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Proceedings of the 2022 Ieee Global Engineering Education Conference (Educon 2022) ; : 975-980, 2022.
Article in English | Web of Science | ID: covidwho-2005186


The teaching and learning context in today's modern world have been highly affected by technology. The influence of technology has been steadily increasing with continuing fluctuations on the academic scene due to technological developments. In today's COVID-19 related pandemic, the use of technology has tremendously increased and has become a crucial part of academia. While online learning and teaching have been part of academia for decades and many higher academic institutions offer online education, they are often seen as supplementing teaching rather than core. At the same time, research conducted on online learning and teaching during previous decades show that challenges have long existed, and that those challenges faced by online learning are not a product of this sudden migration to online amid Covid-19, but rather an amplified version of pre-existing challenges. As such, the sudden migration to an all-online mode of delivery, has had major ramifications on both faculty and students. Such effects and influences need to be examined. This study therefore uses a mixed method approach to examine the challenges faced by engineering students and faculty at a renowned higher education institution in the UAE. The findings show that while faculty are more concerned about the pedagogical challenges facing them during the online delivery, students perceive the psychological challenges to be the biggest barrier to their online learning.

Journal of the American Academy of Child and Adolescent Psychiatry ; 60(10):S230, 2021.
Article in English | EMBASE | ID: covidwho-1466512


Objectives: The global crisis of COVID-19 demanded that schools adapt to online education at an unprecedented pace. Remote learning has followed social distancing protocols and helped in continuation of education. However, in children with mental health disorders (C-MHD), the outcomes of online learning are not similar to normal individuals. The primary objective of this study is to determine the prevalence of psychological distress of transitioning to remote learning in C-MHD. The secondary objective is to provide directions to increase student satisfaction for online education. Methods: An IRB-approved cross-sectional analysis was done on children aged 5 to 17 years (N = 172), including 87 boys (50.6%) and 85 girls (49.4%), from January to May 2021, at South Bronx Community Hospital, NY. A total of 111 children were Hispanic (65%) and 53 were African American (31%). Structured questionnaires were used by residents/fellows to determine effects of remote learning on children. A χ2 test was used to analyze the data, and p values were calculated across the variables of remote learning and psychiatric diagnosis of MDD, ADHD, and generalized anxiety disorder (GAD). Results: Our analysis showed that 105 (61%) of C-MHD students struggled to learn remotely compared to in-person learning (more children with MDD [20.35%, p < 0.05] as compared to GAD and ADHD). Due to long screen hours, more felt distracted (37%) than tired (14.5%). More felt sad (17%) than happy (0.06%), and 21.5% felt anxious. More children with GAD (42% vs 27%) as compared to MDD (35% vs 24%), rated e-learning as good. More children with ADHD (35% vs 30.6%) did not like e-learning. More children with MDD (26%, p < 0.05) reported feeling safe from COVID-19 in e-learning than did children with GAD (23%) and ADHD (17%). Conclusions: During the pandemic, C-MHD patients presenting to the emergency department with anxiety, aggression, and irritability have increased dramatically, where one of the main precipitating stressors was the inability to transition to remote learning. Online education during the pandemic has caused severe psychological and behavioral impacts on children. Student satisfaction will increase if streamlined digital processes and personalized support systems are fully integrated. SC, SAC, COMP

Annals of King Edward Medical University Lahore Pakistan ; 26:120-125, 2020.
Article in English | Web of Science | ID: covidwho-977941


Objective: The importance of nursing care is unquestionable;therefore, it is important to explore the impact of Coronavirus disease pandemic on nurses and the associated challenges. Methods: A descriptive survey of frontline nurses was carried out from April to June 2020. Participants included nurses from different specialties in public and private hospitals of Pakistan. Sample size was not predetermined. Data were simultaneously collected and analyzed until saturation was achieved. Qualitative data were thematically analyzed and refined through memo writing and team discussions. Results: Nurses (n=210) working at different stages in their careers from both public and private hospitals of Pakistan responded. The nurses felt anxious, distressed and depressed. They faced exceptional workload in resource constraint health facilities. Most of the nurses experienced an improved self-esteem and self-image in the society, while others were discouraged. Some family, academia, clinical services and public related challenges were also identified. Conclusion: For frontline nurses, the COVID-19 crisis is overwhelming. They are providing patient care at a huge personal cost, while watching their own getting infected and die. They are distressed, depressed and overworked. We need to recognize the role of nurses at the forefront and give them their long-awaited social capital as healthcare professionals in their own right. Future studies should explore the lived experiences and coping methods of nurses.