy and enjoyment of reading. The importance of teacher enthusiasm as a driving factor of student learning has
been shown extensively in the literature: for instance, enthusiastic teachers help instill in their students positive subject-
related affective experiences and a sense of the personal importance of the subject (Keller et al., 2014[26]) and they
motivate and inspire students, increasing the productive time they spend on learning tasks (Keller et al., 2015[27]; Hoidn
and Kärkkäinen, 2014[28]; Kunter et al., 2013[29]).
To give an indication of the benefits brought about by parental and teachers’ support to students’ academic
achievements, Figure 5 focusing on students making intensive use of ICT outside of school for schoolwork, compares
performance in reading between those who report to have received, respectively, very high and very low levels of
support5 – both from families and from teachers. This evidence, based on PISA 2018, shows that several forms of
support can be particularly effective in enhancing student learning. For example, among high ICT users, pupils who
receive very high emotional support from parents or whose teachers are more predisposed to support them and
stimulate their reading tend to perform significantly better in all subjects assessed in PISA. Parental emotional support is
particularly effective: for instance, in the Slovak Republic, students who use ICT very often and who receive very high
support from families score on average 23 points more than their peers with less support from families. Receiving strong
emotional support from parents is similarly effective in some other countries, such as Austria and Slovenia.

Figure 5. Association between students’ performance in reading and support from families and teachers among students
making intensive use of ICT outside of school for schoolwork
Note: The figure displays the association between high/low levels of support and performance in reading among
students making intensive use of ICT outside of school for schoolwork. Bars represent the difference in reading test
scores between students in the top vs bottom quartiles of support from families and teachers (OECD average). Only
students making an extensive use of ICT are considered. Regression controls include: the PISA index of student’s and
school’s socio-economic status, age, gender, immigration status, dummy variables for attending a private and a rural
school. Separate regressions are estimated for each type of support, while controlling for the continuous indices of the
others. Country fixed effects are included in the regression. Bars with patterns indicate coefficients that are not
statistically significant at the 5% level.

Source: OECD, PISA 2018 Database.

This evidence suggests that parents can play a crucial role during home schooling such as ensuring that their children
follow the curriculum and supporting their children emotionally to sustain their motivation and ambitious goals in a
situation where they might easily be discouraged from learning autonomously, also due to the lack of peer effects.
Parental involvement during this phase could significantly help students to address the main challenges posed by online
learning, spurring their active and autonomous learning. However, many obstacles may hinder an effective engagement
by parents: for example, they might struggle to engage in their children’s schoolwork while combining their job
obligations or other family obligations – a challenge that may be especially acute for single parents. Parents might also
feel uncapable of supporting them due to lack of digital skills, familiarity with the content of their children’s schoolwork
or negative attitudes towards the material. For example, differences in educational levels of parents might give rise to
further inequalities in educational attainments and this should therefore be of great concern for policy-makers. A recent
study from the Netherlands shows, for instance, that less educated parents have been less supportive of their children
efforts during the lockdown and that this has been partly driven by the fact that they were feeling less capable to help
them (Bol, 2020[30]). Parents with low education might also hold negative attitudes towards learning themselves, thus
underestimating the importance of their support for their children’s skill development and, as result, help them less than
highly educated parents. Another concern is that gender differences in math attitudes and achievements can be
worsened during home schooling, when many children are supported mainly by their mothers in their schoolwork (Del
Boca et al., 2020[31]; Farré and González, 2020[32]; Sevilla and Smith, 2020[33]). What is known is that many women
have high levels of mathematics anxiety and previous research indicates that girls may be especially sensitive to
internalising mathematics anxiety when exposed to it from female adult figures (Beilock et al., 2010[34]). It is therefore
crucial for governments and schools to take immediate actions in order to tackle these issues and foster parental
involvement.

Together with families, teachers play a fundamental role in helping students to make a more beneficial use of digital
learning. In particular, the most effective practices relate to how teachers stimulate reading in students (e.g. the teacher
poses questions that motivate students to participate actively or shows students how the information in texts builds on
what they already know) as well as more general teacher support (e.g. when the teacher shows interest in every
student’s learning, continues teaching until all the students understand and provides extra-help when students need it)
and directed-instruction (e.g. the teacher sets clear goals for students’ learning, asks questions to check whether
students understand the material, presents summary of previous classes at the beginning of each lesson). Similarly to
parental emotional support, these teacher practices can significantly improve students’ performance at school and
might be particularly relevant in this context, helping students to remain focused on their learning tasks and to keep
their motivation and dispositions to learning. To give an example, in Australia, among students that rely extensively on
ICT for schoolwork, those whose teachers are more able to stimulate their reading score on average 17 points more than
their peers with lower support from teachers. Similar results are observed for some other countries, such as Australia
and Switzerland.
If learning attitudes are key drivers of students’ (online) learning achievements, the main challenge facing governments
is therefore how to promote the development of those attitudes and how to support teachers and parents in
strengthening them. Some countries have already implemented policies in this direction. These are discussed in the next
section.

Conclusions
The current COVID-19 crisis has forced many countries to close schools, colleges and universities to halt the spread of
the virus. Due to the long-lasting negative consequences that school closures would have on skill accumulation, many
education systems moved rapidly online on an unprecedented scale. Since lockdowns may be introduced again in the
future until effective vaccines or therapeutics become available, it is of utmost importance for governments to reflect on
the main difficulties that students, parents, teachers and school principals have encountered in adapting to this phase of
massive online learning and intervene to better harness the potential of online learning. For example, they should first
expand infrastructure, ensuring that nobody is excluded from online lessons, and support students and teachers to use
online tools and technologies in an effective manner.

Based on forthcoming analysis in the Skills Outlook 2021, this policy brief illustrates that students’ attitudes and
dispositions to learning, such as ambition or motivation, are important drivers of their educational achievements and
can help ensure that online learning is as effective as possible. In addition, this brief showed that families and teachers
play a crucial role in guiding children through the challenges of home learning: parents can provide emotional and
learning support to their children, while teachers can act as mentors, encouraging active learning and motivation and
checking that nobody falls behind. Such interventions can considerably contribute to making online learning more
effective. Given the crucial role that families and teachers play in the context of school closures, governments can spur
their effective engagement by, for example, expanding family leave opportunities and by strengthening school-parents
communication.
Link:https://www.oecd.org/coronavirus/policy-responses/strengthening-online-learning-when-schools-are-closed-the-
role-of-families-and-teachers-in-supporting-students-during-the-covid-19-crisis-c4ecba6c/
Edgenuity Implementation Guide to Ensuring Academic Integrity
January 18, 2023 01:27
What action is Imagine Learning taking to address the new ChatGPT AI technology?
Use this page to view Edgenuity’s Implementation Guide.
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Prevalence of Cheating
Data indicates that cheating is a major issue in American schools. From fall 2002 to spring 2015, the International Center
for Academic Integrity surveyed more than 70,000 American high school students about cheating in 2017 and found
that:

64% of survey respondents admitted to cheating on a test

58% admitted to plagiarism
95% said they participated in some form of cheating, whether it was on a test, plagiarism, or copying homework
Edgenuity believes academic integrity is a non-negotiable to guaranteeing high-quality, meaningful learning. However,
with the proliferation of websites dedicated to posting answers to assessment questions, ensuring academic integrity
can be difficult. Fortunately, research has uncovered several, evidence-based strategies that teachers, administrators,
and curriculum providers can take to ensure school work is completed honestly.

Clearly Define Academic Integrity

Studies indicate that student misunderstandings about academic integrity and the concept of plagiarism contribute to an
increase in digital cheating (Ma, Lu, Turner, & Wan 2007). One of the best ways to make sure students are honestly
completing their schoolwork is to articulate what is appropriate conduct and what constitutes cheating. If students
understand how to complete their work without plagiarizing or cheating, many of them will make sure to avoid doing
both.

As researchers McCabe & Trevino (1993) note, a school’s “ability to develop a shared understanding and acceptance of
its academic integrity policies has a significant and substantive impact on student perceptions of their peers’ behavior.
Thus, programs aimed at distributing, explaining, and gaining student and faculty acceptance of academic integrity
policies may be particularly useful” (p. 533-534).

Bottom line: Schools should engage with teachers, parents, and students alike to reinforce how to set expectations. For
example, do teachers explicitly explain that looking up answers during a test is cheating?

Set Expectations Collaboratively with Staff

We would encourage all schools to engage their staff in a discussion of the kinds of expectations they have set with
students about cheating behavior. Do teachers explicitly explain that looking up answers during a test is cheating? What
are the consequences when students do it? Are those consequences made clear to parents/guardians and students from
the start of the year?

We believe that the most effective way to prevent cheating is to manage the students instead of attempting to manage
the technology. When we try to design tools to stop students from cheating, all we teach them is to look for other ways
to cheat. Given the number of stories we hear every day about professionals who lie on their resumes, academics who
falsify their data, and corporate leaders who make questionable financial choices, it’s clear that we’re not doing enough
in the early years to help students understand and value integrity.

Bottom line: This is a perfect opportunity to help students understand what the school defines as cheating, and what the
consequences will be should cheating occur in the classroom.

Establish an Honor Code

Research shows that students who attend schools with honor codes are less likely to cheat. However, to be most
effective, the honor code must be well implemented and strongly embedded into student culture (McCabe & Trevino,
2002).

Bottom line: The honor code should encourage the development of good character and outline specific deterrents to
cheating (e.g., clear penalties that are meaningful to students).

Set Consequences and Hold Students Accountable

When students perceive high levels of cheating by their peers and a lack of punishment for cheating, they are more
likely to cheat themselves (McCabe, Trevino, & Butterfield, 2001). An honor code doesn’t mean anything if there aren’t
any appropriate consequences for when students break it. Schools must develop fair and consistent grading policies and
procedures, remove opportunities to cheat (e.g., monitor tests, be sure there is ample space between test-takers),
punish transgressions in a fair and timely manner. Students need to understand what could happen should they choose
not to adhere to the honor code. What are the consequences when students do it? Are those consequences made clear
to parents/guardians and students from the start of the year?

Bottom line: Continually communicate classroom expectations, and hold students accountable to their own learning
through clearly a clearly defined honor code.
Customize an Honor Code into the course that students must agree to before progressing to a test or exam. Edgenuity
has created two sample honor codes that teachers can use in his/her classroom:

Example 1
Example 2
Address Peer Culture
Research shows that peer culture plays a large role in why students cheat. Data indicate that when students perceive
high levels of cheating by their peers, they are more likely to cheat themselves (McCabe, Trevino, & Butterfield, 2001).

Bottom line: Address any instances of cheating right away and apply the consequences set out by the classroom honor
code and student contract.

Foster Strong Connections to Students

Research shows that students are more likely to cheat when they perceive their instructor to be less concerned about
them and think they are physically farther away from the classroom (Stuber-McEwen, Winseley, & Hoggatt, 2009). To
discourage cheating, experts recommend teachers develop a strong presence—either online or offline (Stuber-McEwen,
Winseley, & Hoggatt, 2009). When teachers get to know students personally it promotes student respect. When
students respect their teacher they are less likely to cheat.

Bottom line: Continue to foster a positive, honest classroom with open dialog and mutual respect for one another.

Use Digital Tools

We recommend that Edgenuity users, within the Edgenuity system:
Teachers
What Teachers Can Do Preemptively Notes and Resources
Set Criteria for Retakes
Set the desired number of Fail Attempts (retakes) and use Auto Progression to discourage unlimited retakes for
assessments. If students are allowed only one, or even zero, retakes for heavily weighted assessments after they’ve
failed them, they know they must work hard to do well on them. Review these settings periodically to be sure that
they’re working for your students.

Turn on Teacher Review for Quizzes for individual students

Set Teacher Review on assessments to ensure students take assessments in proctored environments. Teacher Review
alerts educators when a student has reached an assessment, giving the teacher the chance to review the work students
have submitted. This presents an opportunity for educators to confirm that students are completing their work as
they’re supposed to (checking student eNotes, for example), and to also check in to make sure they’re understanding
the content.

Notify Students about the Appropriate Consequences per District Academic Code of Conduct Set and communicate
student expectations. Inform students what it takes to be successful online learners.
What Teachers Can Do Post-AssessmentNotes and Resources
Review Open-Ended Questions
Spot-check open-ended questions. Look for any answers that seem out-of-the-ordinary or verbiage that sounds like an
adult worded.

Analyze Completion Time with the Score

Compare the time it took the student to complete the assessment and if they received a passing score.

Progress Complete Score

Keep an eye on the Progress percentage. There should not be a drastic change in percentage complete for the student.

What Teachers Can Do If Cheating is Found Notes and Resources

Reset Assignments for students that have been caught cheating Require the student(s) to retake the activity(ies) related
to cheating either in-person or online with a proctor.
Use Discussion Based Assessment (DBA) questions in person or over the phone
If you suspect a student of cheating on a particular assignment or assessment, you could prepare 3 to 5 unique
questions around the content covered. Have the student verbally respond with their answers, either in person or over
the phone, as a way to asses whether or not they understand the curriculum.

Enforce Appropriate Consequences per District Academic Code of Conduct Based on what was outlined by the
school/district, apply the consequences.
Report Brainly URLs with Edgenuity content or answers Send URLs/Links directly to Edgenuity@brainly.com
Report any other site URLs with Edgenuity content or answers Send URLs/Links directly to
customersupport@edgenuity.com
Districts
What Districts Can Do Notes and Resources
Set Teacher Review on Tests and Exams
Set Teacher Review on assessments to ensure students take assessments in proctored environments. Teacher Review
alerts educators when a student has reached an assessment, giving the teacher the chance to review the work students
have submitted. This presents an opportunity for educators to confirm that students are completing their work as
they’re supposed to (checking student eNotes, for example), and to also check in to make sure they’re understanding
the content.

Enable IP Registry

Enable IP Registry. When activated, IP Registry can block students from accessing assessments from home—or block
students from accessing Edgenuity from outside the school network at all.

Lockdown Browser Experience

Set up the SecureLock Browser Experience. The SecureLock Browser Experience will prevent students from opening new
tabs, browsers, and programs while they’re working in Edgenuity.

Plagiarism Checker

When activated, the Plagiarism Checker can automatically scan many assignment types for plagiarism. Those that cannot
be automatically scanned can be manually scanned using the Plagiarism Checker feature.

Attendance Report + Speed Radar

If the Academic Integrity add-on is enabled for a school, the attendance log display includes a speed radar which shows
any activities where the students’ progress is faster than expected.

Apply Academic Code of Conduct for cheating in online courses

Set expectations with staff and create an Honor Code that students are to sign and follow.
Outside the Edgenuity system, Edgenuity users should:
Hide educator passwords where student cannot find them. Consider using a password manager application, which can
securely store a large number of passwords.
Don’t post assessments or answer keys on easily found and accessed websites. If you can find these documents with a
simple web search, students can, too.
Block websites on your school network that are known to post answers to assessment questions. Edgenuity does regular
web crawls to look for this, but if you come across any Edgenuity content on the Internet, please notify Customer
Support. We will take the appropriate steps to address this issue.
What Should I Do If Edgenuity Answers are Found Online?
This is regrettable.

Edgenuity has partnered with Brainly for both our Courseware and Odysseyware offerings. This allows customers a
dedicated email support ability to communicate concerns quickly, and effectively route concerns to help students use
Edgenuity courses in the proper manner. For Brainly-specific items found on the web, please send an email to
edgenuity@brainly.com with the direct link to the content.

All other issues should be directed to Edgenuity’s Support team at CustomerSupport@edgenuity.com. Support will work
with our security teams to have this content removed. We also actively scrub the internet for Edgenuity questions and
answers, although sometimes it’s tough to stay ahead of the students. The extra hand from our fellow educators that
notify us of the websites and content submissions we have missed is appreciated.

Additional Items
For schools or districts, this guide might be helpful when considering the academic integrity policies: Edgenuity
Implementation Guide to Ensuring Academic Integrity.
We also recommend Dan Ariely’s excellent book The (Honest) Truth About Dishonesty, as a fantastic study in the
behavioral economics behind cheating and a great resource for ideas that really work.
Find additional information on Academic Integrity on our website.
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Learning in the New Normal: How Students Can Cope
There are many challenges with the study from home set-up and the new normal classes. But follow these tips on
studying in the new normal to help you focus better and achieve more.

1. Set a Goal
One of the important things you should do when learning in the new normal is to create a personal goal. When you set
clear goals, it’s easier to manage your time and stick with your tasks.

Remember why you’re studying in the first place. Focus on your end goal and what you can achieve when you finish your
classes. That should be enough encouragement and motivation.

2. Have a Study Plan

Learning in the new normal – Create Study Plan
Before your new normal classes start, make a study plan. It can help you stay on top of your deadlines. You can use a
planner to help you organize tasks and assignments that you need to complete. Outline schedules and set several hours
per week for readings or research. Stick to the schedule, but adjust it when necessary.

3. Practice Time Management

Students in the new normal should also practice time management. Don’t wait until the last minute to do your
assignment! Not only will this stress you out. It will also make you rush your work and submit sloppy or low-quality
work.

Time management for students in the new normal is a must. Without it, you’ll just feel tired, overwhelmed, and stressed
all the time. So set a time for studying and doing your assignments. Estimate how much time you need for your tasks
and schedule them accordingly.

Start with the most important or most time-consuming tasks, and then tackle the easier ones last. This way, you’ll have
more breathing room and even allow yourself to relax a bit.

4. Create Dedicated Study Space

Learning in the new normal – Make a Dedicated Study Space
Since classes in the new normal don’t require 100% in-person classes, you need to create your own study area at home.
Your study space can be in your bedroom, the living room, or even the kitchen. Just make sure that you use the space
exclusively for studying and that you can focus on your tasks when you study in this area.

Having dedicated study space can also help you stay organized. If everything you need is in one place, you won’t need to
leave your study area to grab your book or print a handout. As a result, you don’t break your momentum.

5. Eliminate Distractions
The average person is distracted every 40 seconds[2] when working in front of the computer. So it’s important to keep
yourself away from distractions when it’s time to study.

Turn off your phone, or put it on silent at least. Sometimes even listening to music can be distracting, so make sure to
choose a playlist that will boost your concentration instead of making you break out in song. Also, ask your family
members not to disturb you during your dedicated study hours.

6. Get Off Social Media

Learning in the new normal – Get Off Social Media
You may think it doesn’t affect your online learning experience in the new normal. But getting off social media can be
very helpful.

It sure is fun to get lost in the black hole of your favorite influencers’ Instagram posts or TikTok videos. But when it’s
time to study, you have to put your phone down.

Log off from all your social media accounts when it’s study time. If you still can’t resist picking up your phone, keep it
away from your study space.

7. Figure Out Your Learning Style

What time of the day do you feel your best, and when are you at your most energetic or productive? If you’re a morning
person, make time for your tasks in the morning. And if you’re more of a night owl, study and do your assignments at
night.

Learning styles vary from person to person. Some learn through visuals, while others learn better by listening to audio
materials. Whichever style of learning you prefer, take advantage of available learning tools. Consider creating
infographics as reading material or look into audio and video-based course content.

8. Be Engaged
Learning in the new normal – Be Engaged
Participate in your online courses to help you better understand your course materials. Talk to your classmates regarding
your given topic. If your class offers online forums, share your insights there. Ask what your classmates think and find
out what your teachers are saying on these forums, too.

If you’re struggling and feel like you’re falling behind, don’t hesitate to talk to your teacher. Ask for clarifications or other
supplementary materials that can help you better understand your lessons.

9. Take Advantage of Online Resources

If your school offers an online library, utilize it to find relevant materials that can help with your assignments. Use
browser extension add-ons like Grammarly if you’re writing a paper to check for spelling and grammatical errors. Online
dictionaries are also available to help with your vocabulary.

Other online resources that are worth checking out include Project Gutenberg for free books, Trello for task
management, and EdX.org for open-source courses.

Check the video below for some helpful tips on how you can get more out of online resources.

10. Don’t Be Afraid to Ask

Part of being an active class participant is asking questions, especially if you’re struggling with a topic. Ask questions as
soon as one pops into your mind. If something is confusing, ask your teacher to give more concrete examples. This will
save you time trying to understand it on your own later. Seek your teacher’s help. They’d be more than happy to answer
your questions.
Link:https://help.imagineedgenuity.com/hc/en-us/articles/360042903374-Edgenuity-Implementation-Guide-to-
Ensuring-Academic-Integrity

How The Brainly Team Uses ProtoPie

Find out why the world’s leading online learning platform chose ProtoPie as their main prototyping tool.

Rebeca Caritas
Rebeca Caritas, Customer Success Associate
December 21, 2022
Brainly-protopie-logo-thumbnail
Business as usual just doesn’t cut it anymore.

Product design and engineering teams have a fire at their feet to get products to market faster and more efficiently than
ever before.

This requires a few things. A newfound synergy between product design and technology teams. A turbocharged iteration
process. And prototyping software that’s both fast, code-free and powerful.

Only, there’s a problem. The vast majority of prototyping tools either require code and are heavy and clunky, or don’t
allow for rich animations and complex interactions.

Brainly, the world’s leading education platform, discovered this the hard way.

We sat down with Giga Khurtsilava, the Lead UX Motion Designer on the Design Systems & Foundations team at Brainly,
to find out why Brainly’s Design team uses ProtoPie.
Profile picture of giga khurtsilava
Brainly’s journey to ProtoPie
Brainly’s main challenge in their pre-ProtoPie days was creating hi-fi prototypes.

Business moves fast. The market demands bigger and better prototypes than before. Moreover, stakeholders want
hassle-free prototypes that look and feel like the real thing. After all, no one wants a repeat of the Google Glasses
debacle.

Gone are the days when a basic lo-fi prototype that simply walked you through the flow could impress stakeholders.
Interaction Design has moved horizons beyond layout, font and color. UX Motion must be treated on par with the rest of
Interaction Design to validate the designs and see the interconnection and interaction between disparate elements.
That’s a fairly run-of-the-mill story for most UX/UI designers these days.

Giga Khurtsilava’s testimonial about ProtoPie

Back to Brainly.

As they took UX motion to higher levels, they needed a prototyping tool that enabled them to rapidly create low and
high-fidelity prototypes to speed up user testing and make it more effective. Reputations were on the line. Stakeholders
had to be impressed.

ProtoPie was an obvious choice. “It was easy for us to consider using ProtoPie as our primary prototyping tool,” said
Giga.

It was easy getting started. Giga had prior experience in Motion Design and it took him a few days to fully understand
how ProtoPie worked. Even when the Variables and Formulas temporarily stumped him, he found ProtoPie’s highly
detailed online documentation extraordinarily helpful.

Protopie documentation page

Explore ProtoPie’s documentation hub.

He was gobsmacked. “I’ve been using ProtoPie for four years and I love it. It’s easy to use and you can rapidly create hi-fi
prototypes.”

Moreover, the sheer depth of ProtoPie’s limitless features impressed him. When it came to the Input and Camera
features, he loved being able to use the sensors of the device as the triggers, for example, using the Tilt trigger and a
Response based on the angle at which a device is set.

How ProtoPie fired up Brainly’s workflow

Using ProtoPie had a series of curious, unseen effects on their product design process. Before ProtoPie, for example,
there was a gaping hole in the hand-off animation parameters between designers and engineers.

Thanks to ProtoPie’s Interaction Recordings, everything was simplified.

“One engineer told me that the Interaction Recordings not only helped them visually understand the transitions the
designers were using,” said Giga, “but also pay attention to the timeline’s details, and see every value – from Cubic
Bezier values to timing.”

The mobile app redesign is a good example of ProtoPie’s liberating effect.

See
Brainly’s AppEx team were working on the mobile app redesign. Obviously, this required enormous synergy between
disparate teams—stakeholders, designers, and engineers.

Brainly search result prototype

They needed to iterate faster. More than that, they needed to test faster. They wanted to find the problems before
sending off their prototypes to the engineers.

In short, they wanted to breathe new life into their ideas as quickly as possible.

ProtoPie enabled them to iterate faster. Crucially, they were able to see if every part was connected. They could amp up
their user testing, and even establish new UX Motion behaviors in the app – all without the need for code.

Moreover, they discovered something critical: none of this was time-consuming. They could build advanced prototypes
replete with rich animations and complex interactions quickly. In short, the Brainly team could gauge the effectiveness
and beauty of their product before hand-off to the engineers.

Why ProtoPie is Brainly’s main prototyping tool

Whether it’s creating Thanks Button animations or App prototypes, Brainly now uses ProtoPie for “almost everything”,
Giga said. “It’s our primary prototyping tool.”

ProtoPie’s Triggers and Responses enable them to make rapid iterations of their designs based on Brainly’s three core
features: Regular Search, Scan to Solve, and Voice Search.

Let’s delve in deeper.

Let’s say the Brainly team wants to iterate with “Scan to Solve”; they simply use Camera response. If they want to
improve the “Regular Search” feature, they just use Input Field. For “Voice Search”, they use Voice Commands.

Native sensors camera typing voice recognition protopie

ProtoPie’s native sensors – Camera, Typing & Voice recognition.
In short, ProtoPie’s limitless features unleash their creative spirit, enabling them to mimic and test all their features as
realistically as possible.

A parting word from Giga?

“If you want to tell a story and take your design to another level, then ProtoPie is for you. Invest now. Thank me later.”

De-risk every moonshot with ProtoPie

More than 15,000 companies trust ProtoPie to fulfill their prototyping needs. Schedule a demo to discover ways
ProtoPie can help your teams succeed.
Link:https://www.protopie.io/blog/how-brainly-uses-protopie

Teacher Supervision of Students in Using Brainly. Co. Id Website as a Learning Facility

Sugiyono Sugiyono
Proceedings of the 2nd International Conference on Education, ICE 2019, 27-28 September 2019, Universitas
Muhammadiyah Purworejo, Indonesia, 2020
In this 21st century, the development of educational technology through social media that is used as a learning facilitesis
growing rapidly, excample : the brainly.co.id. Brainly.co.id website is a result of the development of educational
technology to provide convenience to solve student’s learning problems. As this website is often used by students, it is
necessary to hold supervision of the students so that they do not merely learn through the website. The aims of this
research were: (a) the teacher could supervise students who learn by using brainly.co.id,and (b) the teacher and
students found out the impact of learning using the brainly.co.id website. This study employed a qualitative method
with a structured interview and observation as the data collection techniques. To analyzethe data, the researcher
collected all the data from the structured interviews and observations to be reviewed, reduced, presented, and
thenconcluded. The results of this study indicate that (a) teachers found ways of supervising students whose learning
facility was the brainly.co.id, (b) teachers and students comprehended the impact of learning facilities in terms of
brainly.co.id website on education.

Link:https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=effects+of+using+brainly+to+the+learning+behavior+of+the+students+in+terms+of+behavior&
btnG=#d=gs_qabs&t=1675083835087&u=%23p%3D-cIU_O3J7fQJ

EFFECT OF BRAINLY ARTIFICIAL INTELLIGENCETECHNIQUE (BAIT) ON IN-SCHOOL ADOLESCENTS’MEMORY

DEVELOPMENT AND SELFEFFICACY IN BASIC SCIENCE
James Sunday Eze, Uchechukwu Hope Ekwueme, Adimora Dorothy Ebere, Elsie Chizua Umeano
Journal of the Nigerian Council of Educational Psychologists 14 (1), 2021
Journals.ezenwaohaetorc.org
EFFECT OF BRAINLY ARTIFICIAL INTELLIGENCETECHNIQUE (BAIT) ON IN-SCHOOL ADOLESCENTS’MEMORY DEVELOPMENT
AND SELFEFFICACY IN BASIC SCIENCE
James Sunday Eze, Uchechukwu Hope Ekwueme, Adimora Dorothy Ebere, Elsie Chizua Umeano
Journal of the Nigerian Council of Educational Psychologists 14 (1), 2021
The study explored the effect of Brainly Artificial Intelligence Technique on memory development and self-efficacy of in-
school adolescents in Basic Science in Obollo-Afor Education Zone of Enugu State. The study adopted quasi-experimental
research design specifically non-equivalent control group. The population of the study comprised 2,428 Junior secondary
II students (JSS II), from all the government secondary schools in Obollo-Afor Education Zone. A sample of 82 JSS II
students was drawn through purposive sampling technique. Two research questions and two null hypotheses guided the
study. Two instruments namely: Adolescents’ Memory Development Test (AMDT) and Adolescents’ Self-Efficacy
Questionnaire (ASEQ) were used for data collection. The instruments were face validated by three experts in
Measurement and Evaluation. The instruments were subjected to reliability testing using Cronbach Alpha method and
reliability indices of 0.82 and 0.88 were obtained for AMDT and ASEQ respectively. Two groups of students were used
for the study namely; experimental and control groups. The students in the experimental group were exposed to the use
of BAIT in teaching of the selected Basic Science Concepts while the students in the control group were not so exposed.
Data collected were analyzed using mean and standard deviation in other to answer the research questions. The null
hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The use of BAIT in teaching
enhances memory development as well as selfefficacy of in-school adolescents. It was thus recommended that Nigerian
education system should incorporate the use of Artificial Intelligence tools such as Brainly into her school curriculum;
secondary school teachers should be trained on the development and use of such tools in teaching and learning.

Link:https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=effects+of+using+brainly+to+the+learning+behavior+of+the+students+in+terms+of+behavior&
btnG=#d=gs_qabs&t=1675083835087&u=%23p%3D-cIU_O3J7fQJ

Motivation for Mobile Learning: Teacher Engagement and Built-In Mechanisms.

Zoya Snezhko, Dmitrii Babaskin, Ekaterina Vanina, Rodion Rogulin, Zhanna Egorova
International Journal of Interactive Mobile Technologies 16 (1), 2022
Journal.privietlab.org
Getting countries alternative to resolve supply chain management regarding wheat commodity for Indonesia during war
between Ukraine and Russia
Giri Nurpribadi, Erina Rulianti
Journal of Economics and Business Letters 2 (3), 25-28, 2022
International Business is a management to entering International among some countries with international trade
activities and macroeconomics indicator in more than one country. Supply Chain Management is the process of
managing movement of, information, raw material, money in the organization system. Supply chain practices are not
only important in local business but also in global business between one country to another country. The Effect of
Globalization, past history, politics power and military power had been dominated international relations. War event
between Russia and Ukraine. Meanwhile, relevant with brainly globalization, power subsystem, had been stressed from
through economic scope and culture circumstances. Until now, the strength of every country depends on abilities and
capacity these country for supply chain management. The aims of research is to analysis about influence between
Wheat Import to Cost Insurance Freight from Ukraine. Every activities need delivery, and every delivery had been
determined payment systems. Next Purposes is to search other countries outside Russia and Ukraine to access some
countries which wheat very available. The research methods is a quantitative research, purpose is to explains about
overall problem solving regarding supply chain management. Specific case with Invasion Problems. Invasion as a specific
problem adjustment with international relations. Trend international relations with example invasion from Russia
toward Ukraina. Since February 24, 2022 all weapon technology will be prepare for defence each every country.
Embargo for Ukraina transactions and Rusia transaction, inside and outside. People still damages, because international
transaction with Ruble currency. Some people will be conversion from US $ for Cost Insurance Freight as an International
unit measurement for douane system payments for cost of good sold, transportation cost, insurance for the end of
seaport aim. Conclusion of the quantitative research is a statement for Supply Chain Management with implications for
currency, and also international business environment, and effort for gained with balance terms of trade in other
countries. Statistics with t counted= 24.291 and F counted= 590.045 as a process, whereas to imply significant analysis to
get correlation for douane payments, because t table= 12.706, and F Table= 240.120, data especially for Russia t
counted: 24.030.
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Motivation for Mobile Learning: Teacher Engagement and Built-In Mechanisms.
Zoya Snezhko, Dmitrii Babaskin, Ekaterina Vanina, Rodion Rogulin, Zhanna Egorova
International Journal of Interactive Mobile Technologies 16 (1), 2022
The relevance of the study of mobile learning as an upcoming trend in education in the context of the COVID-19
pandemic is not denied. The study of students’ ability and motivation to use modern technologies of mobile learning is
characterized by novelty. However, the problematic issue of studying the motivation of students and teachers for mobile
learning in today’s pandemic remains relevant. The purpose of the study is to examine some aspects of the formation of
students’ motivation (intrinsic motivation: interest in the subject of study, understanding of its significance for further
career; extrinsic motivation: points, awards, recognition), as well as the role of teachers in this process and the influence
of cognitive abilities of a person on their motivation and academic achievement. The study is based on the method of
experiment as well as the interviews and analysis of student reports. There were 185 students (19-22 years old) from
Sechenov First Moscow State Medical University and Far Eastern Federal University participating in the study. After the
participants had listened to an online lecture on the topic” Neuro-linguistic programming”, they were asked to make a
report on the topic of the same name and expand the information. Next, the students were interviewed. The results
showed that 89% of students were interested in the issue and 69% noted a desire to learn more information on this
topic; 100% of participants actively use mobile devices with Internet access for educational purposes and, in particular,
for making the required report. However, only 12% of respondents believe that mobile learning alone can be used in
order to study specialized disciplines at their university. Thus, 43% of students find it difficult to perceive information
from the screen of a smartphone (tablet); 61% of students prefer traditional education to mobile learning, which is
probably due to the novelty of this process; 65% of respondents noticed that th

Link:https://scholar.google.com/scholar?
start=20&q=effects+of+brainly+in+behavior&hl=en&as_sdt=0,5#d=gs_qabs&t=1675350270857&u=%23p
%3DmyS5YHGQWzYJ

Bad users or bad content? Breaking the vicious cycle by finding struggling students in community question-answering
Long T Le, Chirag Shah, Erik Choi
Proceedings of the 2017 Conference on Conference Human Information Interaction and Retrieval, 165-174, 2017
Bad users or bad content? Breaking the vicious cycle by finding struggling students in community question-answering
Long T Le, Chirag Shah, Erik Choi
Proceedings of the 2017 Conference on Conference Human Information Interaction and Retrieval, 165-174, 2017
Community Question Answering (CQA) services have become popular methods to seek and share information. In CQA,
users with an information need, or askers, post a question that community members can answer. This question-
answering process allows both askers and answerers to learn through the exchange of information. CQA services have
also been widely used in the education domain, as some of such services are designed specifically for students’
information seeking. However, due to insufficient knowledge, lack of experience, and other reasons, students often
struggle in producing quality or even appropriate content. This low quality production causes their content to be flagged
or deleted, further discouraging them from participating in the CQA process and instigating a vicious cycle of bad users
and bad content. In an effort to break this cycle, the work reported here focuses on identifying users whose postings
demonstrate a high deletion rate with a presumption that the bad content is an indication of a struggling student rather
than a malicious user. In this work, experiments are conducted on a large student-oriented online CQA community to
understand struggling students’ behaviors. A framework is proposed to find these users based solely on their activities.
Finally, community feedback (i.e. human judgment) such as moderator evaluation or community votes for good content
is used to detect these users in the early stages of their respective struggles. To evaluate this framework, we used data
from Brainly, a large educational CQA service that is used in two different markets with more than 3.7 million users and
10.7 million answers. The results show that the human judgment feature identifies early-stage struggling users with high
accuracy. Identifying these struggling users (students) could help educators to determine suitable ways to help their
students instead of presuming them to be bad users and cutting them off from the community.
Link:https://scholar.google.com/scholar?
start=20&q=effects+of+brainly+in+behavior&hl=en&as_sdt=0,5#d=gs_qabs&t=1675350605690&u=%23p
%3D1NGXaMP0xa4J

TECHNOLOGICAL CHALLENGES FACED BY STUDENTS IN ONLINE CLASSES DURING THE COVID-19 PANDEMIC
Ghulam Qambar, Khalid Saleem, Shahid Mehmood
Harf-o-Sukhan 5 (3), 294-305, 2021
The COVID-19 pandemic has affected all modes of our lives such as social, economic, religious, and educational. It has
forced the transition of the education system to online mode and with that many challenges related to the use of
technology that was hidden emerged. This study was conducted to investigate such technological challenges faced by
students in online classes during the pandemic. It also aimed at exploring different online teaching apps and their
effectiveness. Qualitative research approach was adopted, six students from six different departments of the University
of Okara, Pakistan were selected as a sample, and semi-structured interviews were conducted. After the data analysis
procedures, different themes emerged as technological challenges for students. These are a lack of awareness of
technology for both teachers and students, lack of technological resources, expensive internet bundles, and load
shedding. Different online teaching apps that were mostly used for teaching purposes are Zoom, Google Meet, and
WhatsApp. Since the COVID-19 pandemic has led to the widespread use of online teaching methods, this study will be
helpful to combat future challenges related to the use of technology in online education.
Link:https://scholar.google.com/scholar?q=related:sCLClIT-VnQJ:scholar.google.com/
&scioq=advantages+of+using+brainly&hl=en&as_sdt=0,5#d=gs_qabs&t=1675351074429&u=%23p%3D55fl76akmvcJ

A Comparison of K-Means and Agglomerative Clustering for Users Segmentation based on Question Answerer
Reputation in Brainly Platform
Puji Winar Cahyo, Landung Sudarmana
Elinvo (Electronics, Informatics, and Vocational Education) 6 (2), 2021
Utilizing content moderators to investigate critical factors for assessing the quality of answers on brainly, social learning
Q&A platform for students: a pilot study
Erik Choi, Michal Borkowski, Julien Zakoian, Katie Sagan, Kent Scholla, Crystal Ponti, Michal Labedz, Maciek Bielski
Proceedings of the Association for Information Science and Technology 52 (1), 1-4, 2015
In this paper, we present data findings from the pilot study focusing on utilizing content moderators from Brainly, a
social learning Q&A platform, to assess the quality of answers. Because it can be argued that Brainly users who actively
moderate contents may have better contextual understandings of how users interact with each other through question‐
answering activities, and which answers are more likely relevant and appropriate to a question in a context of Brainly.
The findings indicate that helpfulness, informativeness, and relevance are the most critical factors that have impacts on
the quality of answers. Further content analysis also identified two new criteria : 1) descriptiveness – evaluating how
well answers provide descriptive summaries through detailed and additional information, and 2) explicitness – clearly
constructing answers to reduce vagueness of what information answerers intend to provide to satisfy an asker’s need.
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A Comparison of K-Means and Agglomerative Clustering for Users Segmentation based on Question Answerer
Reputation in Brainly Platform
Puji Winar Cahyo, Landung Sudarmana
Elinvo (Electronics, Informatics, and Vocational Education) 6 (2), 2021
Brainly is a question and answer (Q&A) site that students can use as a media for questions and answers. Students can
also use Brainly to find and share educational information that helps students solve their homework problems. In
Brainly, users can answer questions according to their interests. However, it could be that the interest is not necessarily
following the competencies possessed. It causes many answers to the questions given not to have a high rating because
the answers given are of low quality to be prioritized as the main answer. This study aims to apply the K-Means and
Agglomerative Clustering methods to segment users based on the reputation of the answerers by conducting clustering
based on track records in answering questions on mathematics subjects. This study used the number of the brightest
scores and the number of answers that did not get a rating as the basic features for clustering. The comparison between
the two methods used is based on the Silhouette Score, representing the quality of the clustering results, calculated by
applying the Silhouette Coefficient method. This study result indicates that the K-Means method gives better results
than the Agglomerative Clustering. The Silhouette Score generated by the K-Means method is higher at 0.9081 than the
Agglomerative Clustering method, which is 0.8990, which produces two clusters or two segments.
Link:https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&scioq=advantages+of+using+brainly&q=related+literature+and+studies+about+brainly&btnG=#d
=gs_qabs&t=1675351253513&u=%23p%3DoH-yVu7-iFgJ

A User Recommendation Model for Answering Questions on Brainly Platform

Puji Winar Cahyo, Kartikadyota Kusumaningtyas, Ulfi Saidata Aesyi
JURNAL INFOTEL 13 (1), 7-12, 2021
Journals.ezenwaohaetorc.org
EFFECT OF BRAINLY ARTIFICIAL INTELLIGENCETECHNIQUE (BAIT) ON IN-SCHOOL ADOLESCENTS’MEMORY DEVELOPMENT
AND SELFEFFICACY IN BASIC SCIENCE
James Sunday Eze, Uchechukwu Hope Ekwueme, Adimora Dorothy Ebere, Elsie Chizua Umeano
Journal of the Nigerian Council of Educational Psychologists 14 (1), 2021
The study explored the effect of Brainly Artificial Intelligence Technique on memory development and self-efficacy of in-
school adolescents in Basic Science in Obollo-Afor Education Zone of Enugu State. The study adopted quasi-experimental
research design specifically non-equivalent control group. The population of the study comprised 2,428 Junior secondary
II students (JSS II), from all the government secondary schools in Obollo-Afor Education Zone. A sample of 82 JSS II
students was drawn through purposive sampling technique. Two research questions and two null hypotheses guided the
study. Two instruments namely: Adolescents’ Memory Development Test (AMDT) and Adolescents’ Self-Efficacy
Questionnaire (ASEQ) were used for data collection. The instruments were face validated by three experts in
Measurement and Evaluation. The instruments were subjected to reliability testing using Cronbach Alpha method and
reliability indices of 0.82 and 0.88 were obtained for AMDT and ASEQ respectively. Two groups of students were used
for the study namely; experimental and control groups. The students in the experimental group were exposed to the use
of BAIT in teaching of the selected Basic Science Concepts while the students in the control group were not so exposed.
Data collected were analyzed using mean and standard deviation in other to answer the research questions. The null
hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The use of BAIT in teaching
enhances memory development as well as selfefficacy of in-school adolescents. It was thus recommended that Nigerian
education system should incorporate the use of Artificial Intelligence tools such as Brainly into her school curriculum;
secondary school teachers should be trained on the development and use of such tools in teaching and learning.
View at journals.ezenwaohaetorc.org
[PDF] ezenwaohaetorc.org
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A User Recommendation Model for Answering Questions on Brainly Platform
Puji Winar Cahyo, Kartikadyota Kusumaningtyas, Ulfi Saidata Aesyi
JURNAL INFOTEL 13 (1), 7-12, 2021
Brainly is a Community Question Answer (CQA) application that allows students or parents to ask questions related to
their homework. The current mechanism is that users ask questions, then other users who are in the same subject
interest can see and answer it. As a reward for answering questions, Brainly gives points. The number of points varies by
question. The greater of total points users have, Brainly will automatically display them in the smartest user leaderboard
on the site’s front page. But sometimes, some users do not have good activity in answering questions. Thus, it is possible
to have an urgent question that has not been answered by anyone. This study implements Fuzzy C-Means cluster
method to improve Brainly’s feature regarding the speed and accuracy of answers. The idea is to create student clusters
by utilizing the smartest students’ leaderboard, subjects interest, and answering activities. The stages applied in this
research started with Data Extraction, Preprocessing, Cluster Process, and User Recommender. The optimal number of
clusters in the answerer recommendation in the Brainly platform is 2 clusters. The value of the fuzzy partition coefficient
for two clusters reached 0.97 for Mathematics and 0.93 for Indonesian. Meanwhile, the results of the recommendations
were influenced by answer ratings. Many numbers of the answer are not given rating because the possibility of the
answers are not appropriate or user’s insensitivity in giving ratings.
Link:https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&scioq=advantages+of+using+brainly&q=related+literature+and+studies+about+brainly&btnG=#d
=gs_qabs&t=1675351364658&u=%23p%3DluRx8KNIx30J
A Study of the Effect of Online Learning Apps on School Pupils in the Chennai Metro Metropolitan during the Covid-19
Pandemic
R Pugalendhi, S Janet Mary
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION 37 (3), 2022
The Covid-19 pandemic condition changed off all kinds of people’s lives, particularly in the field of education and
affecting regular education for school and college students all over the world. UNESCO is concerned that 87% of the
students worldwide are severely affected by not being able to get their education. The role of education is very
important for developing countries like India and the results of many studies shows that education could improve the
future and economy of a country. All over the world Online learning apps have increased during this Covid-19 Pandemic.
As the online scenario is very new and difficult for the mentors as well as the students, it is all the most challenging for
school school students. However, the development of web Technology helps to education field, particularly routine
classes possible through” Online Apps. The purpose of this survey is to find the level to how online learning Apps fulfil
the educational needs for school students in Chennai Urban. The advantages and disadvantages of online learning Apps
were discussed and A study was conducted among 146 students to reveal their perception of online learning Apps. The
result from the survey may suggest making better online classes for students.
Link:https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=effectiveness+of+using+brainly&btnG=#d=gs_qabs&t=1675355051947&u=%23p%3DsCLClIT-
VnQJ