Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning

Blind students' mathematics learning results during the Covid-19 epidemic will be examined in this research using a Flipped Classroom approach. This research makes use of a quasi-experimental approach that includes non-equivalent control groups. Blind kids in grades IV and V make up the study's population of 16 participants. Saturated sampling was used to collect the samples. Students in the experimental class are taught using the Flipped Classroom paradigm, while those in the control class are taught using a direct learning approach as a comparison. A p-value greater than 0.05 indicates that the data are normal and homogenous. The average of two unpaired samples from data is compared using the independent sample t-test. There is no H0 for a t-statistic of less than 0.05;if it is less than 0.05, it is not accepted. First, the Sig.t count (2-tailed) or the P-value are compared to make the first decision. After the second judgment, H0 is no longer a valid hypothesis. Learning arithmetic in a traditional classroom or without any treatment utilizing the Flipped Classroom methodology was shown to be less beneficial for blind pupils during the covid-19 outbreak © 2023, Journal for ReAttach Therapy and Developmental Diversities.All Rights Reserved.

Business school grades, assessment scores, and course withdrawals in the Covid-19 pandemic

We compare student performance before and during the Covid-19 pandemic using three course outcome measures: grades, scores on standardized course-specific assessment tests, and the incidence of dropping, withdrawing, or earning a grade of F. Across 10,000 observations and all business disciplines, grades trended higher throughout pandemic, although student performance on assessment tests and the incidence of failing or dropping remained unchanged. This suggests that universities and employers who use GPA as a screening tool should be cautious. First-year and first-generation students did significantly worse in online courses when compared to courses with some in-person element, suggesting that universities and instructors may need to devote academic support resources to these subgroups. [ FROM AUTHOR] Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Assessment of 21st Century skills in a computing programme during the Covid-19 pandemic

Within higher education, the suspension of face-to-face instruction due to the Covid-19 pandemic has created numerous challenges, one of which is the assessment of student learning. In this article, the author examines the effectiveness of an existing assessment method, the computing professional skills assessment (CPSA) within a fully on-line environment in a computing programme at a university in the United Arab Emirates. The purpose of the CPSA is to measure students' proficiency in the 21st Century or professional skills - skills that are essential to life and workplace success, such as teamwork, communication and problem solving. The CPSA is designed as a small group assessment, where through an on-line asynchronous discussion students attempt to develop solutions to a computing-related problem that crosses disciplinary boundaries and to which there is no single correct answer. Results indicate that students performed consistently at or near the desired proficiency level. Based on these findings, it appears that the CPSA is an effective assessment for the 21st Century skills in a fully on-line environment. © 2022 WIETE.

Learning Mathematics with Plickers as an Assessment Tool in Rural Secondary School

Most Indonesian schools have to close immediately because of the COVID-19 pandemic, and there will be a quick transition to distance learning, requiring the usage of digital interventions. But the country's digital education infrastructure, particularly in rural schools, is not sufficiently developed to maintain and enhance students' learning outcomes. To address these problems Plickers (students response system) offers students an opportunity for a high-quality education while potentially reducing the cost of technology resources. This study enhanced integrated Plickers for learning mathematics in rural secondary schools. A quantitative and qualitative approach was used to examine how students participated in the learning and their perception, preferences, and motivation for using Plickers. The study involved 50 seventh graders, and 15 of them volunteered to participate in interviews. A paired samples t-Test revealed a significant difference between learning engagement on paper-based tests and learning engagement on Plickers-based tests. The majority of students also had positive opinions of Plickers, noting its usability, capacity to make learning more enjoyable, increase engagement in problem-solving, promote comprehension of the subject, and help students maintain their interest during class. While some students struggled to focus and thought Plickers was just a quiz tool that couldn't motivate them to learn. © 2023 IEEE.

Online teaching, learning, and health outcomes: Impact on medical undergraduate students.

Background: Online education has become a norm since the pandemic and it was a complete change for the medical curriculum. Many students missed patient interaction, which was a crucial part of their learning. Aim: This study was designed to know the perceptions of online teaching of both the non-competency-based medical education (non-CBME) and competency-based medical education (CBME) curriculum during the coronavirus disease 2019 (COVID-19) pandemic, learning outcomes, and health-related problems due to online teaching-learning in medical undergraduates. Materials and Methods: It was an online survey done after ethics approval. The survey questionnaire was sent to all medical undergraduates via email or WhatsApp and responses were recorded after informed consent. The total number of students who completed the survey was 346. Results: 66% of students found that online classes were not as enjoyable as offline. 66% found them time-saving with learning at their own pace. 85% felt they learned no clinical skills, and 80.6% said there was a lack of practical demonstrations. 71% experienced digital fatigue, 62% missed learning in a group, and 73% felt the poor motivation to study. Only 30% and 18.7% were confident enough to take a history or do an examination of the patient, respectively, after online clinics. 33% were confident to appear for university theory and only 11% for practical exams. The health problems faced due to online teaching included somatic complaints, sleep disturbances anxiety, and depressive symptoms in 40% of students. Conclusions: The students were dissatisfied with online teaching. Learning outcomes were affected, as they were not confident to appear for university exams. Hence, though teaching happened during the pandemic, the online education imparted revealed lacunae and health effects.

Alternative Clinical Practice During the COVID-19 Pandemic: A Qualitative Study of Nursing Students' Potential Loss of Experience.

Introduction: During the COVID-19 pandemic, the lockdown of nursing institutions changed nursing students' learning conditions in clinical practice. They were removed from their ordinary clinical practice and isolated in their homes for one week before resuming an alternative clinical practice. Owing to the changed learning conditions, nursing students had to readjust and find new and different solutions to manage their own learning. Objectives: This study aimed to investigate the impact of removing first-year nursing students from clinical practice during the COVID-19 pandemic on their perceived learning and development. Methods: A qualitative descriptive and interpretative design based on group and individual interviews was used. Eleven first-year nursing students from a university college in Norway participated in the study. They were interviewed from their homes, after completing their first 10-week clinical practice. Three group interviews and two individual interviews were recorded using the digital live video aid Zoom and analyzed using systematic text condensation. Results: The main theme "loss of experience," summarized how the nursing students experienced their first clinical practice during the COVID-19 lockdown. The nursing students shifted from a predictable to an unpredictable clinical practice without supervision from the nurse supervisor or the nurse educator. The organization and planning of the practice were left to the students, who bore the responsibility of achieving the learning outcomes. Three categories were identified: unpredictable learning situations, compensating learning activities, and achieving learning outcomes. Conclusions: Nursing students faced difficulties in their first clinical practice during the COVID-19 lockdown, which made a challenging study situation. Too much autonomy and responsibility for their own learning reinforced a loss of experience. The uncertainty of the study situation potentially harmed their professional development, learning outcomes, and self-efficacy, especially concerning basic nursing skills.

Evaluating blended learning effectiveness: an empirical study from undergraduates' perspectives using structural equation modeling.

Following the global COVID-19 outbreak, blended learning (BL) has received increasing attention from educators. The purpose of this study was: (a) to develop a measurement to evaluate the effectiveness of blended learning for undergraduates; and (b) to explore the potential association between effectiveness with blended learning and student learning outcomes. This research consisted of two stages. In Stage I, a measurement for evaluating undergraduates' blended learning perceptions was developed. In Stage II, a non-experimental, correlational design was utilized to examine whether or not there is an association between blended learning effectiveness and student learning outcomes. SPSS 26.0 and AMOS 23.0 were utilized to implement factor analysis and structured equation modeling. The results of the study demonstrated: (1) The hypothesized factors (course overview, course objectives, assessments, 1148 class activities, course resources, and technology support) were aligned as a unified system in blended learning. (2) There was a positive relationship between the effectiveness of blended learning and student learning outcomes. Additional findings, explanations, and suggestions for future research were also discussed in the study.

Emergency transition to remote learning: DoIt@Home Lab in engineering

PurposeThe interruption of on-campus teaching and learning, due to the COVID-19 pandemic, forced universities around the globe to rethink their pedagogical models and adopt innovative strategies and approaches that enabled continuity of learning. Engineering schools and faculties were faced with the challenge of how to continue to engage students with the practical component of coursework, especially in terms of lab work and experimentation, which are mandatory requirements for degree awards.Design/methodology/approachThis study documents how the Faculty of Engineering in a university in Oman engaged students with the practical component of their course during the pandemic by launching the remote DoIt@Home Lab. The DoIt@Home Lab approach included the design and development of video recorded labs, virtual labs, simulation exercises and DoIt@Home experiments which were provided to students as teaching tools and guides to conducting home experiments remotely.FindingsThis study presents the DoIt@Home Lab approach introduced to Year 2 Chemistry for engineering students. Students' grades improved by 11% over the previous year when the course was delivered face-to-face. Failure rates dropped by 8% while the number of students earning a 3.25 grade point average (GPA) or higher increased by 18%.Originality/valueThe DoIt@Home Lab for engineering courses could enhance students' learning experience and create an effective remote learning environment. While the DoIt@Home Lab was created to supplement on-campus activity in the event of a temporary disruption, it can also be used to supplement regular face-to-face program delivery.

Assessing the Zoom learning experience of the elderly under the effects of COVID in Hong Kong: application of the IPO model

PurposeThis study aims to investigate the perceptions of elderly learners in experiencing Zoom learning under the effects of COVID in the case of Hong Kong. Design/methodology/approachAn online survey and focus group interviews have been conducted with quantitative and qualitative approaches, respectively. The survey design was based on the input-process-output (IPO) model conceptual framework and used to assess students' perceptions regarding their Zoom learning experiences at the Elder Academy of Hong Kong Metropolitan University. Thereafter, selected students were invited to participate in focus group interviews to offer more in-depth comments for analysis purposes. Statistical Product and Service Solutions software and SmartPLS were used for data analysis of the survey, and content analysis was used to summarize opinions from the focus group interviews;thus, a comprehensive picture of elderly learners' learning experiences on Zoom is presented. FindingsAn overall positive perception was the result of elderly learners' Zoom learning journeys, particularly in the "input" and "process" stages of the IPO model. Yet, their perception of the "learning outcomes achieved" level in the "output" stage was lower among the rest, thus strongly affected by the factors of "interactions" and "teaching" experienced by elderly learners on Zoom. Although the perception of the youngest age group was more positive, none have agreed that Zoom learning was more favourable when compared with the traditional face-to-face mode. Originality/valueGiven Zoom as the short-term replacement option under the COVID pandemic, this study will provide recommendations for educators/institutions to improve their design of the whole learning process for elderly learners on the Zoom platform.

Unravelling the relationship between student engagement and learning outcomes in emergency online learning: a synthesis of quantitative and qualitative results

Adopting a mixed methods approach, this study examined the relationships between undergraduate students' motivation, engagement and learning outcomes during the COVID-19 pandemic. An online questionnaire survey was administered to collect quantitative and qualitative data. A sample of 10,060 undergraduates from 23 universities in China participated in the survey. The results of quantitative analyses largely confirmed the hypothesised relationships between students' motivation, engagement and the two learning outcome indicators (i.e. mastery of generic skills and overall satisfaction). The qualitative analyses not only supported the quantitative findings, but also identified four types of learning outcomes of online learning emerging from the data. The results indicated that emergent online learning had a favourable influence on students' learning strategies, but had mixed or negative effects on their learning effectiveness, attitudes and emotions. The qualitative results revealed eight major factors that facilitated or hindered students' engagement in online learning during the pandemic. These findings contribute to the conceptualisation and measurement of student engagement in online learning, and emphasise the need to conduct mixed methods research in different learning contexts. The implications for improving online learning and teaching in higher education are discussed. [ FROM AUTHOR] Copyright of Assessment & Evaluation in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Education in the Time of a Pandemic

Since 2000, there has been enormous progress in achieving the target of universal primary education. The United Nations Development Programme (UNDP) reports that while the total enrolment rate in developing countries has reached 91%, the quality of education is lagging. The report says that six out of ten children are not achieving a minimum level of proficiency in reading and math. Goal 4 of UNDP's Sustainable Development Goals (SDGs) aims to ensure that all children complete primary and secondary schooling by 2030. However, COVID-19 has added a sense of crisis to the existing inadequacies and inequities in our education system. Learning opportunities often remain closed for children from disadvantaged communities when schools are shut. A misalignment exists between resources and needs. Further, many innovations have emerged in tackling the issues around primary education in almost all countries, rich or poor, around the world. The chapter presents data collected during a pilot implemented by Akshara Foundation, an educational NGO, in the southern state of Karnataka in India. The data gathered presents the direct and indirect impact of COVID-19 on the education of children. Children studying in government schools are the worst hit during the pandemic. The uncertainties of school reopening, lack of clarity in guidelines on what needs to be done for engaging children in the educational process, and of course the great digital inequality have created a deeper crisis in education in general and more so for the most vulnerable sections of society. On the one hand, livelihoods are slowly rolling back, while on the other hand, children have been left in a nowhere situation, as most of the parents went get back to their respective occupations. Many children were left behind without sufficient adult supervision while their parents were out doing their jobs. Schools, in general, were also perceived as a safe place for children to be during a substantial period of the day with children provided with midday meals and engaged in learning activities. While the pandemic has thrown many challenges, current times also demand gathering of evidence from the grass roots to understand the damage caused by the pandemic. The chapter ends by presenting the innovative pilot Akshara Foundation implemented in Southern India as a possible solution when schools are closed and also after the reopening of schools. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer 2022.

A Large-Scale Study of Students' E-Service-Learning Experiences and Outcomes During the Pandemic

Background: The COVID-19 pandemic resulted in strict social distancing and lockdown measures to contain the spread of the disease. These measures significantly impacted experiential pedagogies, including service-learning. Many teachers pivoted to e-service-learning. While past literature suggests that e-service-learning is as, or even more effective than, traditional service-learning, there are few large-scale comparative studies that support this claim. Purpose: Our study fills the research gap via a large-scale study into student e-service-learning experiences and outcomes during COVID-19. Methodology/Approach: The study examines learning outcomes of students taking e-service-learning subjects during the early stage of the pandemic, i.e., the 2020/21 academic year, in a Hong Kong university, and compares their learning experiences and gains with a similar group of students who studied the same subjects from 2014/15 to 2018/19. Findings/Conclusions: Results indicate that while e-service-learning is effective in enhancing students' cognitive and civic learning, it is less effective than traditional service-learning in facilitating civic learning outcomes. Implications: Investigating students' learning experiences suggests that the quality of reflection and interaction with the community, which are critical learning experience components, may have been impacted by online communication. These factors may have played a key role in influencing the effectiveness of e-service-learning compared to traditional service-learning. [ FROM AUTHOR] Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

A comparison of medical and pharmacy student perspectives of a clinical interprofessional home-visit versus a virtual interprofessional workshop.

Background: No Place Like Home is a clinical interprofessional education (IPE) activity whereby pharmacy and medical students conduct home visits under the guidance and supervision of a clinical preceptor to homebound patients. Purpose: We examined pharmacy and medical student perceptions of mastery of interprofessional competencies during an in-person clinical home visit pre-COVID-19 pandemic versus a virtual IPE learning activity consisting of didactic and case discussions in response to the global COVID-19 pandemic. Methods: We administered the same modified Interprofessional Collaborative Competency Attainment Survey (ICCAS) instrument, which uses a five-point Likert scale, to both the in-person and the virtual IPE students following their learning activity.   Results: We received a total of 459 completed survey responses with an overall response rate of 84%. For both groups of students, the in-person format was preferred, however, to our surprise, the results indicated that students in the virtual group reported greater perceived gain in interprofessional skills than students in the in-person group. In addition, pharmacy students perceived greater gain from the interprofessional activity and offered more thoughtful reflections about their experience. Conclusions: Even though both groups of students preferred the in-person visit, the IPE objectives were equally (for medical students) or better (for pharmacy students) absorbed in the virtual environment than the in-person clinical home visit.

Improving Sustainability of Learning Outcomes: An Empirical Study of Medical Students' Autonomous Learning

Achieving sustainable learning outcomes for medical students requires the assessment of their engagement in autonomous learning, and the development of sustainable autonomous learning skills. This study examined the relationship among autonomous learning, academic support, school satisfaction, and learning outcomes. It used structural equation modeling to analyze data from 725 medical students studying at Huazhong University of Science and Technology, Wuhan. The findings showed that autonomous learning was positively related to academic support, school satisfaction, and learning outcomes. Furthermore, both school satisfaction and learning outcomes were positively correlated with academic support. Similarly, school satisfaction was positively correlated with learning outcomes. Academic support and school satisfaction mediated and serially mediated the relationship between autonomous learning and learning outcomes, respectively. Additionally, autonomous learning had positive direct and indirect effects on learning outcomes through the serial mediation of academic support and school satisfaction. The serial mediating effects of academic support and school satisfaction were significant. Thus, autonomous learning was considered to be an important aspect of sustainable learning outcomes;educational administrators could systematically encourage students' autonomous learning to increase their invested time and effort, and help students improve their learning outcomes.

How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis

As a form of assessment, examinations are designed to determine whether students have met learning outcomes. However, students with disabilities report avoiding examinations, selecting units of study where the assessments align with their strengths. To ensure examinations do not contribute to the systematic exclusion of students with disabilities, it is important to explore their experiences. In this paper, we use a sociomaterial frame to analyse how examination arrangements construct inclusion in examinations. Interviews with 40 students were conducted across two universities. Inclusion or exclusion was variably constituted for students through emergent combinations of social and material arrangements. Covid-19 pandemic related social distancing related changes such as shifting examinations online, using technology, increasing time limits and moving to open-book examinations contributed to increased inclusion for most students, who were able to use familiar equipment in spaces they had adapted to their own needs. Staff acceptance and implementation of access requirements and assessment flexibility also contributed. While the attitudes and actions of staff involved in examinations can facilitate inclusion, reducing the need for adjustments through assessment design is important. This requires consideration of how time, technology, equipment and materials contribute to inclusion or exclusion, which may have benefits for many students.

A Smart Testing Model Based on Mining Semantic Relations

Engaging personalization in the education process is considered one of the success factors for raising the educational process quality by altering the educational institutions' vision for gaining more flexibility while attaining the institution's objectives. It is a fact that the situation of the COVID-19 pandemic is one of the main reasons that forwarded attention to online learning as an obligatory path rather than being optional until the arisen situation of the COVID-19 pandemic. This situation has altered the educational institutions' perspective permanently. This research proposes an intelligent model which considers the personalized student characteristics in exploring the student learning styles variation, then considering this variation in building the student exam. Following this model ensures the compatibility of the conducted exam with the student's capabilities as well as the course Intended Learning Outcomes (ILOs) coverage. The balance in building the exam with covering the course objectives as well as the appropriateness with the student's personalized characteristics is the main objective of this research. The proposed model has been applied and proved its applicability in enhancing the students' exam results to 92.36% and raising the exam quality level. © 2013 IEEE.

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students' preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback. © 2023 by authors;.

Technology Readiness and Learning Outcomes of Elementary School Students during Online Learning in the New Normal Era

Technology readiness is a condition where students are prepared to support the success of online learning during the COVID-19 pandemic. Good technology readiness will support learning and have an impact on student learning outcomes. This study aimed to determine the influence of fourth grade elementary school students' technology readiness on their online learning outcomes in the new normal era. The current research was conducted using a quantitative method through a survey on 93 elementary school students in Kretek District, Bantul, Yogyakarta, Indonesia. Samples were taken randomly using an incidental system from all fourth grade elementary school students with a population of 122 students. The technology readiness data were collected using a closed-ended questionnaire containing 20 statements, while data on learning outcomes were gathered from the students' final exam results. Data analysis was conducted using descriptive and inferential statistics. The results showed that technology readiness had a positive influence on student learning outcomes. Hypothesis testing using a simple linear regression test revealed that at a significance level of 0.000 (< 0.05), the t-calculated (8.496) > t table (1.701). Thus, it can be concluded that technology readiness has a significant effect on fourth grade students' learning outcomes in the new normal era. It can be concluded that technology readiness has a significant effect on the learning outcomes of fourth grade students in the new normal era. The aspect of technology readiness supports students' ability to manage digital learning resources, digital platforms, and learning devices. The learning process using digital learning resources will run optimally and have an impact on the achievement of learning outcome. © 2023, Pegem Egitim ve Ogretim Dergisi. All Rights Reserved.

Online course formats and student self-efficacy in academic skills predict persistence in introductory psychology

Concerns about student persistence in online college courses have increased since the onset of the COVID-19 pandemic. This study examined factors associated with self-selection into asynchronous versus synchronous online course sections and effects of course format, self-efficacy, and self-regulatory behaviors on course withdrawal rates and final grades in Introductory Psychology. We assessed learning outcomes of students (N = 563, Mean age = 20.3 years) enrolled in Introductory Psychology at a nonselective, minority-serving institution in Spring 2021. Half of the sections were fully asynchronous;half met synchronously via Zoom. Students enrolled in asynchronous sections were more often first semester students;asynchronous students were less likely to access the online textbook or check Blackboard settings before submitting their first assignment. While students enrolled in synchronous sections more often reported challenges sustaining attention and motivation, students enrolled in asynchronous sections more often reported difficulties managing coursework and work obligations. Controlling for demographic factors, students in asynchronous sections had a higher risk of withdrawing, as did students with lower self-efficacy and those reporting family obligations. For students completing the course, final grades were associated with accessing the textbook, reading comprehension, and demographics, but not with course format or self-efficacy. These findings provide insight into factors that predict enrollment in online course formats and subsequent associations with learning outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

From In-Class Experiments to Lab@Home for General Chemistry Laboratory: Hands-On Experiences During the Pandemic Lockdown

The COVID-19 pandemic, which emerged in early 2020, forced educational institutions in Thailand to chiefly rely on online learning during the government mandated lockdown for almost two academic years. Although migration to the online format seems to suit lectures, it is inadequate for laboratory courses since students could not do the experiment themselves. To overcome this deficiency, four existing in-class experiments in General Chemistry Laboratory courses at the Department of Chemistry, Faculty of Science, Chulalongkorn University were extensively revised to be Lab@Home format. Extra activities and design-your-own-lab were also included in every experiment. These experiments were prepared and bundled in two Lab@Home kits (<US$4 per kit), one for each semester, and sent to over 800 enrolling students twice by supportive staff. The self-evaluation of learning outcomes was satisfactory (4.26 ± 0.16 out of 5 from five experiments). Students' feedback affirmed that hands-on experiences partook in a better knowledge acquisition since they witnessed the results and could develop their learning process much better than concluding something from merely watching videos. Moreover, the design-your-own-lab allowed them to gather information from their classmates, thus broadening their insight. They also acknowledged the act of caring, and many expressed their gratitude for the department's effort to deliver this experience. This Lab@Home project is not only beneficial for students' learning but also an excellent opportunity for supportive staff to execute a sizable and challenging project.