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Abdelhalim A Awidi,1 Jiawei Zhao,2 Ximin Li,1 Fatemeh Rajaii,1 Meleha Ahmad,3 Adrianna Jensen,4 Fasika A Woreta1 1Wilmer Eye Institute, Johns Hopkins Medicine, Baltimore, MD, USA; 2Plastic Surgery Department, The University of Texas MD Anderson Cancer Center, Houston, TX, USA; 3Ophthalmic Plastic and Reconstructive Surgery Department, University of California, San Francisco, CA, USA; 4Ophthalmic Plastic and Reconstructive Surgery Department, Pacific Center for Oculofacial and Aesthetic Plastic Surgery, San Francisco, CA, USACorrespondence: Fasika A Woreta, Ophthalmology Department, Wilmer Eye Institute, Baltimore, MD, USA, Tel +1 410 955 5650, Email fworeta1@jhmi.eduPurpose: To investigate the etiology and demographic associations of patients presenting with eyelid lacerations to a US level 1 trauma center emergency department (ED).Patient and Methods: A retrospective chart review of all patients with eyelid lacerations presenting to the ED at a single level 1 trauma center was performed. Eyelid lacerations were categorized as simple eyelid lacerations, eyelid lacerations with eyelid margin involvement, and eyelid lacerations with nasolacrimal system involvement. Data on demographics and clinical characteristics were analyzed.Results: A total of 303 eyelid laceration cases were identified, 56% were simple eyelid lacerations, followed by 24% with nasolacrimal involvement and 20% involving the eyelid margin. Sixty percent of animal bites/scratches resulted in a nasolacrimal system involving laceration, most commonly affecting children. Falls were the most common etiology in children and patients over the age of 60. Black patients, patients presenting with concomitant ophthalmic injuries, and those with Medicaid insurance were more likely to have an assault etiology (p < 0.05 for all).Conclusion: Falls were the most common etiology for eyelid lacerations in children and the elderly, while assault was the most common in adults. Identifying the most common etiology by

Angela Gauthier,1 Abdelhalim A Awidi,1 Paige M Noble,2 Yassine J Daoud1 1Wilmer Eye Institute, Johns Hopkins Hospital, Baltimore, MD, USA; 2Department of Ophthalmology, University of Iowa, Iowa City, IA, USACorrespondence: Yassine J Daoud, The Wilmer Eye Institute, Johns Hopkins Hospital, 600 North Wolfe Street, Baltimore, MD, 21287, USA, Tel +1 410-955-5080, Fax +1 410-583-2842, Email ydaoud1@jhmi.eduPurpose: To identify factors related to suboptimal refractive outcomes after toric intraocular lens implantation.Patients and Methods: A retrospective case-control chart review of 446 eyes with toric lens insertion by the same surgeon at a university hospital from 2016 to 2020 was conducted. Pre-operative exam findings, biometry, and one month and three month post-operative vision and refraction were noted. Reviewed charts were considered cases if uncorrected distance visual acuity (UDVA) was worse than 20/40, spherical equivalent (SE) > 1 diopter (D) off target, or cylinder > 1 D off target.&#x00A0Results: Overall, 93.7% (n = 343) of eyes achieved UDVA of 20/40 or better, 92.7% (n = 306) were within 1 D of target SE, and 90.9% (n = 300) were within 1 D of target cylinder. UDVA cases had more eyes with prior LASIK (21.7% vs 7.0%, p = 0.01) and keratoconus (8.7% vs 0.6%, p < 0.001) than controls. More SE cases had prior radial keratotomy (RK) (8.3% vs 0%, p < 0.001) and keratoconus (12.5% vs 0%, p < 0.001) than controls. More cylinder cases had prior LASIK (30.0% vs 8.7%, p < 0.001) and higher mean astigmatism (2.3 vs 1.5 D, p = 0.02) than controls. More cases in all three analyses had higher toric cylinder power (T5-T9) than controls. Age, sex, eye laterality, axial length, anterior chamber depth, lens power, dry eye, anterior basement membrane dystrophy, and Fuchs’ endothelial dystrophy differences were not significant.Conclusion: Prior LASIK or RK, keratoconus, and higher astigmatism may increase the chance of a suboptimal outcome.Keywords: ca

Regional connectivity and land travel have been identified as important drivers of SARS-CoV-2 transmission. However, the generalizability of this finding is understudied outside of well-sampled, highly connected regions. In this study, we investigated the relative contributions of regional and intercontinental connectivity to the source-sink dynamics of SARS-CoV-2 for Jordan and the Middle East. By integrating genomic, epidemiological and travel data we show that the source of introductions into Jordan was dynamic across 2020, shifting from intercontinental seeding in the early pandemic to more regional seeding for the travel restrictions period. We show that land travel, particularly freight transport, drove introduction risk during the travel restrictions period. High regional connectivity and land travel also drove Jordan's export risk. Our findings emphasize regional connectedness and land travel as drivers of transmission in the Middle East.

In this paper we report on our evaluation of the impact of a flipped classroom approach on the learning experience of students undertaking an undergraduate biology course. The flipped sessions comprised pre-recorded lectures, online quizzes and in-class group activities in the course design. The success of the approach was evaluated on the basis of perceptions held by the course coordinator and students on how the new course design influenced the student learning experience. Data were collected through a student questionnaire and structured interviews with the course coordinator. Overall, the students reported a high degree of satisfaction with some elements of the flipped approach. However, some activities were less well regarded, with concerns identified by the course coordinator and students. A key finding was that elements from the model for student learning design presented in this article were correlated with student confidence, motivation and engagement. It was concluded that refinements of components of the flipped design, such as the pre-recorded lectures and the structure of the in-class sessions, may further enhance the student learning experience in this course.

In this paper we report on our evaluation of the impact of a flipped classroom approach on the learning experience of students undertaking an undergraduate biology course. The flipped sessions comprised pre-recorded lectures, online quizzes and in-class group activities in the course design. The success of the approach was evaluated on the basis of perceptions held by the course coordinator and students on how the new course design influenced the student learning experience. Data were collected through a student questionnaire and structured interviews with the course coordinator. Overall, the students reported a high degree of satisfaction with some elements of the flipped approach. However, some activities were less well regarded, with concerns identified by the course coordinator and students. A key finding was that elements from the model for student learning design presented in this article were correlated with student confidence, motivation and engagement. It was concluded that refinements of components of the flipped design, such as the pre-recorded lectures and the structure of the in-class sessions, may further enhance the student learning experience in this course.

Governments and educational institutions are increasingly recognising the importance of collaboration and partnerships with stakeholders in achieving good educational outcomes for students and communities. In Australia, the need for such partnerships influenced the establishment of the Higher Education Participation and Partnerships Program in 2003 to ensure that Australians from low socio-economic status backgrounds who can study at university can access the opportunity. In this paper, we discuss the positive outcomes of a partnership arrangement between Edith Cowan University and the Organisation of African Communities of Western Australia on an educational outreach programme to inspire African communities in Perth to pursue higher education.

Governments and educational institutions are increasingly recognising the importance of collaboration and partnerships with stakeholders in achieving good educational outcomes for students and communities. In Australia, the need for such partnerships influenced the establishment of the Higher Education Participation and Partnerships Program in 2003 to ensure that Australians from low socio-economic status backgrounds who can study at university can access the opportunity. In this paper, we discuss the positive outcomes of a partnership arrangement between Edith Cowan University and the Organisation of African Communities of Western Australia on an educational outreach programme to inspire African communities in Perth to pursue higher education.

One of the key targets of the 2008 Review of Australian Higher Education (“Bradley Review”) is to increase the percentage of Australian university students from low socioeconomic status (LSES) backgrounds to twenty percent by 2020. Since the publication of the Bradley Review, a broad range of equity programs and strategies targeting various LSES students to enhance their access to and participation in higher education have been implemented. While most West Australian residents from Sub- Saharan Africa (SSA) seem to fall into the LSES category, the proportion of the population participating in higher education is believed to be low. This paper presents anecdotes from a recent community consultation exercise with African high school students in Perth to understand their experiences and in particular, the manner in which this has influenced their respective post-secondary education career pathways. Following this exercise, a scientific study to explore the topic further is currently underway, while a community outreach event for encouraging the increased participation of SSA school students in higher education has been established.

One of the key targets of the 2008 Review of Australian Higher Education (“Bradley Review”) is to increase the percentage of Australian university students from low socioeconomic status (LSES) backgrounds to twenty percent by 2020. Since the publication of the Bradley Review, a broad range of equity programs and strategies targeting various LSES students to enhance their access to and participation in higher education have been implemented. While most West Australian residents from Sub- Saharan Africa (SSA) seem to fall into the LSES category, the proportion of the population participating in higher education is believed to be low. This paper presents anecdotes from a recent community consultation exercise with African high school students in Perth to understand their experiences and in particular, the manner in which this has influenced their respective post-secondary education career pathways. Following this exercise, a scientific study to explore the topic further is currently underway, while a community outreach event for encouraging the increased participation of SSA school students in higher education has been established.

Since 2014, deregulation of fees in universities has become a topical issue in Australian public discourse. As an untested policy in the country, the arguments for and against it suggest a lack of sound empirical basis for gauging how university-fee deregulation will affect different student cohorts. This paper presents a qualitative study of three regional localities in Western Australia (WA) and reveals that knowledge of the proposed deregulation of fees in Australian universities is low among students, teachers and parents who participated in the research. The study also found that research participants were concerned that fee deregulation in Australian universities might lead to fee increases. If this were to happen without commensurate social-support policies, most of the student respondents indicated they: (1) feared being left with unusually high student debt, (2) might reconsider accessing higher educational altogether, and/or (3) would access higher education as mature-age students due to having to take gap years to work and save.

Internationally, higher education stakeholders are constantly looking for ways to improve their students’ retention. Normative approaches, which tend to involve student support services, have been found to do little to retain students, particularly those from low socio-economic status backgrounds. We propose peer-mentoring programs that promote community development as a practical approach to improving student retention. The paper draws on lessons learned from an HEPPP-funded case management and peer-mentorship initiative designed in 2015 to support African domestic students at Edith Cowan University. While the project is on-going, the results achieved so far have shown promise in peer-mentoring programs that heighten students’ networking and integration. The sense of community created through the initiative has inspired the participants, most of who have demonstrated enhanced understanding of academic learning skills, which are expected to translate into their retention and improved academic achievements in the rest of their academic journeys at Edith Cowan University.

Since 2014, deregulation of fees in universities has become a topical issue in Australian public discourse. As an untested policy in the country, the arguments for and against it suggest a lack of sound empirical basis for gauging how university-fee deregulation will affect different student cohorts. This paper presents a qualitative study of three regional localities in Western Australia (WA) and reveals that knowledge of the proposed deregulation of fees in Australian universities is low among students, teachers and parents who participated in the research. The study also found that research participants were concerned that fee deregulation in Australian universities might lead to fee increases. If this were to happen without commensurate social-support policies, most of the student respondents indicated they: (1) feared being left with unusually high student debt, (2) might reconsider accessing higher educational altogether, and/or (3) would access higher education as mature-age students due to having to take gap years to work and save.

Internationally, higher education stakeholders are constantly looking for ways to improve their students’ retention. Normative approaches, which tend to involve student support services, have been found to do little to retain students, particularly those from low socio-economic status backgrounds. We propose peer-mentoring programs that promote community development as a practical approach to improving student retention. The paper draws on lessons learned from an HEPPP-funded case management and peer-mentorship initiative designed in 2015 to support African domestic students at Edith Cowan University. While the project is on-going, the results achieved so far have shown promise in peer-mentoring programs that heighten students’ networking and integration. The sense of community created through the initiative has inspired the participants, most of who have demonstrated enhanced understanding of academic learning skills, which are expected to translate into their retention and improved academic achievements in the rest of their academic journeys at Edith Cowan University.

Management of Universities in Ghana have established good rationale for embracing e-learning as a new paradigm of educational delivery, and have demonstrated commitment by investing and building technology infrastructure necessary for e-learning. However, the approach to evaluate the institutional context as guide to successful e-learning implementation remains a problem. In the absence of standards for evaluation to guide the implementation process, this research investigated management approaches to facilitating e-learning implementation at a leading university in Ghana. To gain depth in understanding activities that support e-learning, a pilot survey was conducted. This was used to refine the research instruments. The survey questionnaire, interviews conducted, and institutional documents on e-learning activities provided depth of management practices that supports e-learning. The management procedures were then compared with some e-learning implementation best practice, and gaps were established. This paper has demonstrated that by using dimensional tools to establish procedure gaps in e-learning implementation, the short and long-term strategic plans will be put in perspective. The tool show how the university is moving from its current practices of educational delivery to e-learning or some blend. Universities with problems as discussed in this paper may achieve success by assembling an implementation team and a leader, determining the appropriate learning technology, clearly outlining the process of implementation and having an ongoing evaluation process to institutionalise the innovative e-learning approach. The policy and strategy document, showing the institutional position must include the pedagogical goals, infrastructure requirements, evaluation, collaboration with stakeholders, quality control, technical support, budget and funding and resource planning.

Management of Universities in Ghana have established good rationale for embracing e-learning as a new paradigm of educational delivery, and have demonstrated commitment by investing and building technology infrastructure necessary for e-learning. However, the approach to evaluate the institutional context as guide to successful e-learning implementation remains a problem. In the absence of standards for evaluation to guide the implementation process, this research investigated management approaches to facilitating e-learning implementation at a leading university in Ghana. To gain depth in understanding activities that support e-learning, a pilot survey was conducted. This was used to refine the research instruments. The survey questionnaire, interviews conducted, and institutional documents on e-learning activities provided depth of management practices that supports e-learning. The management procedures were then compared with some e-learning implementation best practice, and gaps were established. This paper has demonstrated that by using dimensional tools to establish procedure gaps in e-learning implementation, the short and long-term strategic plans will be put in perspective. The tool show how the university is moving from its current practices of educational delivery to e-learning or some blend. Universities with problems as discussed in this paper may achieve success by assembling an implementation team and a leader, determining the appropriate learning technology, clearly outlining the process of implementation and having an ongoing evaluation process to institutionalise the innovative e-learning approach. The policy and strategy document, showing the institutional position must include the pedagogical goals, infrastructure requirements, evaluation, collaboration with stakeholders, quality control, technical support, budget and funding and resource planning. The implementation of e-learning in an African University is examined. Management's goals and perce

E-learning implementation in higher education continues to gain prominence in both developed and developing countries, and while most universities in ICT-rich environments are exploring different ways of using ICT and multimedia resources to enhance teaching and learning, the same cannot be said about ICT-challenged environments. Nevertheless, the question of successful and sustainable e-learning implementation continues to remain a challenge, particularly in ICT-challenged environments. The primary purpose of this research was to examine policy and strategy issues that have influenced the process of e-learning implementation at the University of Ghana (UG), given that previous ICT and e-learning initiatives failed to improve teaching and learning. The argument underlying this research is that successful e-learning is based on an institution’s capacity and how effectively the available resources are mobilised, coordinated and managed to develop skills and competencies. Synthesising the theoretical models of Rogers’ Diffusion of Innovation Adoption Model (2003), Collis and Moonen’s 4-E model (2001), and other institutional experiences of e-learning implementation, this thesis argues that there are three thematic domains (Institution, People, and Technology) that e-learning implementation must focus on. The results of this research show that acquiring technology infrastructure, organising workshops, and asking users to accept and adopt e-learning is not enough to promote and achieve a successful e-learning implementation. Policies, objectives, and strategic level checklists are critical for success using the framework developed in this thesis for ICT-challenged environments.

This study investigated English language teachers’ perceptions of the level of the cognitive questions in the UAE high school. A survey was randomly distributed to the English language teachers in Al Ain high schools to find out their perceptions of the levels of the cognitive questions they ask in the classrooms. From a population of 250 English language teachers in Al Ain, 128 teachers participated in filling the survey. The survey is based on Bloom’s Cognitive levels Taxonomy and includes thirty statements representing the six cognitive levels of questions. In the study, the levels of cognitive questions of the entire sample were investigated accordingly. Group one, two, three and four with one to five, six to ten, eleven to fifteen and more than fifteen teaching years of experience respectively. Results generated from the entire sample indicate that more focus was on questions that address the low cognitive, levels including knowledge and comprehension and less focus on higher levels including application, analysis, synthesis and evaluation. In comparison, results gleaned from the groups similarly indicate no major differences in teachers’ levels of cognitive questions in terms of teaching experience. The four groups reported more occurrences of the lower cognitive questions than the higher cognitive questions. The knowledge level had the most occurrences contrasted with the application cognitive level which was the least in prevalence. This indicates that teaching experience was not a tangible factor in determining cognitive levels of teachers’ questions.

This study is an attempt to investigate the effectiveness of homogeneous grouping versus heterogeneous grouping on students’ EFL achievement in writing. A pretest posttest design was used to answer the research questions about the effectiveness of grouping students homogeneously versus heterogeneously. Two classes were assigned for the study. One class was assigned for heterogeneous grouping in which high achievers were in group of four or less and low achievers were in group of four or less. The second classes was assigned for heterogeneous grouping where students of different abilities high and low achievers were in groups of four or less. The findings of the study suggested that there is a difference between homogeneous grouping and heterogeneous grouping. The analysis of the results of the study showed that there was a significant difference between the scores of the students in homogeneous group and heterogeneous group in favour of the homogeneous group. However, there was no significant in the achievement of between high achievers and low achievers in the two groups. Based on the conclusions and discussions of the study it was recommended that teachers may group students homogeneously based on students’ level and according to their needs. Finally recommendations and suggestions for future research were made.

E-learning has been identified, and now an important influence in higher education delivery. Though African universities have identified the need, and are employing various means in achieving the full potential to increase access to higher education, the major limitation has been a dependable and reliable infrastructure. Current partnerships have not built robust infrastructure that can sustain the elearning programmes. The focus of most of the partnership programmes has been directed towards capacity building. This paper investigates the attempt of the one leading University in West Africa to achieve, an e-learning goal through the building of ICT infrastructure. Issues considered include, the nature of partnership, management approach, effects of partnership, and lessons learnt from the partnership. From the findings, it is opined that, the strategic approach for ICT challenged environment to implement e-learning successfully, is to partner strategically with ICT rich institutions with the resources. From the partnership, the institutions will not only build the infrastructure, but also build capacity, and create jobs for ICT personnel. African universities may partner ICT rich institutions, and take ownership of the infrastructure. This may promote more future collaboration and partnership in higher education delivery. For electricity power stability, the universities may start experimenting the use of Solar Energy and alternative energy resources. In conclusion it is recommended that, cultural issues that may affect the sustenance and maintenance of the infrastructure for long-term use should be well addressed by management.

Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283. Available here.

Awidi, I. T., Paynter, M., & Vujosevic, T. (2019). Facebook group in the learning design of a higher education course: An analysis of factors influencing positive learning experience for students. Computers & Education, 129, 106-121. Available here.

Adusei-Asante, K. & Awidi, I. (2017). Educational experiences of African high school students in Perth: Findings from a community consultation exercise. In Africa: Moving the Boundaries. Proceedings of the 39th African Studies Association of Australasia and the Pacific (AFSAAP) Annual Conference (pp. 252-257). Available here

Adusei-Asante, K., Doh, D., & Awidi, I. (2018). Educational partnership in action: Insights from Western Australia. In Proceedings of the Stars 2018 Conference. Available here

Adusei-Asante, K., Awidi, I., & Doh, Daniel. (2016, June). Improving Retention and Academic Achievements of African Students in Higher Education through Community Development, paper presented at the 2nd Students Transitions Achievement Retention & Success (STARS) Conference, Perth, Australia. Available here.

Cooper, M. G., Williams, J., & Awidi, I. (2014). Professional distance-mentoring of beginning design and technology home economics teachers. Australian and International Journal of Rural Education, 24(2), 45-58. Available here

Adusei-Asante, K., Awidi, I., & Hancokc, P. (2016). Impact Assessment of University Fees Deregulation on Prospective Regional University Students in Western Australia, presented at the Annual Conference of the International Association of Impact Assessement, Nagoya, Japan. Access here.

The 2023 UNESCO GEM Report focuses on the role of technology in education, examining the extent to which technology can catalyse the UN’s Sustainable Development Goal for education (SDG4): to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The Global Education Monitoring (GEM) Report is an editorially independent annual report hosted by UNESCO, which, since 2002, holds member states accountable for the progress made on educational commitments, more recently through the Sustainable Development Goal 4 (SDG4). The process of writing a GEM Report begins with the development of a concept note which is further debated, critiqued, and developed through a series of national and regional consultations, together with a landscape analysis, an evidence review, and a suite of background papers from academics, universities, and organisations from around the world. This working paper is one such contribution. It is informed by a virtual consultation that was held at the Open University in November 2022. The 2023 GEM Report concept note proposes the following questions as a starting point: • What do we know about the role of technology in addressing each of the education challenges identified with regards to access, equity and inclusion; quality; technology development; and system management? • What do we know about the potential negative impacts of technology on education challenges in each of these areas? • How do countries facilitate access to technology to ensure there are no gaps between different learners and schools? • How do education systems embed the use of technology through reforming curricula, redesigning learning materials and supporting teachers? • How can the negative consequences of the use of technology be addressed in education and in the way they impact education? Given the Open University’s pioneering history i