ABSTRACT
Industry 4.0 and 5.0 topics are emerging fields and have seen rising demand recently. There is a critical need, on the other hand, for improved methods of instructing programming languages since a growing lack of student motivation during the pandemic has had a deleterious influence on the education of programmers. In this context, online/hybrid computer programming courses must be addressed with innovative solutions to support the field with well-educated professionals. In this paper, we present a case study to propose an innovative tailored instructional design for the online/hybrid learning environments for programming courses in engineering faculties. To develop the instructional design, the Kemp Instructional Design Model was followed. The instructional design is a result of the main outputs of the RECOM "Redesigning Introductory Computer Programming Using Innovative Online Modules” project, which aims to bridge the gap between the existing course design in programming courses and the needs of "Covid” and "post-Covid” generation students. © The Authors.
ABSTRACT
Massive open online courses (MOOCs) have paved a new learning path for the 21st-century world. The potential to reach a massive geographically dispersed audience is one of the major advantages of MOOCs. Moreover, they can be offered on a self-paced and self-regulated basis and have become an integral part of lifelong learning, especially in workplaces. However, one persistent problem is the lack of learners' engagement. A harmonisation of studies providing a holistic view into aggregating indicators for enhancing learners' engagement in MOOCs is lacking. The coronavirus pandemic has accelerated MOOC adoption, and learners' engagement in MOOCs has become even more essential for the success of this educational innovation. We examine the existing literature to derive indicators important for enhancing learners' engagement in MOOC learning environments. Using a systematic approach, 83 empirical studies were examined, and 10 indicators were identified as important considerations for enhancing learners' engagement while designing MOOCs-from initiatives for individual learners to platform and instructional design perspectives. We also present a table describing these indicators and offer a structured discussion on each one. We believe the results provide guidelines for MOOC designers and instructors, educational policymakers, higher education institutions, and MOOC engagement researchers.
ABSTRACT
Patients have developed a well-informed sense of validation concerning maintaining hygiene standards. The pandemic, somehow in disguise, presented the valuable perspective of life reflection and gratitude. The attitude of a majority of patients engaged was immensely that of a deep reflection of the privilege of having access to early diagnosis, treatment, and adequate support. However, the complaints of the past, knowing that they are alive and have hope to keep fighting on with gratitude and sense of acceptance. However, they wished that the experience of the social media - health engagement platform should continue as it provided a good level of the bridge of gap of information. The cost of treatment remains a major concern as it largely translates to possible dropout from treatment courses for most cancer patients who can't afford the current cost. The concerns of the cancer patients and survivors during and after the covid-19 pandemic are similarly a concern to public health professionals worldwide. The need to aid their return to routine health care services is more important and therefore requires an urgent reorganization of cancer management services. An urgent intervention should be focused on patient re-orientation /pandemic control, staff training and retraining, awareness campaign, screening and result accessibility, special pandemic services, amongst others. The outcome reflected a very huge level of poor cancer patient experience in the public cancer treatment centres, while the reverse is the case with the private cancer treatment centres. This can be managed if an urgent intervention as proffered is implemented.
ABSTRACT
The COVID-19 pandemic forced a sudden increase of remote activities including work, learning and also scientific conferences. Almost a year of experience in remote work, remote meetings and remote conferences clearly showed that these events are markedly different from their traditional counterparts. The aim of this workshop is to analyse factors influencing the user experience of remote conferences, thereby creating a set of guidelines for their future organizers. Patterns may be identified from personal experiences shared by HCI researchers as participants or organizers of remote conferences. Methodologically, the methods of Design Thinking combined with the auto-ethnographic approach will be employed for the workshop. Participants will be able to find new insights into the process of the organization of remote conferences and transform such insights into an actionable set of guidelines for future remote conference organization. © 2021, IFIP International Federation for Information Processing.