A Conjoint Analysis Approach, Implications, and Mitigation Plans in Analyzing Students' Preferences for Online Learning Delivery Types during the COVID-19 Pandemic for Engineering Students: A Case Study in the Philippines

Traditional face-to-face classes were replaced with online learning when the COVID-19 pandemic happened. Students were unfamiliar with the virtual setup, as well as the technological challenges, which led to dissatisfaction and affected their academic performance. This research study surveyed 230 engineering students and applied conjoint analysis to analyze their preferences in online learning delivery. Using SPSS Statistics software, we revealed the top three attributes for delivery type: interaction, flexibility, and proctored exam. In addition, the most favored combination from the generated stimuli was a form of blended mode delivery. The synchronous meetings and asynchronous activities allowed students to manage their time efficiently. It could be deduced from the findings that students highly preferred the combination considering learner-instructor, live chats, real-time lecture meetings, and automatic availability, with a focus on synchronous online learning modes. Higher education institutions may reflect on the results of this study to reassess the online learning environment they implement among students. Incorporating a student's learning style to determine the relationship between their preference for online learning delivery type will be helpful for further research through application and study extension. It is suggested that the perceptions of instructors and students enrolled under different learning modalities and their effectiveness should also be addressed. This is a recommendation for future research to consider. Especially near the end of the COVID-19 pandemic, traditional face-to-face learning was being implemented. Thus, future studies may want to consider an analysis of the behavioral intentions of students. On the other hand, analyses such as student behavioral intentions for the future applications of the different modalities and comparisons thereof may be conducted to enhance the implications for, policies of, and strategies of universities.

Factors Influencing Intention to Enroll in The Online Academic Year among Undergraduate Students in the Philippines during the COVID-19 Pandemic

The COVID-19 pandemic has resulted in the loss of the number of enrollees at universities in many developing countries, including the Philippines. The current study integrated the Theory of Planned Behavior (TPB) and Technology Acceptance Model (TAM) to determine factors affecting intention to enroll in the online academic year among undergraduate students during the COVID-19 pandemic. 370 Filipino undergraduate students filled the online survey, which contained 71 questions. The Structural Equation Modeling (SEM) indicated that attitude, subjective norms, and perceived behavioral control had significant direct effects on perceived usefulness which subsequently led to an engagement. Regarding the perceived ease of use, SEM indicated that it had a significant direct effect on perceived performance. Furthermore, SEM also indicated that perceived performance and engagement had significant direct effects on perceived effectiveness which subsequently led to the intention to enroll. The integrated TPB and extended TAM can be extended and applied in evaluating the behavioral motives of students to enroll in the online academic year globally that are currently affected by the COVID-19 pandemic. © 2022 ACM.

The Impact of the COVID-19 Pandemic on the Organizational Commitment in Semiconductor Industry: The Mediator Effect of the Job Satisfaction

Due to the COVID-19 pandemic, employees are required to respond to changes and conform to stringent safety laws and regulations. This study aimed to analyze the impact of the COVID-19 pandemic on the organizational commitment among employees in the semiconductor industry. A total of 272 employees working in the semiconductor industry answered a self-administered questionnaire that considered 51 questions, distributed online. Utilizing Structural equation modeling (SEM), the results showed that the COVID-19 was found to have a significant direct effect on employees' perceived job outcomes (PO) and a negative direct effect on job demands (JD). Moreover, PO had a positive effect on job motivation (JM) and job satisfaction (JS). Subsequently, JM presented a significant positive direct effect on JS, while JD showed a negative effect on JS. Lastly, JS showed a significant positive direct effect on organizational commitment (OC). Intriguingly, an indirect effect of PO on JS was seen. This study is one of the first studies that analyzed the organization commitment among semiconductor workers during the COVID-19 pandemic. This paper could be utilized as a foundation to enhance organizational commitment, particularly in the semiconductor industry worldwide. © 2022 IEEE.

Determining Factors Affecting Customer Loyalty to Internet Service Provider during the COVID-19 Pandemic: A Structural Equation Modeling Approach

Internet Service Provider (ISP) has been a critical aspect during the COVID-19 pandemic especially in developing countries such as Indonesia. The purpose of this study was to determine factors affecting customer loyalty to ISP in Indonesia during the COVID-19 pandemic by utilizing a structural equation modeling (SEM) approach. There were 252 respondents who voluntarily answered an online questionnaire which consisted of 49 questions that covered several factors such as Customer Service Performance (CSP), Internet Quality (IQ), Router Quality (RQ), Payment Method (PM), Internet Package (IP), Security & Privacy (SP), Promotion (P), COVID-19 impact (CV), Customer Satisfaction (CS), and Customer Loyalty (CL). SEM showed that IQ was found to have the highest effect on CS which subsequently led to CL, followed by SP, CSP, RQ, and PM. This study is one of the first studies that explored customer loyalty to Internet Service Providers during the COVID-19 pandemic. The SEM construct can be applied and extended to enhance customer satisfaction on ISP particularly in developing countries. © 2022 IEEE.

Pandemic Software Development: The Student Experiences from Developing a COVID-19 Information Dashboard

The COVID-19 pandemic has birthed a wealth of information through many publicly accessible sources, such as news outlets and social media. However, gathering and understanding the content can be difficult due to inaccuracies or inconsistencies between the different sources. To alleviate this challenge in Australia, a team of 48 student volunteers developed an opensource COVID-19 information dashboard to provide accurate, reliable, and real-time COVID-19 information for Australians. The students developed this software while working under legislative restrictions that required social isolation. The goal of this study is to characterize the experiences of the students throughout the project. We conducted an online survey completed by 39 of the volunteering students contributing to the COVID-19 dashboard project. Our results indicate that playing a positive role in the COVID-19 crisis and learning new skills and technologies were the most cited motivating factors for the students to participate in the project. While working on the project, some students struggled to maintain a work-life balance due to working from home. However, the students generally did not express strong sentiment towards general project challenges. The students expressed more strongly that data collection was a significant challenge as it was difficult to collect reliable, accurate, and upto-date data from various government sources. The students have been able to mitigate these challenges by establishing a systematic data collection process in the team, leveraging frequent and clear communication through text, and appreciating and encouraging each other's efforts. By participating in the project, the students boosted their technical (e.g., front-end development) and nontechnical (e.g., task prioritization) skills. Our study discusses several implications for students, educators, and policymakers.

Factors Affecting Students’ Happiness on Online Learning during the COVID-19 Pandemic: A Self Determination Theory Approach

Happiness is a debatable concept as it is a term without any exact or precise way of measurement and evaluation and the current COVID-19 pandemic has affected the students with their happiness leading to a decrease in learning. The present study aimed to determine the factors that affect the students’ happiness during online learning brought by the COVID-19 pandemic. 622 senior high school students who underwent online learning were given a questionnaire composed of 45 questions grouped into 10 factors under autonomy, competence, and relatedness that were based on the self-determination theory. Structural Equation Modeling (SEM) was utilized in this research to determine the causal relationships between latent variables construct. SEM showed that autonomy was the most significant factor to students’ happiness because students can cope with the current COVID-19 pandemic. The second variable was relatedness because continuous communication and support are evident among respondents. Lastly, competence was found to be a negative predictor because students are knowledgeable when it comes to the current state of the COVID-19 pandemic. As the first study that utilized the self-determination theory approach in the happiness context during the COVID-19 pandemic, the study can provide areas for better innovation in online learning given that there is no definite timeline for this pandemic. Moreover, the education sector may take into consideration students’ autonomy and relatedness to help increase happiness leading to satisfaction and continue online learning despite the COVID-19 pandemic. © 2022 by the authors.

SIMULATION-BASED MASTERY LEARNING (SBML) WITH VIRTUAL COACHING (VC)- A FEASIBLE AND SYNERGISTIC TRAINING APPROACH TO ENDOSCOPY

Introduction Simulation-based mastery learning (SBML) is a rigorous form of competency-based learning where all learners are required to meet or exceed a very high level of skill before completion of training. Studies have shown that a structured EGD SBML curriculum, delivered in-person, can be used to successfully train novices. However, the COVID-19 pandemic has made in-person hands-on courses difficult. Virtual Coaching (VC), through web-based platforms, can allow continuation of SBML courses. Moreover, SBML with VC may improve the efficiency of trainees learning from experts to whom they otherwise may not have access. Herein, we evaluated the effectiveness of our EGD SBML VC training course compared to historic controls who received in-person EGD SMBL training. Methods We conducted a 1 week virtual EGD SBML course across 7 academic centers in the USA and Asia simultaneously. We used the SBML curriculum to train new GI fellows in tip deflection and structured EGD (Figure). Relevant knowledge was delivered through an online learning platform. Virtual coaches supervised hands-on deliberate practice and provided expert feed-back while local coaches provided additional assistance. At the completion of training, fellows were required to be competent on 3 assessments (Figure): timing of tip deflection on the simulator;performance of a simulated structured EGDs using a published endoscopy scorecard (6 point Likert scale);and a multiple-choice theoretical knowledge test. Trainees were required to meet a minimum passing standards (MPS) for all assessments before completion of training. Subsequently, we assessed performance on actual patient EGDs using the ACE form (4 point Likert scale). We compared the 3 assessments and actual EGDs of SBML VC trained fellows to those who trained using in-person SBML. We used t-test to determine non-inferiority as compared to historical control data. Results We enrolled 21 trainees (mean age-30.8±3.6;female-52%). All trainees successfully completed the SBML VC training (Table). For tip deflection, the trainees reached the MPS after a mean 52±37runs;their speed in their last 5 attempts was 71.0±19.1 seconds (vs. 55.1±22, P=0.12). For the structured EGD exam, the average score on the endoscopy scorecard was 4.6±0.6, which was also comparable to the scores of our control (4.7±0.5, p=0.49). The scores on the knowledge-based assessment were also similar (virtual coaching: 80.5±0.1;control: 78.3±0.1;p=0.42). Additionally, VC SBML trainees reached clinical competence on actual EGDs at a similar rate to our historical (mean ACE for 30 EGDs=2.3±0.8 vs. 2.2±0.7 (P=0.25). Conclu-sion VC appears feasible and effective for training new GI trainees. VC allowed us to scale our SBML course to other countries, expand access to experts, and administer SBML simultaneously at different sites without sacrificing high standards.(Table Presented)Table. Participant Demographics(Figure presented)Figure. 1a) Tip deflection simulator and results measured by time in minutes 1b) Structured EGD simulator and results measured by performance on a validated endoscopy scorecard 1c) Theoretical Knowledge and results measured by performance on the 20 point multiple choice assessment assessment and 1d) Assessment of Competency in Endoscopy (ACE) tool and results based on patient EGDs

Burnout and risk factors in Southeast Asian gastroenterologists: A multi-national study in the COVID-19 era

Background and Aim: The coronavirus disease-2019 (COVID-19) pandemic has placed significant stress on gastroenterologists worldwide. However, its toll on the mental health of gastroenterologists within Southeast Asia was unknown. A mixed methods, multi-national study was conducted to elucidate the prevalence of burnout and its stressors within the region. Methods: A survey was disseminated electronically to 1761 gastroenterologists via the gastroenterology and endoscopy societies of Brunei, the Philippines, Indonesia, Malaysia, Singapore, and Thailand from September 1 to December 7, 2020. This included the 22-item Maslach Burnout Inventory to detect burnout. Ethical approval was granted. Quantitative and qualitative data were collected. Logistic regression identified associations between variables and burnout. Qualitative data were analyzed by content analysis method. Results: The response rate was 38.8%;66.6% reported significant stress. The regional prevalence of burnout was 17.1% although inter-country variation existed (Fig. 1A). Depression, being a trainee, public sector work, and the lack of awareness or access to mental health support services increased burnout risk significantly (Fig. 1B). The 50.1% of gastroenterologists were unaware of or did not have access to support services. The onset of depression intra-pandemic was 2.1%;the pre-pandemic prevalence was 2.2%. Stressors commonly involved service requirements (53.2%), difficult relationships with patients and relatives (23.0%), and difficult relationships with colleagues (20.5%). Specific to the pandemic, the three most common stressors were fear of getting infected (39.7%), reduced income (28.0%), and stringent infection control measures adding to workload (18.5%). Conclusion: Burnout is common in gastroenterologists in Southeast Asia;however;better safeguards for mental health are urgently needed.

Tocilizumab treatment in severe to critical coronavirus disease 2019 (COVID-19) patients

Rationale. In the Philippines, Tocilizumab is an investigational drug and our guidelines had allowed its use in severe to critical patients with SARS-CoV-2. Tocilizumab was often given during or after intubation when the cytokine surge has already occurred. We hypothesized that the timing of administration of Tocilizumab may also affect its effectiveness as a treatment. Methods. We conducted a retrospective observational study of all patients admitted in our intensive care unit from March 1 to August 30, 2020 analyzing the effect of its timing relative to intubation (“early” or given prior to intubation or noninvasive ventilation vs “late” or given on the day or after) on 28-day mortality and survival post-intubation. Results. Ninety severe to critically ill patients were admitted at the ICU. The baseline characteristics are shown in Table 1. Tocilizumab was given to 68 (76%) and their mortality rate was 47.06% (n=32). This was comparable to the 54.54% (12/22) mortality rate of the patients not given Tocilizumab, (p=0.541). Both groups received similar standard of care, including the use of Dexamethasone, which was started in June, after the release of the Randomized Evaluation of COVID 19 Therapy (RECOVERY) trial results. Of the 68 patients who received Tocilizumab, 27 (30.7%) received the drug “early' with a mean day (±SD) of 3.96 ±3.46 prior to intubation or noninvasive ventilation while 41 received it “late” with a mean day (±SD) of 0.762 ± 3.18. The 28-day mortality in the early group was 29.63% (8/27) which was significantly lower than the 58.54%, (24/41) in the late group (p=0.019). Their mean days of survival post intubation was significantly better for the early group (26.21 vs. 19.56;p=0.0008). The hazards ratios (after adjusting for covariates) for early Tocilizumab alone is 0.2744268 (95% confidence interval, 0.0842749 to 0.8936242, p=0.032) while that of both Dexamethasone and Tocilizumab use is 0.3387582 (95% ci: 0.1327466 to 0.8644829, p=0.024). Conclusion. Tocilizumab may potentially ameliorate the inflammatory response as has been shown by early data and this may potentially prevent intubation. Our data is inherently limited by its retrospective nature but it shows that late administration of Tocilizumab after the cytokine storm when respiratory failure has ensued may be detrimental to patients. Our hazards ratios using Cox multiple regression did show that giving Tocilizumab to severely ill patients prior to respiratory failure may improve survival.

Enabling cross-cultural student voice during COVID-19: A collective autoethnography

Higher education learning and teaching has faced a significant challenge in 2020. The novel coronavirus pandemic (COVID-19) has required institutions to engage in emergency response teaching and deliver distance, online, or socially distanced delivery in most jurisdictions globally. The literature to date has focused on understanding this from the perspective of the institutions and academics primarily. For example, institutional case studies and staff critical reflections. There has been literature published on student learning, student experience, and student wellbeing during COVID-19, but these are typically constructed through an academic lens (e.g. a student satisfaction survey). This research offers a co constructed account developed adopting a students as partners philosophy. Our research team includes four students from two countries (Australia and Singapore) to independently reflect on their experience and collectively consolidate their learning journey through the pandemic, and be mentored and supported by two academics. Our findings indicate that students feel generally disconnected from their experience. Students felt their agency was important, self-awareness and accountability enabled this. Students also reflected that changes to their learning environment had made it more difficult to create social connections. They also include opportunities to change our teaching practice to be more supportive of our students' collective learning during COVID-19.

Enabling cross-cultural student voice during covid-19: A collective autoethnography

Higher education learning and teaching has faced a significant challenge in 2020. The novel coronavirus pandemic (COVID-19) has required institutions to engage in emergency response teaching and deliver distance, online, or socially distanced delivery in most jurisdictions globally. The literature to date has focused on understanding this from the perspective of the institutions and academics primarily. For example, institutional case studies and staff critical reflections. There has been literature published on student learning, student experience, and student wellbeing during COVID-19, but these are typically constructed through an academic lens (e.g. a student satisfaction survey). This research offers a co-constructed account developed adopting a students as partners philosophy. Our research team includes four students from two countries (Australia and Singapore) to independently reflect on their experience and collectively consolidate their learning journey through the pandemic, and be mentored and supported by two academics. Our findings indicate that students feel generally disconnected from their experience. Students felt their agency was important, self-awareness and accountability enabled this. Students also reflected that changes to their learning environment had made it more difficult to create social connections. They also include opportunities to change our teaching practice to be more supportive of our students’ collective learning during COVID-19. © 2020, University of Wollongong. All rights reserved.