Hollowing of Delayed Surgical Obturator in Maxillectomy Defects Secondary to Mucormycosis in Post-COVID-19 Era: A Case Series

During the second wave of the coronavirus disease 2019 (COVID-19) pandemic in India, there was an increase in the surge of mucormycosis cases secondary to COVID-19 infection. Aggressive surgical debridement is the most common treatment modality opted for its treatment that leads to extended maxillary defects. Obturating such defects may be very challenging from a prosthodontic point of view, as larger defect sizes and fewer retentive areas make it difficult to retain the prosthesis. A delayed surgical obturator is a prosthesis that is placed 6–10 days after the surgery, mainly used to minimize postoperative complications. It reproduces the contour of the palate and allows the patient to resume a regular diet. It also assists in normal speech. But in large surgical defects, the increased obturator's weight makes it uncomfortable and nonretentive for the patient, compromising its function. Consequently, in this case series, hollow bulb obturators are fabricated to decrease the weight of the prosthesis and to improve the function by establishing palatal contour. In case 1, hollowing was done using thermoplastic polyvinyl chloride (PVC) sheets and in case 2 acrylic shim was used. In both cases two-layer techniques were used, as in large defects if we use a single-layer technique it will either increase the weight of the prosthesis or may fail to create a palatal contour that further compromises the function. The techniques followed here are easy to use and less time-consuming. © The Author(s). 2022.

Human Computer Model for E-learning in Pandemic of Covid-19

The concept of e-learning is not new to the education sector. However, in the recent years, with the outbreak of COVID-19, the importance of e-learning has grown globally. It has completely transformed the way in which learning is imparted to students. Unlike traditional chalk and board method of teaching, e-learning makes learning simpler, easier, and more effective. Earlier the access to knowledge was not accessible to all. Students with economic constraints, geographical boundaries or physical disabilities had scarce opportunities in the academic province. The concept of online education has broken all these barriers. Today's learners are engaged in appropriate, mobile, self-paced, and customized content. This need is satisfied by the online style of learning, where students can study at their own convenience and demand. This research work has proposed an E-Learning Website for Beginners especially designed keeping in mind the students of rural areas and backward classes who may not have access to correct and sufficient resources to learn the tools which are required in day-to-day life. The web-application will provide the user a complete basic knowledge on the various Microsoft Office Tools through videos, images and text materials provided on the platform. There is a quiz at the end of every course, so that students can examine themselves. Students can also download the course material from the platform. Being an open-source platform, this e-learning website can be used by any school or college students. © 2022 IEEE.

E-learning adoption by undergraduate architecture students: facilitators and inhibitors

Purpose: This study identifies the facilitators and inhibitors for the adoption of e-learning for the undergraduate students of architecture. Nine constructs are identified as facilitators and five constructs are identified as inhibitors to the adoption of online learning systems in the context of the study. These constructs were used to propose a research model. Design/methodology/approach: 596 architecture undergraduates responded to a structured questionnaire. The questionnaire was finalized after a pilot study and included standard scale items drawn from previous studies. An exploratory factor analysis was followed by structural equation modeling (SEM) to test the proposed model. Findings: All the identified facilitators emerged significant except social influence and price value. Furthermore, technology risk emerged insignificant while all other inhibitors had significant impact on Behavioral Intention to adopt e-learning. Research limitations/implications: The study has strong implications in academia as HEIs in developing countries need to make their students computer proficient, boost the implications of e-learning services by mitigating risks and motivating students to acquire knowledge through flexible e-learning modules. Originality/value: The COVID-19 pandemic forced educational institutions to switch to online modes of learning. For students of architectural programs in a developing country like India, this has been unprecedented and has brought in a new set of challenges and opportunities. With the extension of the pandemic induced lockdown in educational institutions, students – and other stakeholders – have no choice but to adapt to this new normal of dependence on remote learning. © 2021, Emerald Publishing Limited.

Impact of COVID-19 on Education & the Analysis of the Paradigm-shift of Offline Learning to E-Learning

The Purpose of this investigation is to identify the obstacles of the e-learning education and the change in outlook of the whole education figuring out how to e-learning measure at home because of the unanticipated circumstance with the pandemic COVID-19. It is an exploratory study, and for this the data has been collected to see the various obstacles and the impact of the pandemic COVID-19 on educating and learning in primary schools. In this investigation, the respondents were 15 educators and guardians of two elementary schools in Mathura region. Semi structured questions was created dependent to gather data from the respondents. The discoveries of this examination uncovered a few difficulties and requirements experienced by students, instructors, and guardians in internet learning. This paradigm-shift of learning identified with students were restricted correspondence, socializing, specialized education needs, and longer screen time. Guardians saw the issue was more identified with an absence of learning discipline at home, additional time spent to help their youngsters' learning at home, an absence of innovation abilities, and higher web bills. Educators recognized more difficulties and limitations, remembering a few limitations for the decisions of showing strategies, less inclusion of educational plan content, absence of innovation aptitudes that obstruct the capability of web based learning, the absences of e-assets in bringing about additional time expected to create e-substance, longer screen time because of e-content making and giving criticism.

Identifying the drivers in the adoption of technology in online teaching, learning and assessment of an undergraduate architectural program

The study aims to examine the behavioral intention (BEI) of faculty members specializing in the field of architecture towards the adoption of online teaching and assessment for architectural courses in architecture schools in the wake of COVID 19. The population targeted for investigation consisted of qualified faculty members duly registered with the Council of Architecture (Statutory Body governing the architectural education system in India) based on their experience in teaching online courses of any kind. The study empirically analyzed and validated performance expectancy (PEX), effort expectancy (EFE), social influence (SOI), facilitating conditions (FCT) and their relationship with Behavioral Intention (BEI) to adopt online teaching and assessment. Data was collected on BEI variables from 102 respondents through online and offline surveys on a five-point Likert scale. The survey questionnaire was developed based on a detailed literature review to identify intentions that guided technology adoption to ensure construct validity. Regression was applied to substantiate multifaceted relationships among constructs. The findings of the study confirmed a significant positive association of PEX, SOI and FCT on BEI, while EFE was insignificant to propel teachers to adopt online teaching. This research will provide an insight into the factors leading to low diffusion and adoption of online teaching and assessment in architectural schools in India. These insights will facilitate universities and educational institutions to focus in the right direction by creating versatile applications along with novel strategies for an effective online teaching-learning outcome. © 2020 IEEE.

Barriers to the Adoption of Technology in Learning and Assessment of Undergraduate Architecture Students

The current study examines the barriers to the adoption of technology in learning and assessment of architectural courses in an architectural programme approved by the Council of Architecture, India. This research identifies and validates five barriers namely technological barriers, interaction barriers, evaluation constraints, time risks, and psychological barriers. Data was collected through a selfadministered and structured questionnaire targeting 311 students pursuing an undergraduate programme in reputable architecture schools of two popular private universities in north India. CFA (Confirmatory Factor Analysis) was applied to calculate validity and composite reliability. To examine the hypothesized relationships, path analysis was carried out using Structural Equation Modelling (SEM). The findings of the paper revealed that the time risk emerged as the strongest barrier followed by the interaction and technology risk respectively. In contrast, evaluation risk had the least influence on the intention to adopt online teaching and assessment and surprisingly, psychological risk had insignificant relationship. This research aims to understand hindrance factors in the adoption and assessment of online learning in the wake of COVID-19. It provides valuable insights for architecture schools to overcome these barriers and adopt online teaching learning effectively. © 2020 IEEE.