ABSTRACT
Online learning has become an integral part of today’s educational system, especially after the COVID-19 pandemic. In art and design classrooms, which usually require face-to-face critique as part of a cycle of action and reflection, students may face challenges with the rapid transition to online assessment and feedback approaches. Consequently, it is curial to investigate these challenges as well as students’ perceptions towards the online assessment and feedback methods that they have experienced. This student-oriented study investigated art and design students’ preferences, concerns, and challenges with online assessment and feedback strategies. Moreover, it explored the most effective online assessment and feedback tools and applications for art and design courses. The research adopted a quantitative method by conducting a questionnaire with 104 art and design students of a university in Bahrain and a university in Jordan. Based on the findings, the study seeks to ultimately provide art and design educators with insights and recommendations for the most effective art and design assessment practices. © 2022, Institute of Advanced Engineering and Science. All rights reserved.
ABSTRACT
Due to COVID-19, art and design education is experiencing a major shift. This study aims to explore perceptions related to online assessment in the discipline of art and design. It was conducted to explore views of university art and design educators in the Middle East regarding their experiences with the online assessment methods that they used during the COVID-19 pandemic. The research also aims to explore the current global assessment practices in art and design distance education. The main research question is: what are art and design educators' experiences, concerns, and perceived challenges and barriers to online assessment? The research argues that art and design-based online assessment methods will have to be customized to become adequate for assessing art and design students. The research adopted a mixed methodology approach by surveying fifty-three educators from several Middle Eastern countries. In addition, two focus groups were conducted with eleven art and design instructors in Bahrain in an attempt to investigate the most effective online assessment practices and feedback approaches in the art and design discipline. These findings may have implications for art and design educators in the Middle East and other parts of the world to help them utilize effective online assessment methods and feedback with art and design students based on their preferences and perceptions. Finally, the article provides international universities with proposed online assessment approaches in addition to insights and practices from experienced art and design educators. © 2022. Common Ground Research Networks, Sama'a Al Hashimi, Yazan Alamarat, Yasmina Zaki. All Rights Reserved.
ABSTRACT
As many universities transitioned to online learning during the COVID-19 pandemic, the distance learning environment presented various accessibility challenges for deaf and hard-of-hearing students (DHH). In art and design higher education programs, the transition from face-to-face learning to virtual learning is difficult for students in general, and even more difficult for students with hearing loss. Art and design educators have explored approaches to effectively compensate for these challenges and optimize the distance learning experiences for DHH students. This paper aims to investigate these challenges and attempts to explore the international best practices in distance education for deaf learners. Action research is used as a methodology to guide the professional development of art and design educators on ways to refine and hone their online teaching approaches. Ten DHH students (5 Males and 5 females) participated in the action research for the needs of this study. Their challenges, experiences, preferences, needs and artworks were analysed in an attempt to optimize their online learning outcomes and provide recommendations that will lead to the implementation of effective teaching strategies and the design of appropriate e-learning environments for hearing-impaired art and design students. The preliminary findings of the study revealed that the main challenges DHH students and their instructors faced were communication barriers and misinterpretation of tasks, which led to difficulties in fulfilling the course intended outcomes. The recommendations formulated on the basis of the findings are to adapt the intended learning outcomes and teaching approaches to optimize the learning experiences of the DHH students. © Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).
ABSTRACT
As universities move to virtual learning, the need to explore the most effective practices for remotely teaching art and design students became very critical. It is very important to examine the strategies universities are using to efficiently transfer skills and knowledge and meet the needs of students through an online learning environment. Art and design classes involve hands-on activities and requirements that cannot easily be met in digital environments. Therefore, the study aims to investigate the creative approaches that art and design educators adopted to transition to remote teaching. The study involved conducting an online focus group with eleven art and design educators at The University of Bahrain to investigate the experiences, perceptions, and the challenges they faced while teaching art and design remotely during the Covid-19 Pandemic. The focus group engaged the educators in a semi-structured discussion in order to gather qualitative data that would allow for a descriptive analysis of their online teaching experiences and the most effective approaches they implemented. Thus, the study is undertaken to determine the most effective practices that can be employed by educators to engage students and enhance the distance learning process in an art and design online environment. The findings suggested that the main challenges that are peculiar to art and design distance learning include difficulty in clearly seeing the value of the colors in a student’s artwork on screen and the unavailability of features that support art and design remote teaching in the currently available learning management systems. © 2021 Society for Research and Knowledge Management. All rights reserved.
ABSTRACT
Purpose The COVID-19 pandemic has infected millions of people across the world and caused several thousands of deaths. Given advances in extracorporeal life support technology, ECMO for COVID-19 acute respiratory distress syndrome (ARDS) has proven to be successful in sustaining life, however, has left a significant number of patients fully depended on devices and incapable of being weaned. Lung transplantation, as a well-established therapy for end-stage lung disease, has been considered for some patients with COVID-19 ARDS in the absence of lung recovery and the presence of findings suggestive of end-stage lung disease. Methods This is an International collaborative effort to assess the role of lung transplantation in COVID-19 ARDS. There is worldwide representation with centers from US (3), Europe (2) and Asia (1). Patients with COVID-19 ARDS supported on ECMO and/or mechanical ventilation who were deemed unweanable and developed features of end-stage lung disease were evaluated for lung transplantation. We followed ISHLT conventional recipient selection criteria recommendations and a 2 negative COVID-19 PCRs from bronchoalveaolar lavage or viral culture depending on medical urgency. Endpoints We will present demographics, intraoperative challenges, primary graft dysfunction, postoperative complications, survival and functional outcomes of patients with COVID-19 ARDS who underwent lung transplantation. Additionally, referral patterns, reasons for listing denial and waitlist outcomes will be presented. So far, this collaborative group has transplanted 17 patients. There have been no deaths on the waitlist, there was one post-transplant mortality at day 61. Ten patients have been discharged from the hospital and are doing well. Six patients are recovering well however less than 30 days post-transplantation and remain admitted.