Investigating the impact of COVID-19 lockdown on pharmaceutical education in Saudi Arabia - A call for a remote teaching contingency strategy

Medical school students' perspectives on virtual anatomy education in a developing country

Understanding the fundamental role anatomy education plays in medical training and taking into consideration the nascence of online education in Nigeria, this study evaluated the perceptions of medical and allied-health students toward online anatomy education both during the COVID-19 lockdown in Nigeria and for the future. For this study, Google Form questionnaires were distributed via different social and academic platforms to medical and allied-health students in Nigeria between September 28 and December 17, 2020. A total of 954 students participated in the study and 947 valid responses were recorded. The results showed that 77.6% of the students had reported computer/IT skills and 12.1% admitted that they had never attended an online class. Interestingly, 60% of the respondents disapproved of online learning approaches as effective tools for instructions in the anatomical sciences. Majority of the students (84%) agreed that their performance in anatomy would have been better if the classes were face-to-face, while 55% found the online anatomy classes uninteresting. Furthermore, 91.5% agreed that anatomy educators needed advanced skills for online education, while 94.2% agreed that anatomy online teaching needs more advanced technology to be implemented in Nigeria. This study revealed an overall negative perception about the suitability and effectiveness of online anatomy education in Nigerian medical/health training. This study recommends further investigations into the challenges that were presented during online anatomy education at the peak of the pandemic. This will help direct the development and implementation of a workable and sustainable online education model for anatomical sciences in Nigeria.

University students' and educators' perceptions on the use of digital and social media platforms: A sentiment analysis and a multi-country review

Due to Covid-19, an inevitable restructuring of higher education teaching and learning pedagogies ensuring the continuous and effective learning of students is deemed important. Despite such vitality, a prevalent disparity worldwide on the usages and gains of digital and social media integration is still noticeable. Following a Scoping Literature Review and using the Atlas.ti software for a Grounded Theory qualitative analysis, this study aims to ascertain the significance of digital and social media tools during and after the Covid-19 pandemic. The study explains the common challenges and opportunities both students and educators faced in thirty countries. Drawing on the sentiment analysis of these stakeholders, results indicate that despite the acceleration of digital education into a flexible, and student-centered didactic approach, various barriers in effectively fulfilling online learning still exist. Findings also revealed the lack of, and therefore need for, proper teaching and learning material and strategies suitable for digital education.

Technologies for recovery and growth in post COVID-19 era in tertiary institutions in Nigeria

Technology has played an important role in several areas of human endeavour. Emerging challenges such as COVID-19 pandemic is increasing the use of technology in tertiary institutions. This study investigated the technologies for recovery and growth in post-COVID-19 era in tertiary institutions in Nigeria. The study adopted a descriptive survey design focusing on all the academic staff in the 49 federal universities in Nigeria with a total of 490 respondents who were purposively sampled. The findings revealed evidences of positive and negative effects of COVID-19 pandemic on the academia. It showed that the positive effects of COVID-19 pandemic outweighed the negative effects. The findings further showed that technology is an important tool for recovery and growth in post-COVID-19 era that will enhance communication, collaboration, teaching and research of academics. The findings indicated that among the challenging factors affecting recovery and growth in post-COVID-19 era are inadequate support from the Federal Government, unpreparedness of stakeholders, lack of palliative for lecturers, inadequate ICT facilities for distance and online learning among others. The study concluded with several recommendations to improve the use of technology in tertiary institutions for recovery and growth in time of crisis.

Covid-19 distance and online learning: a systematic literature review in pharmacy education

The Covid-19 outbreak necessitated the implementation of social distancing mechanisms, such as the enforcement of lockdowns in numerous nations. The lockdown has disrupted many parts of everyday life, but this unusual event has particularly affected education. The temporary closure of educational institutions ushered in dozens of new reforms, including a shift into the distance and online learning. This study investigates the transition from traditional education in physical classrooms to online and distance and online learning in pharmacy education during Covid-19, especially about the challenges and benefits of distance and online learning. We did Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) for literature sources between 2020 and 2022 (n.14). The study elaborates on how the transition has influenced teachers and students of pharmacy education. The research also summarizes several recommendations, which may assist in minimizing the adverse impacts of lockdown and encourage streamlined processes to distance and online learning, particularly in pharmacy education.

Health worker education during the COVID-19 pandemic: global disruption, responses and lessons for the future-a systematic review and meta-analysis

BACKGROUND

This systematic review and meta-analysis identified early evidence quantifying the disruption to the education of health workers by the COVID-19 pandemic, ensuing policy responses and their outcomes.

METHODS

Following a pre-registered protocol and PRISMA/AMSTAR-2 guidelines, we systematically screened MEDLINE, EMBASE, Web of Science, CENTRAL, clinicaltrials.gov and Google Scholar from January 2020 to July 2022. We pooled proportion estimates via random-effects meta-analyses and explored subgroup differences by gender, occupational group, training stage, WHO regions/continents, and study end-year. We assessed risk of bias (Newcastle-Ottawa scale for observational studies, RοB2 for randomized controlled trials [RCT]) and rated evidence certainty using GRADE.

RESULTS

Of the 171 489 publications screened, 2 249 were eligible, incorporating 2 212 observational studies and 37 RCTs, representing feedback from 1 109 818 learners and 22 204 faculty. The sample mostly consisted of undergraduates, medical doctors, and studies from institutions in Asia. Perceived training disruption was estimated at 71.1% (95% confidence interval 67.9-74.2) and learner redeployment at 29.2% (25.3-33.2). About one in three learners screened positive for anxiety (32.3%, 28.5-36.2), depression (32.0%, 27.9-36.2), burnout (38.8%, 33.4-44.3) or insomnia (30.9%, 20.8-41.9). Policy responses included shifting to online learning, innovations in assessment, COVID-19-specific courses, volunteerism, and measures for learner safety. For outcomes of policy responses, most of the literature related to perceptions and preferences. More than two-thirds of learners (75.9%, 74.2-77.7) were satisfied with online learning (postgraduates more than undergraduates), while faculty satisfaction rate was slightly lower (71.8%, 66.7-76.7). Learners preferred an in-person component: blended learning 56.0% (51.2-60.7), face-to-face 48.8% (45.4-52.1), and online-only 32.0% (29.3-34.8). They supported continuation of the virtual format as part of a blended system (68.1%, 64.6-71.5). Subgroup differences provided valuable insights despite not resolving the considerable heterogeneity. All outcomes were assessed as very-low-certainty evidence.

CONCLUSION

The COVID-19 pandemic has severely disrupted health worker education, inflicting a substantial mental health burden on learners. Its impacts on career choices, volunteerism, pedagogical approaches and mental health of learners have implications for educational design, measures to protect and support learners, faculty and health workers, and workforce planning. Online learning may achieve learner satisfaction as part of a short-term solution or integrated into a blended model in the post-pandemic future.

Pharmacy student perceptions of remote learning and wellness during the pandemic: Lessons learned from a metropolitan commuter city

INTRODUCTION

The purpose of this study was to assess pharmacy student perceptions of remote learning experiences and personal well-being during the COVID-19 pandemic in a metropolitan commuter city.

METHODS

A survey was developed and sent to pharmacy students from the three pharmacy colleges in New York City in January 2021. The survey domains consisted of demographics, personal well-being, classroom experiences, and pandemic and post-pandemic preferred learning modalities and reasons.

RESULTS

From a total of 1354 students from professional years one, two, and three across the three colleges, completed responses were received from 268 students (20% response rate). More than half of the respondents (55.6%) reported a negative impact of the pandemic on their well-being. More than half of the respondents (58.6%) reported more time to study. When students were asked their preferred mode of pharmacy education delivery during the pandemic and post-pandemic, a quarter (24.5%) preferred remote learning for all courses during the pandemic, and only a quarter (26.8%) preferred traditional classrooms for all courses post-pandemic. Approximately 60% of the respondents preferred some type of remote learning post-pandemic.

CONCLUSIONS

Pharmacy student learning has been and continues to be impacted by the COVID-19 pandemic, especially for pharmacy students in New York City. This study sheds light on the remote learning experiences and preferences of pharmacy students in a commuter city. Future studies could assess pharmacy student learning experiences and preferences after return to campus.

The effect of students' online learning experience on their satisfaction during the COVID-19 pandemic: The mediating role of preference

Introduction

During the peak of the COVID-19 pandemic, nearly all educational institutions globally had to eventually embrace the maneuver of transferring to nearly 100% online learning as a new routine for different curricula. Although many students in developing countries such as Kenya are only experiencing the exclusive online learning approach for the first time, research on students' experience and satisfaction with COVID-19-imposed online learning is largely lacking. Thus, this study examined the effect of online-learning experiences on satisfaction in the setting of the COVID-19 pandemic in Kenya. The mediating role of students' preference on the relationship between online-learning experience and satisfaction was also examined.

Methods

A web-based survey involving 501 respondents was analyzed using IBM® SPSS® and AMOS software platforms. A structural equation model (SEM) was used to analyze the relationships.

Results and Discussion

Results showed that 80% of participants indicated their preference for in-person learning as against 20% for online learning. Students' satisfaction-SS had a significant positive correlation with online classroom perceived quality-OCPQ, acquisition of self-confidence-ASC, teaching performance and engagement-TPE, and preference for online learning-POL but a negative correlation with internet access and cost-IAC. Moreover, while POL positively correlated with OCPQ, ASC, and TPE, it negatively correlated with IAC. Both the structural model for the main effect and the mediation model provided a good fit and confirmed these relationships. Student preference had a significant effect on satisfaction and played a significant mediating role in the relationship between online-learning experience and satisfaction. These findings shed light on the underlying factors that explain students' online learning satisfaction and provide guidelines for universities and policymakers to make better decisions that enhance students' online-learning experience and satisfaction.

Introducing ACTFAiREST2 to implement online assessments amid COVID-19: a case study from a low resource setting

BACKGROUND

Amid COVID-19, soon after the closure of academic institutions, academia was compelled to implement teaching and assessments virtually. The situation was not the same for all countries. This transition was much more challenging in low-resource settings like Pakistan, where the students were geographically distant with minimal connectivity. A private university in Pakistan instituted a systematic approach for ensuring quality assurance and reliability before launching online assessments amid the COVID-19. The purpose of this study was to reflect on the phased transition to online/remote assessments to facilitate continuous student learning through distance modalities during the pandemic.

METHOD

To assist faculty in re-designing their assessments, a workshop was conducted which was based on the modified Walker's nine principles. The principles coded as "ACTFAiREST2" were introduced to ensure that the faculty understands and adapts these principles in designing online assessments. The faculty modified and re-designed their course assessments, from face to face to online modality and submitted their proposals to the Curriculum Committee (CC). To guide the process of approving modified and re-designed assessments, a checklist was adapted. All the pre and -post workshop assessment proposals were analyzed using a content analysis approach to ensure the alignment of course learning outcomes with the assessments.

RESULTS

A total of 45 undergraduate courses' assessment proposals were approved by the CC after deliberations ensuring their applicability in a virtual environment. From the analysis of the course outlines and assessment proposals submitted to the CC, faculty made four key changes to their assessment tasks in the light of ACT FAiREST2 principles (a) alternative to performance exams; (b) alternative to knowledge exams; (c) change in the mode of assessment administration; and (d) minimizing the overall assessment load.

CONCLUSION

This transition provided an impetus for the faculty from a low resource setting to build momentum towards improved and innovative ways of online teaching and assessments for future nursing education to adapt to the new normal situation. This development will serve as a resource in similar contexts with planned and evidence-based approaches for enhancing faculty readiness and preparedness for online/remote assessments.

Teaching faculty perceptions, attitudes, challenges, and satisfaction of online teaching during COVID-19 pandemic in Saudi Arabia: A national survey

Background

The COVID-19 pandemic and associated preventative measures introduced a shock to the teaching paradigm in Saudi Arabia and the world. While many studies have documented the challenges and perceptions of students during the COVID-19 pandemic, less attention has been given to higher education staff. The aim of the present investigation is to evaluate the staff’s perception and experiences of online teaching during the COVID-19 pandemic.

Materials and methods

A validated survey was conducted between December 2021 and June 2022 in Saudi Arabian Universities to assess the status of online teaching during the COVID-19 pandemic among faculty members. The collected responses were exploratively and statistically analyzed.

Results

A total of 1117 response was received. About 66% of the respondents were male and 90% of them hold postgraduate degree. Although rarely or occasionally teach online pre-COVID-19, only 33% of the respondents think the transition was difficult and 55% of them support the move. Most respondents received adequate training (68%) and tools (80%) and 88% of the respondents mentioned that they did not accrue additional workload in online study design. While the perception of online teaching was mostly positive (62%) with high satisfaction (71%). However, 25% of the respondents reported that a poor internet bandwidth was an obstacle and 20% was unable to track students’ engagement. Respondents with more years of experience, previous training, support, or perceived online transition as easy were also more likely to be satisfied with the process. Also, older respondents, those who support the transition and those with previous training were less likely to report barriers (allp< 0.001).

Conclusion

The perception and experience of transition to online teaching during the COVID-19 pandemic in Saudi Arabia were positive. Low internet bandwidth and inability to track students’ limited effective online teaching. Work experience, previous training, and positive perception are the main factors that influence staff online teaching satisfaction.

A systematic review of health sciences students' online learning during the COVID-19 pandemic

BACKGROUND

This study aims to analyse the effectiveness of distance learning during the COVID-19 pandemic among undergraduate health sciences students using systematic review. Online learning has been chosen as the best approach to continue offering education in this pandemic era.

METHOD

The screening process was done using Scopus, ScienceDirect and PubMed based on the eligibility criteria. Out of 1486 studies, 1269 were screened. A total of 64 eligible studies obtained were included in the quantitative analysis. Results were categorized into i) student attitudes (perceptions/satisfactions/engagements), and ii) student learning outcomes, and compared to the Kirkpatrick model.

RESULTS

Although facing difficulties, 50% of the studies was moderately satisfied with distance learning, while 36% was highly satisfied and 17% dissatisfied. Most studies (26%) reported flexibility in online learning. Internet issues (19%) and low interaction between learners and instructors (19%) were the most prevalent problems mentioned. Online education engages students better than traditional learning. The learning outcome was assessed using two categories: i) academic performance and ii) skill development. Most studies (72%) stated that online learning improves academic performance, 14% reported a drop, and 14% stated no effect, while an increase in clinical skills and communication skills were reported. Kirkpatrick evaluation revealed 80% of the studies obtained was evaluated at level 1 (reaction), 8% at level 2 (learning), 12% at level 3 (behaviour) and none at level 4 (results).

CONCLUSION

Overall, this systematic review found that the online learning performed better than expected during COVID-19, but the data gained is insufficient to say it is beneficial when compared to other types of teaching approaches.

COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review

The COVID-19 pandemic led to many colleges of pharmacy having to make major changes relating to their infrastructure and delivery of their curriculum within a very short time frame, including the transition of many components to an online setting. This scoping review sought to summarize what is known about the impact of COVID-19 on pharmacy education and the effectiveness of adaptation strategies which were put in place. PubMed, Web of Science, OVID Medline, and MedEdPortal were searched to identify pharmacy education-related articles published since the beginning of the COVID-19 pandemic. For article inclusion, the following criteria had to be met: described original research, related directly to PharmD or PharmBS education, related to the impact of COVID-19 on pharmacy education, and was available in English. Out of a total of 813 articles, 50 primary research articles were selected for inclusion. Our review of these identified four domains relating to the impact of COVID-19 on pharmacy education and/or effectiveness of adaptation strategies: (1) lab-based courses and activities (including interprofessional education activities), (2) experiential education, (3) didactic education, and (4) student well-being. The key research findings are summarized and discussed. While the COVID-19 pandemic has clearly brought many challenges to pharmacy education, it has also led to key improvements and innovations.

Potential impact of great lockdown on students' knowledge, attitude and practices towards the COVID-19 outbreak

Background : Despite variation in the types of COVID-19 vaccines and genetic variation in the SARS-CoV-2 genome, using preventive measures remains the first choice to reduce risks associated with COVID-19 infection. Methods: This cross-sectional study highlights students' knowledge, attitudes, and practices toward SARS-CoV-2 infection during the lockdown. The study was conducted at the Imam Abdulrahman Bin Faisal University (IAU), Eastern Province, Saudi Arabia. Data was collected from 43 male preparatory students via an online self-structured questionnaire. Knowledge level was determined using mean scores, while chi-square and t-tests were performed to detect significant differences between groups. Results: Males aged 17-20 displayed better knowledge regarding COVID-19 than other groups (t = 2.03, p = 0.049). Most participants recognized the typical symptoms and transmission routes; 93% indicated they viewed social distancing as a crucial preventive measure. Following lockdown, a 1.7-fold increase in the number of participants who believed that mask-wearing was an effective preventive measure was observed; however, 37.2% did not trust this practice. There was a 2.2-fold increase in the number of participants who took part in awareness programs during lockdown. Students' knowledge increased from 73.2% to 81.5% following the lockdown. Specifically, mean knowledge regarding the role of contaminated tools in disease transmission increased from 33.7% to 75.5%. After lockdown, 58.1% of participants were anxious and afraid of having contact with their colleagues, while 39.5% missed their classes due to anxiety. Two sources of information impacted students' knowledge following the lockdown: university studies (t = 2.149, p = 0.038) and friends (t = 2.6, p = 0.013). Conclusions: The findings suggest that IAU preparatory-year students have acceptable knowledge, awareness, and attitudes towards COVID-19 infection. This reflects the impact of media on the improvement in preventive measure uptake. Knowledge of the pandemic may increase if health education programs are designed to target students.

Perceptions of distance learning among AlQunfudhah medical students during the COVID-19 pandemic

Objectives

This study aimed to assess perceptions among undergraduate medical students toward distance learning and its effects on their academic performance during the COVID-19 pandemic at Al-Qunfudhah College of Medicine, Umm Al-Qura University, KSA.

Material and Methods

A cross-sectional study was conducted among medical students at Al-Qunfudhah College of Medicine, Umm Al-Qura University, KSA, during the 2020–2021 academic year. Data were collected through a predesigned, well-structured online survey from (1^st March to 31^th May 2021).

Results

A sample of 223 undergraduates responded to an online survey, with a response rate of 74.3%; female students represented 54.3%. Blended education was preferred by most students (73.1%). Moreover, 72.2% of students perceived that distance learning saved their time, and approximately two-thirds (61.4%) were stimulated by the availability of lecture recordings. Approximately 59% and 54% reported that distance learning was more comfortable and improved their technology skills, respectively. Poor communication (66%) and network problems (61.4%) were the most common challenges in distance learning. Nonetheless, a substantial increase (P = 0.001) in students' grade point averages was observed with distance learning.

Conclusion

Most medical students preferred blended education combining the advantages of both traditional and distance learning strategies. The availability of educational materials, improvements in students' technological skills and time saving were the most perceived benefits of distance learning among students. However, the main obstacles were internet problems, poor communication and deprivation from real clinical practice. Despite the improvement in students' grade point averages during distance learning compared with traditional learning, blended education was recommended by the majority or participants.

Impact of home-based online classes on residential buildings’ use of space during the COVID-19 pandemic school closures in Saudi Arabia

Purpose

The recent COVID-19 pandemic compelled people to spend most of their time at home to avoid spreading the virus, signifying staying away from offices, schools and marketplaces and where many people congregate. This situation put enormous pressure on residential buildings, which functioned as alternative spaces to schools and offices. This paper aims to investigate the impacts of home-based online classes because of the COVID-19 outbreak on residential buildings in Saudi Arabia.

Design/methodology/approach

This study collected population-representative survey data from 324 eligible respondents using an online questionnaire and conducts descriptive and Spearman's correlation analysis using the SPSS 28.0 program.

Findings

This study found that the use of space during COVID-19, home-based learning space comfort and home-based online learning perception affected home-based online space requirements during the school lockdowns. Higher school levels, learning space comfort levels, types of education and number of school-aged children in a house were correlated with various types of discomfort experienced during home-based online learning. Lastly, the parents' preference for their children to continue online studies was correlated with the adverse effects of online learning and the possible advantages of online learning.

Originality/value

Lack of studies about the impact of home-based online classes on residential space requirement and use resulted in insufficient investigation and documentation of the consequences of the COVID-19 pandemic on home-based learning environments. This research contributes to the literature on the factors affecting spatial requirement during emergencies and how significant this relationship is.

Pharmacy education in Saudi Arabia: Achievements and challenges during the last two decades with a focus on Taif University as a case study

Basic expectation from graduates of any pharmacy program is to be able to provide pharmaceutical care at both patients and community levels, be able to solve problems arising during practice, be able to improve quality and outcomes of the services provided continuously and be able to respond effectively to patients and community changing needs. Pharmacy education in Saudi Arabia established in 1959 by founding the first college in Riyadh (King Saud University) followed by establishing two pharmacy colleges in Jeddah (King Abdulaziz University, 2001) and Abha (King Khalid University, 2001), then a college in Al Ahsa (King Faisal University, 2002), followed by four colleges three-years later in each of Buraydah (Qassim University, 2005), Madinah (Taibah University, 2005), Taif (Taif University, 2005) and Makkah (Umm Al-Qura University, 2005). Up to date the number of pharmacy colleges offering basic degrees in pharmacy are 21 governmental and eight privates. This review describes pharmacy education in Saudi Arabia, the historical perspective, current situation, and the important features. The report focuses on the changes during the last two decades covering three main aspects (1) Clinical education and training, (2) Research output, and (3) Quality and accreditation.

Distance Education among Italian Teachers: Differences and Experiences

The successful integration of technology in teaching is a key component of education. Although prior research highlighted factors fostering the use of technology by teachers, few studies focused on whether these factors vary among teachers of different grade levels and subjects. Moreover, no studies have investigated personal experiences related to distance education among a large sample of teachers. To address these gaps, the present mixed-method study sought to examine whether factors promoting distance education varied among Italian teachers of different grade levels and subjects. A further aim was to explore experiences of teachers using distance education. The sample involved 357 Italian teachers and preservice teachers who completed an online questionnaire during the COVID-19 pandemic that also contained open-ended questions. Findings indicated that teaching self-efficacy was greater in pre-service and primary teachers, while facilitating conditions were greater in humanities and science secondary teachers. The perceived ease of use of technology and technology for pedagogy skills were more pronounced among science secondary teachers. Advanced technology skills were lower in humanities secondary teachers while the behavioural intention to use technology was greatest among pre-service teachers. Four themes emerged from the qualitative study of teachers' insights. These included positive and negative aspects of using technology, the relationship with students, the versatility of distance education, and the quality of lessons. This study underscores the need to address training based on different teachers' grade levels and subjects, and to focus on the emerging themes to better integrate the use of technology in schools.

Shifting focus to online learning during the COVID-19 pandemic in Saudi Universities: Challenges and opportunities

Since 2020, Saudi administrations have provisionally closed educational institutions to mitigate the spread of COVID-19. At the time, employing technology was imperative to accelerate learning efforts and offer methods of enhancing interactions between learners and among learners and tutors. In this review, I first describe the e-learning systems that were used in higher education before the pandemic. Then, I investigate the impact of COVID-19 on Saudi higher education and how universities and public educational institutions responded to the pandemic. In the conclusion, I argue that policymakers, university sectors, and syllabi developers should unify national e-learning strategies, integrate technology in a systematic way, and design e-learning curricula to meet the needs of an ever-advancing world and revolutionise the learning process.

Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review

BACKGROUND

E-learning strategies were globally adopted by academies because of the COVID-19 pandemic. The characterization of students' perception of online learning is fundamental to design appropriate models for pharmacy curricula. The study aim was to carry out a systematic review about the perception of pharmacy students on the e-learning strategies adopted during the COVID-19 pandemic.

METHODS

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist was followed. PICOS criteria were applied. Five databases were screened: PubMed, Cochrane Library, DOAJ-Directory of Open Access Journals, SciELO-Scientific Electronic Library Online and b-on-Online Library of knowledge (Biblioteca do conhecimento online).

KEYWORDS

"pharmacy and (distant or remote or e-learning or online or zoom or education or training or digital) and (COVID or SARS and (student or undergraduate) and (opinion or satisfaction or perception or attitude)".

RESULTS

23 out of 176 papers were selected (28 duplicated and 125 excluded). Selected papers were classified, as follows: studies exclusively involving pharmacy students (n = 8); studies simultaneously involving pharmacy students and other healthcare students (n = 6); and studies related to the involvement of pharmacy students in specific courses (n = 9).

CONCLUSIONS

In general, the perception of pharmacy students on e-learning strategies adopted during the COVID-19 pandemic was positive. However, an expressive proportion of undergraduates reported negative issues about online education, which seems to support the necessity of optimizing e-learning strategies in the future.

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students' responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.

Disadvantages of using Traditional, Interactive and Distance Learning Methods when Studying the Specialty "Pharmacy"

<p>Interactive and remote technologies are being actively introduced into the training process in the specialty “Pharmacy.” In addition to ease of use, they have several advantages and disadvantages for all stakeholders. The purpose of the work is to analyze the disadvantages of traditional, interactive, and remote methods of teaching in the specialty “Pharmacy” at the Far Eastern State Medical University. This is a sociological survey of students of the Faculty of Pharmacy and Biomedicine (higher education), as well as the Medical-Pharmaceutical College (secondary education). Statistical processing was performed using the non-parametric Mann-Whitney, Kruskal–Wallis, Spearman’s rank correlation coefficient. Traditional teaching methods are characterized by the inconvenience of tight time frames. During on-line classes, it is more difficult to use an individual methodology for the student and change the teaching method. The most characteristic shortcomings of distance learning include the lack of motivation and the possibility of violations (writing off, forgery, etc.) by the student. Despite the geographical remoteness of the regions, material, and technical difficulties in switching to distance learning, as a rule, did not arise. The lack of an individual approach and the subjectivity of student assessments in distance and traditional teaching methods are due to the high occupancy of groups and their frequent combination (10-25 people) during the class. The disadvantage of remote methods is the complexity of regular control by the teacher, the lack of secure personality identification systems when sending written works and testing on-line, and the low level of consciousness of future specialists. According to the results of the questionnaire, the least number of shortcomings have interactive teaching methods, implying the active participation of the student himself and an individual approach.</p>

Chemical Engineering Teaching in COVID-19 Times: Successfully Adapting a Capstone Design Course to a Remote Format

The coronavirus COVID-19 pandemic required educational institutions to adapt face-to-face to remote teaching. This study reports the experience in the first semester of 2020 for a Chemical Engineering Capstone Design Course at the University of Campinas in Brazil. In this course, senior year students develop a group project, in which they simulate a chemical plant and evaluate its technoeconomic feasibility. In 2020, the groups were proposed to design a process to replace diesel fuel from the bus fleet in Campinas city with renewable fuel DME. Because of the pandemic, several adaptations were needed: the theoretical classes became asynchronous, group meetings were online, a commercial simulator was replaced by an open access one, and the schedule was extended by 2 weeks. Despite that, the students had a great performance, comparable to face-to-face. To assess student satisfaction, a questionnaire was used. The course met the expectations of most of the students who also recommended keeping it in the remote format or merging it with face-to-face teaching. Therefore, these changes made it possible to apply new teaching dynamics and tools that could be used in the future to improve the course quality.

COVID-19 Pandemic and E-Learning Satisfaction in Medical and Non-Medical Student: A Systematic Review and Meta-Analysis

Background

The COVID-19 pandemic has led to a rapid shift in student education style from face-to-face to electronic learning. Since the education satisfaction index is considered as a measure of the quality of educational services, therefore, this study aimed to assess E-Learning Satisfaction (ELS) in medical and non-medical students during COVID-19 pandemic.

Methods

Articles that had been published from 22 Dec 2019 to 4 Jan 2021 were identified through searching databases including PubMed, Scopus, Elsevier, Google Scholar, Web of Science and Iranian Scientific Information Database (SID), Health.barakatkns, IranDoc, Civilica and MagIran using the following keywords: "Distance learning", "Virtual learning", "E-Learning", "Satisfaction", "COVID 19". We systematically reviewed all studies that reported ELS. In this study, meta-analysis was used to estimate the pooled ELS.

Results

Overall, 184 records were identified by the electronic search, of which 24 relevant studies were included in meta-analysis. The pooled ELS in medical, non-medical and overall were 58.1% (50.5%-65.7%), 70.1% (66.8%-73.5%) and 63.8% (58.9%-68.8%) respectively.

Conclusion

According to our results and lower ELS in medical students in comparison with non-medical students, designing new E-Learning methods for medical students has been suggested.

I Cannot See You—The Perspectives of Deaf Students to Online Learning during COVID-19 Pandemic: Saudi Arabia Case Study

The COVID-19 pandemic brought about many challenges to course delivery methods, which have forced institutions to rapidly change and adopt innovative approaches to provide remote instruction as effectively as possible. Creating and preparing content that ensures the success of all students, including those who are deaf and hard-of-hearing has certainly been an all-around challenge. This study aims to investigate the e-learning experiences of deaf students, focusing on the college of the Technical and Vocational Training Corporation (TVTC) in the Kingdom of Saudi Arabia (KSA). Particularly, we study the challenges and concerns faced by deaf students during the sudden shift to online learning. We used a mixed-methods approach by conducting a survey as well as interviews to obtain the information we needed. Our study delivers several important findings. Our results report problems with internet access, inadequate support, inaccessibility of content from learning systems, among other issues. Considering our findings, we argue that institutions should consider a procedure to create more accessible technology that is adaptable during the pandemic to serve individuals with diverse needs.

Artificial Intelligence Methodologies for Data Management

This study analyses the main challenges, trends, technological approaches, and artificial intelligence methods developed by new researchers and professionals in the field of machine learning, with an emphasis on the most outstanding and relevant works to date. This literature review evaluates the main methodological contributions of artificial intelligence through machine learning. The methodology used to study the documents was content analysis; the basic terminology of the study corresponds to machine learning, artificial intelligence, and big data between the years 2017 and 2021. For this study, we selected 181 references, of which 120 are part of the literature review. The conceptual framework includes 12 categories, four groups, and eight subgroups. The study of data management using AI methodologies presents symmetry in the four machine learning groups: supervised learning, unsupervised learning, semi-supervised learning, and reinforced learning. Furthermore, the artificial intelligence methods with more symmetry in all groups are artificial neural networks, Support Vector Machines, K-means, and Bayesian Methods. Finally, five research avenues are presented to improve the prediction of machine learning.

How and why? Technology and practices used by university mathematics lecturers for emergency remote teaching during the COVID-19 pandemic

The COVID-19 pandemic led to closures of university campuses around the world from March 2020 onwards. With little or no time for preparation, lecturers turned to emergency remote teaching to continue to educate their students. Online mathematics education poses particular challenges in terms of both the hardware and software necessary for effective teaching, due to issues with mathematical symbols and notation, among others. In this paper, we report upon an online survey of 257 university mathematics lecturers across 29 countries, which explores what hardware and software they used for emergency remote teaching, for what purposes they used these and what training and support were made available to them at the time. We also consider what approaches they took to emergency remote teaching and what were their reasons for this.

Feelings, Behavioral Actions and Depressive Symptoms Related to COVID-19 among Undergraduates in Hail, Saudi Arabia

The severe acute respiratory syndrome coronavirus 2 (COVID-19) outbreak has had a profound psychological impact on university undergraduates. Feelings, behavioral actions, and depressive symptoms related to COVID-19 in undergraduates in Hail, Saudi Arabia, were assessed using an online survey. Eighteen feelings and six behavioral acts were assessed. The Center for Epidemiological Studies Depression Scale was used to measure depressive symptomatology. Descriptive statistics and logistic regression techniques were used. The mean age of the participants (n = 418) was 20.2 years (standard deviation (SD) = 1.8 years), and 52.9% (n = 221) were males. Elevated levels of depressive symptoms were reported by 47.1% of male and 51.3% of female participants. Social isolation, loss of interest, obsessive monitoring of symptoms, concentration difficulties, recurrent negative thoughts, and worries about health services emerged as vital negative feelings related to COVID-19 that were expressed by the participants. Younger age (odds ratio (OR) = 0.636, 95% confidence interval (95% CI) = 0.428-0.946) and coming from the middle-income category (OR = 0.388, 95% CI = 0.151-0.994) were found to be protective factors against developing depressive symptoms. Frequent cleaning of hands, wearing masks when going out, and adherence to social distancing rules were practiced by 71.5% (95% CI = 67.2-75.8%), 78.7% (95% CI = (74.4-82.5%) and 66.0% (95% CI = (61.3-70.5%) of the participants, respectively. These behavioral acts were not associated with the development of depressive symptoms. Although the practice of COVID-19 precautionary measures by the participants was satisfactory, nearly half of the participants reported depressive symptoms. Innovative educational strategies are needed to curb concentration difficulties and social isolation experienced by undergraduates during outbreaks such as COVID-19.

Learning environment and evidence among professionals and students satisfaction (LEAPS), experienced during the COVID-19 pandemic

The COVID-19 pandemic required schools to transition courses to an online platform. This shift to Emergency Remote Teaching (ERT) created gaps in the literature about its impact on students.

The purpose of this study was to test the relationship between learner and instructional attributes and learner satisfaction with ERT.

A modified version of the Student Satisfaction Survey assessed learner and instructional attributes and learner satisfaction among a convenience sample of 12 graduate and 83 undergraduate nursing students. Open-ended questions assessed students’ responses to their satisfaction with ERT. Multiple regression analysis was used to test associations of learner and instructional attributes with student satisfaction.

Overall satisfaction with ERT was neutral with a mean of 2.76 on a 1 to 5 scale; students rated instructional attributes higher with a mean of 3.64. Instructional engagement/technology use (single factor) and learner technology competence were associated with student satisfaction, beta = 0.93(0.09), p<.001; beta = 0.24(0.09), p = .008, respectively. Between-class technology use and prior experience with online courses were not associated with student satisfaction, beta = -0.08(0.09), p = .379, beta = 0.26(0.15), p = .079, respectively. Qualitative findings revealed faculty engagement was a major determinant in learner satisfaction with ERT.

Supporting faculty competence for the use of technology may increase learner satisfaction with ERT.

Global Financial Crisis, Smart Lockdown Strategies, and the COVID-19 Spillover Impacts: A Global Perspective Implications From Southeast Asia

This present study primarily emphasizes to seek the COVID-19 adverse impacts posing health challenges and global economic crisis. The pandemic (COVID-19) continues to hit the global economies adversely. Pakistan is the 5th-most-populous nation, and recorded positive cases with the third-highest positivity ratio in South Asia, and 26th-highest deaths toll of 21,450 and 29th number of most COVID-19 positive cases with 933,750 worldwide, as of June 6, 2021. The first wave appeared at the end of May 2020, and mid of June reported its peak, which ended by mid-July 2020. Early November 2020 witnessed the second wave with low intensity reached the climax by mid-December. The COVID-19's third wave severely affected the country during mid-March 2021. It exhibited the highest positivity rate, around 20%. New positive patients and deaths toll commenced to skyrocket and reported peak by April 15, 2021. Then situation gradually improved with effective measures and restrictions. The pandemic coronavirus (COVID-19) has affected 220 territories, regions, and countries and resulted in more than 174.116 million infections, deaths, 3.75 million, and 157.157 million positive cases fully recovered from this infectious disease, as of June 7, 2021. The pandemic has caused a severe crisis of healthcare facilities and economic challenges worldwide. Pakistani economy reported GPD's negative growth (-0.05) for the first time over the last 60 years in 2020, which caused a massive financial crisis. The Government's relief package intervened to reduce public mental stress and improve the quality of their lives. IMF reported that Pakistan's GPD bounced back at 4% growth by June 2021. This article determines that economic instability and health burden happened in Pakistan for a longer time than financial disequilibrium that occurred globally. Pakistan encountered this crisis due to its feeble healthcare systems and fragile economy. This study explores adverse health issues and spillover consequences on the economic crisis in Pakistan with global implications. It recommends smart lockdown restrictions in most affected areas to reopen the economic cycle with strict preventive measures to minimize the COVD-19 adverse consequences.

Students' acceptance to distance learning during Covid-19: the role of geographical areas among Indonesian sports science students

This study was conducted to investigate the perspectives of sports science students on factors affecting distance learning in the setting of Indonesian higher education institutions (HEIs). This study proposed an extended technology acceptance model (TAM) with eight variables; experience, enjoyment, self-efficacy, perceived ease of use, perceived usefulness, attitude, intention to use, and actual use. An online survey was used to collect data from 1291 respondents. The structural model was examined through the partial least square structural equation modeling (PLS-SEM). The multi-group analysis (MGA) was conducted to understand the role of geographical areas in moderating all hypothetical relationships. The findings show that the respondents were not excited about online learning due to weak means (below 3) for most items of five variables; enjoyment, perceived ease of use, perceived usefulness, attitude, and intention to use. All relationships were supported except the relationship between experience and perceived usefulness. The strongest significant relationship emerged between intention to use and actual use. Meanwhile, the least significant relationship was found between self-efficacy and perceived usefulness. Three out of 12 hypotheses were confirmed regarding the differences of geographical areas (rural and urban) regarding all relationship paths. The findings add to a deeper understanding of the acceptability of distance learning during pandemics like COVID-19.

UTAUT3 model viability among teachers due to technological dynamism during COVID-19

Purpose

The purpose of this paper is to identify the viability of the extended Unified Theory of Acceptance and Use of Technology Model 3 (UTAUT3) model among the teachers especially during COVID-19 towards the use of technology.

Design/methodology/approach

An extensive primary survey has been conducted through a well-structured tool under UTAUT3 model. The survey is conducted among 450 teachers from various institutions taken for the study. The data was collected from the Northern India. The data analysis will be done through the SmartPLS software with application of structural equation modelling (SEM).

Findings

The results are strong for educators and policy makers. It was found that performance expectancy is positively related to the behavioural intentions among teachers. Teachers consider that usage of technology will boost their job and task performance.

Practical implications

This study has a very strong implications in the field of education in case or replacement of traditional teaching patterns with modern one during pandemic times. It will be effective if teachers would prioritize their work. There will be more effective teaching and learning system in future.

Originality/value

The study validates the constructs of UTAUT3 model in understanding teachers' behaviour and attitude towards technology acceptance. Furthermore, the study invites research from different viewpoint to investigate the role of UTAUT3 model in an individuals' behaviour and attitude towards technology acceptance.

Challenges, benefits & drawbacks of chemical engineering on-line teaching during Covid-19 pandemic

Distance learning demand has increased and turned into an obligatory educational system during the COVID-19 Pandemic. Within this period, students need exceptional support and assistance to be adjusted to the Online framework environment. The current study investigates distance learning on chemical engineering students' educational performance during this pandemic period. This study addresses many issues related to distance learning, such as the household setting suitability with the internet connections, Online lecture activities, Online classroom experience and assessment tools, and student's perception of the Online graduation projects. A comprehensive survey was organized and structured to observe and evaluate these associated issues to distance learning. The study targeted the third, fourth, and fifth-year students. The responses of the students revealed positive and negative assessments of the Online teaching during this Pandemic. Generally, the participated students did not experience significant technical obstacles to acquiring all the Online activities. Most of the contributed students expressed some difficulties concentrating during the Online sessions with limited student-instructor interactions. Graduation Project students encountered problems in performing technical discussions with their academic advisors, coordinators, and teammates compared to the face-to-face approach.

Levels of fear and uncertainty regarding the spread of coronavirus disease (COVID-19) among university students

PURPOSE

This study aimed to assess the levels of fear and uncertainty regarding the spread of coronavirus disease 2019 among Jouf University students and to explore the factors influencing those fears and uncertainties.

DESIGN AND METHODS

This was a cross-sectional study of 416 undergraduate students who used an electronic questionnaire. Fear and intolerance of uncertainty scales were used to assess students' fear and uncertainty.

FINDINGS

Results indicated a positive correlation between fear and intolerance of uncertainty, and a negative correlation between the level of knowledge and fear. Gender, age, and type of college emerged as significant predictors of fear.

PRACTICE IMPLICATIONS

Developing strategies to respond positively to students' worries and fears and proactively help them to solve their problems and guide them in preparing a plan for the future.

The influence of COVID-19 related psychological and demographic variables on the effectiveness of e-learning among health care students in the southern region of Saudi Arabia

BACKGROUND

E-learning is a modern and flexible mode of education and is being used as an alternative to conventional mode of education during the ongoing COVID-19 pandemic. However evidence suggests that effectiveness of e-learning is influenced by many prevailing factors.

METHODS

A cross sectional study aimed to evaluate health care students' perception towards implementation of e-learning was conducted for a period of 4 months, from April 2020 to July 2020. Research instrument consisted of a self-designed, qualitative questionnaire with three domains was validated using field pretest method and administered among health care students of King Khalid University using social media platforms. Chi square test was used to estimate the effect of e-learning on various domains whereas linear regression analysis was used to find the association between subjects' characteristics to overall domain scores. P value < 0.05 was considered significant.

RESULTS

Among 254 respondents 59.8% were males and 96.5% respondents were staying with their families.10.2% reported medically imposed quarantine for one or more family members. 59.8% reported that the online classes were commenced too early. 63.4% of the respondents reported that they had no previous experience. Poor network connectivity (32.3%) and unawareness about online platforms (29.9%), poor audio/video qualities (26.3%) were found as major barriers. Psychological stress, discipline of study, living status and quarantine history had a remarkable impact on the effectiveness of online education.

CONCLUSION

Health care students are still cynical and are yet to embrace e-learning fully. Psychological distress, technical issues in association with accessibility, inexperience and unpreparedness were found to be main barriers that limited student acceptance of e-learning.

Distance Education During COVID-19 Pandemic: A College of Pharmacy Experience

PURPOSE

This study aimed at describing the experience of academic staff and students with distance education, during the COVID-19 pandemic, at a college of pharmacy in Saudi Arabia.

METHODS

This study used a mixed-method approach. The first phase implemented a survey that targeted both academic staff and students to evaluate their experiences with distance education during the COVID-19 pandemic. Then, a focus group discussion was conducted to explore, in-depth, their experience. The survey consisted of five domains as follows: readiness for the shift to distance education during the full and partial lockdown, perception towards distance education, barriers against distance education, and the acquisitions due to distance education. A five-point Likert scale was used to assess participants' responses to the different domains (mean score ± standard deviation).

RESULTS

Seventy-eight percent of the academic staff and 65% of the students responded to the survey. Participants' views were positive for readiness for the shift to distance education during the full lockdown (3.89±0.42 for academic staff and 3.82±0.50 for students) with almost similar evaluation for the readiness during the blended learning period (3.91±0.44 for staff and 3.83±0.59 for students). The findings showed a generally positive perception towards distance education (3.59± 0.67 for academic staff and 3.47±0.64 for students). The acquisitions due to distance education were also positive (3.95±0.72 for academic staff and 3.78±0.77 for students). Nonetheless, some barriers that affected distance education were raised with an overall neutral view from both academic staff (3.31±0.72) and students (3.31±0.64), with different responses for the individual items. Qualitative findings from the focus group discussions explored the strengths, weaknesses, opportunities, and challenges, with emphasis on the areas for improvement.

CONCLUSION

Although the shift for distance education was out of a sudden, participants showed overall positive views about their experience with distance education and highlighted areas for improvement.

COVID-19 compliant and cost effective teaching model for King Abdulaziz University

The global pandemic of COVID-19 has been going on for over sixteen months. During this period, we have witnessed a colossal loss of life, property, business, and a degradation of social life. Several different variants or strains of SARS-CoV-2, which causes COVID-19, have been found in different parts of the world. This pandemic has so far infected more than one hundred and thirty five million people, which has caused significant damage to the education sector. The majority of students around the world have lost access to face-to-face classes. While dealing with the crisis, some higher education institutions are still finding it difficult to adapt to alternative ways of imparting education. Many of them are using learning management systems and other online technologies and tools to facilitate online learning. The aim of this manuscript is to propose a cost-effective hybrid teaching model (CeHTM) for the King Abdulaziz University. The proposed model is designed after analyzing two anonymous online feedback surveys in which nearly four thousand students and more than four hundred instructors have participated. The CeHTM is novel as it is the first framework of its kind for imparting education during pandemic. Given the uniformity of educational system in Saudi Arabian universities, the proposed model can be used by other Saudi Arabian institutions, and adapted elsewhere, especially in the Middle East and North Africa.

Student and educator perspectives on virtual institutional introductory pharmacy practice experience (IPPE)

BACKGROUND

The COVID-19 pandemic has required governments around the world to suspend face-to-face learning for school and university students. Colleges of pharmacy are faced with the challenge of training students in hospitals that are under considerable pressure at this time. The government of Saudi Arabia has moved all classes and training online to limit the spread of the virus. This study describes the experience of the Introductory and Advanced Pharmacy Practice Experience (IPPE and APPE) students and preceptors engaged in the virtual IPPE training.

METHODS

A cross-sectional study was conducted to describe and appraise the implemented virtual IPPE training from the experiences of IPPE and APPE students, and their preceptor. The IPPE students described their experiences in close-ended questionnaires, while APPE students in open-ended questionnaires, and the preceptor described the experiences in narrative. The study focused on highlighting the advantages, opportunities, challenges, and shortcomings of the virtual training.

RESULTS

Two preceptors and seven APPE students participated in the preparation and administration of the virtual training. The IPPE students' experiences, based on 87 respondents, were mostly positive. Although IPPE students enjoyed the time flexibility that allowed the learning of new skills and reflection on previous experiences, 15% experienced difficulty finding quiet places with a reliable internet connection or had difficulty working on team-based activities. Moreover, some were anxious about the lack of adequate patient-care experience. On the other hand, the APPE students found the experience enriching as they gained experience and understanding of academic workflow, gained skills, and overcame the challenges they faced during this virtual training experience.

CONCLUSIONS

Future training programs should be organized to overcome the challenges and to maximize the benefits of training experiences. Schools of pharmacy may benefit from the training materials constructed, prepared, and administered by APPE students to improve IPPE students' learning experiences and outcomes.

Evaluating the impact of COVID-19 pandemic lockdown on education in Nigeria: Insights from teachers and students on virtual/online learning

BACKGROUND

As in many countries worldwide, due to the COVID-19 pandemic lockdown, higher institutions in Nigeria closed in March 2020 and only began reopening in October of the same year. As a result of the lockdown, some higher institutions had to quickly move from the traditional face-to-face teaching method to virtual learning. This study aimed to investigate the impact of COVID-19 lockdown on education in Nigeria and also provide recommendations that may be useful in developing remote teaching contingency strategies. Five-point Likert-scale questionnaire targeting students and teachers separately was designed to get feedbacks from both students and teachers on their experiences, issues and successes. The questionnaires were divided into five categories: virtual classrooms, course learning outcomes, alternative method of assessment, impact of online teaching and satisfaction.

RESULTS

A total of 703 students and 60 teachers from five different local universities participated in this study. All participants (> 50%) had difficulties with Internet connection. Students (67%) as well as teachers (59%) agree that they had limited interactions with one another and this negatively influence student's satisfaction (p < 0.01). While students were split on the most appropriate method of assessment, teachers (63%) believe assignments and oral examinations are more suitable for online teaching. Many teachers (66%) admitted that it was difficult assessing students' abilities and performance. Some students (> 40%) were concerned about the number of assignments given. Most teachers (84%) believe there is an increase in tendency for examination malpractice when assessment was conducted virtually. Students had significantly (p < 0.05) higher marks in all courses during online assessment compared to previous session involving face-to-face teaching. About 83% of teachers admitted it was difficult explaining complex scientific concepts.

CONCLUSION

Based on the results of this study, we provided recommendations to help educational institutions in Nigeria develop remote teaching contingency strategies.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1186/s42269-021-00538-6.

Predicting student satisfaction of emergency remote learning in higher education during COVID-19 using machine learning techniques

Despite the wide adoption of emergency remote learning (ERL) in higher education during the COVID-19 pandemic, there is insufficient understanding of influencing factors predicting student satisfaction for this novel learning environment in crisis. The present study investigated important predictors in determining the satisfaction of undergraduate students (N = 425) from multiple departments in using ERL at a self-funded university in Hong Kong while Moodle and Microsoft Team are the key learning tools. By comparing the predictive accuracy between multiple regression and machine learning models before and after the use of random forest recursive feature elimination, all multiple regression, and machine learning models showed improved accuracy while the most accurate model was the elastic net regression with 65.2% explained variance. The results show only neutral (4.11 on a 7-point Likert scale) regarding the overall satisfaction score on ERL. Even majority of students are competent in technology and have no obvious issue in accessing learning devices or Wi-Fi, face-to-face learning is more preferable compared to ERL and this is found to be the most important predictor. Besides, the level of efforts made by instructors, the agreement on the appropriateness of the adjusted assessment methods, and the perception of online learning being well delivered are shown to be highly important in determining the satisfaction scores. The results suggest that the need of reviewing the quality and quantity of modified assessment accommodated for ERL and structured class delivery with the suitable amount of interactive learning according to the learning culture and program nature.

Class of 2020 in Poland: Students' Mental Health during the COVID-19 Outbreak in an Academic Setting

The COVID-19 pandemic had led universities to introduce lockdowns, which has led to significant shifts in students’ lives. Classes were moved online, students had to leave dorms and move; they had to forgo regular meetings with their peers. Subsequently, a vital demand for examining students’ mental health emerged. The data were collected at a time when universities in Poland were under lockdowns. Participants represented students of many different fields of study. The General Health Questionnaire (GHQ-28) was used. Student’s subjective evaluation of online learning and their adaptation to academic life shifts were reviewed. A total of 1123 participants took part in this study. Relationship analysis included tests, such as U Mann–Whitney, appropriate for specific variables. The impact of variables connected with the pandemic on the GHQ scores was tested using multivariate regression analysis. The results were considered significant at a p-value set at 0.05. Overall, 76.96% of the participants manifested psychopathological symptoms measured by the GHQ. Four demographical variables were possibly associated with the GHQ scores: female sex, living in a big city, necessity to move back home, and being in a relationship. Negative correlations between subjective evaluation of variables concerning e-learning, such as its efficiency or quality, and the GHQ scores were found. Some variables were found to be potential protective factors, whereas others could have contributed to worsened mental health. The study provides data on students’ worsened mental health due to the COVID-19 pandemic and the shifts in academic life it caused. Therefore, recommendations for early psychosocial interventions among students are strongly advised.

Leading a Digital Transformation in Pharmacy Education with a Pandemic as the Accelerant

The global COVID-19 pandemic has not only posed a challenge to education but created an opportunity to spearhead a digital transformation and the novel delivery of a Pharm.D. curriculum. The process to transform the curriculum in a sustainable and iterative manner involved multiple steps including: (1) Communication, (2) Maintaining faculty engagement, (3) Allowing outside the box thinking, (4) Providing resources and tools and (5) Creating accountability and timelines. At our institution, we have been interested in digital transformation since completing our interview of global leaders. We began our journey using the current COVID-19 pandemic as an accelerant for change. Digital transformation in any industry is not a simple undertaking. However, with planning, aligned organizational interests, consistent and regular communication, provision of resources and tools, engaging faculty and creating accountability and timelines with deliverables the implementation can be successful. When the global pandemic wanes and educational institutions commence in-person classes, having undergone the stages of digital transformation, we will be able to embrace these changes and transform education, not having to reproduce pre-pandemic educational systems.