ABSTRACT
Mobile health (mHealth), an abbreviated term used for portable healthcare, is characterized by the World Health Organization (WHO) as an utilization of portable healthcare monitoring equipments by the health care delivery system. The review article is based on the utilization of the mobile phones in the form of text information, image sharing, video call, doctor appointment, and auto-generated schedule during the global pandemics situations. Initially the motivation behind the technology was the availability of physical and psychological care for unreached communities. But, in the situation of pandemics, there is a high momentum to the mHealth application in the healthcare delivery system. The differential utilization of cell phone has led to the multiplication of health-related personalized applications day by day for the human race;there are numerous expected roads for mHealth to be fill in as an aide instrument to general health care when most of the developed and developing nations are in a cyclic process of lockdown of the century. In the present times, people are advised by the WHO to make a physical distance from everyone;hence the mHealth promptly came into existence with its importance. However, there are both pros and cons of every technology;here mHealth helps to provide improved treatment availability due to its promptness, ease, accessibility but on the another hand, there is the limitation of mHealth applications as personal data sharing with the network providers is easier. There are concerns like moral, legitimate, and clinical issues identified with mHealth usage, incorporating issues with information security, protection issues with limits, and interjurisdictional practice concerns. The technology-centric model launching incorporates the traditional medical approaches and training through the emerging technology-centric model into medical and educational systems to support medical practitioners and the patients. The review article presents the proof for the focal points and impediments of rebuilding a medicinal service framework on essential considerations. It depends on a fast, however, orderly audit of critical sources of strewn writing. The results are unpredictable for various reasons, including varying meanings of administrations, staff and the limits among essential and auxiliary consideration, changing hierarchical structures, and expanding dependence on essential consideration groups for mHealth. © 2022 Elsevier Inc. All rights reserved.
ABSTRACT
A data of four factors contributing to covid-19 infection and whether the person has been infected or not is taken as input to train a Random Forest Algorithm. Factors like wearing mask, regularity of exercise, consumption of pepper and area population density are taken as input factors and the status of covid-19 infection is taken as output parameter. A random forest model trained with at least 50 data instances will become a powerful predictive model for assessing the risk of covid19 infection.
ABSTRACT
Online teaching is no longer a choice but is an essential requirement for teachers due to the outbreak of global pandemic COVID-19. In India, lockdown conditions are still in force, and educational institutions are closed until further notice. Teachers are conducting online sessions from their homes, so it is important to identify the barriers encountered by teachers in online teaching. The purpose of this paper is to identify and prioritise the barriers faced by teachers in online teaching during COVID-19 pandemic in the HEIs of India. AHP approach is employed to prioritise the barriers encountered by teachers in online teaching during COVID-19 pandemic. The data was collected from 27 teachers working in various universities of Uttarakhand, India. These findings indicate that 'lack of institutional support' is the main barrier followed by home environment settings, technical issues, teachers' readiness, and students' readiness in online teaching during COVID-19 pandemic in India.
ABSTRACT
Purpose: In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online. This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India. Design/methodology/approach: Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti, version 8 was used to analyze the interview data. Findings: The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties. The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns. Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments. Practical implications: The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future. The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future. Originality/value: Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India. To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques. The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation. © 2020, Emerald Publishing Limited.