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Recently, the COVID-19 pandemic has triggered different behaviors in education, especially during the lockdown, to contain the virus outbreak in the world. As a result, educational institutions worldwide are currently using online learning platforms to maintain their education presence. This research paper introduces and examines a dataset, E-LearningDJUST, that represents a sample of the student's study progress during the pandemic at Jordan University of Science and Technology (JUST). The dataset depicts a sample of the university's students as it includes 9,246 students from 11 faculties taking four courses in spring 2020, summer 2020, and fall 2021 semesters. To the best of our knowledge, it is the first collected dataset that reflects the students' study progress within a Jordanian institute using e-learning system records. One of this work's key findings is observing a high correlation between e-learning events and the final grades out of 100. Thus, the E-LearningDJUST dataset has been experimented with two robust machine learning models (Random Forest and XGBoost) and one simple deep learning model (Feed Forward Neural Network) to predict students' performances. Using RMSE as the primary evaluation criteria, the RMSE values range between 7 and 17. Among the other main findings, the application of feature selection with the random forest leads to better prediction results for all courses as the RMSE difference ranges between (0-0.20). Finally, a comparison study examined students' grades before and after the Coronavirus pandemic to understand how it impacted their grades. A high success rate has been observed during the pandemic compared to what it was before, and this is expected because the exams were online. However, the proportion of students with high marks remained similar to that of pre-pandemic courses.
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Since the prevalence of COVID-19, e-learning has become an extensively dominant approach of education among the Universities and institutions. This study was conducted to explore the growth, and global trend of e-learning during the COVID-19 publications and to evaluate them by analyzing various features of the research outputs. The global publications on e-learning and COVID-19, indexed in Web of Science (WOS), were retrieved and analyzed by bibliometrix package of R software. There were 491 publications retrieved and then exported in a plain text format to the bibliometrix software. The results showed that the publication on the concept of e-learning and COVID-19 started in 2020, increased rapidly after the COVID-19 pandemic, and thereafter has received increasing attention by researchers, particularly in 2021. We found that the USA is the leading country with the highest number of publications followed by India, Spain, Saudi Arabia, Jorden and the UK. Also, the findings show that"Education”, followed by"Students”, "Impact” and "Model”, have the highest frequency among keywords in the literature, indicating that e-learning is a general topic in many fields. Conceptual structure map analysis classified the e-learning and COVID-19 publications into four main clusters. This study aimed to presents a comprehensive scenario of e-learning and COVID-19 publications after the prevalence of the pandemic. The results of this paper, can contribute to the existing knowledge, via showing e-learning and COVID-19 research volumes and trends. The outcome of this paper should be considered by institutions, universities, researchers and librarians. © Author (s) 2023 Distributed under Creative Commons CC-BY 4.0.
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Educational robots allow students deepen their knowledge of mathematics and scientific concepts. Educational Robotic coding clubs provide a learning environment for K-6 students that promotes coding through STEM digital literacy. Students in educationally disadvantaged families may not have the educational and financial capital to engage in STEM learning. Closures of schools and afterschool services during the COVID-19 pandemic increased this digital divide. This research proposes a framework for delivering a virtual robotic coding club in an educationally disadvantaged community. The framework develops young people's emotional engagement in STEM through robotic coding. Synchronous online classes were delivered into family homes using Zoom. Results demonstrate that children achieved emotional engagement as reported through high levels of enjoyment and increased interest after participating in the programme. The research shows promise in increasing children's STEM skills and knowledge, and in improving positive attitudes towards STEM for children and parents. © 2023 IEEE.
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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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Online and blended learning are teaching modalities that have become very popular and widespread all over the world. Applying these modalities requires specific knowledge as well as an appropriate technological infrastructure. The COVID-19 pandemic caused an important online migration in most educational institutions. In this regard, existing literature covers issues such as the impact, the challenges, the tools, the problems, etc. What could also be interesting is to understand students', teachers' and administrative staff's perspectives about how blended and online learning were developed and how it is going to be applied in the future. With this in mind, the ILEDA project team has carried out an exploratory study, which takes into account these three collectives in four different European universities. From the study, it is possible to see that the institutions and their lecturers and staff were probably not prepared for the online migration and the possibilities they had were quite different from students' expectations. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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During Covid-19 pandemic many people and institutions preferred online coaching instead of in person education. The problem with online is that it will be difficult to carry on interconnections between students and professors in that environment. The main constraint for conducting online session is that the people in remote areas may find a difficulty to connect to online sessions having network issues. Electronic mentoring (e-mentoring) is implemented like a website in which the mentor and mentee can communicate with each other. With the help of this mentoring the project can provide a best solution for both the mentor and mentee. They can communicate with each other with the help of online platform and even with the help of emails.This proposed method will help them to keep the track of their academic progress and achievements of students. This article mainly focus on the mentoring through physical and virtual environment in which the mentee will be interacting with the mentor to know the progress of their academics. This article discusses about the website which is developed to fulfill the needs of the student and it discusses about the various stages of development that helped in building the website. Students can share their difficulties and their achievements with the mentor who are assigned for them particularly. In future planning to implement artificial intelligence technique to online mentoring process, this is for the betterment of student's growth. © 2023 IEEE.
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The recent circumstance related to the COVID-19 pandemic has highlighted the healthcare issues and medical internet systems. A more prominent tip is the role of education in treating and preventing medical problems through the internet. Now consider that this training is completely tailored to the patient's unique medical needs. In this direction, this paper initially presents the Personal Health Record concepts, related works, and best practices to prepare the best manner for the PHR platform. It also outlines the proposal for PHR in which the patient will receive the necessary educational tips depending on their specific medical needs which are determined based on available information in Electronic Medical Records including the patient's medical history, lifestyle, type of habits, and behavior, medication history, surgeries performed in previous years, accurate diagnosis and medical advice. Based on the proposed model, the paper concludes by providing directions toward achieving several solutions to implement an e-learning platform embedded in PHR. Its content will be compatible with each patient's circumstances exclusively so it will lead to delivering targeted training instead of some general medical advice. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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The social distancing imposed by Covid-19 impacted the development of educational activities at all levels. Engineering education was specially challenged by the suspension of face-to-face activities, which paused the development of laboratory practices. The present work accounts for the design of virtual learning experiences in a Microcontrollers course. The free online tools 'Tinkercad Circuits' and 'Arduino' were used to simulate circuit programming and connections. These tools also allowed remote collaboration between students and teachers during lockdown. The results of the Mechatronics Engineering students (n=30) show that programming skills and hardware knowledge were developed. Additionally, the activities had a positive response from the students. On the other hand, according to the psychomotor domain taxonomy, the students had obstacles to their full development. It is concluded on the importance of integrating simulation to the development of activities and laboratory practices, as well as the advantages of hybrid teaching formats. © 2023 IEEE.
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As the number of MS Teams, Zoom, and Google Meet users increases with online education, so do the privacy and security vulnerabilities. This study aims to investigate the privacy, security, and usability aspects of few tools that are frequently used for educational purposes by Bangladeshi universities. Consumer security, privacy, and usability are also concerns when it comes to online-based software. This study assesses the most commonly used tools that are used for online education based on three important factors: privacy, security, and usability. Assessment factors concerning the privacy, security, and usability aspects are initially identified. Afterwards, each of the applications was assessed and ranked by comparing their characteristics, functionalities, and terms and conditions (T&C) in contradiction of those factors. In addition, for the purpose of additional validation, a survey was carried out with 57 university students who were enrolled at one of several private universities in Bangladesh. Microsoft Teams, Zoom, and Google Meet have been ranked based on an evaluation of their security, privacy, and usability features, which was accomplished through the use of a knowledge base and a user survey. © 2022 IEEE.
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Background: E-learning was widely used in universities during the COVID-19 epidemic to guarantee students' ongoing education and learning. This systematic review summarizes and synthesizes evidence elucidating the association between e-learning during the COVID-19 pandemic and anxiety among university students. Methods: A systematic search from five databases (PubMed, Wiley, Science Direct, EBSCO, and Scopus) was done, with the last search conducted on the 30th of November 2021. Full-text English articles published from November 2019 to November 2021. Mostly cross-sectional study designs were included, excluding non-peer-reviewed documents and non-English language studies. The data was recorded in the data extraction form, and all seven articles were assessed for quality using the Joanna Briggs Institute (JBI) Checklist for Analytical Cross-Sectional studies. Results: The search yielded seven eligible articles, with a total of 12,481 participants. Four articles aimed to determine the direct association between e-learning and anxiety levels. While three aimed to identify e-learning as a potential stressor during the COVID-19 pandemic, which is associated with anxiety levels. Five different tools were used to measure anxiety in the chosen articles. Four out of seven articles reviewed in this systematic review concluded that e-learning was significantly associated with anxiety. The remaining three found no association. Several factors were found to be associated with anxiety due to e-learning: females, sex/gender minorities, younger students, medical students, and staying alone. Conclusions: University students reported mild to high levels of anxiety during the COVID-19 pandemic. The effect of e-learning on anxiety levels is determined by the diverse socio-demographic backgrounds. Internet connectivity and facilities also contributed to anxiety levels during e-learning. Limitations of this review include selection bias, small sample size, and the cross-sectional study designs, which could not establish a causal relationship. Evidence from stronger study designs is needed to confirm the association and establish a causation link of anxiety due to e-learning methods. © Journal of Public Health and Emergency. All rights reserved.
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Virtual, augmented, and immersive reality opens a world of possibilities in education by allowing students to recreate authentic situations, such as operating machinery, assembling a product, or training tool handling, to mention a few. In the TEC21 educational model, the core is the challenge: A project with a real-world challenge assigned by the training partner results in students offering solution proposals.The trigger that accelerated the development of virtual, augmented, and immersive reality activities in distance learning was COVID-19 confinement. During this, these technologies recreated the laboratory and its facilities' learning through augmented reality (AR) and virtual reality (VR) experiences.Using these technologies in the classroom allows students to achieve a great learning experience and develop skills for postgraduate studies and professional futures.Furthermore, now that we have returned to our physical facilities and laboratories, we can accelerate the learning obtained at the training partners' facilities, recreating processes and machinery through these immersive technologies and a hybrid experience for our students.The present research shows the activity learning design process and the statistical treatment of the data to provide continuous feedback during the activity;we examine the three transcendental variables in the educational process: The learning (academic rigor), the development of competencies, and the involvement or immersion of the students in the classroom. © 2023 IEEE.
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This paper reports the results of a study to determine whether the emotional impact of online education during the pandemic affected male and female students differently. We see these results as an important contribution to the redesign of courses either for online classes generally or for more urgent applications should a similar event occur. In general, we found that females were more likely to be prone to detrimental emotions than males – stress, negative feelings about the online learning experience, and the need to vent their frustrations. Males on the other hand were more positive about the online learning experience and less likely to vent. © (2022) by Association for Information Systems (AIS) All rights reserved.
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The Covid-19 pandemic constituted a critical issue for education, impacting the teaching-learning processes. Educational institutions, families and teachers faced unique challenges to ensure quality education supported by the Internet and technology. This study aims to review the latest literature on learning loss in different contexts to understand how this phenomenon could potentially impact the educational development due to the lack of technological and digital possibilities for learning. We found that even though the learning loss occurred during periods of physical disconnection between teachers and students, the pandemic resulted in an unexpected shock in which the gap between them was digital. This study underlines the factors contributing to this digital learning loss, on which educational and governmental agencies should focus on media literacy to prevent the absence of technological resources, the limited involvement of the family, and the lack of digital competences of the citizenship.
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Online learning has gained a tremendous popularity in the last decade due to the facility to learn anytime, anything, anywhere from the ocean of web resources available. Especially the lockdown all over the world due to the Covid-19 pandemic has brought an enormous attention towards the online learning for value addition and skills development not only for the school/college students, but also to the working professionals. This massive growth in online learning has made the task of assessment very tedious and demands training, experience and resources. Automatic Question generation (AQG) techniques have been introduced to resolve this problem by deriving a question bank from the text documents. However, the performance of conventional AQG techniques is subject to the availability of large labelled training dataset. The requirement of deep linguistic knowledge for the generation of heuristic and hand-crafted rules to transform declarative sentence into interrogative sentence makes the problem further complicated. This paper presents a transfer learning-based text to text transformation model to generate the subjective and objective questions automatically from the text document. The proposed AQG model utilizes the Text-to-Text-Transfer-Transformer (T5) which reframes natural language processing tasks into a unified text-to-text-format and augments it with word sense disambiguation (WSD), ConceptNet and domain adaptation framework to improve the meaningfulness of the questions. Fast T5 library with beam-search decoding algorithm has been used here to reduce the model size and increase the speed of the model through quantization of the whole model by Open Neural Network Exchange (ONNX) framework. The keywords extraction in the proposed framework is performed using the Multipartite graphs to enhance the context awareness. The qualitative and quantitative performance of the proposed AQG model is evaluated through a comprehensive experimental analysis over the publicly available Squad dataset. © 2023, International Journal of Advanced Computer Science and Applications. All Rights Reserved.
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The mega-scale online education conducted nationwide during the COVID-19 epidemic has enabled online learning to move from individualized participation to full participation, practicing and advancing the development of wisdom education to a large extent. In the post-epidemic era, a new educational order that integrates online and offline learning is gradually taking shape, and online learning has become a new norm from emergency. The popularization and promotion of online education has been the general trend. The "double reduction"policy has led to a trust dilemma, a communication dilemma, a cooperation dilemma and an organizational dilemma in the practice of home-school-society collaborative parenting, and an unprecedented challenge for school education and teachers teaching. This study proposes an intelligent operating system based on big data and adaptive learning traction model, rooted in rich pedagogical theories, to solve the above-mentioned challenges in online education by virtue of "wisdom". © 2023 IEEE.
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Introduction: Global health (GH) education is expanding and 23.1% of US medical students acquire international health experience prior to postgraduate training. Digestive diseases carry a high global burden. However, few GH programs and professional societies consider the inclusion of gastroenterology into their standard curriculum. In addition, travel restrictions during the COVID-19 pandemic have brought traditional GH rotations to a halt and spurred new educational approaches. Our goal is to develop a comprehensive online learning module on gastroenterology issues in GH for medical students undertaking GH electives. Method(s): A team of faculty and residents was convened between the Center for Community and Global Health and the Division of Gastroenterology. GH curricula across institutions and core competencies across 2 professional societies were examined via literature review. A survey was conducted among 2nd (MS2) and 3rd year medical students (MS3) interested in GH to assess attitudes toward GI-related issues in GH curriculum. An online learning module was developed consisting of 10, video-based lessons each addressing specific GH competencies (Figure 1). Result(s): In total, 41% (28/69) of MS2 and MS3 interested in GH responded to the survey, with a similar distribution of MS2 (13/28) and MS3 (15/28). Nearly all (92.8%) reported that learning GI conditions in a GH curriculum is moderately or very important (Table 1). A majority (78.5%) also reported feeling at least somewhat anxious or more about managing GI conditions during GH electives. Few medical students reported feeling moderately or extremely prepared to identify risk factors for GI conditions in different settings (21.5%) and to define approaches to therapy in resource-limited settings (14.3%). Interestingly, a majority (71.4%) reported feeling not at all prepared or slightly prepared to deliver cost-effective care to challenging populations. Conclusion(s): Our survey responses demonstrated an unmet need for GI-related training and cost-conscious care in the GH curriculum. Developing an online learning module on GI conditions to supplement GH curriculum may be useful and feasible. A randomized controlled trial is underway to examine the effect of this online learning module on medical student knowledge and preparedness to address GI conditions in GH electives.
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The COVID-19 pandemic has changed the way that universities teach and how students learn. Operating system is the basic course of computer, software engineering, big data technology and other majors in colleges and universities, and occupies a very important position in the cultivation of computer categories. In the process of online teaching of the Linux application part of the operating system course, the teaching team explored the online teaching mode of the practical course and summarized the experience of the online teaching of the practical course. © 2023 IEEE.
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The COVID-19 pandemic has caused an acceleration unlike any other in terms of digital and technological acceleration for the entire world and also within Malaysia. The sudden and rapid need for organisations as well as businesses to shift their day-to-day operations online has changed the way people are working everywhere. And what that means is now more than ever, there is a huge increase in demand for a workforce that is ready and can pioneer this new age of rising technological needs in conjunction with the government's aim of heading towards Industrial Revolution 4.0 (IR 4.0). Micro-credential (MC) has grown in popularity in recent years and have been labelled as a new disruptor to lifelong learning and higher learning. The Malaysian workforce and job seekers now have more options in their reskilling and upskilling efforts as they seek to remain relevant in the present-day job market which has shifted towards a digital transformation. An extensive study is proposed to be done to explore the current status quo of MC in Malaysia from the viewpoint of the hiring parties in the tech-related job markets as well as how MC will be able to play a part in the continuous growth of the tech and digital ecosystem in Malaysia. © 2023 IEEE.
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This study examined how college students in a medical school in China engaged in learning in asynchronous online learning environments during the COVID-19 health crisis. A quasi-experimental design approach was employed to compare if a class of students had better learning outcomes and developed systems thinking when asynchronous discussion forums incorporated an inquiry-based pedagogical approach in one unit, whereas the other unit followed a traditional instructor-led approach. In sum, 25 junior students participated in this study. Quantitative results show that the students had statistically significant higher assessment scores and improved systems thinking when the unit incorporated the inquiry-based pedagogical approach. Qualitative findings also demonstrated how students engaged in learning and how the instructor scaffolded students' inquiries and learning. Practical implications for instructors' teaching online courses are also discussed. © The author(s) 2023.
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Extended reality (XR) technologies continue gaining traction in multiple higher education contexts. As XR becomes more commercially accessible to students and universities, its convenience for educational purposes presents a renewed potential for exploration. Due to Covid-19 restrictions, there is also a growing interest in cross-platform, socially orientated software for remote educational practices. However, the precise role of XR technologies and how they contribute to student experiences of remote learning, particularly the unique affordances of social virtual reality (VR) for evoking an embodied sense of presence, is relatively unknown. Based on real-world experiences, we present a case study on a social VR intervention in a remote higher education classroom to inspire Human-Computer Interaction (HCI) researchers to investigate further the issues that arise from our practice-based research. Our motivations were to report, analyze, and summarize everyday virtual learning environment (VLE) challenges, identify design considerations for VLE technologies, and comment on social VR's utility in delivering Science, Technology, Engineering, and Mathematics (STEM) subjects in a remote setting. We apply a practical approach to investigate and identify potential HCI problems, capture the unique experiences of STEM students during the lockdown, and explore the effects of tutorial activities that give students agency in constructing VLEs. The findings of this student-focused case study draw attention to the design of social VR activities that support conventional, web browser-based VLEs. © 2023 Owner/Author.