bluuebunny/crossref_metadata_2025 huggingface dataset:
Challenges, difficulties and barriers for engineering higher education
Authors: Valero Miguel
Published: October 2022

Higher education in general, and in engineering higher education in particular, is constantly under pressure to introduce reforms that improve the employability of graduates. Among the most common claims is the development of a more active and competency-based teaching oriented to the development of professional and personal skills. The university institution responds to these claims, sometimes in a timid way, but others by embarking on great transformation projects. A good example of this is the project to build the European Higher Education Area.However, the challenge of developing a more active and competency-based teaching faces numerous difficulties and barriers because many of the necessary changes are in sharp contrast with a status quo that has been consolidated over centuries. Difficulties and barriers include a lack of deep understanding (and even lack of acceptance) of some of the implications of the challenges we are facing, the learning of new techniques and tools that are not easy to use or unsuitable organizational structures.In this paper, we explore the nature of some of the challenges and review the difficulties and barriers most mentioned most often by those who dare to try. Anyone who wants to address the challenges or has a responsibility to facilitate changes should be aware of all these difficulties and barriers.
A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning
Authors: Fernández-Ferrer Maite , Espinoza Pizarro Dario
Published: October 2022

Through an initial documentary analysis of the flipped classroom in the context of a pandemic and of the new pedagogical models based on active methodologies or pedagogies and cooperative learning, the experience presented below is part of an innovation project based on the design of cooperative activities focused on students to enhance their meaningful learning and with the aim of improving their satisfaction and motivation and thus, as a consequence, their academic performance. For the evaluation of this experience, in which 29 students from the theoretical-experimental subject of General Chemistry participated from the Technological Bases Engineering training plan of the Universidad Católica del Norte, three data collection instruments were administered based on the use of the questionnaire and the interview with the students during and at the end of the experience. The main results show high acceptance and satisfaction with the design of the innovation; an improvement in the development of teamwork competence; and a significant impact of the active methodologies and cooperative learning strategies implemented in increasing the academic performance of students.
Towards a Formal Language in Law
Authors: Vidal-López Rodrigo , González-Ruíz Jacobo Leonardo , Marcial-Romero José Raymundo , Hernández-Servín J. A.
Published: October 2022

In today's globalized society, the generation of digital information grows exponentially along with the technological innovations in all aspects of everyday life. In order to cope with gathering, administering, sharing information, planning, and automatization of many human activities including some human reasoning tasks, multi-agent systems in the form of language programming scripting have become an important aspect in dealing with those problems. Thus, the agent-based programming language has become an important line of research in artificial intelligence from a theoretical and practical point of view. In this chapter, the authors review some already implemented languages and theoretical aspects toward a formal proposal of a language that deals with human reasoning in law. In particular, the authors present as an example a language, based on topoi theory, that deals with the problem of defining ontology as specified by FIPA as a requirement for agent-based programming language.
Edge Computing on IoT
Authors: R. Mahalakshmi , Ismat Uzra , K. N. Praveena
Published: October 2022

The internet of things (IoT) is escalating into diverse aspects of our lives with innovative technologies and solutions. In general, IoT devices are restricted to storage and processing power, which results in the lack of performance, reliability, and privacy of IoT applications. The applications in various sectors like agriculture, healthcare, smart cities, smart homes, and production units are enriched by twining the IoT and cloud computing. Cloud analytics is the process of extracting actionable business insights from the data stored in the cloud. Cloud analytics algorithms are applied to large data collections to identify patterns, predict future outcomes, and produce other useful information to business decision makers. Edge computing has arisen to support this intense increase in resource requirements by leveraging the untouched potential away from the enterprise data cores. Processing power is gained by a collective process between various entities at the network edge including the user devices, mobile-based stations, and gateways and access points.
Plugged In
Authors: Sossi Dino
Published: October 2022

In the aftermath of the Arab Spring, Occupy Wall Street, and Black Lives Matter movements, protest has become the default response to social problems. As students and youth become more involved in political upheaval, they turn to the technology that surrounds them. This chapter focuses on computer-mediated youth civic action and interaction. It examines past trends in youth activism and how social media skills acquired through activism could help these same youth activists transition to the workforce.
The Role and Impact of Social Media in E-Government
Authors: Alguliyev Rasim M. , Yusifov Farhad F.
Published: October 2022

The rapid development of ICT has a significant impact on the lifestyle of and communication among people. Such impact tendencies alter the human activity as well as government functions and the ways these are implemented. The studies related to Web 2.0, social media, social networks, and their use in the government sector show that the issues such as the formation of social media and important role of the latter in public administration have become a broad research topic. Despite the presence of various approaches of states to social media and social media analytics in international practice, the large impact of social media on public administration is of no doubt. The chapter reviews such issues in the presence of the goal of building mutual communication between government bodies and citizens, the role of social media in building feedback between e-government and citizens, the use of social media in e-government, and the transformation of administrative mechanisms.
Some Basics to the Initial Setup and Maintenance of Serialized Online Learning
Authors: Hai-Jew Shalin
Published: October 2022

Optimally, the learning sequence experienced by learners is addressed in the instructional design plan. So too is the sequencing of learning objects in the modules, related modules in the course, related courses in a degree program, and so on, from granular objects to larger ones. A variety of learning contents may be conceptualized, at a zoomed-out level, as “serialized” or a part of a series. Serialized online learning refers to any number of types of large-scale sequenced learning, such as endeavors that continue over extended time (such as a number of years), that involve a number of interrelated learning objects (like podcast series), and that serve both new learners and continuing learners. The instructional design for serialized online learning requires front-loaded design considerations and approaches that consider the continuing nature of such learning.
Improving Maritime English Oral Communication Skills in an Online Environment
Authors: Şihmantepe Aydin , Solmaz Murat Selçuk , Aşan Cihat
Published: October 2022

Online education has been an option until the first half of the year 2020. After the outbreak of COVID-19, online learning has gradually become a must for education. In this period, institutions have had to transform and adopt not only their teaching approach and content, but also their technology. Maritime education and training inevitably has followed the same pattern. As English is the operational language of the sea, teaching maritime English has had its share from this transformation. This study focuses on improving maritime students' job-related communication skills in an online environment with online role-playing. The study firstly reviews general requirements and setbacks involved in online teaching and language requirements at sea. The focus of the study is on online oral communication role-playing to perform ship-based external communication. The study concludes by pinpointing minimum requirements for conducting such training, lessons learned from the sessions, as well as knowledge and experience achieved by the students.
Assisting Peer Learning Performance Using Online Collaborative Tools in Virtual Learning Environments
Authors: Lim Chee Leong , Jalil Habibah Ab , Ma'rof Aini Marina , Saad Wan Zuhainis
Published: October 2022

Assisting peer learning performance through behaviour of teaching for learning is not a novel idea. In most learning environments, students have been supporting one another regardless of the involvement of their teachers. However, though the potential of peer learning has been realized, it is often introduced in unintentional way, without much consideration of their implications in different learning environments. In the virtual learning environment (VLE), especially, the application of peeragogy is imperative as the online knowledge is mainly generated through peer-to-peer learning and collaboration. Therefore, it is timely to explore how to embrace online collaborative tools in facilitating online peer learning. Three emerging online collaborative tools (workshop, wiki, and database) are discussed in this chapter with focus on the strategies and ideas to assist peer learning performance in VLEs. Checklist related to selecting the most effective collaborative tools according to the diverse pedagogical requirements is also provided.
Live Sessions and Accelerated Online Project-Based Courses
Authors: Bezboruah Karabi C.
Published: October 2022

This chapter assesses the incorporation of synchronous and asynchronous instructional techniques in two project-based graduate level courses in an online public administration program. These courses are eight weeks long and taken sequentially, and have a variety of assignments requiring synchronous and asynchronous interactions with instructor and peers. It evaluates the application of synchronous instructional techniques and asks if synchronous sessions result in higher student engagement and collaborative activity. Further, the study examines if synchronous sessions matter to online graduate level students. Results indicate that synchronous sessions complement asynchronous assignments by enhancing interaction with instructor and peers, and assisting with course concepts. Students benefited from these sessions and were greatly in favor of having them. However, these sessions are challenging to schedule requiring intensive pre-implementation planning and instructor engagement. It was found that both synchronous and asynchronous techniques add value to online learning.
Writing Bees, Wikis, Problem-Based Learning, and Assessment
Authors: Howard Lyz
Published: October 2022

This chapter introduces a case study to explore the pedagogical re-design of an online module using online discussions as the focus for learning. A longitudinal and development module assessment was threaded through three phases of learning: 1) writing bees, 2) WIKI (what I know is), and 3) problem-based learning (PBL). Each phase of learning is explained using evidence to support its development, and a critique of the benefits and limitations of learning this way is included. An evaluation of the re-designed module is included, demonstrating although at times the online discussion and writing activities were challenging that on the whole, students enjoyed learning in this way. This chapter concludes by claiming that the pedagogical design of learning using online discussions should be engaging, interactive, collaborative, and fully supported at every stage of the learners' journey and recommends further research in the theory of communities of practice to inform such pedagogical design.
Transforming Online Learning Beyond the Digital Data
Authors: Jaleel Haniffa Beevi Abdul , Ling Pauline Teo Hwa
Published: October 2022

Experiential Online Classroom (ExOC) for Introduction to Business Presentation under the English 1 module at Taylor's University has expanded the landscape of blended learning from self-directed learning to experiential learning through participation in an online learning environment (OLE). The ExOC has been completely modernised and humanised to shape students' skills in a business presentation by building intangible elements of the Fourth Industrial Revolution (IR), which are character building, higher order thinking, soft skills, and lifelong learning. Human touch to technology-based content encourages students to build a community virtually, which naturally gives a deep learning experience with greater engagement. This chapter explains the design and development Introduction to Business Presentation MOOC as a modernised and humanised blended learning method that transformed online learning. Finally, the preliminary impacts of students' participation and engagement in using the MOOC are also discussed.
Using Multimodal Pedagogy to Teach Languages Online
Authors: Tolosa-Casadont Lou
Published: October 2022

The onset of the COVID-19 pandemic in March 2020 immediately exposed inequities among students and teachers in terms of technological access and pedagogical skill. Educators responded to this new reality by modifying their teaching and interactions with learners and by seeking opportunities for introspection, reflection, and transformation. The field of teacher education was also affected by the pandemic. This chapter presents the transformation of an in-school face-to-face pre-clinical language teaching and learning experience at the elementary school level into an innovative virtual hands-on online one-on-one language pre-clinical teaching and learning experience. It also includes how teacher candidates (TCs) participating in this program designed and taught highly engaging multimodal virtual lessons, the pros and cons of teaching in this type of setting, and the lessons learned though this experience.
Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program
Authors: Gillow-Wiles Henry , Niess Margaret L.
Published: October 2022

This cross-case descriptive study suggests a model for designing online courses that supports TPACK development through communities of inquiry. Borrowing from the world of science research literature, a workbench dialectic inquiry model was engaged in designing a small group-large group dynamic. Mimicking scientists at the workbench, the participants formed relationships in small groups to develop ideas about TPACK, presented their ideas to the larger, whole-class group, then returned to the small groups to integrate feedback. This dynamic group interaction structure provided the participants with the space to develop their TPACK thinking in ways that supported the transition to cognitive discourse. Analysis of the forum postings revealed the complexity of the participant interaction and suggested that facilitating student community engagement supported the development of their TPACK. Course design details are provided. Further research directions might include applying the workbench dialectic inquiry model in other educational contexts and with larger student populations.
E-Transformation in Higher Education and What It Coerces for the Faculty
Authors: Akgün-Özbek Ela , Özkul Ali Ekrem
Published: October 2022

With the phenomenal developments in information and communication technologies, higher education has been facing an unprecedented challenge that affects all the stakeholders. Faculty is no exception. The authors synthesize the demographic, economic, and pedagogical factors that lead to a paradigm shift in higher education and the global trends in digital technologies that impel digital transformation in higher education. They then provide a snapshot of how higher education institutions respond to this challenge and change, and the impact of these factors on the roles and competencies of faculty that need to be covered in faculty development initiatives in the digital age. Finally, examples of faculty development programs and initiatives that address the digital competencies of faculty are provided along with a summary of faculty development models for teaching and learning in the digital age.
Moving Targeted Online Learner Analytics Into the Hands of Teachers
Authors: Cottrell Gregory , Resende Isabel Christine
Published: October 2022

Every time that a student uses the internet on a school-issued computer, a trail of data about their online learning experiences is created. Until recently this data has largely gone unnoticed for educational purposes. This chapter will explore how research into the use of student online behavior data can be used to improve teaching and learning in digital environments. Techniques for the collection and analysis of targeted online learner analytics (TOLA) will be presented along with the findings for how TOLA impacted the teaching and learning process of real classroom teachers. The powerful and new form of data has the potential to disrupt the status quo of education, and this chapter will take a research-based look at that future.
Role of ICT for Community in Education During COVID-19
Authors: Usmani Raja Sher Afgun , Saeed Anum , Tayyab Muhammad
Published: October 2022

COVID-19 is an infectious disease caused by a novel strain of Coronavirus. COVID-19 was declared a global pandemic on 11th March 2020, and it has impacted almost every aspect of human life. Education is crucial to individuals and society, and COVID-19 has affected educational systems worldwide. According to UNESCO monitoring, over 100 countries have implemented nationwide closures, impacting nearly 90% of the world's student population. In this chapter, the authors discuss how ICT is helping the community during COVID-19 and how it is catering to the young population's education needs. The demographics of COVID-19, along with an aging population, are explored. The authors then focus on the education sector and the challenges for education from school to universities. Furthermore, they look into how ICT facilitates education in the COVID-19 pandemic and the issues and challenges ICT faces in implementing online education. In the end, they discuss the role of ICT in developing communities and the future directions of online education for the development of smart communities.
A Case Study in the Application of Transformative Learning Theory
Authors: Kammer Jenna
Published: October 2022

Transformative learning can be used as a strategy for measuring teacher effectiveness in online courses. By measuring the transformations that occur within their courses, instructors can understand more about the activities and experiences that are the most impactful for students. In addition, instructors can create opportunities for transformation by designing learning experiences that encourage students to critically self-reflect. This chapter presents an exploratory study that examined instructor and student perceptions of transformation in an online school library graduate program. The data was used to redesign one unit in a course on reference and information services to create opportunities for students to experience transformation with the content.
Building Engagement in K-12 Online Learning
Authors: Kipp Kristin , Rice Kerry L.
Published: October 2022

Engagement refers to a learner's interest in their own learning. Engaged students care about what they are learning and spend the time necessary to learn more. Learner engagement leads to increased achievement in a course and also increased satisfaction with the learning experience. This chapter explores elements of engagement from both a researcher and practitioner perspective. The authors explore the definition of engagement along with an explanation of the most influential theories of engagement. They also explain what classroom practices are most likely to build engagement and suggest future research directions.
Engaging Graduate Students During a Pandemic
Authors: Cortes Kennedy Alyssa S. , Guzman Foster Sandra L.
Published: October 2022

This chapter explores the application of multiple technology-driven learning platforms to engage graduate-level students in emergency remote learning during the COVID-19 pandemic. The authors stress the importance of integrating creativity, communication, collaboration, and critical thinking while teaching and learning at the graduate level. Multiple platforms, technology, and other tools of engagement created a plethora of opportunities for critical thinking, use of various communication styles, various learning styles, and the creative collaboration of students to work together without being together physically in the standard brick and mortar classroom.
Developing Successful Online Degree Programs at a Historically Black University
Authors: Bagasra Anisah
Published: October 2022

This chapter presents an overview of the process of building online degree programs from the ground up utilizing data from the process at a four-year liberal-arts institution in the United States that also has a designation as a Historically Black College (HBCU). The university has expanded both its research and global focus in the past several years, and the development of online degree programs was a natural extension of a desire to produce global leaders through the lens of a traditional liberal arts degree program. This chapter discusses some of the challenges HBCUs and other minority-serving institutions (MSIs) face entering the online education marketplace, particularly the challenge of how HBCUs and MSIs can use their historic legacy and missions to distinguish themselves from competitors and meet the needs of online students.
The Impacts of the Coronavirus Pandemic (COVID-19) on Language Education
Authors: Aysu Semahat , Sanlı Şeyda
Published: October 2022

The coronavirus pandemic (COVID-19) started to affect the education around the world in the winter of 2020, and each education level such as primary education, secondary education, and higher education had to adapt synchronous or asynchronous online learning emergently. This study will focus on particularly the rapid change in language teaching and learning. How the pandemic had an effect on language learners or teachers and language teaching methods or tools will be discussed in the light of the studies conducted from the beginning of the pandemic until now. Therefore, this study will be a theoretical study which summarizes the results of the studies, and the following questions will be examined in this review of literature: What is online learning? What are the differences between synchronous or asynchronous online learning? What kinds of digital applications, platforms, or teaching tools can be used in online learning?
Computer to Community
Authors: Waldow Jason L. , AuCoin Dena
Published: October 2022

The convenience factor of studying online can be diminished by the lack of interaction with faculty and peers, and students often express feelings of isolation as influencing online engagement. When students can actively participate throughout a program, students feel satisfied with the learning program. Building positive and organized connections in online communities enhances academic success and retention rates and fosters a sense of community. Therefore, the presence of online faculty is vital for building interaction and connectedness between faculty and student, and student and student. There are a variety of ways to achieve this, including facilitating connections between discussions, assignments, and live interactions; merging conceptual learning to pragmatic application; connecting cohorts of students; and leveraging synchronous tools to manage an interactive atmosphere.
Perceptions of Presence and Community in Immersive Online Learning Environments
Authors: Cheney Amelia W. , McClannon Terry , Bolt Les , Sanders Robert L.
Published: October 2022

This chapter is based on survey research conducted between 2010 and 2017, involving 1053 graduate students using immersive online learning environments for their coursework. Investigators used course structural factors and student engagement factors to predict students' perceptions of community and presence in the online immersive space. Utilizing the Sense of Community II index (SCI-2) and the Community of Inquiry survey (COI) median scores as cut scores for predicted outcomes, researchers demonstrated that purely online environments which encouraged student engagement in the online immersive space can enhance sense of presence and sense of community. In addition, students in graduate programs that used online immersive delivery methods longer developed a stronger sense of community. Both dependent measures proved to have stable subscale structures for this inquiry based on a cursory confirmatory factor analysis.
The Importance of Social Presence and Strategies for Incorporating It Into an Online Course
Authors: Elliott Joshua
Published: October 2022

As with any mode of course delivery, there are both positives and negatives to online learning. There are the commonly cited positive features of online learning like the removal of geographic restrictions and scheduling barriers. Limitations may include unfamiliarity for those new to online learning and misunderstandings resulting from the transition from primarily face-to-face interactions to only online interactions. One of the nice things about online learning environments is that many of the possible drawbacks can be countered turning them into strength. Building a strong social presence in an online course can help with this. This chapter discusses three categories of strategies for building a social presence; ice breakers, netiquette activities, and discussion activities.
Student Perceptions of Learning Digital Literacy Online in a Leadership Program
Authors: Bai Hua
Published: October 2022

This chapter presents a study that examined student perceptions of taking a digital literacy class online and its effects on the development of leadership skills in relation to the use of technology. It was found that, in general, the participants tended to be satisfied with this online class. Their perceptions of different types of interactions were discussed. The participants tended to perceive that this class was effective in developing their knowledge and skills in using technology to enact leadership practice. The results have implications in online teaching and learning, group projects and technology learning in leadership development.
Lessons From the Other Side of the Computer
Authors: Ceglie Robert John , Black Ginger C.
Published: October 2022

Online teaching and learning have quickly become the next hot trend in education, as colleges and universities look to utilize the convenience and applicability of utilizing online platforms as a complement and supplement to traditional face-to-face instruction. Research is beginning to examine the effectiveness of online delivery, both from pedagogical and assessment perspectives. Work has supported some of the best practices which serve as a critical guide to those designing and teaching online or hybrid classes. What has been under-researched is the user side: primarily the student perceptions of what makes online instruction effective for their own learning. This chapter explores the current research and combines student vignettes to explore the learner perceptions of the qualities and effectiveness of online instruction.
Examining Graduate Students' Cooperative Learning Experiences in an Online Reading Course
Authors: Arnold Jackie Marshall
Published: October 2022

This chapter examines one way in which students engage in learning literacy content in an online context utilizing cooperative learning pedagogy, a research-based, best-practice approach to learning. The online course was purposefully developed to integrate the elements of cooperative learning: positive interdependence, student interaction, individual accountability, use of interpersonal/ small group skills, and equal opportunity for success, as referenced papers show. Findings indicate that students had positive learning experiences when utilizing cooperative learning pedagogies in an online environment. Three significant themes emerged from the data analysis: students 1) clearly identified the importance of leadership in the course experience; 2) articulated their appreciation of learning from others; and 3) stated they had an enhanced learning experience through the cooperative learning structure. As more universities, high schools, and elementary schools seek additional options for students to learn online, they should consider cooperative learning as a highly viable option.
Private Interactions in Online Discussions
Authors: Wilton Lesley , Khan Rubaina , Brett Clare , Alexander Paul C.
Published: October 2022

Private discussion entries (called “notes” in this chapter) provide opportunities for instructors to engage with students for social and cognitive support in discussion-based online learning environments. Situated within discussion threads, embedded private communication allows for personalized engagement with students to support learning through in-place feedback, redirection, and encouragement. Nine themes of the affordances of private notes were identified through the collection and analysis of quantitative and qualitative data gathered from four instructors and the activities of 278 students in 11 online graduate education courses. The benefits of private, in-place interactions identified by the instructors include encouraging authentic participation, building trust and social presence, redirecting conversation, providing advice about learning online, and more. A discussion of the importance of in-place private communications in online learning for providing feedback, reassurance, and guidance is supported by examples and followed by suggestions for future research.
Digital Literacy Gender Gap in E-Education Through Social Media During the COVID-19 Lockdown in Pakistan and Turkey
Authors: Iqbal Iqra , Atay Tülay , Savitskaya Alyona
Published: October 2022

The closure of academic institutions as a result of preventative measures towards the distribution of COVID-19 has impacted the academic sector. The approach of switching learning technique to an online structure has currently turned out to be part of several academic organizations around the globe. The purpose of this particular research is to investigate and identify the issues faced by female teacher-students associated towards the situations induced because of e-education system in Pakistan and Turkey. This particular study followed the qualitative research approach. For the collection of data, semi-structured selection interviews were utilized with 10 female teachers and 10 female students from public and private universities in Pakistan and Turkey. In accordance with the results of this research, the following issues are confronted by female instructors: cyberbullying, lack of discipline in class, harassment of female students, as well as lack of technological equipment.
MOOCs and the Challenges They Pose to Higher Education
Authors: Wang Viktor , Ellington Linda
Published: October 2022

Technologies come and go at an alarming rate, and the length of time any one technology exists before being supplanted by a newer technology is growing even shorter. In colleges and universities, this rapid technological replacement rate can hold immense implications for both the development and delivery of education. When technology transience is considered, institutions of higher education look at how specific incarnations of technology come and go, the length of time they are in existence, and their use within a given context. And because education has historically been so closely intertwined with technology, it becomes an investigation into not only education but also lifespan development, societal adaptation, and a myriad of other factors in which technology driven international universities will exist and or cease to exist.
Examining the Evolution of Key Characteristics in Faculty Mentoring Programs for Online Adjunct Faculty
Authors: Taylor Cathy L. , Bunkowski Lisa M.
Published: October 2022

Geo-separated adjunct faculty often experience isolation as a result of minimal contact with their institutions. This can have a negative impact on their success and that of their students. Leadership at Park University recognized these challenges and has been providing peer mentoring to online undergraduate faculty for two decades. The pioneer program paired new online faculty with experienced faculty who were paid a small stipend to provide technical assistance and guidance. The Online Instructor Evaluation System (OIES) was developed soon after. In 2007, the mentoring component expanded with the Online Instructor Mentoring Program (OIMP). This chapter explores the rich history of mentoring online faculty at Park and compares characteristics from the developmental stage of the OIMP and the current version of the OIMP as models for program design. Factors include discipline-specific mentoring, compensation, workload, access, ratios, professional development, a resource center, oversight, and a transformative mentoring community. Motivational incentives are also examined.
A Conceptual Study on Employer Perception towards Hiring Employee with Online Degree/Certification
Authors: Naresh B.  , Rajalakshmi M.
Published: October 2022

Higher education is enduring a transition across the world. This transition leads to the introduction of technology into the education system and provides opportunities to pursue a degree through online participation. According to Bramble and Panda, globalization plays a vital role in recognizing the necessity of providing online learning opportunities in higher education. The stakeholders and education institutions are very much concerned about the massive potential of online learning models. In the span of a decade, the demand for online courses has increased due to change in technology, lifestyle, economics, concerns of employees to develop knowledge, new competency skills and thinning out the geographical differences, etc. The innovative archetype of the online education is significant in quality, course content, satisfaction, and the perception of the users from various levels when compared to traditional face-to-face classroom systems. As a result, online education is more effective and efficient than the model of face-to-face education. The main objective of this research is to analyse and measure the various factors that affect employer perception towards online education systems in their recruitment process and cycle. 549 articles have been examined in terms of integrated literature review system to measure the impact. The result indicates, awareness, readiness, credentials and reputation are the major factors that affect employer perception on hiring decision.
Beyond Onboarding
Authors: Espinet Tamara , Vuong Phuong M. , Filback Robert A.
Published: October 2022

The rise of online programs has led to growing awareness that effective online teaching requires specialized instructional knowledge and skills. However, most online programs emphasize technology onboarding in lieu of ongoing professional development designed to support faculty in improving their online instruction. This chapter reinforces the need for comprehensive professional development efforts focused on improving online teaching and highlights the latest practices based on studies by the authors of leading online graduate programs. Evidence-based recommendations for providing ongoing professional development to support faculty's online teaching success are also outlined and fall into four overarching categories: (1) align organizational goals to create a culture of continuous instructional improvement, (2) model online learning principles in professional development efforts, (3) distinguish technology training from instructional development, and (4) employ multiple strategies to create ongoing, sustainable professional development efforts to support online instruction.
What Teachers Should and Shouldn't Do During Online Teaching
Authors: Chan Ka Long Roy
Published: October 2022

COVID-19 has influenced teaching all across the globe. The massive use of online learning has created a problem with teachers because of the differences between face-to-face teaching and online teaching. In this chapter, a discussion on how traditional face-to-face teaching differs from online teaching will be shown. How education in Hong Kong is affected by COVID-19 is also summarized. Additionally, the result of a case study in a linguistics course in a university in Hong Kong will be shown to demonstrate the attitudes of students regarding online learning. The mixed-method case study, which consists of survey data of 100 students and semi-structured interviews of eight students, showed that students hold a general mixed feeling towards online learning because of its drawbacks, such as lack of interactions despite the convenience that online learning provides. This chapter ends with a list of suggestions for online teachers.
Do Student-Written Responses to Reflection Questions Predict Persistence and Performance in Online Courses?
Authors: Glick Danny , Cohen Anat , Gabbay Hagit
Published: October 2022

Online learning has been recognized as a promising approach to improve learning outcomes in developing countries where high-quality learning resources are limited. Concomitant with the boom in online learning, there are escalating concerns about academic accountability, specifically student outcomes as measured by persistence and success. This chapter examines whether evidence of reflection found in student written responses to a series of skill-building videos predicts success in online courses. Using a text analysis approach, this study analyzed 1,871 student responses to four reflection questions at a large online university in Panama. A binary logistic regression analysis was conducted to explore whether student persistence was affected by evidence of words associated with significant learning found in student written responses to a set of reflection questions. The results suggest that evidence of words associated with significant learning found in student written responses to reflection questions significantly predicts student persistence in online courses. A Kruskal-Wallis test found median final course grade differences between students who showed no evidence of significant learning in their written responses, and those using 1-13 words associated with significant learning. These results strongly suggest that persistence and performance in online courses are affected by evidence of reflection found in student written responses to reflection questions. These results suggest that a set of reflection tasks assigned early in the course may prove effective in identifying at-risk students.
Another rare facet of the ubiquitous mould
Authors: Rai Santosh , Alva Vinay , Pathak Priya , Acharya Vishak , Mendonca Jane
Published: October 2022

Pancoast syndrome is a commonly seen manifestation of lung malignancies, and benign causes are uncommon. We report a case of a patient without any known cause of immunosuppression who presented with Pancoast syndrome and a radiological mass like lesion in the lung apex, that was revealed be due to aspergillosis.
Overexpression of hsa_circ_0006470 inhibits the malignant behavior of gastric cancer cells via regulation of miR-1234/TP53I11 axis
Authors: Xie Jinbi , Ning Yong , Zhang Lihang , Lin Yuan , Guo Runsheng , Wang Shanjuan
Published: October 2022

Gastric cancer (GC) is a subtype of a common malignant tumor found in the digestive system. Hsa_circ_0006470 is known to be closely associated with the development of GC. Nevertheless, the mechanism by which hsa_circ_0006470 regulates the tumorigenesis of GC has not been fully elucidated. To investigate the role of hsa_circ_0006470 in GC, its expression levels were assessed in GES-1, AGS, MKN45, and SNU5 cells by reverse transcription-quantitative PCR. Fluorescence in situ hybridization was used to evaluate the localization of hsa_circ_0006470 in AGS and MKN45 cells. In addition, cell counting kit-8 and 5-ethynyl-2’-deoxyuridine assays were performed to evaluate the viability and proliferation of GC cells, respectively. The dual-luciferase reporter assay was used to explore the interaction among hsa_circ_0006470, microRNA (miR)-1234, and TP53I11. The expression levels of TP53I11, Akt, p-Akt, forkhead box O1, and cyclin dependent kinase 2 in AGS cells were analyzed by Western blotting. The data indicated that hsa_circ_0006470 expression was downregulated in AGS cells. In addition, overexpression (OE) of hsa_circ_0006470 could inhibit the viability and proliferation of GC cells. Moreover, OE of hsa_circ_0006470 inhibited the migration of GC cells and induced G1 cell cycle phase arrest. Moreover, miR-1234 was bound to hsa_circ_0006470 and TP53I11 was targeted by miR-1234. Furthermore, OE of hsa_circ_0006470 inhibited the tumorigenesis of GC via the regulation of the miR-1234/TP53I11 axis. In summary, the present study demonstrated that OE of hsa_circ_0006470 notably inhibited the tumorigenesis of GC by regulating the miR-1234/TP53I11 axis. Therefore, the present study may provide a theoretical basis for exploring novel therapeutic strategies for the treatment of GC.
Chemotherapy-induced nephrotoxicity was improved by crocin in mouse model
Authors: Yin Qichao , Xiong Hua
Published: October 2022

Cisplatin (CDDP) has been widely used in cancer therapy, but it has been linked to side effects such as nephrotoxicity. Crocin is a carotenoid found in crocus and gardenia flowers that has been shown to have anti-oxidant properties, inhibit tumor growth, and provide neuroprotection. The purpose of this study was to investigate the protective effect of crocin against CDDP-induced nephrotoxicity in a mouse model. Kunming mice were administered orally with crocin for 7 days at the dose of 6.25 mg/kg and 12.5 mg/kg per body weight daily and were injected with CDDP via intraperitoneal route at the dose of 10 mg/kg per body weight. Using commercial kits, the oxidative stress markers glutathione, malondialdehyde, catalase, glutathione peroxidase, and superoxide dismutase were measured in the kidneys of mice. Immunohistochemistry was used to assess the levels of p53, cleaved caspase-3, and phospho-p38 mitogen-activated protein kinase in the kidneys. Crocin significantly reduced CDDP-induced changes in serum creatinine and blood urea nitrogen levels, according to the findings. Crocin reduced malondialdehyde levels and increased glutathione, glutathione peroxidase, catalase, and superoxide dismutase levels in CDDP-induced lipid peroxidation. Crocin also significantly inhibited p38 mitogen-activated protein kinase activation, p53 expression, and caspase-3 cleavage. In conclusion, crocin protects against CDDP-induced oxidative stress and nephrotoxicity by attenuating the activation of p38 mitogen-activated protein kinase and caspase-3 cleavage.
Delimiting the extent of 'Boothia terrane' crust, Nunavut: new U-Pb geochronological results
Authors: Regis D , Sanborn-Barrie M
Published: October 2022

The Boothia Peninsula - Somerset Island region of north-central Nunavut is a frontier region (70-74°N, 94°W) long considered as part of Rae craton. Recent field mapping and acquisition of isotopic (U-Pb, Sm-Nd) data as part of the GEM-2 Boothia-Somerset
project allowed this region's exposed Precambrian bedrock to be better characterized with respect to petrology and litho-geochemistry, and to be more extensively and more precisely time-calibrated. The discovery of unique, possibly exotic, basement characterized by a ca. 2.55-2.51 Ga TTG suite
overlain by ca. 2.5 Ga metasedimentary rocks, cut by 2.49- 2.48 Ga plutons, are all atypical components of the Archean Rae crust. This new knowledge and the hint of similar 'Boothia terrane' crust south of Boothia Peninsula (Ryan et al., 2009), east of the Queen Maud block (Davis et al., 2014) in
central Nunavut, and in northernmost Saskatchewan (Cloutier et al., 2021), raised the possibility this terrane may extend >1600 km across north-central Canada. During the foundational year of GEM-GeoNorth, the extent of Boothia terrane crust was explored through legacy samples collected
during the 2012 GEM Frontiers' transect across mainland Nunavut. As part of this new study, field descriptions, photographic records and legacy samples were examined, and new U-Pb zircon geochronology was acquired. The new data and knowledge were used to: i) identify new components of Boothia
terrane on the mainland southwest of Boothia Peninsula; ii) further distinguish this crust from that of Rae affinity; and iii) better constrain the depositional age of Sherman Group metasedimentary rocks.
Ayurvedic management of recurrent pesticide-induced bilateral palmar contact dermatitis
Authors: Dhaliya Ravi , Sharma Swathi , Babu Harish
Published: October 2022

Allergic responses are found a major reason for occupational contact dermatitis and have a prevalence of 30% of reported cases. Those exposed to pesticide spraying have been more prevalent of being affected with occupational contact dermatitis. A 46-year-old female, working in agriculture fields, presented to the hospital with chief complaints of intense fissuring, painful cuts, scaly, and itchy lesions affected over the palms of both hands and sides of fingers for the four months. She frequently come across the pesticides while mixing them, spraying on crops, sowing pesticide-preserved seeds, and harvesting previously treated crops that recurred every season mainly during the rainy season. The present case of palmar dermatitis was treated with the principles of Gara visha chikitsa. The major symptoms such as Kandu (~itching), Twak paka (~inflammation), Vedana (~pain), Sphutana (~cracking of skin), and Rukshata (~roughness) were reduced within 20 days of treatment; major lesions healed within one month of treatment. After 90 days, lesions were completely healed, and no fresh symptoms were noticed even during the follow-up period of one month. The present observation and approach endorse a step toward the practice of Ayurvedic intervention in pesticide-induced hand dermatitis.