Concept Drift Adaptation Methods under the Deep Learning Framework: A Literature Review

With the advent of the fourth industrial revolution, data-driven decision making has also become an integral part of decision making. At the same time, deep learning is one of the core technologies of the fourth industrial revolution that have become vital in decision making. However, in the era of epidemics and big data, the volume of data has increased dramatically while the sources have become progressively more complex, making data distribution highly susceptible to change. These situations can easily lead to concept drift, which directly affects the effectiveness of prediction models. How to cope with such complex situations and make timely and accurate decisions from multiple perspectives is a challenging research issue. To address this challenge, we summarize concept drift adaptation methods under the deep learning framework, which is beneficial to help decision makers make better decisions and analyze the causes of concept drift. First, we provide an overall introduction to concept drift, including the definition, causes, types, and process of concept drift adaptation methods under the deep learning framework. Second, we summarize concept drift adaptation methods in terms of discriminative learning, generative learning, hybrid learning, and others. For each aspect, we elaborate on the update modes, detection modes, and adaptation drift types of concept drift adaptation methods. In addition, we briefly describe the characteristics and application fields of deep learning algorithms using concept drift adaptation methods. Finally, we summarize common datasets and evaluation metrics and present future directions.

Design and Demonstration of a Portable Mobile Cloud Learning Platform for Post Pandemic Synchronous Learning

Post Covid-19 education posed an equally challenging task among teachers and learners. During these times limitation on face-to-face learning and gradual emigration from full online means of instruction had become an issue worth solving. Schools opted to adapt hybrid learning modalities as a means to cope with the learning demands in this era. However, most schools are put on a disadvantage because of the required technologies to support this mode of learning. This research describes an initial design and demonstration of a portable mobile cloud network to support synchronous learning. The system was installed and tested on both a schoolwide and classroom setting. Initial results showed that the proposed system was favorable as an alternative means to hybrid learning. © 2022 IEEE.

Predicting Student's Satisfaction towards Hybrid Learning in Informatics

This paper used regression and moderation approaches to evaluate the student's satisfaction with informatics towards the hybrid learning in their study. Multiple Linear Regression (MLR) identified student satisfaction based on hybrid learning difficulty and benefit ($p < 0.001$). Linear Regression (LR) found hybrid learning benefits impacted the student's satis-faction significantly $(p < 0.001$). Student's $t$-test also revealed that Overall Satisfaction (OS) significantly affected hybrid learning's satisfaction ($p < 0.001$). Analysis of Co-variants (ANCOVA) also proved that hybrid learning's benefit ($p < 0.001$) and OS ($p < 0.05$) significantly influenced student satisfaction. The paper also proved that hybrid learning's benefits positively correlate with student satisfaction (0.596). The slopes of 'Yes' and 'No' are substantially different from one another when the probability value of 0.22 $(p > 0.05$). Hence, no moderator (OS) affects the relationship's strength between the benefit and satisfaction of hybrid learning. The paper also revealed that hybrid learning's difficulty has a negative correlation (-.18), and the benefit of hybrid learning is positively associated with student satisfaction (.66). Implementing a hybrid learning mode during Covid-19 periods significantly impacted student satisfaction and the decision taken by the administration was also meaningful. © 2023 IEEE.

Multi-level students' sense of community development in hybrid and online learning environments at higher educational institutions: A systematic literature review

The formulation of a sense of community (SOC) among students has received significant attention in the literature in recent years. However, digitally enhanced learning and COVID-19 have amplified the challenges vis-a-vis connecting students and making them feel involved and recognized in virtual learning ecologies for higher educational institutions (HEIs). This review examines the factors impacting students' SOC development in online and hybrid learning environments for HEIs. To provide a holistic view, we synthesize the streams of theoretical foundations on SOC for keyword search strategy and follow Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol. In total, 128 empirical studies from 2015 to October 2022 are synthesized. One of the main contributions lies in disclosing the multiple levels of students' SOC formulation from a sociological perspective on HEIs. It further broadens our understanding of the dimensions, and the roles and responsibilities of key players, as well as the units involved in the social context of HEIs. The main findings reveal that HEIs should "circulate the blood" by integrating various key elements identified in pedagogy, instructor, learner, and extra-curriculum fields into the learning ecology for SOC facilitation to formulate an implicit curriculum and a more interactive, supportive, and caring environment. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Hybrid Learning: A Boon or Bane

The context of higher education is changing. The emerge of social, technical, and intellectual forces has pushed higher education to the point of a significant transformation (Garrison & Vaughn, 2008). Technology enhanced learning have raised concerns about the quality of education and learning environment. For the traditional classroom-based teaching and learning, the breakthrough came during the emerge of Covid-19 pandemic. Online learning, once a separated learning system, was fully integrated into teaching and learning to continue providing education amidst the lockdown. Post the reopening of higher education institutions, hybrid learning was widely implemented in almost all universities across the world, to accommodate students' diverse range of learning needs in the post pandemic era. This case study is intended to gain insights regarding the learning experiences, challenges, and benefits in hybrid learning from both the lecturers' and students' perspective. Based from the gathered qualitative data, results show that both students and lecturers have mixed reviews regarding hybrid learning experience. One of the main findings is that hybrid learning creates a more flexible, engaging learning environment compared to traditional face-To-face learning. Lecturers generally feel that hybrid learning has several pedagogical and technological challenges. However, issues concerning quality of lecture delivery and academic malpractice during online assessments has found to be a concern among lecturers and students. In overall, lecturers and students feel that hybrid learning needs to be evaluated from time to time to address the drawback for continuous improvement towards better quality of learning. © 2023 IEEE.

The Impact of Virtual Laboratories on Student Clinical Education Preparedness: A Mixed-Method Analysis

Introduction: The COVID-19 pandemic saw physical therapist (PT) education programs in 2020 add virtual options to prepare students for hands-on clinical skills. The purpose of this research was to investigate student confidence, preparation, and clinical performance based on their choice of virtual or in-person laboratory immersion. Secondary analysis compared 2020 cohort outcomes with the previous cohort in 2019 (prepandemic). Review of literature: Virtual skill acquisition has been studied with support for effectiveness in didactic and psychomotor skill acquisition. The impact on clinical education performance is unknown. Subjects: Student records from an accelerated hybrid, PT education program in 2020 (n = 91) and 2019 (n = 86). Methods: :In this mixed-method observational study, researchers analyzed a Qualtrics survey and the PT Clinical Performance Instrument (CPI) to compare student outcomes. Statistical analyses included chi-square, two-way multivariate analysis of variance (MANOVA), and Mann-Whitney U test. MAXQDA software was used to code student and clinical instructor narrative responses from the CPI related to strengths and areas for further development. Results: All students in 2020 attended laboratory virtually for 9 full days, and 24% of students chose virtual laboratory for the remaining 8.5 days;97% of students reported feeling confident going into their clinical experience (66% inpatient). No statistically significant differences were found based on instructional method (virtual or in-person) or clinical practice setting (inpatient or outpatient) for confidence, preparation, or CPI performance. Themes of wanting more time to prepare and more confidence in clinical decision making emerged from the qualitative analysis. Discussion: and Conclusion: Results indicate no statistically significant difference for virtual versus in-person laboratory and no difference compared with the 2019 cohort. Virtual instruction effectively prepared students for their clinical experiences across all settings. Although an in-person laboratory experience may be preferred, it is possible to deliver effective experiences in a virtual setting without compromising student performance. Further research is needed to confirm findings. Copyright © 2023 Academy of Physical Therapy Education, APTA.

Analyzing the effects of COVID-19 pandemic on supplier performance evaluation factors via fuzzy cognitive map with a hybrid learning system

PurposeThe COVID-19 pandemic has proven that how supply chain management (SCM) can become a crucial process for sustainability of the world's production/service. The global supply chain crisis during pandemic has affected most of the sectors. Home and personal care products manufacturers are among them. In this study (1) the problems at SCM of personal and home care products manufacturers during pandemic are discussed with the help of medium-size manufacturer and (2) the factors affecting suppliers' performance for the relevant sector during COVID-19 are analyzed comprehensively.Design/methodology/approachThe importance of the factors is evaluated using fuzzy cognitive maps that can help to reveal hidden casual relationships with the help of expert knowledge. In order to eliminate subjectivity due to usage of expert knowledge, the maps are trained with a hybrid learning approach that consists of Non-linear Learning and Extended Great Deluge Algorithms to increase robustness of the analysis.FindingsThe findings of the study indicate that the factors such as general quality level of products/services, compliance to delivery time, communication skills and total production capacity of suppliers have been crucial factors during pandemic.Originality/valueWhile the implementation of the hybrid learning approach on supply chain can fill the gap in the relevant literature, the promising results of the study can prove the convenience of the methodology to model the of complex systems like supply chain processes.

Exploring Hybrid EAP Writing Facilitated by the Holistic Shepherd Leadership Approach for SDG Issues

What has English for Academic Purposes (EAP) writing had to encounter during the Covid-19-induced distance education in addition to the common challenges of students' difficulties in the face of a lack of social collaboration? This study drew upon the theoretical framework of the Holistic Shepherd Leadership Approach (HSLA) to address these issues in a junior EAP course in a hybrid mode, and to examine learners' perceptions of their experiences of writing an opinion letter regarding Sustainable Development Goals (SDG). The researcher employed tests of entry and exit-level writing proficiency assessed in terms of quality and quantity, a semi-structured self-administered questionnaire, and stratified interviews to collect 34 participants' responses. The results showed positive pedagogical, cognitive, and affective results, linked with mixed conceptions regarding technical issues, and emerging challenges related to the holistic needs of different levels of learners. Implications and pedagogical strategies are offered. © 2022 Taiwan English for Specific Purposes Association. All rights reserved.

An innovative tailored instructional design for computer programming courses in engineering

Industry 4.0 and 5.0 topics are emerging fields and have seen rising demand recently. There is a critical need, on the other hand, for improved methods of instructing programming languages since a growing lack of student motivation during the pandemic has had a deleterious influence on the education of programmers. In this context, online/hybrid computer programming courses must be addressed with innovative solutions to support the field with well-educated professionals. In this paper, we present a case study to propose an innovative tailored instructional design for the online/hybrid learning environments for programming courses in engineering faculties. To develop the instructional design, the Kemp Instructional Design Model was followed. The instructional design is a result of the main outputs of the RECOM "Redesigning Introductory Computer Programming Using Innovative Online Modules” project, which aims to bridge the gap between the existing course design in programming courses and the needs of "Covid” and "post-Covid” generation students. © The Authors.

Assessing medical students' perception and educational experience during COVID-19 pandemic.

INTRODUCTION: The COVID-19 pandemic has significantly impacted the traditional delivery of medical education. Medical education programmes have had to cope with limitations on face-to-face learning, and accelerate the adoption of digital learning. In addition, the pandemic has potential serious implications on the psychological well-being of medical students. We aim to assess the changes in perceptions and experiences of medical students as a consequence of this pandemic. METHODS: Cross-sectional survey of medical students at Trinity College Dublin (TCD) between March and April 2022 was performed. The survey explored student satisfaction with the current education program, teaching delivery and the impact of COVID-19 on education and student well-being. RESULTS: 175 medical students participated in the survey. Overall, the majority of students were happy/neutral with their medical education. 93 (53.1%) felt tutorials and problem-based learning (PBL) to be the most effective method of teaching, followed by laboratory and clinical placements in 78 participants (44.6%) and hybrid-learning in 85 participants (48.6%). There was a mixed reaction to the changes in the delivery of education brought about by the pandemic. 67 participants (40.6%) felt happy with the changes, another 64 participants (38.8%) felt neutral, whilst only 34 participants (20.6%) were unhappy. However, most participants felt the pandemic negatively impacted their mental health, with 96 participants (55.8%) reporting negative responses. 58% of participants (n = 102/175) reported utilising the student support services at university campus and 49% (n = 50) were satisfied with their services. CONCLUSION: Digital content and delivery confer the benefit of greater flexibility in learning, the ability to learn at one's own pace and in a preferred environment, however lacks the advantage of bedside teaching and hands-on training. Our findings reinforce the potential advantages of online learning.

Work in Progress: Benefits of Learning Engineering Sciences to Transition from Face-to-Face to Virtual Learning of Engineering, Technology, and Computing due to COVID-19

For equatorial African countries such as Rwanda the power grid in some regions is either absent or highly unreliable even though these locations are blessed with reliable solar radiation most of the time. Designing and implementing solar power systems capable of supporting micro-computer systems such as Raspberry Pi devices that can be used in educational environments is a way to overcome grid challenges while at the same time imparting valuable lessons covering Engineering, Technology, and Computing. Using Learning Engineering Sciences best practices effectively mitigates how COVID-19 that has required standard face-to-face project and learning strategies to transition to virtual or hybrid strategies that utilize Open Educational Resources (OER). These strategies include video conferencing, file sharing platforms, and messaging applications to generate learning activities, create courses to construct the learning program for training teachers in the use of OER and Raspberry Pi desktop devices. © 2023 IEEE.

Integration of Adaptive Collaborative Learning Process in a Hybrid Learning Environment

Technology integration has been crucial in the practice of the learning process. The use of technology aims to find effective solutions to traditional learning problems. Despite the enormous efforts adopted, using e-learning systems was optional in many education systems. However, the COVID-19 health crisis has shown the importance of the transition to e-learning to ensure pedagogical continuity. According to several studies that have measured the impact of COVID-19 on education systems and the adopted solutions, blended learning represents an effective solution for combining the advantages of face-to-face and distance learning. But the implementation strategies regarding this mode of learning are still limited. For this purpose, we propose a hybrid learning model based on collaborative work through an intelligent assignment of learner roles. This approach aims to support adaptive learning via a hybrid learning environment. The proposed solution is based mainly on collaborative work as an active learning method, using the Naïve Bayes algorithm and Belbin theory. The usefulness of collaborative work is to keep the learning rhythm between face-to-face and distance learning and to encourage learners' engagement and motivation through this mode of learning. According to Belbin's theory, the results of this work propose an adequate role for each learner. This intelligent assignment leads the learner to live the learning situation and not undergo it. © IJASEIT is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.

Personalized and research-led teaching as building blocks to success during pandemic times in Austria's higher education sector

Problem: 35 years after signing the Ottawa Charter, the field of health promotion is undergoing a dynamic development. This also applies to the tertiary education sector. There is still no law in Austria that regulates occupations in health promotion. Another challenge is that students within a specific cohort have different interests, goals and prior knowledge. This requires flexibility and openness. Besides, the COVID-19 pandemic reinforced the need for digital, flexible and personalized teaching and learning opportunities at universities. Concept: In this paper the didactic framework of a full-time bachelors' programme as well as a part-time masters' programme at the University of Applied Sciences Burgenland is described. The CompHP framework and the outlines of a new health education policy in the DACH region formed the basis for defining study goals. Principles: In order to achieve the study goals, two didactic principles are combined: personalized teaching and learning and linking teaching and research. Conclusion: During the COVID-19 pandemic, using a variety of didactic principles and creating a concept for the implementation of distance learning methods can help meet the challenges during the knowledge transformation process. Results may be referred to a wide range of study programmes in various academic fields. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reserved.

Practical learning in hybrid environments: Can remote learning be active, authentic, and real?

Online strategies designed to enable practical learning were in use prior to the pandemic. Nevertheless, in response to the rapid shift to online delivery during lockdowns, face-to-face practical learning was often postponed and replaced with traditional transmissive and theory-focused modes. This paper reports undergraduate and postgraduate university students' online learning experiences in New Zealand, where some practical learning approaches were evident particularly in the fields of teacher education, health or medicine, and sciences. Using multiple methods, data stemmed from a national survey followed by individual interviews and focus groups. Findings affirm that practical learning is possible in hybrid contexts, and is no less real than learning on campus. In-home or community-based activities, virtual simulations, online practice, and video-based learning all offer engaging opportunities for practical learning.

Towards skill-based evaluation in a hybrid learning context: an experience in Aircraft Maintenance

COVID-19 forced Higher Education to take place virtually. The evaluation process was particularly sensitive, mainly if it involved written tests. Still, it posed an opportunity to revise learning activities and evaluations. The Aircraft Maintenance course at UPV was driven from a content-based evaluation toward a skill-based one, replacing an open-answer test with a thorough assignment. Student grades and surveys motivated the perpetuation of the activity once students were back in a classroom.

An analysis of the academic effectiveness of hybrid learning: the experiences of faculty and students in Kuwait

Purpose: This study aims to explore the impact of hybrid learning on the satisfaction, effectiveness and academic performance of faculty and students in private universities in Kuwait. The study specifically addresses the challenges and experiences confronted by students and faculty members in utilising hybrid learning, assesses whether hybrid learning leads to improvements in academic performance and proposes measures for providing quality hybrid learning models in post-coronavirus disease 2019 (COVID-19) situations. Design/methodology/approach: This study employed a quantitative method by collecting data via a questionnaire targeting private university students and faculty members in Kuwait. A total of 311 participants completed the survey. Findings: The results show that students were in favour of the hybrid learning method and viewed this as being efficient when coming to satisfaction, academic performance and overall effectiveness;whilst faculty members have voiced the members' disfavour of the hybrid model of teaching as the members believe that the system is unjust, especially when coming to student's academic performance. Originality/value: Although research related to hybrid learning in different parts of the world has existed for many years, the research only recently gained prominence in Kuwait due to the COVID-19 pandemic. This paper will likely be of interest to academics, policymakers, the government and universities as the pandemic continues to make hybrid learning more popular and, therefore, would increase awareness with regards to students' and faculty members' opinions about the system and proposed ways to resolve any issues. © 2023, Emerald Publishing Limited.

Difficulties in the Implementation of International Academic Mobility Programs: Student's Stance. Russian-German Experience in Solving Problems in the Context of the COVID-19 Pandemic

Introduction. Academic mobility of students is an integral part of quality higher education in Russia. A frequent problem is a difficult adaption to a foreign country. The article looks into to the problem of offsetting negative consequences of cultural adaptation of Russian students in German universities during short-term stay. The aim of the article is to work out recommendations on preliminary preparation of short-term international academic mobility programs between Russian and foreign partner universities, taking into account cultural adaptation of students. Materials and Methods. The research draws on surveys of students participating in the 6-month (1 semester) international Russian-German academic mobility program. As a survey technique, a group continuous correspondence survey was employed. The questionnaire was compiled following the conditions of relevance and representativeness using empirical indicators and descriptive statistics. The method of statistical factor analysis served a tool to identify the main factors influencing the quality of adaptation;for a comparative analysis of the results of the survey, statistical methods of comparing averages and statistical visualization were used. Results. The article analyzes the results of surveys of students of the German-Russian Institute of Advanced Technologies about the main points of education in Germany that cause them difficulties. A comparative analysis of learning in the context of the COVID-19 pandemic (hybrid, almost completely remote learning) with the period before the pandemic (full face-to-face learning) was made. Conclusions are drawn about the prevailing factors that influenced the success of learning in both cases. Examples of practical recommendations are formulated as to the necessary preparation of Russian university students for studying at European universities in the years following the pandemic, taking into account the results of surveys of teachers from the host German university, as well as the observations of an expert from the Kazan National Research Technical University over the teaching process at the Technical University of Kaiserslautern. Based on the results of the analysis of factors most affecting the success of Russian students in a foreign university, we propose measures aimed at accelerating and mitigating the adaptation of Russian-speaking students to a long stay in a foreign environment. In the aftermath of the COVID-19 pandemic, the hybrid form of education looks most effective, as it increases the success of Russian students studying abroad. Discussion and Conclusion. The proposed approach to the assessment of influencing factors and the developed methods for their elimination will help prevent similar problems in the future. The conclusions made by the authors contribute to the practice of short-stay international academic mobility organization. The article materials are of interest to the scientific and pedagogical community, faculty and management of educational institutions. © 2023 National Research Ogarev Mordovia State University. All rights reserved.

The art of hanging textiles between individual style and design authenticity: Blended learning model in art education

Against the backdrop of the pandemic, the teaching of art and design courses is being perceived as a challenge for lecturers and instructors owing to a shift in the types of courses during the COVID-19 era as well as the pandemic's physiological impact on students. This article demonstrates the impact of applying a blended learning model on a teaching method focusing primarily on developing the students' style and authentic design sense. This study was applied to one of the major courses in the Department of Textile Printing, Dyeing and Finishing, Faculty of Applied Arts, Damietta University during the first semester of the academic year 2020–21. The study comprises a questionnaire to assess the effectiveness of the blended learning model in the printed hanging textile design course, acknowledging the impact of the lecturer's teaching strategies and understanding the individual style development process from students' perspectives. © 2022 Intellect Ltd.

Evaluation of Hybrid Learning and Teaching Practices: The Perspective of Academics

This paper presents a study on the evaluation of hybrid learning and teaching practices by academics. A mixed research method involving a questionnaire survey and a focus group interview was employed to gather academics' feedback on their experience in delivering hybrid instruction in a synchronous manner in which on-site and remote students attended classes simultaneously, their students' hybrid learning effectiveness, and their suggestions for improvement. The questionnaire was administered to 76 academics from a university in Hong Kong where hybrid learning and teaching were implemented, and the focus group interview involved 10 academics. The findings reveal that the participating academics perceived themselves as having an overall high degree of readiness to handle technical issues. They expressed that the students from their hybrid classes had lower levels of interaction, engagement, and motivation than those from traditional face-to-face classes. The participants also reported their challenges regarding hybrid learning and teaching, including heavy workload for lesson preparation and face-to-face and online classroom management, unfamiliarity with interactive teaching design suitable for hybrid classes, and difficulties in monitoring students' learning process. They provided suggestions for the improvement of hybrid classes, ranging from the provision of technological support to professional development for enhancing students' online interaction and engagement. These findings contribute to revealing academics' experience in practising hybrid learning and teaching and identifying ways to address their challenges.

From guides to jugglers, from audience to outsiders: a metaphor analysis of synchronous hybrid learning.

Synchronous hybrid learning (SHL) is a new instructional approach that allows on-site and remote students to participate in learning activities simultaneously. Investigating metaphorical perceptions about new learning environments may offer insights into the ways in which they are perceived by various stakeholders. Yet, research is missing a thorough investigation into metaphorical perceptions about hybrid learning environments. Hence, our goal was to determine and compare the metaphorical perceptions of higher education instructors and students regarding their roles in face-to-face versus SHL environments. When asked about SHL, participants were asked to refer separately to the on-site and remote student roles. Following the mixed-methods research design, data were obtained from 210 higher education instructors and students who responded to an online questionnaire during the 2021 academic year. Findings showed that both groups perceived their roles differently in face-to-face versus SHL. For instructors, the "guide" metaphor was replaced with the "juggler" and the "counselor" metaphors. For students, the "audience" metaphor was replaced with different metaphors for each cohort of learners. The on-site students were described as an active audience, while the remote students were described as outsiders or observers. The meaning of these metaphors will be discussed in light of the impact of the COVID-19 pandemic on teaching and learning in contemporary higher education.