ABSTRACT
The TWENTY-first century has given rise to considerable technological advances within educational levels, political and economic, however, with the arrival of the pandemic COVID-19, these features have shown a facet of compulsory developthe human. One of the relevant aspects found in the condition of omnicanalidad that has emerged as an instrument of great importance in these times. Therefore, the research has been proposed as the aim of clarifying the influence that has tenidor new strategies in the support institutional in their work with students and teachers in the midst of the pandemic COVID-19 through a model omnicanal The work was addressed from the qualitative approach, we used the method etnometodologico, and the tool of the in-depth interview, which prompted respondents to reflect on events that occurred due to the pandemic COVID-19. The findings showed the development of the category University omnicanal: New strategies to improve the technical support institutional. The document shows us that these strategies are accurate
ABSTRACT
The Internet of Things (IoT) has had a significant impact on human existence. This branch of study will lead to the creation of technology and concepts that will enable humans to communicate with machines. that is specifically developed it for a specific job. Students and faculty members need to have access to educational service. When learning became fully electronic, during the Corona pandemic, every effort was made to strengthen services such as technical support and access to education materials. Chat bot is the most popular feature on Telegram which allows a third party or user to design bot functionalities based on user requirements. As a result, autoresponder messages can help solve a variety of issues, including searching for educational sources, accessing technical support channels, and FAQs, and easing the heavy burden on technical support that occurred during the COVID-19 pandemic. By developing this service, you may get reply by essential information to lecturers, students, and the academic community while saving time and handling many requests concurrently. Where the service has been developed to be available 24 hours to provide all data and access links directly without having to search for them. © 2023 IEEE.
ABSTRACT
The pandemic of the COVID-19 virus initiated a rapid organizational transformation of teaching at all levels of education and its implementation in a virtual environment. In this context, teachers' perceptions of the predictors of online teaching largely determined the quality of its current implementation, but also the character of its further application in the future. Using the survey method, research was carried out with the aim of examining the attitudes of teachers in Serbia about personal predictors of online teaching and their determinants, in the past two school years. Personal predictors of online teaching are operationalized through the cognitive and affective competence of the teachers, as well as through organizational and technical support. Six hundred and seven teachers, who teach in the first three cycles of education, from all districts of the Republic of Serbia, participated in the research. Regarding all personal predictors considered, teachers evaluate cognitive competence as the most important predictor of the implementation of online teaching, then affective competence and finally, organizational and technical support. As the results of the research suggest, a significant influence of the dominant online experience, of the applied online platform, work experience and educational cycle on teachers' perceptions of affective competence as a predictor of online teaching were determined, while the perceptions of organizational and technical support were significantly influenced by the place where the school was located and the applied online platforms. The obtained results may have implications for pedagogical practice and professional development of teachers in terms of consideration and awareness of the role of various personal predictors required for the successful use of modern educational technology. [ FROM AUTHOR] Copyright of International Journal of Cognitive Research in Science, Engineering & Education (IJCRSEE) is the property of International Journal of Cognitive Research in Science, Engineering & Education (IJCRSEE) 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.)
ABSTRACT
VirtualWorx™ began as a 2015 Raytheon Six Sigma process improvement project to solve challenges faced by customers who were being asked to "do more with less"such that Operations Sustainment (OS) costs became a significant aspect in the planning and awarding of new systems, as well as for upgrades to existing systems. This raised the need to investigate opportunities that reduced OS costs, which spanned the spectrum from technology-enabled maintenance operations to autonomy and analytics. VirtualWorx™ focused on the former and in particular, the process of flying technicians to international field sites to solve challenging troubleshooting and repair issues that were beyond the capabilities of the local maintainers but would have broader implications affecting product maintainability.The opportunity focused on business process improvement through the insertion of technology to better leverage global human resources and extend the significant breadth and depth of engineering expertise from Raytheon Centers of Excellence. This would allow support of deployed systems anywhere in the world through secure two-way audiovideo communication up to and including augmented reality-based interactive remote collaboration. Figure 1 depicts the brainstorming session that resulted in a "back-of-The-napkin"design.The vision was to provide a secure enterprise, technical collaboration solution by implementing augmented reality-based communication capability to improve operational availability (Ao) of a system to perform its mission, reduce overall sustainment costs (including significant reduction in program travel), and provide effective troubleshooting of systems under repair.The proposed strategy prioritized customer driven use cases and network architecture development to:•Establish scalable Outside Contiguous United State (OCONUS) reach-back connectivity for technical support between a remote user and subject matter expert over a secure infrastructure worldwide•Facilitate technical support via a common environment using Augmented Reality (AR) capabilities over existing company network infrastructure•Enable the spectrum of collaboration across the enterprise to reduce staffing costs, leverage technical expertise, and provide improved Efficiency, Effectiveness, Capacity, and Capability (E2C2).With a strong business case, a successful proof-of-concept phase gained support from senior leadership in engineering and digital technology and earned further investment through Raytheon Independent Research and Development (IRAD) funding to move the project forward into a pilot phase for the first use case-remotely supported maintenance.To date, VirtualWorx™ has been successfully piloted and deployed on various internal and customer programs handling a variety of data and communication-rich exchanges that span the entire development life cycle.Underneath the system's hardware and Raytheon Technologies' global network infrastructure, VirtualWorx™ is powered by Librestream's Onsite software platform that provides responsive technical support throughout the product life cycle allowing the emerging workforce to respond in a way employees feel most comfortable-via video.VirtualWorx™ has become a Raytheon Technologies Enterprise solution for end-To-end augmented reality collaboration specifically tailored to support remote maintenance of aerospace and defense repairable assets. The on-premises solution carries export controlled technical data and delivers live reach-back support over an increasing variety of use cases since the initial proof-of-concept-to support maintenance and repair of deployed systems around the world. It streams AR-enhanced live audiovideo between field service engineers, subject matter experts, domestic and international business partners and is accessible anywhere on the company's global network and through virtual private networking (VPN) access from off-site locations.Return on investment (ROI) has been realized from the initial remote maintenance use case to broader applications of the technology to reso ve both internal and external challenges. Many of these recent challenges were especially brought on by recent COVID pandemic conditions that restricted global travel, limited face-To-face communication, and prevented movement of personnel as sites were locked-down due to COVID exposure concerns. © 2023 IEEE.
ABSTRACT
This quantitative study scrutinized the self-assessment of Physical Education and Sport teachers about their online physical education (PE) classes, which stemmed from the closure of schools and mandatory distance education during the COVID-19 outbreak. The data collecting tools of the study were the "Evaluation of Teacher Effectiveness Questionnaire in Physical Education (SETEQ-PE)" developed by Kyrgiridis et al. (2014) and adapted to the Turkish Ektirici et al. (2016). The participants were composed of 172 volunteer physical education and sports teachers who were determined via convenience sampling model. The data collected covered such demographic information as age, gender, sports-type, teaching, and schoolwork experience besides the items related to distance education, hardware support, proficiency in technological infrastructure, and application/software. The findings of the study showed that certain variables such as technological competencies, technical support provided by the school, and application/software support were influential in the participant physical education teachers' self-assessment. In addition, it was found out that SETEQ-PE variables such as technological competencies, technical support provided by the school, and application/software support affected to PE and sports teachers' self-assessment responses. However, no significant differences were determined in SETEQ-PE results about synchronous or asynchronous implementation of the physical education lessons, gender, and age.
ABSTRACT
The COVID-19 pandemic ushered in pivotal changes in higher education as universities across the country closed campuses to slow the spread of disease. The global shift to online forums resulted in the need to rapidly rethink and reimagine the delivery of traditional in-person events. At Old Dominion University, the authors transitioned their Student Success Conference to a virtual format to prioritize the safety of attendees. In this article, they explore the strategies for adjusting to a virtual conference including benefits and lessons learned.
ABSTRACT
Since the late 1990s, internet-based distance-education programs have attracted students and instructors who could be geographically distributed: they could learn and teach from anywhere. However, the model for the staff who support distance-education programs was overwhelmingly the traditional place-based office with co-located physical and human resources. The idea of the campus as the physical location where services are literally housed was slow to shift to a distributed-workforce model until the COVID-19 pandemic forced an emergency shift to remote instruction and remote support services, starting in early 2020. While there have been a few colleges and universities whose distance-education staff were intentionally flexible, hybrid, or agnostic regarding the physical location of work, far more of our programs remain stuck within larger institutional contexts, policies, and expectations that the work of the campus must take place on the campus. This article outlines the history of distributed work in higher education, shares models for shifting from co-located to hybrid and fully remote units, offers tips for how to manage such arrangements, lists ways to attract and keep remote distance-education staff members, and suggests policy and infrastructure needs that support successful remote-staff units.
ABSTRACT
This study aims to understand the factors that provide student satisfaction in online learning during the COVID-19 pandemic. The unit of analysis of this research involved 581 student respondents who had done online learning. This study uses a quantitative approach with SEM-PLS analysis to answer the three research hypotheses. The factor studied is the relationship between University Support, Online Learning Tools, Technical Support, and Student Satisfaction. The results of the analysis state that all items are valid and reliable with the indicated values of loading factor (LF), Average Variance Extracted (AVE), composite reliability (CR), and Cronbach's alpha (CA) > 0.5. Meanwhile, the value of R2 = 0.545, which means the model is quite representative. The results of the analysis of all hypotheses showed a positive and significant impact on Student Satisfaction. These results indicate that online learning activities during the COVID-19 pandemic really need university support and online learning tools that are well available from devices that can be used by students and teachers and technical support that is ready to solve all problems. © 2022 IEEE.
ABSTRACT
Due to consistent growth in eLearning in the United States, particularly during the COVID-19 pandemic, a great amount of emphasis has been placed on what is required to ensure that students find success in online education. With an estimated $13 billion invested in online education as of 2019, institutions of higher education must work to ensure that financial investments are well-spent and produce desirable educational outcomes. This mixed methods descriptive study addressed research questions designed to examine two specific factors pertinent to the success of students in eLearning environments. The research questions are: 1. "What is the perception of community among students enrolled in online synchronous courses?" and 2. "What is the perception of availability of technical support among students enrolled in online synchronous courses?"Participants in the study consist of 21 students from multiple sections of a synchronous online English 1 course offered at a two-year technical college in upstate South Carolina. The quantitative data consisted of questions from two survey tools about the perception of community and presence of technical support currently in online synchronous course offerings. In addition, focus group interviews assessing student perceptions of community and support in the synchronous environment were integrated into the data collection process. The results showed that students did not have a sense of community and desired for that element to be more incorporated into the course interactions, improving the overall student experience with the course studied. Further, students voiced a desire to have more effective and easily accessible means of seeking technical support when needed to participate in the synchronous instruction. Recommendations from this study suggest that colleges should place a high priority on developing specific opportunities within online synchronous course design for students to develop a sense of community among learners. In addition, technical support was shown to be a major factor in the student's ability to access content and be successful in the online synchronous environment. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
X-ray radiography is used to get medical images of body parts such as chest, bones etc. These images help in detection of anomaly in inspected body part, for eg- Chest X-ray are used for detection of many diseases such as Covid-19, Pneumonia and Cancer. However, images obtained from radiography are low in contrast and with high noise level. Enhancement of an image is very crucial for the diagnostic purpose, as currently medical images are very helpful in identifying various disease and problem in human body. With the technical support, the enhancement is considered one of the first-rate methods for the betterment of visualization and raising the standard for understanding and clearing the image details. In our work, we have focused on the contrast enhancement and noise reduction, using Histogram equalization, CLAHE (Contrast Limited Adaptive Histogram Equalization), median filter and DCT filter for chest X-ray images of COVID-19 positive patients. The dataset of 6,334 images are collected from the Kaggle repository. All these methods are combined and as a result, has provided the best output by giving a colored enhanced image, highlighting the major details. This work will be helpful in the diagnosis of various kind of the diseases from radiographic approach. In the future, we will extend the process for the diagnostic part of COVID-19 from the enhanced images dataset, which will help in easy detection and work as a technological support to healthcare system. © 2022 IEEE.
ABSTRACT
The outbreak of COVID-19 has brought the disrupt change to education activities;from face to face to distance learning. In large-scale e-learning implementations, both teachers and students face an overload of subject material, making it difficult to adjust to the online context. This qualitative research investigated the students’ perception of e-learning implementation from the perspective of translation-course participants. The perception reflected the student challenges that categorized as adaptability to e-learning environment;technical availability and computer literacy;time-management, learning engagement;and self-effort and readiness. A semi structured-questionnaire Google Form that consisted of 19 items was developed to collect the students' perceptions and opinions. The questionnaire distributed and collected online. The data was tabulated, presented, and analyzed statistically. The perception of students on e-learning revealed the importance of improvement on technical support for learning instruction and material presentation, as well as students’ self-discipline on learning schedule. The finding of this study was feedback for authors to provide effective teaching by consideration to student's challenges in the e-learning environment. © The Authors.
ABSTRACT
Due to COVID-19 exposures globally, all institutions have begun providing education using remote learning to prevent functional standstill and promote continuity in learning. During the COVID-19 epidemic, bachelor of nursing students was asked to describe the challenges they faced in their clinical job, education, performance, online tests, and psychological health and cooperation.A closed-ended pre-validated online questionnaire was issued to all undergraduate nursing students at our university.Categorical variables were analyzed using a Chi-square, and multiple regression analysis was adopted for comparing student'se-learning domains This cross-sectional study included 322 nursing undergraduates (N = 322). Students' biggest concerns included exam criteria (77.3%), preclinical training (61.6%), management support (69.8 %), difficulty understanding online lectures (48.9%), technology barriers (71.8%), and fear about course completion (73.96%). Femalenursingstudents were more likely than male students to report that COVID-19 hurt their mental health (stress about online learning) (p = 0.031). COVID-19 had a considerably more detrimental effect on senior students' perceptions of teamwork than did COVID-19 have on junior students (p = 0.004).More study is needed from developing countries to define standards for delivering excellent education in the event of a pandemic, which creates an unprecedented situation that necessitates using a remote e-learning system.
ABSTRACT
The COVID-19 pandemic has changed the landscape of teaching pedagogies, assessment methods, supervision, and student engagement in higher education institutions. Exploration of students’ perception on online teaching and learning (T&L) in terms of their level of satisfaction is an important core indicator of their acceptance to enhance the long-term impact of the online (T&L) activities. The objective of the study is to determine the level of satisfaction of online (T&L) activities and its involved technical support among postgraduate students in the Faculty of Health Sciences, Universiti Kebangsaan Malaysia (UKM). A validated questionnaire was used to conduct the survey. A total of 81 postgraduate students were recruited using purposive sampling in the study. Results showed that more than 86% of the students were satisfied with the online T&L activities except for two areas where 50% of the students felt that the curriculum structure design was too heavy and they felt stressed after attending the first online class and examination. On the other hand, more than 70% of the students were satisfied with the technical support for the online T&L. Although the satisfaction level for both was high, there was no association between them, χ2 (1, N = 162) = 3.8, p = 0.42. In conclusion, the postgraduate students of the Faculty of Health Sciences, UKM are satisfied with the online T&L process, which implies a good reception. A review of curriculum structure and design that considers the psychological and behavior changes among students during online T&L is also recommended for the online T&L continues to be effective in the future. Copyright © 2022 Ghazali, Zainodin, Madhavan, Gnanasundram, Nisar, Abd Rashid, Muniandy and Tang.
ABSTRACT
In March and April 2020, virtually every institution found themselves scrambling to adapt to the tectonic shift in campus life caused by the COVID-19 pandemic. Fortunately, MSU Denver Information Technology Services found that the department was better positioned than some peers due to a range of strategic and technical decisions that positioned the organization for scalable adaptability. Ranging from service delivery model and client asset management to enterprise systems and information security, this presentation will discuss these topics, analyze the root of the decisions that were made and evaluate areas where the team did not anticipate the needs that arose. © 2022 ACM.
ABSTRACT
Since 2020, COVID-19 has completely changed the daily activities of almost all nations, and education has been heavily affected. Becauseof school closures, face-to-face classrooms were halted or replaced with onlineclasses in which both lecturers and learners had to adjust their teaching andlearning styles to cope with unexpected situations. The ‘new normal’ of learningfrom homes, spending hours staring at screens, and struggling with piles ofonline tasks has somehow demotivated students to continue learning. This studyexplores factors affecting students’ desire to take online courses after experiencinge-learning during COVID-19. Nine hundred fifty-five students of VietnamNational University took part in the survey via an online questionnaire. Datawere analyzed using SPSS 20;correlation, hierarchical regression was employedto examine how online factors influence students’ decision. The research resultsshowed that skill enhancement, self-regulated learning, lecturer interactionduring the course were among the most important predictors of students’ desire totake more online courses. In contrast, student interaction imposed no significantinfluence. This study gives the theoretical background for other studies in thesame field and suggests practical implications for governments and universitiesto implement online training better to cope with the pandemic © 2022, International Journal of Interactive Mobile Technologies. All Rights Reserved.
ABSTRACT
COVID-19 has caused the closure of schools around the world. According to the Global World Forum, more than 1.2 billion students have dropped out of classrooms worldwide. As a result, education has transformed dramatically with the extensive rise in elearning where teaching is delivered remotely through technological solutions and platforms. Even though successful transitions among many universities have taken place, the users' expectations of e-learning systems are still poor due to this rapid movement. Therefore, e-learning systems need to be investigated from a perspective of quality in order to ensure its effectiveness. The aim of this study is to empirically investigate the role of quality factors in influencing the effectiveness of e-learning systems from the perspective of academic staff. A quantitative approach was adopted using a web-based questionnaire. A total of 129 valid questionnaires were obtained through simple random sampling techniques. The results of the study indicated that all examined factors, namely, System Quality (SQ), Information Quality (IQ), Service Quality (SEQ), Technical Support Quality (TSQ), Course Design Quality (CDQ), and Learner Quality (LQ), influenced E-learning System Effectiveness significantly. The proposed factors explained a significant percentage with 90.8 percent of the total variance of E-learning Effectiveness. Furthermore, the results of multiple regressions using stepwise analysis indicated that the top three contributing factors were Service Quality, Learner Quality, and System Quality respectively. Moreover, the results revealed that Attitude partially mediated the relationship between Service Quality and E-learning System Effectiveness. Several implications and recommendations were proposed for future research.
ABSTRACT
Influenced by COVID-19, online learning has become one of the most important forms of education in the world. In the era of intelligent education, knowledge tracing (KT) can provide excellent technical support for individualized teaching. For online learning, we come up with a new knowledge tracing method that integrates mathematical exercise representation and association of exercise (ERAKT). In the aspect of exercise representation, we represent the multi-dimensional features of the exercises, such as formula, text and associated concept, by using ontology replacement method, language model and embedding technology, so we can obtain the unified internal representation of exercise. Besides, we utilize the bidirectional long short memory neural network to acquire the association between exercises, so as to predict his performance in future exercise. Extensive experiments on a real dataset clearly proved the effectiveness of ERAKT method, they also verified that adding multi-dimensional features and exercise association can indeed improve the accuracy of prediction. [For the full proceedings, see ED615472.]