ABSTRACT
CONTEXT The COVID-19 pandemic has created an incredibly challenging period in which to deliver engineering laboratory exercises. Utilising available digital technologies, the authors converted traditional hands-on laboratory exercises to virtual labs and remote labs. Commencing in Semester 2, 2020, the authors' School has offered a hybrid teaching model which simultaneously delivers laboratory content to an on-campus cohort (who participate in traditional hands-on labs) and a remote-learning cohort (who participate via virtual and/or remote labs). While trying to ensure that the learning experience of both on-campus and remote-learning students were similar, and that teaching outcomes were maintained, the authors observed that the success in adaptation of existing course content to the hybrid teaching model differs between Units of Study (UoS). There is a challenge to understand the basis for these differences and how to optimally design teaching material and manage classes to achieve the best learning outcomes. PURPOSE The authors manage and coordinate operation and teaching across six electrical engineering teaching laboratories. This paper aims to report the degree of success of introducing hybrid laboratory education across twelve UoS. Specifically, based on student responses to a survey undertaken in Semester 1, 2021, the authors evaluate the effectiveness of the hybrid model by seeking to answer two questions: (1) Could the students be satisfied with the new hybrid model? (2) Could on-campus and remote-learning students have similar learning experiences? METHODS The study covers the School's teaching laboratory programs that span three broad teaching disciplines: power/energy, communications/photonics, and computer/digital electronics. They are organised in either mixed mode (both on-campus and remote cohorts undertake the same exercises) or parallel mode (cohorts complete different exercises that have common learning outcomes). Student survey data across twelve UoS are available, including responses about learning experience, tutor teaching, and additional comments. The method is mainly quantitatively statistical analysis, supplemented by qualitative study. OUTCOMES Overall, the hybrid lab program results in a satisfactory learning experience for students. This means that implementing electrical engineering laboratory teaching using a hybrid model is found to be both practical and applicable. However, students on-campus in the mixed mode and both cohorts in the parallel mode tended to adapt more successfully to the hybrid model than those remote students in the mixed mode. It prompts the educators to fine-tune the hybrid program to better accommodate the remote mixed mode students. CONCLUSIONS While the hybrid model can deliver effective laboratory education, the degree of success and student experience was found to vary between different cohorts. Further study is warranted to understand the factors behind these differences and to then explore more effective approaches to maximise the students' learning experience. This paper serves as a starting point for the community to discuss the new norm for engineering laboratory education. The pandemic has already had a transformational impact on the delivery of engineering education, and hybrid education may not be transient but instead a future steady state. Copyright © Huang, Chu & Jones, 2021.
ABSTRACT
Introduction: COVID-19 presents with acute symptoms of cough, phlegm and pyrexia and can cause severe acute respiratory distress. Little is known about the symptoms patients face following an acute admission for COVID-19 and there is no validated questionnaire to assess patients. This cross sectional study aims to explore the symptoms patients display following an admission with COVID-19 using the COPD Assessment Test (CAT). Methods: This was an observational cohort study following patients who recovered from COVID-19. Participants were called after discharge to assess their ongoing symptoms including the CAT and their rehabilitation needs. Correlations between characteristics and CAT scores were performed using Spearman's rank test. Results: 131 patients were assessed following their admission (77 (59%) male, mean [SD] age 60[14]). 31% had a pre-existing (Table presented) respiratory condition. Their mean [SD] hospital stay was 10[12] days and 21 (16%) participants required mechanical ventilation. The mean[SD] time to follow up call was 32 [18] days post-discharge. Total CAT scores ranged from 0 to 34 with mean of 11.4[7.8]. 52% of patients had a CAT score ≥10 with scores highest for the breathlessness, activities, sleep, confidence and energy items. Of the patients without a preexisting respiratory condition 42% had a score of ≥10 and in patients with a pre-existing respiratory condition this proportion was 75%. Breathlessness, activity limitations and energy and were the highest reported symptoms for both groups. There were no statistically significant correlations for the CAT with length of stay, number of days ventilated, self-reported physical activity or time from discharge. Conclusion: The CAT total and item scores can provide insight into the severity of symptom burden for patients following a hospitalisation from COVID-19. This may be a useful tool to identify rehabilitation needs.