Impact of COVID-19 on academic activities and way forward in Indian Optometry

The role of extended reality in optometry education: a narrative review

The evolution of digitally based pedagogies, such as extended reality (XR) - a group of simulated learning environments that include virtual simulation, virtual reality, and augmented reality - has prompted optometry educators to seek evidence to guide the implementation of these teaching and learning activities within their curricula. Looking more broadly across the medical and allied health fields, there is a wealth of evidence to guide the incorporation of XR, as it is increasingly being integrated into the curricula of other select health professions disciplines. Educators from these disciplines continue to explore and embed XR in practice. This narrative review summarises the findings and appraises the literature on the use of XR in optometry education. It identifies the learning domains in which XR has been implemented in optometry education and proposes areas for further investigation. The review questions the technology-focused approach that has driven the literature within the review and calls for richer pedagogical foundations with suggestions for future research agendas. As such, this narrative review provides optometry educators with new ways of understanding XR and its relationship with the curriculum.

Barriers to the Diagnosis and Management of Keratoconus Among Optometrists in Kenya

Background

Early diagnosis and management of keratoconus (KC) are important for limiting visual complications of the disease. This study aimed to explore the perspectives of optometrists on the barriers to effective diagnosis and management of KC in Kenya.

Methods

An online questionnaire was distributed to optometrists in Kenya to collect data on barriers to the diagnosis and management of KC.

Results

The majority (60.9%) of optometrists were confident in retinoscopy and subjective refraction. Fewer were confident in the use of keratometers (46.4%) and corneal topographers (24.9%) and in the fitting of rigid gas permeable (RGP) contact lenses (25.0%). The most commonly reported barriers to improving their knowledge and skills were, limited continuous professional development opportunities (87.4%), high costs of conferences (86.1%) and the lack of diagnostic tools (79.5%). Impediments cited to diagnosing and managing KC effectively were a lack of national guidelines (64.9%), patient education material (71.5%), equipment (58.9%) and RGP supply (68.2%) and cost (67.5%). Most commonly reported barriers related to patients were compliance (91.4%), affordability (90.7%), RGP discomfort (89.4%), willingness to pay (88.1%) and the lack of patient education about KC (87.4%).

Conclusion

This study showed that the lack of national guidelines, essential equipment and adequate practitioner knowledge and skills were barriers to KC diagnosis and management. Regulation of optometric education and clinical practice, development of national guidelines for diagnosis and management of KC, up-skilling of practitioners and cost-effective solutions for equipment procurement and maintenance may improve both access to, and quality of, care to patients with KC.

Teaching Style Preferences and Online Teaching Practices of Optometry Teachers During COVID-19: A Preliminary Study

Purpose

Although research on teaching style preferences is available in the literature, there is limited information on the preferences of optometry teachers. The Coronavirus disease 2019 pandemic has impacted educational practices in all sectors. This study focuses on the teaching style preferences and online teaching practices of optometry teachers during the COVID-19 pandemic.

Patients and Methods

The study used a case study research design and a self-administered online questionnaire and follow-up semi-structured interview for data collection. The Grasha-Riechmann teaching style inventory was used to explore the teaching style preferences (Expert, Formal Authority, Demonstrator, Facilitator and Delegator). Quantitative and qualitative data were analyzed using descriptive statistics and thematic content analysis respectively.

Results

The optometry teachers were aged between 29 and 51 years (median = 45 years) and had between 3 and 25 years of teaching experience (median = 5 years). All teachers scored high in the Expert teaching style and most had scores categorized as high for the Delegator, Facilitator and Formal Authority teaching styles. The teachers reported that the initial adaptation to online teaching was difficult and challenging as they were not prepared for the rapid transition to online learning. They used various resources and materials but felt that student participation and engagement was lower in online teaching. Teachers noted that more time was needed to prepare materials for online teaching than for face-to-face teaching.

Conclusion

Optometry teachers adopted a multidimensional approach preferring the different teaching styles to varying degrees. Teachers noted challenges with the initial transition and adaptation to online teaching and used a combination of resources to support student learning.

The Impact of the COVID-19 Pandemic on Educational and Academic Activities of Healthcare Professionals in Bahrain

INTRODUCTION

Since its emergence, the COVID-19 pandemic has had a radical effect on different aspects of health worldwide. The burden created by the COVID-19 pandemic on healthcare systems has also involved educational and academic activities among healthcare professionals.

OBJECTIVES

This study aimed to explore the effect of the COVID-19 pandemic on the participation of doctors and nurses in educational and academic activities in Bahrain.

METHODS

A cross-sectional survey was conducted through an online questionnaire that was distributed among 204 healthcare providers (HCPs) in the Kingdom of Bahrain.

RESULTS

Out of 204 HCPs, 110 (53.9%) were doctors and 94 (46.1%) were nurses. A total of 154 responses were received (100 (64%) doctors and 54 (35.1%) nurses) with an overall response rate of 75.5%. Seventy-four (74%) doctors and 32 (59.2%) nurses stated that their overall academic activities had decreased since the start of the pandemic, yet this was not statistically significant (P=0.059). Unlike nurses, doctors attended more webinars 54 (54%) and online courses 47 (47%), compared to the time before the pandemic (P=0.022, P=0.014, respectively).

CONCLUSION

The COVID-19 pandemic had a negative impact on educational and academic activities among healthcare workers. However, it created an opportunity to expand the use of electronic and online methods in those activities.

Learner satisfaction with synchronous and asynchronous virtual learning systems during the COVID-19 pandemic in Tehran university of medical sciences: a comparative analysis

BACKGROUND

The need for electronic learning and its systems, especially during specific circumstances and crises, is crucial and fundamental for users in universities. However, what is even more important is the awareness and familiarity of learners with different systems and their appropriate use in e-learning. Therefore, the present study was conducted to determine the satisfaction of learners with synchronous and asynchronous electronic learning systems during the COVID-19 period at Tehran University of Medical Sciences.

METHODS

The present study was a descriptive-analytical study conducted cross-sectionally from the first semester of 2019-2020 academic year until the end of the second semester of 2021-2022 academic year, coinciding with the COVID-19 pandemic. The sample size was determined to be 370 students and 650 staff members using the Krejcie and Morgan table. The face validity and reliability of the research tool, which was a researcher-made questionnaire, was confirmed. Considering a response rate of 75%, 280 completed questionnaires were received from students, and 500 completed questionnaires were collected from employees. For data analysis, absolute and relative frequencies, as well as independent t-test, analysis of variance (ANOVA), and Post Hoc tests in the SPSS software were utilized.

RESULTS

During the COVID-19 pandemic, both students and staff members at Tehran University of Medical Sciences showed a relatively decreasing level of satisfaction with electronic learning. There was a significant difference in satisfaction between these two groups of learners regarding electronic learning (P = 0/031). Learners were relatively more satisfied with the offline system called "Navid" compared to online learning systems. Among the online systems, the highest level of satisfaction was observed with the Skype platform.

CONCLUSION

Although learners expressed relative satisfaction with electronic learning during the COVID-19 period, it is necessary to strengthen infrastructure and provide support services, technical assistance, and continuous updates for electronic learning platforms. This can contribute to more effective and efficient utilization of electronic learning, especially during particular circumstances and crises, or in hybrid models combining online and face to face education and training.

Training in retinoscopy: learning curves using a standardized method

BACKGROUND

Retinoscopy is one of the most effective objective techniques for evaluating refractive status, especially in non-cooperative patients. However, it presents a slow learning curve that often leads to student frustration. With the current Covid-19 pandemic and the need for social isolation, clinical education based on simulation has become more relevant. Therefore, we implemented retinoscopy laboratories and learning protocols to reduce student stress and learning time.

METHODS

We conducted a study to evaluate the retinoscopy learning curve using a new training protocol proposal. One hundred trainees were assessed in four stages, corresponding to 08, 12, 16, and 20 hours of training. Six different refractive defects were used trying to reproduce frequent conditions of care. The time spent on the assessment was not considered as additional training time. To analyze the data, we used non-parametric statistics and linear regression to assess the variables associated with training time and performance rate.

RESULTS

The mean performance score at 08 hrs was 32.49% (±16.69 SD); at 12 hrs was 59.75% (±18.80 SD); at 16 hrs was 70.83% (±18.53 SD) and at 20 hrs was 84.26% (±13.18 SD). Performance at 12 hrs was significative higher than 08 hrs of training, but did not show significant differences with the performance rate at 16 and 20 hrs. We found a strong positive correlation between performance and training time in retinoscopy (R = 0.9773, CI: 0.2678 - 0.9995 p = 0.0227).

CONCLUSION

This study showed that an increasing number of hours of practice positively correlates with performance in retinoscopy. The elaboration of a protocol and standardization of performance per hour also allowed us to estimate that a minimum of 13.4 hrs of practice is required to achieve 60% performance. Using the resulting formula, it is possible to determine the number of hours of retinoscopy practice are necessary to reach a certain level of performance.

Assessment of the factors affecting health profession students' emergency transition during the COVID-19 pandemic: A cross-sectional study

Objective: This study aimed to identify the factors that affected health profession students' emergency transition during the COVID-19 pandemic and to explore strategies that may help students be better prepared for any future health crises. Participants: This study population included 73 students that were originally enrolled in one online section (n = 49) and one face-to-face section (n = 24) of a healthcare administration course before the transition. Methods: The cross-sectional study was conducted and the anonymous survey data were analyzed using SPSS and a Man-Whitney U test. Results: Of the 73 students, 48 completed the survey, with a response rate of 66% (48/73). There was a statistically significant difference in the perceived COVID-19 impact (z=-3.339, p = 0.001) and difficulty transitioning during the pandemic (3-2.142, p = 0.032) between both groups. The top three hindering factors were stress and anxiety, difficulty focusing on studying at home, and time management due to uncertainty. Conclusions: The study findings suggest strategies that may help students with adequate knowledge and capabilities in managing stress, anxiety, and unprecedented challenges in the future.

"I Have a Wish": Anti-Asian Racism and Facing Challenges Amid the COVID-19 Pandemic Among Asian International Graduate Students

INTRODUCTION

Although Asian international graduate students (AIGS) were at risk for mental health problems during the pandemic, little is known about the experience of international students during COVID-19. This study aimed to examine the experiences of AIGS who lived in the United States during COVID-19.

METHOD

This qualitative descriptive study included 22 participants from five large universities in Philadelphia. Semi-structured interviews were conducted during September and October 2020, and a thematic analysis was used for data analyses.

RESULTS

Three themes were found: (a) "We are left alone here": Being an international student; (b) "Stay busy" and "Do something": Being a graduate student; and (c) "I have a wish": Seeking for support, perceived support, and preferred counseling services as a self-advocator.

DISCUSSION

Help is needed for AIGS to navigate uncertainties, provide proper coping skills, make efforts against anti-Asian racism, and provide culturally based mental health resources.

Organizational Adaptive Capacity during a Large-Scale Surprise Event: A Case Study at an Academic Institution during the COVID-19 Pandemic

OCCUPATIONAL APPLICATIONSThe COVID-19 pandemic caused large organizations and institutions to adapt their decision-making procedures and hierarchical structures to address pandemic-specific concerns. By examining a large public university, we found that effective adaptation occurred through restructuring the decision-making processes, coordinating decisions between departments, and effective monitoring of prior decisions. When considering the COVID-19 pandemic as a fundamental surprise event, our work identified strategies and decision-making that both maintained and increased adaptive capacity through the course of such an event. Through this case study, we highlight decisions that can be made by similar large organizations, to increase adaptive capacity when they are faced with similar surprise events.

Effectiveness of online learning in improving optometry student's reflective abilities

PURPOSE

Optometry education strives to develop competencies required for reflective practice in its pupils. The forced changes in academia during COVID-19 pandemic, rapid switching to online methods imposed serious challenges on the training of reflective skills. We hypothesize that the synchronous online sessions of case-based reflections are effective in imparting training for reflective practice in optometry students.

METHODS

A prospective study was done with planned, synchronous, online, small group workshops for case-based reflections through the second year of optometry program during 'introduction to patient care' course. The reflective competencies were measured with a modified Groningen Reflection Ability Scale (GRAS) at the beginning and towards conclusion. Data was analysed with Mann-Whitney one tail test and qualitative thematic methods.

RESULTS

Total of 104 students participated in the study. The aggregate score showed significant improvement (p<0.05) in students' reflective ability. A rising trend was seen in each component namely self-reflection, empathetic and communication reflections.

DISCUSSIONS

The results demonstrate that the reflective skills can be developed using virtual patient experiences, case-based reflective practices conducted in synchronous small group workshops in online mode. Students perceived it as useful activity in developing themselves as healthcare professionals.

Eye-Related COVID-19: A Bibliometric Analysis of the Scientific Production Indexed in Scopus

This paper analyzes, from a bibliometric viewpoint, those publications that relate COVID-19 and eye indexed in Scopus since the beginning of the pandemic, and it identifies the resulting main research lines. A bibliographic search in the Scopus database was conducted for publications that simultaneously include ocular and visual manifestations and aspects with COVID-19, from 1 January 2020 to 16 March 2021, and the obtained bibliographic information was processed with VOSviewer (v. 1.6.16). A total of 2206 documents were retrieved, and 60% were original articles. The USA published the most studies (24.6%). The retrieved documents had a total of 18,634 citations. The h index of the set of retrieved documents was 58. The Indian Journal of Ophthalmology was the most productive journal, while JAMA Neurology and The Lancet accounted for 20% of citations. Three keyword clusters representing hotspots in this field were identified. Eye-related COVID-19 research is an emerging field with plenty of scientific evidence whose growth is expected to increase as the aspects and manifestations of the disease, its treatment and the effect of vaccination on it become known.

Saudi Arabian Students’ Beliefs about and Barriers to Online Education during the COVID-19 Pandemic

At a time when pandemics such as the novel coronavirus (COVID-19) spread rapidly, the deployment of online education is essential. However, to successfully leverage online education in such times, it is important to investigate learners’ motivations and beliefs about online education and associated barriers as well as the role of religious and social values. To investigate these motivations and beliefs, this study included semi-structured interviews with 10 female undergraduate students. These interviews explored the perceptions of students with regard to their engagement with online learning and assessment amid the COVID-19 pandemic in Saudi Arabia’s higher education system. The findings indicate that the challenges linked to the sudden shift in learning mode and changes in assessment techniques impacted students’ engagement with learning and assessment. The findings also indicate that personal challenges decreased the willingness of students to learn online, but that their beliefs about learning online were improved by the quality of online learning. The study identified that one of the most important elements of improving beliefs about online learning is open communication between students and instructors, as this contributes to shared understanding and acceptance. The results are presented and discussed in connection with current literature, research implications, and future directions.

Educational Technology Adoption in Instructional Delivery in the New Global reality

Educational technology is a discipline that has a lot of roles to play in the global education system yet, its services had been neglected over the years in Nigeria. The new global reality that was occasioned by the upsurge of COVID-19 has made educational technology a very consequential discipline with conspicuous roles to play in the face of such a global pandemic. COVID-19 has halted many human activities across the globe. Its effect in the education system has resulted to re-adjustment in the school calendar, prolonged graduation dates, and reduced research output. To combat this, many education systems now adopt the services of educational technology thereby changing the old norm. But for this new norm to be sustainable, this paper argues that the education system must show a pragmatic attitude towards the adoption of such innovation rather than a conservative attitude. Therefore, using the diffusion theory of innovation, this paper argues that necessity called for compulsory adoption of innovation in the Nigerian education system. This new opportunity, however, looks bleak as many educational practitioners lack the required skills and attitude to adopt the innovation. It, therefore, concludes that educational practitioners need in-service training to be part of these changes. The government is suggested to apply a systematic approach in procuring and installing ICT facilities that will enhance the diffusion of this innovation into the school system.

A Proposed Strategy Based on Instructional Design Models through an LMS to Develop Online Learning in Higher Education Considering the Lockdown Period of the COVID-19 Pandemic

The COVID-19 pandemic has left more than 1.6 billion children and young people in 161 countries, nearly 80% of students enrolled in education systems globally, out of school. Many countries have resorted to online learning to reduce the repercussions of this shutdown. Many challenges have emerged, the most important of which are infrastructure and communication, and the knowledge of teachers and administrators of the necessary tools and processes are also key factors in providing online learning. In fact, nationwide lockdowns could have been an opportunity to test technological interventions for distance learning. Unfortunately, few systems have reached this point and are ready for implementation. The current study aimed to propose a strategy for distance education using the focus group method to gather the opinions of experts in the field of learning technologies and analyze their responses using text analysis software considering the McKinsey 7S Framework. The study found that the proposed strategy based on instructional design models that use OERs, i.e., blogs, audio recordings, and other resources, can improve the quality and efficiency of learning, provide students with skills, and achieve sustainable development goals in education in the Kingdom of Saudi Arabia.

Equity, Justice, and Quality during the COVID-19 Pandemic Period: Considerations on Learning and Scholarly Performance in Brazilian Schools

Due to the imperative need for change in habits caused by the COVID-19 pandemic that has plagued the world, this exploratory study plans to analyze the directions taken in teaching activities in public and private schools of the city of Rio de Janeiro (Brazil) and their consequences for learning and scholarly performance concerning elementary and middle schools. In this way, this study verifies through an email questionnaire if there was equality, justice, and quality in teaching methods during the COVID-19 pandemic. The descriptive analysis was carried out based on statistical calculations of quantitative and qualitative variables with various tests, whenever necessary, such as the chi-square, and when inconclusive, Fischer’s exact test, Kolmogorov–Smirnov and Shapiro–Wilk, non-parametric Mann–Whitney (when the comparison between two independent groups was mandatory), ANOVA, Kruskal–Wallis, and Friedman test. The results show that teachers tried to interact with students to overcome the problems faced during the COVID-19 pandemic period. Additionally, the study showed that there were differences in scholarly and learning performance, equality, and quality in the types of schools analyzed. This paper will help to fill the literature gap on the subject and will boost ongoing discussion on the inclusion of sustainable concepts in education.

The relationship between job components, neighbourhood walkability and African academics' physical activity: a post-COVID-19 context

Research to date suggests that physical activity (PA) among academics is insufficient globally. Academics in many African countries were recently required to resume work while observing social distancing protocols. Physical inactivity (PI) was, therefore, expected to increase in such academics. Interestingly, walkable neighbourhoods are resources that could discourage excessive sitting and PI in this situation. This study, therefore, assessed the moderating role of neighbourhood walkability in the relationship between core job components (i.e. on-site teaching, online teaching, research and student assessment) and PA among academics. The study adopted a cross-sectional design that utilized an online survey hosted by Google Forms to gather data. Participants were volunteer full-time academics in Nigeria, Ghana, Kenya and Tanzania. A total of 1064 surveys were analysed, with a sensitivity analysis utilized to select covariates for the ultimate hierarchical linear regression model. After controlling for the ultimate covariates (e.g. gender, education and income), PA was found to be positively associated with the job component 'research work' but negatively associated with student assessment. Neighbourhood walkability increased the positive relationship of research work with PA and reduced the negative relationship of student assessment with PA. The non-significant negative relationship between 'teaching online' and PA was made positively significant by neighbourhood walkability. We conclude that research as a job component is positively associated with PA, but online teaching is negatively associated with PA among African academics in a post-COVID-19 context.

Challenges and impact of COVID-19 lockdown on Indian optometry practice: A survey-based study

PURPOSE

The Indian government announced a nationwide lockdown as a preventive measure to control the prevailing COVID-19 pandemic. This survey was developed and conducted to assess the impact of lockdown on Indian optometry practice.

METHODS

A survey questionnaire was designed and circulated across the optometrists practicing in India through multiple social media platforms. All the data were extracted and only valid response were analyzed and reported.

RESULTS

A total of 691 optometrists participated in the survey. Most of the participants (22.25%) were in private practice followed by academics (14.89%). Among the valid responses collected, it was found that 43.37% of the respondents were consulting patients during the lockdown. Of these, 27.17% of optometrists were examining infectious cases and 48.68% were examining all the patients who came for consultation. Approximately 50.94% of the participated optometrist had begun telephonic/e‑mail/video consultations. In addition, 64.48% reported that optometrists were at an equal risk of clinching COVID‑19 on comparison with other domains during patient examination. Nearly 30.44% respondents felt that optometrists would face challenges in approaching the patient post COVID-19 considering the close working distance.

CONCLUSION

A proportion of optometrist have switched to some form of teleconsultation in order to aid patients during this prevailing pandemic. Regulatory bodies should issue appropriate guidelines regarding the safe optometry practice for the betterment of both patient and practitioners during face-to-face consultation.

The Impact of COVID-19 on Medical Dosimetry Education: Students' Perception on the Effectiveness of Program's Immediate Response

In early 2020, many medical dosimetry programs began to offer lectures and clinical rotations remotely in response to COVID-19. Faculty instituted an IRB-approved study to investigate the effectiveness of medical dosimetry educational programs' immediate response to COVID-19 and modifications to teaching practices during the pandemic. The Program Response to COVID-19 Effectiveness Questionnaire (PRCEQ) survey was developed to measure students' perceptions of their learning experience during COVID-19. The subject of the study was the medical dosimetry current and former student population who received modified education delivery during the COVID-19 pandemic. This study suggests that generally students are satisfied with the quality of their virtual didactic and clinical education as well as communication between faculty and students and students to students. Programs should develop strategies to engage students during the virtual classes to motivate them to learn; utilize a variety of formats for the evaluation of students' learning, incorporate activities to help students make connections with real-world clinical situations, and schedule clinical visits for students to learn tasks that require their physical presence in clinic.

The impact of COVID-19 on global contact lens education

PURPOSE

To investigate the effects of the global COVID-19 pandemic on contact lens education around the world.

METHODS

An online survey among contact lens educators (educator members of the International Association of Contact Lens Educators), conducted in May 2020.

RESULTS

A total of 214 responses were received from 32 countries (representing a 39% response rate). Overall, 71% of respondents' institutions were closed to students to attend at that time. A majority (58%) were delivering more online education than they would normally provide. Live online lectures and discussion was the most commonly used method (68%). Zoom was the most common videoconferencing technology (56%) and the most popular social media platform for communicating with students was WhatsApp (48%). About half (54%) were running online exams or assessments, 24% holding these for students to attend in person, and 27% were conducting practical sessions. Two in three (68%) said they would conduct more than 50% of their total teaching online by the end of 2020, and 12% anticipated 90% or more of their teaching would be online. Of all respondents, 74% expressed interest in an online platform delivering educational resources.

CONCLUSION

The COVID-19 pandemic has had a major impact on the teaching of contact lenses, as educational institutions worldwide move to online delivery. Major challenges remain with online contact lens education, with respect to teaching practical skills, student assessment and interaction. More support will be needed for educators to meet these challenges as the recovery from the pandemic continues.

Impact of the Covid-19 pandemic on clinical radiography education: Perspective of students and educators from a low resource setting

Introduction

The COVID-19 pandemic has had significant impact on clinical radiography educational activities including teaching, research, and clinical placement. The study aimed to investigate the impact of the COVID-19 pandemic on clinical radiography education in a low-resource setting from the perspectives of students and educators.

Methods

A cross-sectional online survey was conducted between December 2020 and March 2021. Participants included student radiographers and educators from six clinical radiography training institutions in Ghana. Conventional descriptive statistics, frequency, and thematic text analysis were undertaken.

Results

291 valid responses were received involving 277 students and 14 educators. Most of the respondents, predominantly students did not find the online platforms for learning user-friendly. Key challenges to clinical radiography training during the pandemic included poor internet connectivity (73.8%), inadequate time for academic discussions (50.9%), and the reluctance of health facilities to accept students for clinical placement (51%). Challenges with data collection and the provision of supervision were issues associated with research activities.

Discussion

The findings suggest the COVID-19 pandemic has had significant impact on clinical radiography education in Ghana and other countries of similar resource availability.

Conclusion

Clinical radiography training institutions need to customize approaches to education. Adopting blended learning approaches as well as the use of simulation to augment practical placement opportunities are new modes of instruction that will maximize learning experience.

The paradigm shift for educational system continuance in the advent of COVID-19 pandemic: Mental health challenges and reflections

Background

The coronavirus pandemic appeared as the worst global health disaster of the century. Since the advent of the Second world war-2, humankind has experienced the most challenging health emergencies. The novel respiratory disease (SARS-CoV-2) emerged in Wuhan at the end of December 2019.

Aim

The study focuses on providing education through the educational system with a mode of delivery using digital solutions with a new paradigm method.

Method

This research incorporates the statistical data related to the Pakistani Ministry of Health's coronavirus epidemic to draw the results.

Results

WHO reported more than 51.949 million confirmed COVID-19 patients in more than 200 territories and countries. This epidemic caused more than 1.282 million deaths; however, more than 36.49 million people have recovered from the infection of the deadly disease COVID-19, as of November 11, 2020. The COVID-19 has put forward unique challenges in personal and social life spheres. The precautionary measures, including social distancing, called for abrupt closure of educational institutions, leaving the digital solutions as the primary mean of continuity in educational activities.

Conclusion

The current review looks into the dynamics of embracing the change in the educational system, ranging from delivery mode to shifting to a new paradigm moving to digital solutions. This study looks into the challenges, issues, barriers, and success parameters of Pakistan's online learning management system. From the preparedness phase to the actual implementation of the learning system at higher education, the level is noteworthy. The private sector has provided higher, secondary, and primary levels; the private sector came forward to maintain learning continuity. The review suggests a way forward ahead for the educational system's continuity and sustainability in the coronavirus pandemic and educational institutions' crises.

The Use of the Kahoot! Learning Platform as a Type of Formative Assessment in the Context of Pre-University Education during the COVID-19 Pandemic Period

The present study aims to display how using a personal assessment environment based on the interactive Kahoot! platform actively supports the teaching–learning process. The goal is to improve the instructive–educational process by applying a learning platform based on play and digital technology that favors a qualitative educational endeavor. The use of the Kahoot! platform as form of assessment had a significant and direct positive effect on the educational process during the COVID-19 pandemic.

A qualitative insight into time-poor/grade-hungry health studies students' perceptions of using assessment criteria and feedback in assignment writing

BACKGROUND

Grade-led study and surface-learning approaches compromise student success at undergraduate level. However, encouraging students to adopt deeper approaches to learning can feel like an endless challenge for staff in the current consumerist university climate.

OBJECTIVE

This study explored undergraduate health studies students' current use, experiences and perceptions of assessment criteria in relation to their assignment writing and feedback.

DESIGN

Using a qualitative research design, data were collected via focus groups with 18 students then analysed using thematic analysis.

RESULTS

Findings revealed three key themes: Grades as the driver; The dependent learner; and Time-poor sacrifices. Ultimately, students are primarily motivated by grades and this has been reflected in the way they use assessment criteria and feedback. A general lack of autonomy was evident among students' attitudes towards assessment criteria and feedback and in the way these resources were utilised. Time restrictions for studying were a fundamental issue raised by this study. Students felt they should be offered greater flexibility with meeting deadlines due to balancing competing demands outside of university life.

CONCLUSION

These findings hope to trigger initiatives that aim to shift time-poor/grade-hungry students' towards a deeper understanding of what it means to be an effective learner in higher education.

COVID-19’s Impact on Higher Education: A Rapid Review of Early Reactive Literature

This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning, (2) e-learning challenges, (3) digital transition to emergency virtual assessment (EVA), (4) psychological impact of COVID-19, and (5) creating collaborative cultures. This represents the first systematic review of COVID-19’s impact on education, clarifying current themes being investigated. The author suggests that the term ‘emergency virtual assessment’ (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.

Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction

Educational governmental institutions have recommended implementing blended learning in higher education to respond to the “new educational normality” caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. In this context, the Flipped Classroom (FC) model is one of the pedagogical models that is revolutionizing the scope of education. However, there is still not enough evidence of its advantages and disadvantages in the university stage. Therefore, it is important to analyze the impact of the FC on the learning, satisfaction and interaction of the different agents of the university community. Due to the idiosyncrasy of the present study, an exclusively qualitative and longitudinal methodology was selected; thus, 266 interviews based on open questions were conducted throughout the last five years. The results show that students value the FC model positively and corroborate its great potential from academic, competence, personal and social perspectives. Nevertheless, a small group of students are still very critical about the model and would prefer to keep using a traditional methodology, mainly due to the lack of habit using active methodologies and establishing the learning commitment required by such methodologies.

Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown

To contain the COVID-19 pandemic, governments all over the world implemented strong lockdown measures to a large part of the population, including the closing of educational centres. Teachers were urged to transform their teaching methodology, moving from a face-to-face model to an emergency remote education (ERE) model, characterised by the use of technologies to continue with lectures and maintain the physical distance with the students. The aim of the present study was to analyse the existence of socio-digital inequalities and the educational challenges posed by the development of an ERE model, hence, contributing to the literature by proposing a systematic and holistic approach on this phenomenon. Based on the characteristics of the research problem and the objectives set, a qualitative methodology was applied. On the one hand, a semi-structured interview was conducted with 136 active teachers as the main data gathering technique. On the other hand, grounded theory was key in interpreting the results, with the aim of generating the theory in a systematic and holistic manner. It can be asserted that ERE was very useful during the lockdown of schools, and its potential to transform education was demonstrated. However, it was also shown that the development of an ERE model can cause socio-digital inequalities among students, due to the lack of access to digital devices and Internet connection, mainly due to factors, such as the socio-educational level of the family and the rural or urban context of the centre.

Working Methodology with Public Universities in Peru during the Pandemic—Continuity of Virtual/Online Teaching and Learning

This article describes the consultancy provided by the UTEC-UNED-TECSUP University Consortium to six national universities in Peru, during the COVID-19 state of emergency. This action aims to promote the techno-pedagogical change from a face-to-face to a virtual/online educational context. The process consists of three stages that ensured the continuity of the virtual/online educational service: diagnosis, design, and training, to strengthen instructional and digital competencies, support, and techno-pedagogical monitoring. It includes the basic principles of constructivist and constructionist learning theories for active and quality teaching and learning for the agents involved, and, in addition, the guidelines set by the emerging Peruvian regulations during the pandemic to move towards a digital university model according to the times. After a 157-day intervention, the analysis of the results raises some reflections: the importance of the socio-cultural context and its influence on the concept and development of the instructional act; the concept of distance learning in territories where connectivity is the main difficulty, and the university institution, in terms of a non-presential educational model with open and versatile methodologies, which anticipates a long process, involves a scheduled follow-up, requires fluid communication and demands continuous feedback.

A COVID-19 Pandemic Sustainable Educational Innovation Management Proposal Framework

The COVID-19 pandemic has promoted a big change in the educational sector. Suddenly, teachers, professors, and students had to migrate from presential classes to the online system without prior notice or a training course. This paper aimed to verify how the need of a rapid change to the online system in response to the impossibility of keeping the presential system due to the mandatory social distancing imposed by the COVID-19 pandemic has affected relationships and performance of teachers, professors, and students, as well as review the technologies and procedures adopted by them to innovate and achieve sustainable education. To address the empirical side of this exploratory research, the authors of this paper sent an email questionnaire to kindergarten, elementary and high school teachers in the City of Rio de Janeiro (Brazil), as well as to professors of the top 197 Brazilian universities. To address theoretical side of this exploratory research, an investigation was carried out through scientific databases. The data were analyzed with SPSS (Statistical Package for the Social Sciences), version 22.0, and with Microsoft Excel 2007. As a result, this paper showed that social isolation and transition to the online system greatly affected the work conditions of teachers and professors, as well as the learning process of students. Anyway, sustainable actions were taken to overcome these challenges. Furthermore, this paper proposed a framework that might support the development of new studies, filling the literature gap on the subject.

Impact of COVID-19 on Indian optometrists: A student, educator, and practitioner's perspective

PURPOSE

The optometry profession has experienced massive changes amid lockdown in COVID 19 pandemic. This study gauges the impact of COVID-19 on optometry education and practices in India.

METHODS

The impact of COVID-19 among key stakeholders of Indian optometry that included educators, students, and practitioners was surveyed. The content validity of the survey tool was achieved through a focused group discussion with experts.

RESULTS

Of the 1408 responses, 118 were educators, 845 were students and 445 were practitioners. Post COVID-19 lock-down, a high percentage of students (96%) and educators (94%) were now using online mode of education to learn and teach. The blended learning methods were reported to be used by 81% of educators. Practical skills were the most difficult to teach by educators and to learn by students. Almost a third of the students were concerned about their internships and job opportunities amid the pandemic. Practitioners felt confident in performing routine eye examinations with personal protective equipment (PPE). Telemedicine was found to be adopted by 55% of the private practitioners and 49% of the eye hospitals.

CONCLUSION

The COVID-19 pandemic has provided an opportunity to reform Indian optometry education through blended learning methods. Optometry practices changed and adapted instantly to the new hygiene norms that have raised the standard of care provided to patients. Telemedicine emerged as a mode of providing care by optometrists. Overall, all key stakeholders of optometry in India were found to have adapted well to the sudden changes due to COVID 19 pandemic.

Optometric education in the post-COVID-19 era: A time of forced change!

There is a massive disruption of the global economy and education due to the coronavirus disease-2019 (COVID-19) pandemic. This has posed significant challenges and threats to the academic community, especially in health care where the learning and assessment are patient centered. Though blended learning had its emphasis in the pre-COVID-19 era, innovations are required to meet up to the increased demands on learning and assessment. This article uses an inductive approach and outlines the existing challenges, impact of COVID-19 era, the need for a mindset reframe, and the potential opportunities for innovations that underlie during these challenging times.

Contact lens education for the practitioners of the future

The World Health Organization has identified a shortage of trained human resources as one of the greatest challenges to increasing the availability of eye care services and reducing preventable visual impairment around the world. Increased prevalence of myopia and new strategies for myopia management have raised the prospect of various interventions, including contact lenses for therapeutic use as well as for refractive correction. More personnel skilled in contact lens fitting will be needed to address potential worldwide demand for these interventions. This review investigates the current status and future requirements of global contact lens education in light of these developments. The COVD-19 pandemic led educational institutions worldwide to move towards online delivery. An online survey among 546 educators, conducted in May 2020, investigated changes to contact lens education delivery before and after the onset of the pandemic. A total of 214 responses were received from 32 countries. Prior to COVID-19 restrictions, 23% of educators had conducted more than 50% of their total teaching online; however, 69% expected to conduct more than half of their teaching online by the end of 2020 and 12% anticipated 90% or more of their teaching would be online. Some 76% of educators expected to provide more online lectures after the pandemic and 63% anticipated new methods to deliver practical education. Around half were planning to introduce new teaching online platforms (54%) and more online assessment methods (53%). The global need for increasing numbers of skilled personnel points to a crucial role for educators in teaching the contact lens practitioners of the future. Contact lens education delivery was already evolving prior to COVID-19, and changes that are currently occurring may lead to permanent differences in the way contact lenses are taught in future. The International Association of Contact Lens Educators (IACLE) provides educators with a standardised global curriculum, online resources and teaching technology that could also serve as a model for wider ophthalmic education in future.

Prolonged lockdown and academic uncertainties in Bangladesh: A qualitative investigation during the COVID-19 pandemic

The erratic nature of the novel coronavirus disease (COVID-19) forced the Bangladeshi government to shut down all the educational institutions since March 18, 2020. This prolonged closure not only detached the students from their study but also increased anxiety among them regarding their future academic as well as professional careers. The present study aimed to explore the perception and understanding of the students and teachers regarding the impact of COVID-19 on the academic life and career pursuit of university students in Bangladesh. With a semi-structured interview schedule, data for this qualitative study were collected from 8 purposively selected participants, using telephone interviews, affiliated with a public university in Bangladesh. Students argued that the extended closure is responsible for the delayed graduation of the senior students, thereby, mounting mental stress and frustration among them. The informants unequivocally opposed the online education platform, as a solution for the ongoing gap, due to scarcity of the resources, and unequal accesses and opportunities for all. It has been suggested that the education gap can be reduced by shortening the term, curtailing the preparatory leave, and taking extra classes over the weekends when the universities re-open together with enforced collective health hygiene.

Contactless Technologies for Smart Cities: Big Data, IoT, and Cloud Infrastructures

Intelligent systems are enhancing city environments and improving their overall performance in all possible aspects. Innovations in the field of information and communication technologies (ICT) and the proliferation of big data, internet-of-things (IoT), and cloud (BIC) infrastructures revolutionize the existing agile city ecosystems while effectively addressing customers and citizens needs. In this paper, we address the technology-driven applications that are capable of influencing the existing city infrastructures during their transformation towards smart cities with contactless technologies. We present applications, design principles, technology standards, and cost-effective techniques that leverage BIC for contactless applications and discuss user interfaces deployed in smart city environments. We further discuss state-of-the-art sensing methods and smart applications that support cities with smart contactless features. Finally, a case study is reported on how BIC can assist in efficiently handling and managing emergency situations such as the COVID-19 pandemic.

Understanding Education Difficulty During COVID-19 Lockdown: Reports on Malaysian University Students' Experience

The COVID-19 pandemic has struck the world and forced countries to go into lockdown including education sector. Students have been staying in hostels or houses, unable to go to university campuses. This situation has left university administrators no choice, but to have an online learning channel. Malaysian universities in particular have gone through many challenges to bring their online learning system up and ready to resume education process. However, students have found themselves caught in this situation (pure online learning) with no plan or readiness. Literature reviews showed that students encountered some challenges that could not be easily resolved. This study explored the challenges encountered by students of a government-linked university. This university is one of the largest in Malaysia with over 10 campuses across the country. This study collected 284 valid answers. The findings show that respondents lacked full readiness in this situation physically, environmentally, and psychologically with some differences in perspectives according to their gender, age, and residing state. Respondents were concerned about the implications of lockdown on their performance. The findings of this study indicate that a sudden switch to a pure online alternative creates considerable challenges to students who have no plans to be physically apart from classes. The findings also indicate that the current blended learning process which uses online learning as a support mechanism for face-to-face learning has faced a considerable challenge to replace it, particularly with unprepared students.