Smart Online Oxygen Supply Management though Internet of Things (IoT)

We are surrounded by oxygen in the air we We cannot even exist without the ability to breathe. The need for oxygen has increased during the COVID19 pandemic, and although there is enough oxygen in our country, the main issue is getting it to hospitals or those in need on time. This is simply due to a significant communication gap between suppliers and hospitals, so we plan to implement an idea that will close this gap using real-time tracking as we can track the movement of oxygen tankers by gathering the requirements. We are using an ESP32 Wi-Fi module, a MEMS pressure sensor that enables the combination of precise sensors, potential processing, and wireless communication, such as Wi-Fi, Bluetooth, IFTTT, and MQTT protocols, to implement it successfully. The pressure sensor publishes the value of oxygen remaining from the location to the MQTT broker. © 2022 IEEE.

Education during the COVID-19 pandemic. Using Cloud Technology: Jamboard

Introduction. Distance teaching during the Covid-19 pandemic is a challenging situation for both the teacher and the student because they both need to adapt to remote learning However, despite the effort made by the teacher, the student’s participation results are not always as expected. In this regard, this research applied the Jamboard tool, which allows students to participate in real time during class development with the constant observation of the teacher. Aim. Knowing the levels of satisfaction of students in the face of the use of the Jamboard tool. Materials and methods. The approach to research was quantitative, descriptive cross-sectional. The survey technique was used and the instrument was the satisfaction questionnaire of the Jamboard tool that was applied to 162 students, of the second semester, of the Engineering Research Methodology course of a private university in Lima, Peru, in 2020. Results. Showing that students greatly improved motivation and interest in the course. They are very satisfied towards the Jamboard tool. Conclusion. In conclusion, it is recommended to use this Jamboard tool to achieve active participation in distance education. © 2021, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.

"I Teach the way I believe": EFL Teachers' Pedagogical Beliefs in Technology Integration and its Relationship to Students' Motivation and Engagement in the COVID 19 Pandemic Year

This study aimed to investigate language teachers' pedagogical concepts and attitudes and the effect of these on students' motivation and engagement levels. Its results were based on a cross-sectional correlational research survey which was conducted online. The participants in the study were chosen at random from among 205 language teachers (n= 205) and 317 language students (n= 317) from various higher educational institutions in Asian countries. Results of the study of language teachers revealed that the respondents' pedagogical ideas and orientations were positive when it came to using technology-based teaching in their language classroom. Results of gender differences indicated that female language teachers showed a firmer belief in student-centered online language learning than their male counterparts. On the other hand, males are more likely than females to utilize technology in the language classroom, and their attitudes relating to it are more favorable than those of their female counterparts. The levels of language learning motivation and engagement among students were also investigated. The findings also showed a high level of language learning engagement among both male and female students. Furthermore, the test of relationship showed that the firmer the instructors' belief in the importance of student-centered teaching and the incorporation of technology in the language classroom, the more driven and engaged the students are in language learning. Students' motivation and involvement in online language learning are not related to their views about the significance of instructors in their life, which is contrary to what many people believe. When it comes to incorporating technology into language courses, there are several pedagogical assumptions that enable EFL teachers to do so effectively. More broadly stated, this study has implications for increasing language instructors' digital literacy to develop more motivating, productive, and engaging language courses for 21st-century learning to improve language students' digital literacy. © 2021 Society for Research and Knowledge Management. All rights reserved.

Financial problems met by schools in the onslaught of COVID 19: Implications to fiscal management of learning institutions

The covid-19 infection has reduced educational institutions' economic aspects and made it possible for the researchers to assess the financial issues associated with funding and efficiency of operations among schools in South East Asian universities. In the realm of education, economic concerns are not the central role of the holder, but actors who properly define educational achievement to conduct all training establishments and activities. The essential components are lifelong training and dedication, competency, managerial skills, and instructors in all educational facilities. The study employed descriptive qualitative and literature review to secondary sources. The primary findings were that, because of the COVID 19 issue, school finances are often challenging to manage on a macro and micro level. Consequently, schools are forced to seek the most efficient allocation of money in the COVID 19 era. This study presents implications for the Fiscal Management of Learning Institutions. © 2021 Ascociacion Internacional de Economia Aplicada. All Rights Reserved.

Interplay of shared leadership practices of principals, teachers' soft skills and learners' competitiveness in covid 19 era: Implications to economics of educational leadership

The COVID 19 pandemic had a significant impact on both the administration and instructional delivery. A close partnership between administrators and teachers is essential to students' overall growth, particularly in this COVID 19 era. This study employed a descriptive correlational research design. A survey was done using online to selected schools in South East Asian countries. From the study, it can be inferred that the highly positive results are seen on the level of principal shared leadership practices are manifested by the school heads, teachers' soft skills enhancement, and learners' competitiveness. The school heads are capable of exuding shared leadership aspects on effective communication, proper coordination, direction, and influence. Test of relationship showed a positive interplay between principals' shared leadership with the selected variables on teachers' soft skills and learners' competitiveness. Research on the comparative impacts of leadership styles will assist policymakers and practitioners in better understand which leadership techniques are most successful for specific elements of school reform efforts, in our view. Further, the implications of this study will help teachers better their interpersonal and administrative abilities while administrators are urged to continue to improve their leadership techniques. The result of this present study will provide a way for policymakers and other stakeholders to fund allocation and develop a plan of action to strengthen principal leadership in the COVID 19 era. © 2021 Ascociacion Internacional de Economia Aplicada. All Rights Reserved.

Mobile learning in business english its effect to south american students' learning styles in the covid 19 pandemic era: Its economic implications

The adoption of M-learning and perceptual learning style preferences of South American EFL learners in a business English course were studied empirically. The descriptive correlational research design was used in this study. Data were gathered from 125 South American EFL students who were carefully sampled among 184 mobile-phone-wielding students registered in a business English program at a selected South American university. The Perceptual Learning Style Preference Questionnaire and Mobile Learning Questionnaire (MLQ) were used in the study (PLSPQ). The data revealed that students in a business English course have a high level of M-learning adoption. It was discovered that respondents favor auditory learning, visual learning, individual learning, tactile learning, and group learning with kinesthetic learning receiving the least attention. When students are grouped by gender and age, test results show that male respondents had a stronger appeal to the utility, facilitating conditions, enjoyment, behavioral intention, and acceptability of M-learning than female respondents. Without regard for their age, respondents acknowledged the benefits of using M-learning in their business English courses. Similarly, when the respondents are grouped by gender, there are no substantial differences in preferred learning styles are detected. However, the younger respondents prefer group learning, whilst the older respondents prefer individual learning. Finally, a link was discovered between M-learning usage and students' preferred learning styles. The positive link implies that the greater number of students who utilize M-learning, the more learning style preferences they have for the group, tactile, visual, auditory, kinesthetic, and group learning tasks. This paper discusses the theoretical and educational consequences. © 2021 Ascociacion Internacional de Economia Aplicada. All Rights Reserved.

Students e-learning access in select higher learning institutions of less-economically developed south east asian nations: Implications for economics of education

Because of the growing pandemic of Corona Virus Disease-2019, Higher Education Institutions (HEIs) must utilize electronic learning (e-learning). Today's work economy, which is forever in flux because of the creation of new jobs and the continual disappearance of old ones, necessitates an on-the-job shift. Despite HEIs in less-wealthy nations like some countries of Asia being developed countries, in essence, it is much more difficult for students and teachers at these higher learning institutions to deal with the transition to e-learning due to their tight financial restrictions. This study sought to determine whether learners at the start of the COVID-19 Era were ready for e-learning and a connection between demographic variables and readiness for e-learning. A quantitative survey obtained information from 1200 students from elite higher educational institutions in South East Asia. A majority of respondents' scores lacked on the Online Learner Readiness Self-Assessment (OLRS). Inadequate OLRS findings among younger, female, and rural respondents. Factors affecting the success of students on the OLRS were age, sex, family socioeconomic status, and where they lived in the neighborhood. The inferences drawn from the study's findings would serve as an excellent benchmark to improve the delivery of e-learning processes. © 2021 Ascociacion Internacional de Economia Aplicada. All Rights Reserved.