E-Learning Readiness Assessment Using Machine Learning Methods

Assessing e-learning readiness is crucial for educational institutions to identify areas in their e-learning systems needing improvement and to develop strategies to enhance students' readiness. This paper presents an effective approach for assessing e-learning readiness by combining the ADKAR model and machine learning-based feature importance identification methods. The motivation behind using machine learning approaches lies in their ability to capture nonlinearity in data and flexibility as data-driven models. This study surveyed faculty members and students in the Economics faculty at Tlemcen University, Algeria, to gather data based on the ADKAR model's five dimensions: awareness, desire, knowledge, ability, and reinforcement. Correlation analysis revealed a significant relationship between all dimensions. Specifically, the pairwise correlation coefficients between readiness and awareness, desire, knowledge, ability, and reinforcement are 0.5233, 0.5983, 0.6374, 0.6645, and 0.3693, respectively. Two machine learning algorithms, random forest (RF) and decision tree (DT), were used to identify the most important ADKAR factors influencing e-learning readiness. In the results, ability and knowledge were consistently identified as the most significant factors, with scores of ability (0.565, 0.514) and knowledge (0.170, 0.251) using RF and DT algorithms, respectively. Additionally, SHapley Additive exPlanations (SHAP) values were used to explore further the impact of each variable on the final prediction, highlighting ability as the most influential factor. These findings suggest that universities should focus on enhancing students' abilities and providing them with the necessary knowledge to increase their readiness for e-learning. This study provides valuable insights into the factors influencing university students' e-learning readiness.

Understanding the Impact Mechanism of User Behavior Pattern toward Real Estate APP Platforms in the Post-COVID Era: A Quantitative Analysis

While technology factors are the main driver of the booming real estate APP platforms with important implications for user behavior pattern during and post-pandemic contexts, there is a lack of adequate research. In response, this study explores the user behavior pattern of real estate APP platforms to promote user mental health by taking the real estate APP platforms users as the participants based on theory of technology readiness and acceptance model. Data collected from offline surveys are analyzed using PLS-SEM. The results reveal the technology readiness index positively affects individuals' perceived usefulness and satisfaction, ultimately positively affects individuals' continuance intention with real estate APP platforms;satisfaction with real estate APP platforms mediated the relationship between technology readiness index, perceived ease of use, perceived usefulness, and individuals' continuance intention with real estate APP platforms. However, the group comparison finds no significant difference in user behavior patterns by gender. The contribution of this study is to reveal the influence mechanisms of digital technology on users' behavioral patterns toward real estate APP platforms, which can help guide the sustainable development of real estate APP platforms and promote user mental health and wellbeing in the post-COVID era.

Assessing the online teaching readiness of faculty member

Purpose: This study aims to investigate how online teaching of faculty members is affected by technological readiness (TR) of using online teaching platforms. The study sheds light on how many faculty members were ready to use different online platforms during COVID-19 period. Design/methodology/approach: This study used TR measures to determine the impact of optimism regarding the perceived usefulness and ease of usage, impact of innovativeness in terms of perceived usability and ease of use, the influence of discomfort on perceived usefulness and ease of usage, the effect of uncertainty on perceived usefulness and ease of use and the influence of perceived usefulness and ease of use on behavior. An online questionnaire survey was conducted among 255 faculty members of different private universities of Bangladesh. The sample was chosen based on a convenience method. The responses were analyzed using partial least square (PLS) approach with the help of software Smart PLS 3. Findings: The finding supported all of the hypotheses except that discomfort and insecurity have a positive relationship with ease of use and usefulness. Research limitations/implications: The study will help faculty members in developing their competency in using technologies in their pedagogy. Also, this study will provide some guidelines to the university management in developing adequate technological infrastructure to aid teaching. Practical implications: The aim of the study was to investigate the faculty members' readiness level with respect to online teaching. The technology assessment model (TAM) was used to determine the readiness index. The study intended to validate the hypotheses regarding the extent to which the faculty members perceived that TAM factors affect Ease of Use and Usefulness of online teaching. Also, this research analyzed the perception of faculty members that Ease of Using online teaching affects its Usefulness. Lastly, the study examined how their perception of Ease of Use and Usefulness affect Intention to Use online as a mode of teaching. It was found from the study that each of the TAM factors, Optimism, Innovativeness, Insecurity and Discomfort has positive and significant contribution on the Ease of Use. On the other hand, Optimism, Innovativeness, Insecurity and Discomfort have positive and significant contributions on the Usefulness. The study also revealed that Ease of Use has positive and significant contribution on the Usefulness. Lastly, it was found that Ease of Use and Usefulness have positive and significant contribution on the Intention to use. Teaching remotely is still a novel concept, and it is more difficult for people who have not done it before. Many teachers became burned out as a result of trying to adjust to new teaching methods, especially after the lockdown began. They were having a difficult time since there was so much ambiguity. When a teacher is well-versed in communication tools, it can improve learning efficiency. When they are properly trained, deploying engaging features of virtual learning, such as audio-visual lessons, quizzes, and so on, becomes simple, and students become eager to learn more. Teachers can plan their classes, prepare and master technology and create innovative and stimulating discussion topics (Mishra et al., 2020). They need to utilize a variety of technological options. They can rehearse virtual classroom management with colleagues if they face any difficulty. All of the aforementioned abilities can be honed with the assistance of an integrated academic system. Teachers can be trained by educational institutions to ensure a smooth learning process through the use of ICT (information and communication technologies) (Scherer et al., 2021;Mishra et al., 2020). The training will assist teachers in efficiently taking online classes. Institutions should ensure that teachers are well-suited to teach online and are skilled at keeping students engaged during remote learning. To make every chapter engaging, aspects such as videos, slides, images and digital copies of books and workbooks can be used. This allows students to receive personalized support and counseling in order to maintain their motivation (Sahu et al., 2022;Lapitan et al., 2021). Every other day, group doubt resolution classes ensure that there are no gaps in learning (Lapitan et al., 2021). All teachers require is a digital mindset, the appropriate tools and a committed approach (Sahu et al., 2022). If teachers can hold their students' attention, they can easily deliver an effective learning experience (Lapitan et al., 2021). Originality/value: This study was conducted to identify technological preparedness of faculty members of private universities in Bangladesh during COVID-19 period. Some studies were there to assess such kind of preparedness but none of those used TAM and technology readiness model either in isolation or in combination. Also, this paper focused on teachers' readiness in contrast to students' readiness specific to private universities. © 2023, Umma Nusrat Urme and Bikash Barua.

Technology Readiness During the COVID-19 Pandemic: Lessons Learned from Indonesia

The COVID-19 pandemic since March 2020 has forced Indonesians to practice physical distancing and carry out their personal and professional activities from home. However, not everyone is ready to conduct their regular activities remotely. The issue is the readiness for digital technology. The research aims to analyze the Indonesian people's readiness for digital technology during the pandemic. The research also investigates the impact of optimism and technology adoption on behavioral intention mediated by perceived ease of use. The research applies a quantitative study using an online questionnaire. The population of the research is people who use Internet technology for online learning, working from home, online shopping, and social activities during the COVID-19 pandemic. The research successfully gathered 327 respondents using purposive sampling. The research uses Structural Equation Model (SEM) method via SPSS AMOS software to analyze the data and generate findings. There are several findings. First, optimism has a positive relationship with perceived ease of use. Second, technology adoption relates with perceived ease of use positively. Third, perceived ease of use has a positive relationship with behavioral intention. Last, the empirical evidence for the mediation roles of perceived ease of use is inconclusive. The research also offers some managerial implications. © 2023 Sharif University of Technology. All rights reserved.

Modelling of factors influencing organizational readiness for change in start-ups during the COVID-19 emergency

PurposeThe purpose of this paper is to "identify”, "analyze” and "construct” a framework to quantify the relationships between several determinants of organizational preparedness for change in the start-ups during the COVID-19 emergencies.Design/methodology/approachTotal interpretive structural modelling (TISM) is used to find characteristics that assist in analyzing the readiness or preparedness level before initiating a change deployment process in start-ups. A cross-impact matrix multiplication applied to classification (MICMAC) analysis is performed to determine the driving and dependent elements of change in start-ups.FindingsFrom literature research and an expert interview, this study selected ten variables of change preparedness to explore inner interconnections and comprehend the inner connections factors. The findings depict that clarity of mission and goals, reward system, technological advancement and motivational readiness have been considered the most important readiness factor for deploying organizational change in start-ups during the COVID-19 emergencies.Practical implicationsThis research will aid the management and researchers gain a better understanding of the factors that influence change preparedness. Constant observation of current changes in the start-ups and the external environment will aid in improving the quality of products or services provided by the start-ups during the COVID-19. The start-ups can use these criteria linked to change readiness. The priority of each element is determined using MICMAC analysis and ranking using the TISM technique, which assists start-ups in ordering the enablers from highest to lowest priority.Originality/valueThere is no research regarding factors influencing organizational readiness for change in start-ups during the COVID-19 emergencies. This research gap is filled by analyzing aspects linked to organizational readiness for change in start-ups. This gap inspired the present study, which uses the "Total Interpretive Structural Modelling (TISM)” technique to uncover change determinants and investigate hierarchical interconnections among factors influencing organizational readiness to change in start-ups during the COVID-19 emergencies.

How Startups and Entrepreneurs Survived in Times of Pandemic Crisis: Implications and Challenges for Managing Uncertainty

The recent pandemic crisis has greatly impacted startups, and some changes are expected to be long-lasting. Small businesses usually have fewer resources and are more vulnerable to losing customers and investors, especially during crises. This study investigates how startups' business processes were affected and how entrepreneurs managed this sudden change brought by the COVID-19 outbreak. Data were analyzed using qualitative research methods through in-depth interviews with the co-founders of eighteen startups. Results show that the three core business processes affected by the COVID-19 crisis were marketing and sales, logistics and operations, and organizational support. The way to succeed is to be flexible, agile, and adaptable, with technological knowledge focusing on digital channels to find novel opportunities and innovate. Additionally, resilience, self-improvement, education, technology readiness and adoption, close relationship with customers and other stakeholders, and incubation experience seem to shield startups against pandemic crisis outbreaks. © 2023, Small Business Institute. All rights reserved.

E-Readiness of the Universities During the COVID-19 Pandemic: Evidence from Bahrain

This study examines the E-readiness of the Universities during the Covid-19 pandemic in the kingdom of Bahrain. The study uses quantitative methods and purposive techniques in collecting data during the Covid-19 pandemic. The data were collected from public and private universities in Bahrain during the Covid-19 pandemic. The public and private universities in Bahrain turned to remote learning during the Covid-19 pandemic. The main results revealed the influential role of Covid-19 on teaching methods and the readiness of the Academic staff during the Covid-19 outbreak. This study highlights the impact of Covid-19 on the Academic staff's readiness in using and learning new skills to disseminate the courses' contents among students. The need of significant investment and IT governance infrastructure is essential for the digital transition in public and private universities in Bahrain. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

COVID-19 vaccination readiness among Russian-speaking residents in Russia, Belarus and Kazakhstan in 2020–2022: a scoping review

BACKGROUND: The COVID-19 pandemic has had a major impact on the mental health and overall well-being of people worldwide. Vaccination is a crucial component in preventing the spread of COVID-19. However, despite the high risks associated with COVID-19, there is widespread disapproval and hostility towards vaccination and restrictive measures aimed at stopping the infection process. The spread of misinformation about vaccines, which has a long history as far back as the 18th and 19th centuries, increases distrust of immunization. This distrust is based on different beliefs about the origins of health and disease accepted in society. Vaccine skepticism is considered a global threat to public health and the achievement of population immunity against infections. Therefore, collection of data on attitudes towards vaccination within the largest possible number of social subgroups is warranted. AIM: To perform a systematic search and qualitative synthesis of scientific information on COVID-19 vaccination readiness among Russian-speaking residents in Russia, Belarus and Kazakhstan as well as associated factors. METHODS: A scoping review was conducted to examine scientific articles published in Russian from January 1, 2020, to February 28, 2022, that reported on the attitudes towards COVID-19 vaccination among Russian-speaking residents of Russia, Belarus, and Kazakhstan. In total, there were more than 12,000 respondents in the selected papers that described the factors influencing the preparedness for COVID-19 immunization. The proportions of respondents who agreed, disagreed, and doubted the implementation of vaccination were recorded and used to calculate median values without taking into account the weights of each individual study. RESULTS: Compared to many other countries, the Russian-speaking residents in Russia, Belarus and Kazakhstan has demonstrated a reluctance to receive the COVID-19 vaccine, with 30% expressing unwillingness and only 47% indicating readiness for vaccination. CONCLUSION: The use of theoretical models for describing health-related behavior is warranted to improve the quality and information content of Russian biomedical and socio-psychological research. This approach can aid in the development of effective interventions and preventive strategies for vaccine-preventable diseases. © Eco-Vector, 2023.

The Verification & Validation of the Mars 2020 Perseverance Rover Surface Mission Operations System

Leading up to its landing on Mars on February 18, 2021, the Mars 2020 Perseverance rover Surface Mission Operations System (MOS) underwent a verification and validation (V&V) campaign consisting of a series of Super Thread Tests and Operational Readiness Tests. This V&V campaign emphasized incremental testing, mission scenario and capability coverage, and the Test-As-You-Fly approach wherever possible. Although the elements that comprise the Surface System underwent their own internal V&V campaigns, the system-level tests were vital in uncovering findings observable only through the integrated and flight-like nature of these Surface Mission Operations System V & V tests. The COVID-19 pandemic posed additional challenges, including limited facility access, constrained in-person activities, changes to operations paradigms, and evolving safety protocols in the midst of the testing campaign and preparation for surface operations. This paper describes the Verification and Validation campaign of the Mars 2020 Perseverance Rover Surface Mission Operations System that led to the readiness for rover operations on Mars. © 2023 IEEE.

Academic reading as a social practice in higher education

In this study, an undergraduate teacher education course is used to explore whether and how academic reading seminars reflect the theoretical notion of academic literacies and provide a learning environment for developing academic and professional learning and engagement. The data analyzed in this article are transcribed recordings of small group activities where students discuss scientific articles based on a template. First, our empirical analysis shows that the use of the template facilitated dialogical discussions and the development of a cognitive skillset and disciplinary categories when used in a social setting. Second, we found that the most challenging part of designing a reading practice related to the academic literacies tradition was fostering a dialogical environment for discussing the validity of findings across different contexts and provide for discussions encompassing complexity, nuances, and meaning making. We found traces of such discussions in all the transcripts;however, many examples were in a premature stage. The paper concludes with a discussion on, and some suggestions for, further development of the template used in the reading seminars. [ FROM AUTHOR] Copyright of Higher Education (00181560) is the property of Springer Nature 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.)

Microfinancing from the Zakat Fund in Baitulmal Aceh and the Readiness of Malaysia's Asnaf Entreprenuers

The recent Covid-19 pandemic has swept the globe. As a result, there has been a spike in the number of relative poor who are experiencing economic hardships. This poses a predicament for the unbankable, reducing their options to apply for funding via banking products. With the available financial capacity, zakat institutions are viewed as the closest alternative in terms of being a source of funding, either through the microfinacing method or the qard hasan principle. Zakat is considered capable of becoming a social entrepreneurial system and a worthy alternative. The question is whether Islam permits microfinancing using zakat funds. If permitted, what is the rationale for distributing zakat through microfinance? Are there asnaf entreprenuers in Malaysia ready to take microfinance from the zakat fund to finance their businesses? This study is done using the case study method by conducting a semi-structured interview with zakat expertise and asnaf entreprenuers. Based on the content analysis, the findings of the study indicate that Islam permits microfinance using zakat funds. Asnaf entreprenuers are likewise eager to acquire microfinance from zakat money in order to strengthen their economic position and develop in life. This microfinancing is expected to have a good effect, particularly on the rising demand for asnaf entreprenuers. So, it is expected that asnaf entreprenuers will be able to switch from being a zakat recipient to a zakat payer within a certain amount of time. This will increase the amount of zakat and decrease the number of poor people. Even the poor's economy can be stimulated without usury (riba). © 2023 UNIVERSITY OF ZILINA.

Crisis Readiness: Revisiting the Distance Framework During the COVID-19 Pandemic.

While CSCW researchers have studied collaboration across distance for more than two decades, the scale and context of geographically distributed work during the pandemic is unprecedented. Working from home as the default setting during the COVID-19 pandemic provides a unique opportunity for CSCW research to explore and develop new understandings of what it entails to engage in distributed collaborative work during a global crisis. In this paper, we revisit the distance framework, originally developed by Olson and Olson in 2000, through empirical data collected during the critical moments where COVID-19 was declared a pandemic and the world shut down: namely March 2020. We use the data to interrogate the distance framework and to extend it with a new dimension - Crisis Readiness. Crisis Readiness stipulates that for organizations to successfully respond to crises, four factors are required: 1) the ability to respond fast with dramatic measures; 2) the ability to supply adequate infrastructure to their employees; 3) the ability to adapt work practice responding to new work and life conditions; and 4) the ability to handle multiple and diverse interruptions both at the individual and organizational levels. Our contribution to CSCW research is a revised distance framework, which demonstrates that for geographically distributed work to be successful during a global crisis, cooperating actors need to achieve Common Ground, engage in different types of coupled work, be ready for collaboration and collaboration technology - and lastly, work in an organization which demonstrates Crisis Readiness.

Virtual Health Promotion Work-Integrated Learning Placements: A COVID-19 Consequence or Preparation for the Future?

We explored student and industry supervisors' experiences of virtual work-integrated learning (vWIL) health promotion placements during the COVID-19 pandemic. Using a descriptive phenomenological qualitative methodology, we conducted semi-structured interviews with eight students and eight supervisors of undergraduate health promotion-related placements at community, not-for-profit and government organizations. We asked participants about the aspects of their placement they found most enjoyable and challenging, their preparation, workload, and thoughts on placement structure. We audio-recorded and had the interviews transcribed. Our thematic analyses revealed four key themes: (1) the impact of COVID-19 on work and study, (2) benefits of vWIL (real-world application and career clarification, transcending barriers and saving time, and feeling less intimidated), (3) challenges of vWIL (experiencing workplace culture, providing support and guidance to students, and relationship building), and (4) recommendations on the evolution of vWIL (increased preparation and consider a hybrid model). Our findings suggest that vWIL is a viable and sound mode of delivery for health promotion-related placements, particularly in situations that inhibit face-to-face learning. It has the capacity to enhance the work-readiness of health promotion graduates while adding flexibility to professional preparation workplace-based training programs, providing opportunity for capacity building locally across rural and remote areas, as well as globally. Future research should examine the effectiveness, practicality, and feasibility of implementing placements across different models including face-to-face, virtual and hybrid.

An examination of the emerging field of community paramedicine: a national cross-sectional survey of community paramedics.

BACKGROUND: Community Paramedicine is an evolving community-based model that expands paramedic roles from emergency and transport care to a focus on non-emergent and preventive health services tailored to local community needs. Though community paramedicine is a growing field and acceptance is gradually increasing, there is limited information on community paramedics (CPs) perceptions of their expanded roles. The study's aim is to assess CPs' perceptions about their training, roles, role clarity, role readiness, role satisfaction, professional identity, interprofessional collaboration, and the future of the community paramedicine care model. METHODS: Using the National Association of Emergency Medical Technicians-mobile integrated health (NAEMT-MIH) listserv, a cross-sectional survey was conducted in July/August 2020 using a 43-item web-based questionnaire. Thirty-nine questions evaluated CPs' training, roles, role clarity, role readiness, role satisfaction, professional identity, interprofessional collaboration, and program/work characteristics. Four open-ended questions examined perceptions of the future of community paramedicine care models and challenges/opportunities encountered during the COVID-19 pandemic. Data was analyzed using Spearman's correlation, Wilcoxon Mann-Whitney U, and Kruskal-Wallis tests. Open-ended questions were analyzed using qualitative content analyses. RESULTS: Responses from fifty-seven CPs were analyzed. Most (80%) completed didactic and/or clinical training. Nearly all respondents (96.5%) performed health assessments; only 38.6% administered vaccines. Overall, participants were neutral about their role readiness with a mean score of 3.3/5.0. The mean role clarity was 15.5 (range 4-29; higher scores = higher clarity), professional identity was 46.8 (range 30-55; higher scores = higher identity), role satisfaction was 4.4/5 with 5 = very satisfied, and interprofessional collaboration was 9.5/10 (10 = very important). Role clarity training (rho = 0.4, p = 0.0013) and higher interprofessional collaboration (rho = 0.4, p = 0.0015) were found to be significantly associated with the enhancement of professional identity. Respondents who completed training showed higher role satisfaction compared to those who did not (p = 0.0114). COVID-19 challenges included keeping up with emerging policies/procedures, CPs' well-being, and inadequate funding to meet service needs; opportunities identified included service delivery expansion and CPs meeting community needs in a flexible manner. Respondents reported that sustainable payment models, expanding services, and geographic reach were important to the future of community paramedicine. CONCLUSIONS: Interprofessional collaboration is important to fulfill CPs roles. Role clarity and readiness could be improved, which aligns with the emerging nature of community paramedicine. The future of the community paramedicine care model is dependent on funding and expanding reach of services.

Previous Vaccination History and Psychological Factors as Significant Predictors of Willingness to Receive Mpox Vaccination and a Favorable Attitude towards Compulsory Vaccination.

During the ongoing multi-country monkeypox (Mpox) outbreak, healthcare workers (HCWs) have represented a key group in mitigating disease spread. The current study aimed to evaluate the attitude of nurses and physicians in Jordan towards Mpox vaccination, as well as their attitude towards compulsory vaccination against coronavirus disease 2019 (COVID-19), influenza, and Mpox. An online survey was distributed in January 2023 based on the previously validated 5C scale for psychological determinants of vaccination. Previous vaccination behavior was assessed by inquiring about the history of getting the primary and booster COVID-19 vaccination, influenza vaccine uptake during COVID-19, and any history of influenza vaccine uptake. The study sample consisted of 495 respondents: nurses (n = 302, 61.0%) and physicians (n = 193, 39.0%). Four hundred and thirty respondents (86.9%) had heard of Mpox before the study, and formed the final sample considered for Mpox knowledge analysis. Deficiencies in Mpox knowledge were reflected in a mean knowledge score of 13.3 ± 2.7 (out of 20.0 as the maximum score), with significantly lower knowledge among nurses and females. The intention to receive Mpox vaccination was reported by 28.9% of the participants (n = 143), while 33.3% were hesitant (n = 165), and 37.8% were resistant (n = 187). In multivariate analysis, Mpox vaccine acceptance was significantly associated with previous vaccination behavior, reflected in higher vaccine uptake and with higher 5C scores, while Mpox knowledge was not correlated with Mpox vaccination intention. The overall attitude towards compulsory vaccination was neutral, while a favorable attitude towards compulsory vaccination was associated with higher 5C scores and a history of previous vaccination uptake. The current study showed a low intention to get Mpox vaccination in a sample of nurses and physicians practicing in Jordan. The psychological factors and previous vaccination behavior appeared as the most significant determinants of Mpox vaccine acceptance and of attitudes towards compulsory vaccination. The consideration of these factors is central to policies and strategies aiming to promote vaccination among health professionals in efforts to prepare for future infectious disease epidemics.

Designing an E-learning Readiness Assessment Model for Iraqi Universities Employing Fuzzy Delphi Method.

The assessment process of readiness for adoption an educational system considers the lifeblood of the e-learning system in a particular educational organization and the ability to assess the organization's readiness among the main factors which contributes to the success and progress. The readiness models are instruments that assist educational organizations in measuring their capability level and identifying the gaps to develop a strategy for implementing and adopting e-learning system. Due to the sudden chaos that Iraqi educational institutions have been exposed to the Covid-19 epidemic since the beginning of 2020, the e-learning system has been adopted as a quick alternative educational system for the continuation of the educational process without taking into consideration the readiness of the basic components of the educational process, which comprises the readiness of the infrastructure, human and educational organization to adopt such systems. Despite increased attention by stakeholders and the government with the readiness assessment process recently, there is no comprehensive model for assessing e-learning readiness in Iraqi higher education institutions, the purpose of this study is to design a model of an e-learning readiness assessment for Iraqi universities based on the comparative studies and the experts' views. It is worth to mention that the proposed model has objectively designed according to particular features and local characteristics country. The fuzzy delphi method was utilized for the validation process of the proposed model. The main dimensions and all factors of the proposed model reached the experts' agreement except a number of measures that did not achieve the assessment requirements. The final analysis result indicates that the e-learning readiness assessment model includes 3 main dimensions and 13 factors with 86 measures. Iraqi higher educational institutions can employ the designed model to assess their readiness and identify the areas that need improvement and reduce the gaps failures in e-learning adoption.

Graduating Student Nurses' Preparedness for Nursing Practice amid COVID-19

Student nurses must be prepared professionally to provide nursing care, especially during a critical time such as COVID-19. Regardless of undergraduate nursing programmes focusing on preparedness for practice, the concept of preparedness for nursing practice is not well understood. In this descriptive quantitative study, we determined the extent of the nursing practice preparedness of graduating student nurses amid COVID-19 as perceived by these nurses and nurse educators and the possible interventions to enhance the preparedness for practice of these nurses. In the study, we used an adapted Nursing Practice Readiness Tool, employed the complete enumeration survey method and analysed through frequency, percentages and weighted means. A total of 118 student nurses and 51 nurse educators from a selected university completed the questionnaire. The data were analysed through SPSS version 25. The findings revealed that the scales, which ranked from greatest to lowest preparedness for practice, were: professionalism (4.83), communication (4.65), management of responsibilities (4.61), critical thinking (4.36), clinical knowledge (4.26), and technical skills (4.02). We concluded that the students' performance in the nursing competency items under clinical knowledge, critical thinking, and especially technical skills, demand increased attention to be better equipped as they transition into nursing practice. Specifically, of the 36 competency items, they were least prepared in using clinical and information technologies, and performing clinical procedures. Finally, as the top intervention, we proposed the development of contingency plans for unusual situations such as a pandemic (75.74%) to enhance the student nurses' preparedness for practice.

Ready to innovate during a crisis? Innovation governance during the first wave of COVID-19 infections in Iceland

Previous studies on innovation governance have focused on the governance of science, technology, and innovation from a long-term perspective. In this article we focus on the short term by exploring the generation and use of new scientific and technical knowledge to address an urgent societal crisis. We empirically analyse the emergency response during the first wave of COVID-19 infections in Iceland using a conceptual framework based on three theoretical components, namely, emergency management, innovation governance, and the innovation process as a problem-solving process. The empirical analysis is built on a systematic analysis of secondary data. Based on the results, we conclude that improvisation processes using existing knowledge and capabilities and triggered by unanticipated problems during a crisis are in some cases sources of successful innovation. In these cases initial problem-solving processes characterized by improvisation can be interpreted as blind variations that are retained and diffused through a series of complementary problem-solving processes that generate and use new scientific and technical knowledge. Furthermore, we extend the concept of innovation governance readiness to include both the readiness to exploit technological opportunities and the readiness to address unanticipated problems during a crisis and propose that our extension is useful for integrating long-term and short-term aspects of innovation governance. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Hybrid Education and Institutional Readiness

Progress is unidirectional by default. The global irreversible shift witnessed in the education sector with the COVID-19 pandemic left teaching and learning far from the same. The current study aims to consider global trends in hybrid education by exploring existing hybrid study models and recognizing institutional readiness by means of hybrid initiatives successfully adopted by institutions. Being conceptual research, the methodology of the current study is based on an extensive review of literature, related to hybrid education, selected carefully from the wealth of academic publications comprising scholarly articles, research journals, webpages, conference proceedings, dissertations, thesis, and authentic material related to the study. A conceptual framework represents the relationship between the research variables. Founded on the qualitative analysis of the data gathered, the study concludes that, while integration of technology in teaching is important, it does not imply total restructuring of what and how we teach. Flexibility in teaching, learning, and testing must become the basis for current pedagogy in meeting the goals of hybrid education. The implications of the current study are proffered to all stakeholders in education along with the recommendations for future research. © 2023 IEEE.

Do Early Warning Systems Help High School Students Stay on Track for College? Mixed Methods Evaluation of the Ninth Grade Success Initiative

As the transition point between middle and high school, ninth grade can either set a student up for long-term success or diminish a student's likelihood of graduating high school altogether. The Ninth Grade Success Initiative is a dropout prevention program, piloted in five Washington State high schools in 2019–2020. We evaluated the effects on student outcomes and found that the program led to improvements in course grades, behavioral outcomes, more effective targeting of services to higher-need students, and better preparation for the COVID-19 transition to virtual learning. © 2023 Kappa Delta Pi.