Telemedicine in the Era of Covid-19: Teleconsultation Architecture Platform

Teleconsultation is a type of medical practice similar to face-to-face consultations, and it allows a health professional to give a consultation remotely through information and communication technologies. In the context of the management of the coronavirus epidemic, the use of teleconsultation practices can facilitate healthcare access and limit the risk of avoidable propagation in medical cabinets. This paper presents the monitoring of international teleconsultation referrals in the era of Covid-19 to facilitate and prevent the suspension of access to care, the most common architecture for teleconsultation, communication technologies and protocols, vital body signals, video transmission, and the conduct of teleconsultation. The aim is to develop a teleconsultation platform to diagnose the patient in real time, transmit data from the remote location to the doctor, and provide a teleconsultation. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Chinese Normal Students' Satisfaction of Emergency Remote Learning in Higher Education during COVID-19 Pandemic

Despite the widespread use of emergency remote learning (ERL) during the COVID-19 pandemic in higher education, little is known about the determinants of Chinese normal student satisfaction with ERL. This study uses a questionnaire survey method to examine how Chinese normal students' satisfaction with ERL during the COVID-19 pandemic. The results show that Chinese normal students prefer face-to-face teaching to online teaching to some extent. According to the findings, it is important to emphasize students' pre-class preparation, adjust course assessment methods, change teachers' teaching strategies, create a positive teaching environment, boost students' learning confidence, and help them deal with their anxiety during ERL to improve the online course experience for Chinese students at normal universities. © 2023 ACM.

Student Perspective of Online Pedagogy Post COVID-19. A Missed Opportunity?

The COVID-19 pandemic has significantly changed education and caused unprecedented disruptions. These changes may disappear once the schools resume face-to-face classes in full force. Likewise, a positive change may not be necessarily what we want in education. This may be due to the existence of digital divide among students which cannot be ignored. During the COVID-19 pandemic, OneNote Class Notebook is used as an interactive digital whiteboard and has been evident as one of the best alternatives to the traditional whiteboard in the teaching and learning process. In this study, we aim to analyze students' perceptions of OneNote Class Notebook and the level of their continuous intention to use OneNote Class Notebook as an interactive digital whiteboard to replace the traditional whiteboard when school reopens with face-to-face lessons in the classroom in full force. The findings show that the students perceived that OneNote Class Notebook is indeed a useful tool to be used for calculus learning. But, it cannot be perceived as suitability to continue to be used during post COVID-19 period, when school reopens with physical classes in full force. In this regard, it reminds educators of the importance of rethinking education in the new normal post COVID-19 era from the perspective of curriculum studies. © 2023 IEEE.

The effect of the emergency shift to virtual instruction on student team dynamics

In spite of the sudden onset of the COVID-19 pandemic, many instructors who used team-based pedagogies shifted them online rather than suspending them entirely, but with limited time and resources. To examine the difference in team dynamics and outcomes for courses in Spring 2019 and Spring 2020 of over 1500 first-year engineering students per semester, Wilcoxon signed-rank tests and random forests method were used. Results show that students reported less improvement in team-member effectiveness, lower psychological safety, and less satisfaction in the semester with the emergency transition. However, students also reported lower conflict. The most important factor predicting project grades shifted from 'Interacting with teammates' to 'Having relevant knowledge, skills, and abilities' amid the emergency shift, accompanied by a reduction in team interdependence. In spite of the collection of data during an emergency transition, the foundation of face-to-face interaction before moving to virtual cooperation represents a useful contribution to research that has focused exclusively on virtual learning circumstances.

Have students' perceptions of online education changed with the easing of COVID-19 restrictions?

This research examines student preference toward online and on-ground (i.e., face-to-face) course delivery methods in higher education as a result of the easing of COVID-19 pandemic restrictions. Over 130 undergraduate and graduate students enrolled in Computer and Information Systems courses at a university located in the northeastern United States were surveyed from April 2021 to May 2022. The study found that with the easing of COVID-19 restrictions in Spring 2022, students significantly preferred on-ground over online courses in comparison to their preferences when COVID-19 restrictions were still high in 2021. None of the potential influencing factors contributing to the changed preference, including students' perceptions of online course effectiveness, self-skills supporting online learning (e.g., work independently without supervision, prioritization and time management), and the usefulness of classroom interaction in learning, were found to have significant differences from the time when COVID-19 restrictions were high to the present easing of them. © 2023 Issues in Information Systems. All rights reserved.

Video-Based Online Interactive System Using CNN Segmentation Method

In recent years, the COVID-19 has made it difficult for people to interact with each other face-to-face, but various kinds of social interactions are still needed. Therefore, we have developed an online interactive system based on the image processing method, that allows people in different places to merge the human region of two images onto the same image in real-time. The system can be used in a variety of situations to extend its interactive applications. The system is mainly based on the task of Human Segmentation in the CNN (convolution Neural Network) method. Then the images from different locations are transmitted to the computing server through the Internet. In our design, the system ensures that the CNN method can run in real-time, allowing both side users can see the integrated image to reach 30 FPS when the network is running smoothly. © 2023 IEEE.

Covid-19 and online classes: Measuring Indian parents' attitude towards online classes at kindergarten and junior school level

The study aims to examine the readiness of Indian parents towards online classes at kindergarten and junior school levels, by identifying the perceived barriers, perceived effectiveness and health impact of online classes on young children. The study is based on data collected across a random sample of 750 parents of students studying at junior and kindergarten levels in urban private schools which offer online classes. The data was analyzed through exploratory factor analysis, ANOVA and multiple regression analysis. Technological, infrastructural, and personal barriers related to students, and parents, were identified as perceived barriers by parents in availing online classes for their kids. Parents' attitude towards online classes at kindergarten and primary levels gets negatively influenced by the barriers they face, and the perceived negative impact of technology usage on their kids' health, while;perceived effectiveness was found to have a positive impact on the parents' attitude. The study is unique as it includes the interest of such young stakeholders of the education system. The study highlights the barriers faced by parents related to online classes and the health-related concerns which play a major role in the adoption of online mode of education for their kids. Research gives insights to school authorities and the government to work on these barriers and make the online education system effective which is the need of the hour during COVID-19.

The Impact of Embodiment on Training Effectiveness

Due to the COVID-19 pandemic and compulsory social distancing, researchers in educational fields started to investigate alternatives to face-To-face (F2F) training methods with greater focus, such as video conferencing (VC) and virtual reality (VR) applications. This study investigated the differences between VC, VR and F2F training conditions by evaluating the level of body ownership and agency perceived by trainees. An electrical circuit repair task and multiple surveys were used to gather data from 106 participants in the form of four dependent variables: A circuit knowledge test, task completion rate, number of the subtasks completed by failing participants, and test phase duration. The study included two visits by each participant to measure knowledge retention while there were no training and surveys in Visit 2. Results showed significantly higher circuit learning and knowledge retention scores in F2F and VR conditions than in VC. Also, regarding the retention of knowledge, participants had significantly better knowledge retention in Visit 1 than Visit 2. The authors hope the results of this study enable training developers to enhance the learning process in computer mediated communications. © 2023 IEEE.

The Benefits and Limitations of Teaching English for Specific Purposes Online and Face-to-Face: Sport and Health Sciences Students' Perspectives

The restrictions imposed to limit the spread of COVID-19 resulted in the switch from in-person to online teaching, including the teaching of foreign languages in 2020-2022. This study uses the feedback of students who have studied English for Specific Purposes (ESP) in virtual and classroom settings. The aim is to investigate the benefits and limitations of each approach for language acquisition in ESP for sport and health sciences. A questionnaire to ascertain students' experiences was distributed to 60 students in sport and health sciences who studied ESP at the Latvian Academy of Sport Education. It was found that online and face-to-face studies of ESP in sport and health sciences tended to facilitate the acquisition of different language skills. In the questionnaire, students reported consistent progress in the study of vocabulary and reading the texts related to their area of study during both online and face-to-face studies, but less improvement was reported in the areas of grammar and speaking skills. Overall, synchronous online live classes would facilitate the steady and continuous development of all language skills if supplemented by continuous support from the teaching personnel, regular offline meetings or classes, and access to specially designed online resources.

Heading for the Future After COVID-19: Reflections and Recommendations on Teaching Processes in a Rapidly Changing Learning Landscape

The COVID-19 pandemic posed numerous challenges for instructors and students. Professors, for example, struggled to quickly and effectively migrate face-to-face courses to remote teaching modalities. What had not been anticipated, however, were the additional challenges to be managed when returning to face-to-face and in-person teaching. This reflective essay provides some insight into how faculty at the University of Puerto Rico attempted to modify teaching practices to re-engage disengaged students as they returned to the campus classroom. Also, recommendations about how to move forward by applying a pedagogy of renewal are made.

Student-teacher out-of-class communication on engineering courses during the COVID-19 pandemic: from face-to-face to videocalls

Out-of-class communication between teachers and students is essential throughout university engineering courses for in-depth explanations of the concepts covered in class. This study evaluates this aspect throughout the COVID-19 pandemic. Thus, a survey that addressed this issue was administered to students at the beginning (March 2020) and at the end (May 2020) of the COVID-19 lockdown in Spain, and at the end of each semester of the 2020/21 and 2021/22 academic years. The results were analyzed with statistical, qualitative, and mixed methods. E-mail usage was widely observed at the beginning of the pandemic, while the use of online videoconferencing tools progressed during that time, thanks to their temporal and spatial flexibility, and the direct and personal nature of student-teacher contact through those channels. Its success was linked to the prior training of teachers in the use of videoconferencing, the establishment of fixed schedules for the meetings, and the use of digital whiteboards that instantaneously display writing when discussing problems. According to the opinions of students, videocalls could be used for questions on theoretical and easy practical aspects despite the resumption of out-of-class face-to-face meetings. Videoconferencing tools for educational communication between engineering students and teachers seem to be here to stay. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Perception of pharmacy students towards blended pedagogy in 21st century pharmacy education

Background: In industrialized and developing economic countries like India, the technology transfer has significantly enhanced the quality of higher education, where the tentacles of digitalization have deeply entered education system, which opened the gateway of blended pedagogy, enabling a greater access to course content, learning preparation in peers and interactions. Across the globe, blended learning is applied in pharmaceutical education but it gained momentum in Indian pharmacy education during the global threat, COVID-19 pandemic. Aim and Objectives: The current experimental study of six months duration was performed to investigate the perception of pharmacy students towards blended pedagogy in pharmacy education at undergraduate level. Methodology: In the current experiment survey, a validated standard self-administered questionnaire with 28 inventories under 7 categories was administered to students pursuing undergraduate pharmacy programs in a pharmacy institute located at rural Andhra Pradesh for a period of six months, through online mode;data collection was performed in students showing willingness and further collected data was assessed through excel spreadsheet. Result(s): The study observed a two-third satisfaction on an average in terms of all the indicators which influence the blended pedagogy (teacher 71.8%, course content 74.8%, technology transfer 58.7%, interactions 78.8%, and constructive knowledge 73.7%). Conclusion(s): In conclusion, our study envisaged effective student engagement, with more facilitator-student interactions and adaptability;through blended learning which enabled, enhanced and transformed students to active learners.Copyright © 2023, Indian Pharmaceutical Association. All rights reserved.

Evolution of the Perceived Impact of the Pandemic on University Students

The Coronavirus pandemic has taken the world hostage. All aspects of society have been affected, including the education system with the closure of universities and the adoption of abrupt measures to continue offering university programs virtually. Unexpectedly, the difficult situation has continued until at least December 2021. This paper studies the evolution of the perceived impact of the pandemic on students over four semesters, from Winter 2020 to Fall 2021. A survey conducted at the end of each semester captured the evolution of the impact felt by students. Using Text Mining and Sentiment Analysis, per semester, per gender and per age category, the progression of certain sentiments was identified. The study reveals that the professor's attitude and support was a key element at the beginning of the pandemic and for many, it has been a good learning experience overall. The loss of direct/in person communication has been strongly felt and it got worse as time progresses. The level of negative comments seems to decrease over time for Female students, while for Male students, it tends to increase. Students from different age groups also reacted differently. Students in the most prevalent age group from age 25 to 30 show at first a decline in the proportion of negative comments followed by an increase, while older students from the 30 to 35 age group have a steady decrease of negativity. © 2023 by the authors.

"I Won't Go Speechless": Design Exploration on a Real-Time Text-To-Speech Speaking Tool for Videoconferencing

The COVID-19 pandemic has shifted many business activities to non-face-to-face activities, and videoconferencing has become a new paradigm. However, conference spaces isolated from surrounding interferences are not always readily available. People frequently participate in public places with unexpected crowds or acquaintances, such as cafés, living rooms, and shared offices. These environments have surrounding limitations that potentially cause challenges in speaking up during videoconferencing. To alleviate these issues and support the users in speaking-restrained spatial contexts, we propose a text-to-speech (TTS) speaking tool as a new speaking method to support active videoconferencing participation. We derived the possibility of a TTS speaking tool and investigated the empirical challenges and user expectations of a TTS speaking tool using a technology probe and participatory design methodology. Based on our findings, we discuss the need for a TTS speaking tool and suggest design considerations for its application in videoconferencing. © 2023 ACM.

A Physics Learning System Using Gamification for High-School Students

With rapid proliferation of digitalization and compulsion by COVID-19 pandemic, learning formats have been changing from face-To-face to online. Online education enables learners to take courses from anywhere, anytime, but it can also cause some problems for learners who struggle to maintain motivation. In addition, for STEAM education, it is important to engage in hands-on activities, but the ongoing pandemic has made it difficult for students to gather in one place to perform such activities. Incorporating gamification into online education can potentially motivate students and make STEAM education more interactive. On this premise, we have developed PhyGame as a learning system to help high-school students learn Physics. The system includes common game elements such as badges and leaderboards, and interactive simulation of Physics concepts embodying game-like charm. It also includes three modes of learning that allow students to adjust the difficulty according to their own learning levels, and a function that automatically saves learning log. For evaluation, PhyGame was used by students (N=23) at a high school in central Tokyo. The students rated the system on a scale of 1 to 10, and the main results are as follows: (1) Using PhyGame made learning enjoyable (mean score: 7.74);(2) PhyGame provided a good UI/UX (mean score: 7.83);(3) The overall experience with PhyGame was satisfactory (mean: 7.00). Our evaluation results show that interactive and gamified learning systems like PhyGame have a positive impact on user engagement and motivation. © 2023 IEEE.

Blended Online Learning Strategy Amidst Covid 19 Pandemic

The COVID-19 pandemic has drastically changed the landscape of education around the world. As academic institutions moved from traditional face-to-face instruction to distance learning instruction to ensure educational continuity while dealing with the health global crisis. The present study reports on the effectiveness of blended online learning at the time of the COVID-19 pandemic. A Phenomenological research design was employed to obtain empirical information from the participants, and the data collected were analyzed using thematic analysis. The findings of the study revealed that blended online learning was beneficial for the learners since it offers flexibility, autonomous learning, engagement, and improved ICT skills. However, the participants also experienced challenges that hamper their learning including technical issues, incomprehensible materials, home distractions, and a lack of resources. © 2022 IEEE.

Teachers' Perceptions, Preparations, And Challenges in the Implementation of Limited Face-To-Face Classroom Interaction in the New Normal

Teachers have varied perceptions in the implementation of the limited face-to-face classroom interaction. Being the implementers, teachers go through series of preparations in ensuring its success while adhering to the guidelines imposed by the authorities to safeguard the health of both teachers and students. Varied teaching strategies and coping mechanisms were utilized to cater learners' needs and confront challenges. Challenges will always be part of the teaching-learning process, though teachers went on rigorous preparations in the implementation of the limited face-to-face classroom interaction. However, it does not obstruct teachers' focus to cope with these challenges and to innovate strategies to help students achieve their academic success. It is revealed that teachers' flexibility, optimism, and their commitment to their profession, paired with support from the administration were of great help during the implementation of the limited face-to-face classroom interaction in the new normal.

E-learning Challenges for Lecturers in Indonesia Higher Education Institutions

Since the Covid-19 outbreak in March 2020, e-learning has become a necessity. There may have been some uncertainty on how to perform e-learning properly because many educational institutions may not have expected the rapid change in learning style. This is especially true when it comes to offering an e-learning management system (LMS). This study aims to examine the affordances of higher education institutions in Indonesia in conducting the e-learning during the pandemic. To understand more about the adoption of e-learning in their individual institutions, we conducted an online survey towards 100 university lecturers from several cities. The results revealed that 79% of the participants used a specially built LMS in their universities, while the rest still used commercially built LMS like Moodle. Then, 82% of the participants prefer blended learning model which combined face-To-face and e-learning models, and 46% of them wanted to have a fifty-fifty division between face to face and e-learning. As for the challenges, no interaction with students was deemed as the most disturbing challenge for the lecturers. The results imply that e-learning will continue to be implemented in Indonesia, regardless of the condition of the pandemic. Thus, universities should provide an e-LMS that can cater all the e-learning needs, while lecturers should also equip themselves with pedagogical as well as technological skills to face the e-learning challenges. © 2023 IEEE.

E-education in Law Schools under the COVID-19 Pandemic In Sultanate of Oman and Jordanian Universities

By the use of current communication technologies, educational institutions are able to transmit classroom lectures and pedagogical guidelines to students at a distance. Students in Oman and Jordan have ceased attending colleges and schools as a precautionary step to achieve social separation in view of the present conditions surrounding the spread of the Coronavirus, which has swept the whole world. According to defence orders issued by the Jordanian cabinet, law majors are taught in Jordanian public and private universities, 20 universities in which studies have shifted from face education to e-learning during the second semester of the 2019-2020 academic year. The theories of pandemics have existed in Islamic jurisprudence since ancient times, and Maliki jurists have devoted specialized books to it to discuss this issue. However, the Coronavirus pandemic is not the first or the last till the end of the world. The usage of e-learning, a modern method of education, is quickly expanding across a range of contexts. The electronic delivery of integrated programmes is now commonplace in universities and colleges, and even at some research universities and institutes. Because of the COVID-19 pandemic, numerous quarantine measures have been implemented, and regular schooling has been put on hold. This has shifted the emphasis heavily towards online education. The study's objectives are to provide an assessment of students' perceptions of their e-learning experiences in law programmes at universities in Jordan and Oman, as well as pros and cons of e-learning from students' perspectives and suggestions for improving e-learning at universities and academic institutions. © 2023 Otjivanda Presse.Essen. All rights reserved.

Mental health in teachers of rural schools in the post-pandemic context

The COVID-19 pandemic caused reforms in the educational field, among which the migration from face-to-face education to the virtual modality stands out. However, in rural areas, this reform significantly affected the teaching-learning process, since many students did not have the accessibility and connectivity to continue learning during said context, which indicates that the educational crisis that existed before the pandemic has worsened and the gaps between urban and rural areas have deepened. However, this worrisome, discouraging and frustrating context from the return to face-to-face to the present would be generating the wear and tear of teachers' emotional resources and affecting fundamental aspects of their mental health, among which depression, anxiety and stress stand out. For this reason, it is necessary that the Ministry of Education and its decentralized instances implement and strengthen the services and strategies of care, prevention, protection, approach and recovery of the psychological well-being and quality of life of teachers, giving greater emphasis to those who work in areas rural areas, due to the multiple limitations and needs that historically exist in the aforementioned context.