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Guidance on Active Learning at Home during Educational Disruption: Promoting students self-regulation skills in COVID-19 outbreak Smart Learning Institute of Beijing Normal University (SLIBNU), 2020 Rights and Permissions This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (creativecommons/licenses/by-sa/3.0/igo/). Please cite the work as follows: Huang, R.H., Liu, D.J., Amelina, N., Yang, J.F., Zhuang, R.X., Chang, T.W., their homework delay; they are not willing to go to bed on time; (b) children have learning anxiety, especially for the students who are going to graduate from junior and senior high schools; (c) children are not interested in studying; (d) children are addicted to electronic devices (mobile phones, tablets, etc.); (e) children are rebellious and al - ways act contrary to the parents. Based on the problems, some tips are presented in the book. Adolescences are the future of the world. Studying at home provides a good opportunity for students to pro - mote their self-regulation skills. Self-protection and prevention from COVID-19, self-directed active learning, self-motivation, self-efficiency, and self-wellbeing could be trained in this critical moment, which is the guar - antee for successful learning and life. Therefore, a SCIENCE model of learning actively at home during school closures is proposed for students. The SCIENCE model consists of seven elements: Scheduling learning and playing in balance , Choosing learning resources on demand , Inspiring the study from playing , Engaged in learning by self-monitoring , Nourishing learning ability with e-assessment, Carrying out reflection on learn- ing methods , Exercising daily and moderately. Tips and stories on students learning associated with active learning are presented. In the end, suggestions on how to maintain physical and mental health are also dis - cussed. Executive summary A country will have a great tomorrow, and a nation will be full of hopes, when the younger generations have ideals, ability and a strong sense of responsibility. Xi Jinping , President of the Peoples Republic of China2 March, 2020. Version 1.0 Introduction We are entering uncharted territory and working with countries to find hi-tech, low-tech and no-tech solutions to assure the continuity of learning. Audrey Azoulay, UNESCO Director-General With the Coronavirus (COVID-19) rapidly spreading worldwide, lots of countries have initiat - ed several strategies to contain this virus, including school closures. UNESCO stated that, as of 25 March, there are 1,524,648,768 affected learners. With school closure, students have to study at home, however, it is found that both students and parents are facing challenges according to different types of family when kids study and parents work at home. Therefore, the “Guidance on Active Learning at Home during Educational Disruption: Promoting students self-regulation skills during COVID-19 out- break” is compiled to guide students active learn- ing at home. When studying at home during educational disrup- tion, there would be nine activities of three types, which consist of family living (eating, sleeping, and sporting), family entertainment (watching TV, gam- ing, and playing with mobile devices) and learning (studying, reading, and family chatting), as shown in Figure 1. The nine-patch lattice in Figure 1 can brief- ly describe the basic life scenario of the family in this special period, and the characteristics of each family can also be identified from the time and energy allo- cated to nine types of activities. As shown in Figure 1, there could be three typical Figure 1. Nine typical home activities3 March, 2020. Version 1.0 Figure 2. Studying-centered home life Figure 3. Playing-centered home life Figure 4. Communicating-centered home life learning scenarios at home during educational disruption. Firstly, some students would like to pursue higher-level knowledge and have good study habits, it would be a studying-centered home learning scenario, such as students who will attend the college entrance examination or high school entrance examination this year. In this case, the main activity would be studying except for eating and sleeping (as shown in Figure 2). Secondly, some students may addict to playing with mobile devices, gaming and watching TV (as shown in Figure 3), using few time for studying and reading, which is a dangerous home learning scenario. Thirdly, students may communicate with parents, brothers and sisters at home, also read books and do some sports at home, which is the third communication-based home learning scenario (as shown in Figure 4). According to the culture and types of family, the listed three typical home learning scenarios may happen at different families. Different scenarios may have different impacts on students learning at home, and it is recommended to pay special attention to the second type which is dangerous (as shown in Figure 3). Promoting kids to learn at home actively does not only for this educational disruption period, but also for developing students self-regulated skills. This guidance book will provide students suggestions and tips on how to become active learners, and also methods and tools for students to use to conduct self-plan, self-monitoring, self- assessment, and self-reflection.4 March, 2020. Version 1.0 1 Covid-19 Prevetion and Preparedness (a)What is COVID-19? Coronaviruses (as shown in Figure 5) are a large group of viruses that can cause illnesses as minor as a cold, or as serious as a severe pulmonary infection, such as Middle East Respiratory Syndrome (MERS) and Severe Acute Respiratory Syndrome (SARS). The COVID-19 is a new type of coronavirus not previously found in humans. On March 11, the WHO officially classified COVID-19 outbreak as a pandemic, in other words, a worldwide outbreak of a new disease. Take care of your body. Its the only place you have to live.Jim Rohn, American entrepreneur, author and motivational speaker 1.1 Knowing the facts about COVID-19 Figure 5. COVID-19 (source：thepaper)5 March, 2020. Version 1.0 (b) Transmission routes of COVID-19 The transmission routes of COVID-19 include direct transmission, aerosol transmission, and contact transmission. Direct Transmission Direct transmission means that the droplets that appear after the sufferer sneezes, coughs and talks can be inhaled directly via close contact, which will cause infection. The virus is thought to spread mainly from person- to-person between people who are in close contact with one another (within about 6 feet) or through respiratory droplets produced when an infected person coughs or sneezes. Also, these droplets can land in the mouths or noses of people who are nearby or possibly be inhaled into the lungs. People are thought to be most contagious when they are most symptomatic (the sickest). Aerosol Transmission Aerosol transmission may occur when people are exposed to a high concentration of virus-laden aerosols in a relatively closed environment for a long time. It is not the main transmission route. Contact Transmission Contact Transmission refers to that it may be possible that a person can get COVID-19 by touching a surface or object that has the virus on it and then touching their own mouth, nose, or possibly their eyes, but this is not thought to be the main way the virus spreads. (Source in Figure 6) Figure 6. Virus Transmission （source:moe.gov/jyb_xwfb/gzdt_gzdt/ s5987/202003/t20200312_430163.html, Chinese Version）6 March, 2020. Version 1.0 (c) Symptoms of COVID-19 Pandemic The common symptoms of COVID-19 include fever, fatigue, dry cough, and gradual dyspnea. Some patients start with mild symptoms or even no significant fever. Severe symptoms include Acute Respiratory Distress Syndrome (ARDS), septic shock, hard-to- correct metabolic acidosis, and coagulation disorder. From the current cases, most patients have a good prognosis and only a few patients are in critical condition, or even dead. In addition to the above symptoms, there may be some “atypical“ symptoms, for instance: The symptoms of digestive system as the first manifestation, such as a mild loss of appetite, weakness, low spirits, nausea and vomiting, diarrhea, etc. The symptoms of neurological system as the first manifestation, such as headache. The symptoms of cardiovascular system as the first manifestation, such as palpitation and oppression in chest. The ophthalmic symptoms as the first manifestation, such as conjunctivitis. Only mild muscle soreness in limbs or lower back. (Source in Table 1) Table 1. Symptoms of COVID-19 Pandemic
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