ABSTRACT
Objective: The main objective of this study was to assess the QOL (quality of life) and effects on the recovered and vaccinated COVID-19study population. Methods: A cross-sectional observational study was carried out for six months among residential areas and selected individuals regardless of country. Demographic details and responses were collected through phone calls and also using google form questionnaires. Results: A total of 264 subjects were enrolled in this study. In the selected study of recovered patients, it was found that females (mean score 21.9) experience high effects compared to males (mean score 39.6) since a low mean score means higher post-effects. In the evaluation of postvaccination effects of the selected study population, it was found that males and females experience different levels of post-vaccination effects in which females(mean score 19.5) experience high effects comparatively to males (mean score 21.9). The result of the quality of life for both recovered patients and the vaccinated population infers that the younger age group was found to experience a high quality of life than the older age group who were>65 y of age. Conclusion: The study concludes that the elderly population of>65 y of age and females based on gender were likely to suffer from post-COVID-19 effects and post-vaccination effects. It can also be concluded that the younger age group has a healthy standard of living compared to the age group>65 y.
ABSTRACT
In response to the coronavirus disease 2019 (COVID-19) pandemic, educators had to swiftly and unexpectedly transition their courses from face-to-face to remote instruction. We investigated the experiences of 53 undergraduate Psychology students in New York State during this shift and the ultimate continuation of remote instruction for the rest of the semester. Participants from two different courses completed a five-item guided reflection four times over a span of 8 weeks. They responded to questions about issues such as times of increased and decreased engagement and affirming actions by the course members. We found that students valued active learning and face-to-face interaction as the most engaging aspects of the course, whereas personal circumstances and the sudden transition to remote learning contributed to students' feeling distanced from the course. Students referenced updates, clear communication of instructor expectations, asynchronous instruction, and interactions and cooperation with peers as affirming actions. Our results highlight the importance of instructors' supportive actions and course design to students' learning, which are both within the reach of instructors' control. In addition to providing insight into which aspects of instruction students value most, our findings also have implications for teaching beyond the pandemic in other circumstances that require instructors to quickly and unexpectedly shift the instruction of their courses. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
ABSTRACT
The COVID-19 pandemic has forced higher-education institutions to switch to emergency online learning. This situation has also challenged the Muslim communities and institutions across the world to shift to the online mode of teaching Quran and Islamic studies. This research explored undergraduate students’ and instructors’ perceptions of the emergency online learning of Quran reading in Indonesia. Several aspects were analysed to compare the students’ perspective towards face-to-face class versus online learning, including class interaction, learning experience, motivation, satisfaction and comfort level. The study also compared students’ Quran reading performance in the online-learning setting with the records from a traditional face-to-face class during the previous year. The survey and performance data were obtained from 923 students. The findings indicated no significant difference in students’ performance between Quran reading classes in face-to-face and online classroom settings. Furthermore, although students and instructors felt that some aspects had changed, they generally tended to accept the Quran class in online mode. This is likely because, amidst the pandemic, students and instructors have no other options except to adapt to the rapid change and embrace the transition. Nevertheless, the study indicated signs of fatigue and reduction in the students’ acceptance of the Quran online learning over time. ©Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).