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This qualitative study explores the implementation and adoption process of the use of digital devices and tools in teaching and learning before, during, and after the COVID-19 pandemic in Nepal. Using Rogers' diffusion of innovation theory as a framework, the study examines the adoption and adaptation of digital devices by in-service secondary mathematics teachers (n = 62) and the teachers' perceptions of and preferences for instructional modalities. The findings suggest that, despite the increased reliance on digital devices during the pandemic, there is a lower likelihood of them being used in face-to-face classrooms in developing countries, such as Nepal. The adoption of online learning had not yet reached the adoption stage, even after the onset of the COVID-19 pandemic. Prior to the pandemic, online learning was not widely adopted by teachers in developing countries societies. The study also provides important insights into the challenges of and opportunities provided by using digital devices in post-COVID-19 classrooms, and its implications for policymakers and educators in Nepal. © 2023 by the authors.
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In this note, we present the preliminary findings from a qualitative interview-based study among migrant workers in India who went through much hardship in the wake of one of most strict pandemic-induced lockdown in 2020. Through this study, we narrate the four ways in which digital technologies enabled the relief and crisis mitigation efforts targeted to migrant workers and how that in turn shaped the workers' experience of the crisis and associated relief efforts. We argue that more flexible use of familiar digital tools and channels, collaboration across state and non-state actors and assistance from human intermediaries in navigating ICTs make for more effective and inclusive relief measures. © 2022 ACM.
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During the spring 2019, the prerequisites for conducting education were changed due to the pandemic. For higher education in Sweden almost all education switches on to digital education. Nursing education has focus on both theoretical and practical courses, which is a challenge for digital or distance education. Furthermore, the nursing programme at the studied university used problem-based learning (PBL), with base-groups at campus. Instead of physical meetings at campus, the base-groups took part with digital tools. The impact of base-groupsmeeting with digital tools are important to reflect on, especially since the education and learning of future probably will be more hybrid. © 2022 Christel Borg, Johanna Tell, Terese Lindberg, Lina Nilsson, Anki Olsson, Malin Forsbrand & Lisa Skär.
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Education changes with the passing of time, in the modern age schools and universities emerged, including the teaching given by church professors, until the diversification of classes that could exercise the right to education given by governmental models such as democracy. All these changes transformed several human paradigms, among the recent changes of the contemporary age, we found: secular education, and virtual education, the latter became potentialized thanks to a global event. In the year 2020, humanity faced a critical situation that had not been experienced for more than six centuries, since the emergence of the Black Death in Eurasia in 1347-1353. The Covid-19 pandemic disrupted "normality”, according to the Economic Commission for Latin America and the Caribbean (ECLAC), leading countries to take restrictive protective measures, including the suspension of face-to-face classes in all educational institutions. Thanks to this event, digital tools were essential for the intellectual and economic development of the world, among those used was the e-learning platform that allowed teachers and students to interact with each other. However, there coexisted countless homes in which buying a technological device or hiring internet service was not possible, either because of the economic situation or geographical location, they could not access virtual classes, which led them to make monetary sacrifices such as: loans or mobilizing to places where the signal could reach. © 2022, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.
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The Covid-19 global pandemic has represented a challenge for education, which had to migrate to virtual environments. Universities adopted different teaching methods to keep contributing to the growth of the professionals in various fields. In this context, the Biomedical Engineering program of the Pontificia Universidad Catolica del Peru and the Universidad Peruana Cayetano Heredia had to change or adapt the methodology of the courses included in its curriculum in order to reach the learning objectives. This paper presents a methodology for an innovative approach of simulated scenarios using digital tools for the virtual teaching of Clinical Engineering. The learning results achieved in two semesters of implementation of the methodology, during 2020 and 2021, were measured by means of a survey applied to the students at the end of the course. Obtaining achievement results above 76 % and improvement opportunities that would be useful for the next version of this course and for the replication of the methodology in other universities. © 2023 IEEE.
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In recent years, technology applied to education has advanced by leaps and bounds;Pressured by the Covid-19 pandemic, it has been necessary to move from face-to-face to virtual, which has required teachers to show the full potential of digital tools, such as visual organizers. The objective of the research was the interpretation of the utility of graphic organizers (GO) for the acquisition of learning in higher education students. The methodology used was qualitative, a type of basic research of hermeneutic design;Through interviews with teachers with expertise in GO, interviews were conducted with teachers with extensive experience in the use of GO, processing the information with AtlasTi. As a result, the relevance of using the GO in higher education teaching was obtained, while emerging categories were obtained that will allow the best interpretation of the study variable. It is concluded that the use of GO has a positive significance in the assimilation of new knowledge to achieve significant learning. © 2022, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.
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BACKGROUND: Therapeutic trials in Alzheimer's disease (AD) face many obstacles-particularly with regard to screening and recruitment. DISCUSSION: Decentralized clinical trials (DCTs) are being developed in other diseases and appear to be of value for overcoming these difficulties. The use of remote visits offers hope of broader recruitment and thus a reduction in inequalities due to age, geography, and ethnicity. Furthermore, it might be easier to involve primary care providers and caregivers in DCTs. However, further studies are needed to determine the feasibility of DCTs in AD. A mixed-model DCT might constitute the first step towards completely remote trials in AD and should be assessed first.
Subject(s)
Alzheimer Disease , Cognitive Dysfunction , Humans , Alzheimer Disease/drug therapy , Caregivers , Cognitive Dysfunction/drug therapyABSTRACT
Institutions of Higher Education (HEIs) faced great challenges, due to the COVID-crisis, on swiftly dealing with this unprecedented situation regarding the implementation of practical courses and interactive educational activities such as project-based courses. The aim of this work is to analyze the challenges and difficulties that arose through this process and the benefits that have emerged for both students and educators. For this reason, questionnaires were designed to study the pedagogical practices used for a project-based course, during the pandemic, and were distributed online to all students and supervisors enrolled in the course. The course entailed the design of an innovative food product, from the interactive analysis of different novel ideas to the production of a final product of high nutritional and ecological profile. Despite the concern that the enforcement of distance learning would significantly affect project-based courses, the majority of respondents confirmed that their institution adapted the curriculum successfully. They also declared satisfaction with the general format, and teaching procedures adopted, and agreed that the online modality can properly transmit educational content. Although, both faculty and students needed to adapt to the distance learning modality and become familiar with the use of new digital tools, they agreed that it can be very useful and provide benefits, when properly planned in advance and accompanied by the right technical support, equipment and class materials © Copyright 2023 ISEKI-Food Association (IFA)
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Cognitive assessment is a common and daily process in educational, clinical, or research settings, among others. Currently, most professionals use classic pencil-and-paper screenings, tests, and assessment batteries. However, as the SARS-CoV-2 health crisis has shown, the pencil-and-paper format is becoming increasingly outdated and it is necessary to transition to new technologies, using computerized cognitive assessments (CCA). This article discusses the advantages, disadvantages, and implications of this necessary transition that professionals should face in the immediate future, and encourages careful adoption of this change to ensure a smooth transition.
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The dementia community faces major challenges in social engagements, which have been further complicated by the prolonged physical distancing measures due to the COVID-19 pandemic. Designing digital tools for in-person social sharing in family and care facility settings has been well explored, but comparatively little HCI work has focused on the design of community-based social technologies for virtual settings. We present our virtual fieldwork on remote social activities explored by one dementia community in response to the impacts of the pandemic. Building upon our previously published on-site fieldwork in this community, we expand on our initial publication by follow-up interviewing caregivers and facilitators and reflecting on a virtual social program. Through thematic analysis and contrasting in-person and online formats of the program, we deepened the understanding of virtual social engagements of the dementia community, examining their efforts to leverage physical objects and environments, enhance open and flexible experiences, and expand collaborative space. We propose to open new design opportunities through holistic approaches, including reimagining community social spaces, rethinking agency in people with dementia and caregivers, and diversifying HCI support across communities and stakeholders. © 2023 Copyright held by the owner/author(s). Publication rights licensed to ACM.
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The Covid-19 pandemic has differentiated impacts, depending on the country and especially on the policies implemented, on the functioning of democracies throughout the world. In all countries, radical policies, unthinkable outside of a health crisis, have been implemented;strict confinement orders have been given, for varying periods of time;and curfews, mobility restrictions, travel bans have been applied. Pandemic spreads very rapidly and leaders had to act quickly in a situation of uncertain information, often mobilizing committees of experts who had to try to understand and explain and advise policy at the same time. This unprecedented situation makes the relevance of the policies adopted unquestionable, which have obviously disrupted social life as well as the functioning of democracies, at all levels. This chapter proposes a partial assessment of the impacts of the health crisis on democratic functioning and attempts to highlight the elements and conditions that can determine the development of a local democracy mobilizing digital tools. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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doi:10.5430/wjel.v13n2p111 Due to the total shutdown caused by the COVID-19 pandemic, worldwide countries regardless of their development shifted instruction to the online learning method. This study aims to investigate the views of students in undergraduate studies about the impact of online (EFL) English foreign language learning on educational issues and well-being. Through questionnaires and focus group discussions, participants revealed their real sensitivities and views about online EFL learning, thus both quantitative and qualitative research methods are implemented in the present study. Their experiences showed the advantages that supported their needs during a certain period such as the pandemic, but also the challenges they went through during that time. The study presents social and educational implications that are directly related to technology and environmental conditions during online learning that affected the well-being of students. Results showed that shifting to online classes uncovered contradictory preferences among students regarding online learning and teaching. Finally, this study provides an overview, that in case the implementation of online or hybrid learning is requested again in the future, the necessary preparations that meet the educational and social needs of the students should be taken into account. Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
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This chapter will analyze European discourses and practices concerning the use of digital tools in the legal framework of participatory democracy, focusing specifically on the French case. If a legal framework is currently developing in France about participatory democracy, it is not really specific to the "local” field, nor is it specific to the use of digital tools. The use of new technologies in local participatory democracy takes place in the general legal framework. Nevertheless, this framework inevitably influences local French practices. In particular, it orientates participative processes toward principles of sincerity, equality, transparence, and regularity, even if those principles need to be clarified. These principles are of even more importance ever since the Covid-19 crisis intensified recourse to digital tools. This is notably the case in environmental participation, where these digital tools question the enforcement of the right to take part in environmental decision processes protected by article 7 of the Charter for the Environment. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Today, Big Data technologies and the generalization of the use of digital tools by students allow us to build large bodies of data on their behavior. After the arrival of the pandemic (Covid 19), learning analytics has become an emerging trend in Moroccan universities. It offers advantages and challenges for online learning. To answer questions related to the exploitation of this data which may provide useful information to language teachers in the context of specific lessons or learning environments. A quantitative analysis was conducted for the collection and evaluation of the student interaction process for distance language courses. We have found that the main potential of digital learning of French as a foreign language (FFL) lies in the provision of authentic linguistic resources accessible to learners. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Under the influence of the COVID-19 pandemic, there is an accelerated transition from the traditional form of knowledge transfer to online learning. Our study of 344 automotive students showed that the success of this transition depends on the readiness to introduce special digital tools for organizing knowledge and conducting practical forms of classes. In this regard, a modern digital form of organizing and transferring knowledge to automotive service engineers in the form of virtual laboratories was developed and presented in the article. The work scenarios, functionality, and minimum technical requirements of virtual laboratories as software systems are described and reviewed in the paper. The rationale for the effectiveness of the application, based on the results of using 109 university students in training practice, is presented as a result of the research. An analysis of the distributions of the student survey results and their training progress revealed differences at the p = 0.05 significance level. This confirmed the hypothesis that the use of methods for teaching engineers special disciplines and language skills using VR technologies is much more effective than the traditional one. An increase in students' interest in learning was revealed, and their performance improved markedly. This proves that the immersive nature of VR technology makes it possible to better assimilate the studied material, increase the level of motivation of future car service specialists, and also allow the organization of the transfer of knowledge online. The very process of knowledge transfer becomes the point of acquiring new digital competencies necessary for high-tech industries. © 2023 by the authors.
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The use of digital tools has drastically increased in engineering education, accelerated by the COVID-19 pandemic. These tools generate important ethical issues, in particular in terms of privacy and fairness. However, very few teacher training programmes address those topics, which means that teachers are often left to figure out by themselves how to address these issues when they want (or have) to use digital tools in their teaching. In this workshop, participants will be introduced to a pragmatic approach to the ethical design of learning experiences that involve digital tools using a visual thinking guide called a 'canvas'. Applied and hands-on, this workshop will help participants to develop a practical understanding of the specific ethical issues related to the use of digital tools in teaching and to integrate ethical reflection into design processes when digital technology is involved. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.
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The use of distance education using digital tools in higher education has increased over the last decade, particularly during the COVID-19 pandemic. COVID-19 has resulted in schools shutting down all across the world. This paper aims to present a brief summary of the Digitools Project and a multicultural analysis of the use of e-learning during Covid-19 in six countries. The methodology used was a survey by questionnaire involving teachers, librarians and students. The analysis of the questionnaire results allowed us to identify which dimensions to assess the sustainability of eLearning namely the organizational, socio-cultural and technological context. It also made it possible to assess the perceived usefulness, perceived ease of use, intention to use, actual use and perceived satisfaction. Furthermore, personal, technological and organizational dimensions are also valued for e-learning usage. After reviewing the state of the art, there was a need to define a strategic training plan for the acquisition of basic and advanced skills for eLearning's implementation and usage. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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Education is one of the areas in which the trend toward using digital tools in educational processes and methodologies is increasingly unavoidable. In Mexico, the first internet connection occurred just over three decades ago. Since then, internet access has enabled the gradual advancement of education into the digital age. The Covid-19 pandemic has forcibly and massively challenged us to digitalize educational work. The present research is an experimental study of self-regulated learning in a higher-education digital environment with a group of first-year university students attending a private institution in northern Mexico. A study recommendation is that before implementing any strategy to develop self-regulated learning using digital tools and virtual environments, all significant contextual aspects that could affect the effectiveness of the intervention strategy must be considered. © 2022 Copyright held by the owner/author(s).
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The time of Covid-19 required appropriate infrastructure, effective planning, digitally competent adult teachers, high quality training content, user-friendly tools, as well as digitally competent learners, to make education and training systems in the digital area. The readiness of the teacher to implement the remote studies, digital skills and ability to learn, as well as mutual cooperation were the determining factors in ensuring quality education during the Pandemic. This article provides a brief insight into a survey of university teachers about the challenges and disadvantages of distance learning, and describes how teachers developed their skills by collaborating and teaching each other. © 2022 Proceedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2022. All rights reserved.
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This letter discusses the use of digital tools to support psychiatry residency training in Singapore during the COVID-19 pandemic. The National Psychiatry Residency Program is a five-year program accredited by the US Accreditation Council for Graduate Medical Education-International (ACGME-I) and Joint Committee on Specialty Training (JCST), Singapore. The pandemic infection control measures, including social distancing and cross hospital movement restrictions, have created unprecedented challenges to training. Psychiatry residents cannot meet in groups, go outside of their current sites to do clinical work or attend educational activities, and ambulatory teams have halted home visits and day treatment programs. However, in the process, other clinical learning opportunities have unexpectedly arisen. To help with shifting demands, some psychiatry residents have been assigned to different services than the ones belonging to their rotations. Several residents have volunteered for deployment to medical facilities which are set up in the community, and are assisting medical teams in managing clinically ill patients. There are ongoing discussions between the residency program committee, central educational office and health authorities to ensure that requisite training rotations are being fulfilled as best as possible at the respective training sites. Although the disruption to psychiatry residency training in the midst of the pandemic is severe, the innovative use of digital platforms is coming of age. (PsycInfo Database Record (c) 2022 APA, all rights reserved)