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Objective The shift to online learning during COVID-19 led to increased musculoskeletal discomforts and impacted students’ quality of life. Neck pain (NP), once a minor issue, has become more prevalent due to prolonged electronic device use in new learning methods. This study aims to measure the prevalence of NP among University of Sharjah (UOS) students during the COVID-19 online learning period and to investigate the factors that provoked it. Methods This study focused on young adult students aged 17-26 and did not consider gender or athletic status due to the university’s demographics and pandemic restrictions. Demographic data, Neck Disability Index (NDI) assessments, and pain management information were gathered and analyzed using SPSS 24 through univariate and bivariate methods. Results The prevalence of NP during COVID-19, among 325 UOS students was found to be 62.7%, 64.41% of which had NP at the time of doing the survey. NDI scores were found to be skewed. The median was 16% which indicates mild NP while the interquartile range was 19.11. Most participants reported experiencing posterior neck pain (38.77%), primarily attributed to prolonged sitting (81.23%). Factors such as lifting, personal care, and emotional well-being were found to have a significant impact on NDI. Participants who did not seek medical attention exhibited significantly higher levels of neck pain disability, as measured by the NDI. The median NDI score for this group was 20, with an interquartile range of 16.89 while, those who sought medical attention had a higher median NDI score of 34 with interquartile range of 22. Conclusion This study highlights the prevalence of neck pain among UOS students, emphasizing the need for postural improvements and further research on prevention strategies in the UAE.

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective The shift to online learning during COVID-19 led to increased musculoskeletal discomforts and impacted students’ quality of life. Neck pain, once a minor issue, has become more prevalent due to prolonged electronic device use in new learning methods. This study aims to measure the prevalence of neck pain among University of Sharjah (UOS) students during the COVID-19 online learning period and to investigate the factors that provoked it. Methods This cross-sectional study used an online survey distributed to UOS students via social media from February 16 to March 12, 2021. Demographic data, Neck Disability Index (NDI) assessments, and pain management information were gathered and analyzed using SPSS 24 through univariate and bivariate methods. Results The prevalence of neck pain during COVID-19, among 325 UOS students was found to be 62.7%, 64.41% of which had neck pain at the time of doing the survey. The mean NDI percentage point was 19.19%. The most common location of pain was the back of the neck 38.77%). Participants reported prolonged sitting (81.23%) while leaning forward as the most prevalent cause of their neck pain. Bivariate analysis showed that the most significant factors affecting the NDI were lifting, personal care, headaches, concentration, sleeping, recreational activities, reading, anxiousness, depression, and work. Moreover, subjects who did not seek medical attention treatment had significantly higher NDI scores as compared to those who did (83.89 vs 125.80, p=0.002). Conclusion By determining the prevalence of neck pain among UOS students, this research can attract attention to the importance of postural changes and time spent in e-learning on neck pain, and the gaps of previously published articles can be filled. Future studies about neck pain and additional preventative measures should be catalyzed in the UAE.

Global inflation in addition to the recent pandemic led to a global shift in teaching methods and techniques. In Lebanon, the online learning was implemented in schools and universities as a form of distance education without a proper training for students and instructors. The abrupt transition to online learning presented a new challenging evaluation system for students at any higher education institutions like the “Arts, Sciences and Technology University of Lebanon” known as (AUL). Using an inductive approach based on the researcher's observations for a complete year, and the semi-structured interviews conducted with the university students and instructors, this exploratory study aims to highlight the gaps within the applied online system at AUL, particularly in regards to the adopted examination and the student’s evaluation system. Our findings reveal the high impact of student’s skills on their online academic achievements, versus the low impact of their knowledge levels. Thus, we propose in this study a useful evaluation method that we called “The Learning Leverage Ratio” or the L.L.R. system. [ABSTRACT FROM AUTHOR]

Background: In Iraq, first confirmed cases of COVID-19 were reported in February 24, 2020. Because of applying of healthy quarantine, electronic learning was applied in order to prevent the potential spreading of COVID-19 in the educational institutions, using of mobile phone and computer increased and given a great opportunity for increasing the microbial contamination. Aims: Study effect of excessive use of e-learning and disinfectants on the bacterial contamination of mobile phones and keyboards during the Corona epidemic. Methods and Materials: 200 samples were collected from computer keyboards and mobile phones used for E-learning by undergraduate students in college of Pharmacy/University of Babylon, Iraq for the period from 1st April–15th June 2021, during COVID-19 pandemic. Isolates were diagnosed by VITEK 2 system. Agar-well diffusion method was used to evaluate the antibacterial activity of some disinfectants included sodium hypochlorite (NaOCl) (5% (, ethanol 70%, ethanol 99%, chlorhexidine gluconate 4% w/v, and chloroxylenol 4.8 w/v. Results: 308 isolates were obtained included 183 isolates from mobile phones and 125 isolates from computer keyboards. Antibacterial activity was varied depending on bacterial isolates, type and concentration of disinfectant. Sodium hypochlorite 5% revealed highest antibacterial activity against all studied bacteria followed by ethanol 70% and chlorhexidine gluconate 4% w/v, whereas chloroxylenol 4.8 w/v and ethanol 99% have the lowest activity. Conclusions: In light of the world’s preoccupation with the Corona pandemic, the use of mobile phones and computers for the purpose of e-learning increased, which caused an increase in bacterial contamination of these devices, which required drawing attention to this aspect.

Celem artykułu jest omówienie problematyki metodyczno-dydaktycznej związanej z zastosowaniem gamifikacji podczas zajęć z języka obcego w formie zdalnej oraz ukazanie potencjału, który tkwi w wykorzystywaniu narzędzi internetowych takich jak gry i aplikacje w nauce języka obcego on-line. Podstawowe pytanie, jakie przyświeca podjętym tu rozważaniom, odnosi się do skuteczności i jakości gier tworzonych za pomocą platform i aplikacji internetowych (m.in. Wordwall, Learningapps, Padlet, Jamboard, Kahoot, Quizlet, Mentimeter), których uczeń może używać samodzielnie oraz takich, które wymagają asysty nauczyciela. Autorka poddaje analizie specyfikę gier na zajęciach online i wskazuje, na co trzeba zwracać szczególną uwagę podczas ich przeprowadzania.

Change suddenly resulting in many educational institutions has not avoid congestion strategy, facilities, and infrastructure held a distance learning or online learning. Limitations of media and the skill to operate the hardware and software as a means and infrastructures major can lead to learning that is done it becomes less efficient. Learning is done online rated less effective, so lowering the interaction between lecturers and students and the impact that was felt by the students, they are difficult to understand the material and ask the material that they have yet to understand due to lack of concentration. This study will use the descriptive survey that seeks to explain or record the conditions that can describe the situation. In line with the research objectives sought to describe the difficulties of the students of teacher training that is being or has been carrying out the course PPL SP in elementary school when the pandemic COVID -19 take place. The Data obtained will be analyzed using descriptive statistics it is selected because it corresponds with the purpose of descriptive method selected. Descriptive statistics serve to interpret the data more easily. Problems faced by students of PGSD Universitas Pendidikan Indonesia in the Campus Area of the Attack, among others, difficulties during the implementation of online learning that includes the process of opening and closing the lesson as well as deliver material to the students. Arouse students ' motivation was to be the task of the student PPL SP that difficult.

Copyright of Larq Journal for Philosophy, Linguistics & Social Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper sets out to present the experience of organizing students’ online educational internship. The educational internship for the bachelors of Education, majoring in Health and Safety & Physical Education, is introductory, the first one in the curriculum. The distance educational internship was organized on the MS Teams digital platform using team work. The students’ online activities involved analyzing scientific, popular science, methodological and official information on health and safety and physical education, as well as on the disciplines that provide the meta-subject approach and inter-subject communications when teaching these subjects at school. The key methods were the project method and the case method. The students were given different cases, such as to analyze the content of video clips and websites, to develop environmental excursions and algorithms for modeling the volcano, to determine the optimal physical recreation and its components for people of different ages. The main advantages of students’ distance educational internship are a larger number of tasks completed by students compared to the full-time format, the use of different methods and technologies to organize students’ team work. The main problems concerning the distance educational internship include teachers significantly overloaded with the task development and evaluation, the long hours students spend working at the computer and technical issues. It is important to find a reasonable compromise between the amount of the proposed work with the information, the optimal time and safe operation in an electronic environment when organizing internships in an online format.

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El presente trabajo de investigación hace énfasis a la adaptación y aplicación de las tecnologías educativas en el entorno del Covid-19, el coronavirus, no solo ha afectado la resistencia de la urbe universal, sino al sistema pedagógico, uno de los retos más relevantes ha sido la resiliencia del medio formativo para adaptarse al mundo digital; Está indagación tiene como objeto de estudio las tecnologías en la nueva normalidad enmarcada en la aplicación de la metodología Presencia, Alcance, Capacitación, Interacción y E-learning (PACIE) y modelos instruccionales, en cuanto al desarrollo de este trabajo de investigación se manifestará las medidas adoptadas por el sistema educativo para mantener la relación educando - educador, así como implantar una singularidad de instrucción remota que se equilibra al contar con medios de primera y segunda generación; Para ello se utilizaron métodos de la investigación científica, desde una perspectiva adjetiva de tipo documental, con una trascendencia deductiva, experimenta la poyada en fuentes elementales, artículos e informes de investigación. Los resultados muestran que, para el desarrollo de la educación virtual, los estudiantes utilizan el teléfono móvil como recurso técnico y aprecian que sus métodos de aprendizaje presencial no son los mismos, por lo que señalan que en el entorno virtual el método de enseñanza, excluye la metodología PACIE.

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Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to discover accounting students’ opinions of e-learning, which was applied as an alternative to the traditional education system in Saudi universities during the Covid- 19 pandemic. This study is a cross-sectional survey that sought to collect field data on accounting students’ perceptions of e- learning in Saudi Arabia. The findings of the study revealed that the majority of the accounting students expressed that they did not benefit from e-learning, either in increasing flexibility in their study of accounting courses, facilitating their study of accounting courses, improving their communication with teachers, improving their communication with other students or improving their possibilities to solve problems connected to the study of accounting courses. The majority of students have agreed that the most important disadvantages of e-learning are: lack of human contact, the technical problems and too much dependence on computers. In general, this study contributes to the body of research on the benefits of e- learning in higher education. In particular, this study is the first study to evaluate the decision of the Ministry of Higher Education in Saudi Arabia to implement e-learning as a complete alternative to the traditional education system.

Educational practices and strategies have changed due to the COVID-19 pandemic. Universities nowadays are adopting online education systems. This study aims to evaluate the experience of agricultural sciences students during the COVID-19 pandemic in Jordan with a focus on preparedness, attitude and barriers. An online survey was distributed to 559 students from four different majors at the College of Agriculture Sciences at Jerash University, Jordan. The results showed that there was a statistically significant difference in barrier, attitude, and preparedness scores between different age groups. The results indicate that about 76% of the students were satisfied with the quality of services offered from Jerash University during the COVID-19 lockdown. Students expressed a negative assessment of the practical courses being delivered online. This new experience for students during lockdown identified areas for improvement that can be worked on. Thus, sharing the study results could help to enhance online education with similar settings in colleges throughout the country..

Copyright of Bouhouth is the property of London Research & Consulting Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Blended learning has recently become a widespread practice in industrial training. Accordingly, comparing the effectiveness of e-learning and blended learning in industrial environments is of utmost necessity. The purpose of this research was to compare the effectiveness of e-learning and blended learning in industrial training based on learning outcomes and course satisfaction. Methods: This study was conducted at Hepco Company in 2018, and a quasi-experimental design with a control group was used. The sample size included 90 employees randomized in three groups by means of random sampling method. 60 participants were assigned to the experimental groups (30 learners in e-learning group and 30 in blended learning group) and 30 of them went to the control group. Satisfaction questionnaire (Kirkpatrick, 2007) with 23 questions and 3 components was used for data collection. Components of this scale included the content component (8 questions), lecture component (9 questions) and organization-possibilities (6 questions). The reliability of the questionnaire was 0.92 based on the Cronbach’s alpha. To evaluate the learning outcomes a researcher made test with 30 questions was administered, and the CVR of the test for validity was 0.96. Results: In terms of learning outcomes, the mean results in the blended learning group (M=22.96, SD=2.66) were higher than in the e-learning (M=19.48, SD=3.25) and face-to-face (M=18.13, SD=4.62) groups. There was a significant difference between of learning scores in the experimental group and control group (P

Abstract: Introduction: Preventing and fighting COVID-19 are of the utmost importance. In this context, the importance of using telemedicine tools has grown, including teleconsultations, epidemiological telemonitoring, remote diagnosis, support, and training of health professionals. Objective: This article aims to report the results of a distance-training course on SARS-CoV-2 and COVID-19. We analyze the course adherence, the students’ profile, pre, and post-test proficiency index and satisfaction with the course. Methods: This is a cross-sectional study that evaluated data from the course on SARS-CoV-2 and COVID-19. The data were analyzed in terms of distribution and comparisons of means and frequencies. A paired t-test was used to compare the pre and post-test grades. A p-value

All’interno delle università, la didattica collaborativa non ha ancora trovato uno spazio coerente con quello che a essa viene dedicato dalla ricerca pedagogica, la quale tende a evidenziarne i benefici, in termini di apprendimento e di motivazione degli studenti. In questo articolo, viene illustrato il contesto metodologico e gli obiettivi di una ricerca sull’apprendimento sociale e collaborativo, svolta nell’ambito di due insegnamenti dell’Università Telematica degli Studi IUL e vengono presentati i risultati relativamente ai questionari iniziale e finale di un insegnamento. Viene confermato l’alto gradimento, da parte degli studenti, di questa modalità, pur nel riconoscimento di un impegno maggiore richiesto rispetto allo studio individuale e l’efficacia sia in termini di motivazione che di apprendimento.

Der politisch geförderte Ausbau von wissenschaftlicher Weiterbildung an Hochschulen soll dazu beitragen die Chancen zur Partizipation an Hochschulbildung für verschiedene Zielgruppen anzugleichen. Im Zuge der Digitalisierung ergeben sich in diesem Rahmen auch durch die Gestaltung von digitalen Lehr-Lernarrangements Chancen zur gesellschaftlichen Teilhabe (Arnold et al., 2018). Wie aber steht es dabei um die Akzeptanz von Online- und Fernlernkursen als eine Form des E-Learnings im Weiterbildungsbereich seitens einer potentiellen regionalen Zielgruppe in der Bevölkerung? Dieser Fragestellung geht der Beitrag auf Basis der Daten einer Bevölkerungsbefragung (521 Befragte) des Projekts «EB» in der Region Westpfalz nach. Es zeigt sich, dass die Ablehnung der E-Learning Formate besonders von Personen ausgeht, die noch keine Erfahrung mit solchen Programmen aufweisen. Im Beitrag werden Merkmale von Individuen und Lernumgebungen identifiziert, die möglicherweise die ablehnende Haltung dieser Personen befördern können. Geäusserte Wünsche zur formalen Gestaltung von Weiterbildungsprogrammen ebenjener Personen werden mit in die Betrachtung integriert. Des Weiteren sollen Überlegungen angestellt werden, welche Möglichkeiten der Akzeptanzsteigerung sich bieten.

Training of learning media based on e-learning schoology held for teachers of MGMP SMK Office Administration Expertise Program in Jombang District. Community Service Activities aims to (1). Providing the delivery of materials to teachers about e-learning learning media, schoology, (2). Provide mentoring to teachers to apply e-learning based learning media, schoology. The training conducted by the team of devotion to the community uses lecture method that is when giving material to the participants, discussion and question and answer, and practice of schoology application by TIM PKM to the participants. The results obtained in this training have benefited MGMP economic teachers in Jombang District. Teachers can recognize interesting learning media based on e-learning that is relevant to the 2013 curriculum. Teacher responses are also very positive with this training. The teachers argue that 81.81% of teachers agree that this training is very important as information variations of learning media, especially e-learning that they need. 87.27% of teachers stated strongly agree that with this training, will increase the awareness and willingness of teachers in applying interactive learning media in schools.

Objectives: To verify the usability of social media like WhatsApp in delivering knowledge to 4th year and Final year MBBS students and to compare the improvement of knowledge gain through e-learning and didactic lecture. Concurrently, perception of students about e-learning via WhatsApp will also be gathered. Study Design: Prospective Analytical Interventional study. Setting: Department of Medical Education of Sahiwal Medical College Sahiwal. Period: 01.01.2020 to 31.03.2020. Material & Methods: On 4th year and Final year MBBS students two Whatsapp group were made, one for each class. Then the students were taught different topics by WhatsApp. Assessment of knowledge of e-learning through WhatsApp was done by feedback form. Results: The results revealed that technical, educational and instructional advantages of teaching learning activity via WhatsApp out pars disadvantages. Increase in interaction with peers and getting a fair chance to participate in group discussion were top two educational benefits of learning through WhatsApp with 64.10% and 62.80% students agreeing to it. A majority of the students (89.8%) agreed to the facts that the availability of smart phones was not an issue for them and they are very comfortable in using Whatsapp as e learning tool (61.6%). on the other hand 29.5 % of the students were disagreed with the fact that they are getting more chances in clearing their concepts on Whatsapp. Conclusion: Increase in interaction with the peers and getting more chance to discuss a particular topic with group has made WhatsApp a new and convenient tool for teaching/learning activity. Students also found Whatsapp as less time consuming as compared to conventional lectures. A few disadvantages, like lesser chance of clearing the concepts on Whatsapp can be overruled by making small groups and using mobiles with bigger screen. [ABSTRACT FROM AUTHOR]

Introduction: Simultaneously with the changes of techniques and skills, and the emergence of new phenomena in information communication technology, e- learning as a knowledge acquisition tool, rapidly is expanding, developing and evolving. On the other hand, due to environmental conditions and crises, the traditional education is encountered with serious threat, electronic (e)-learning is considered as a solution for the current challenge, but it is also an ideal opportunity for transforming the traditional training metho Materials and Methods: The present research aimed to formulate a conceptual pattern for e - learning for universities of medical sciences. This study was a qualitative using a grounded theory approach. The study population included university experts and faculty members in the field of educational technology, distance learning and medical education. A total of 30 participants were selected for this study through purposive sampling, the data was collected through semi- structured interviews. The systematic approach of Strauss and Corbin was conducted in three stages of open, axial and selective coding. The validity and reliability of the data were achieved through Lincoln and Guba criteria. Results: The results revealed that e-learning pattern for universities of medical sciences involved 4 main dimensions: academic, spatial regions, national (macro) and international. Also 22 components and 222 indicators have been extracted, and the final pattern was presented according to the mentioned factors. Conclusion: According to the findings, it is hope that by applying this pattern to meet the new needs of education and e- learning and take an effective step towards developing the e- learning and realizing the transformation and innovation plan in medical education. However, decent and large- scale government investment is necessary from the infrastructure, legal and support perspective for e-learning according to global developments in the near future. [ABSTRACT FROM AUTHOR]

Background: During COVID-19 pandemic, to forestall the outspread of contagion, all academic activities where physical presence was mandatory were halted. This prompted the shifting of educational activities to the online learning system. Current investigation aimed to determine the perception of undergraduate students of various disciplines about online learning which has been implemented across all the universities of Pakistan in the wake of COVID-19 lockdown. Methods: A cross-sectional descriptive study was conducted and data was collected from ten different medical, engineering and art universities of Pakistan. Utilizing Openepi, the calculated data sample size was 600. Students were asked 23 different questions including a validated and reliable scale (α=0.952) composed of 14 questions to determine the satisfaction level of students from e-learning. Descriptive statistics, independent sample t-test, ANOVA and chi-square test were used to analyse data through SPSS. Results: The most broadly embraced teaching methodology was online classes through Zoom Application. According to the developed scale, overall, 78% of students were dissatisfied from online learning. Students also raised concerns over assessment methods, student-instructor communication, fairness of examination and difficulty in understanding concepts. Majority of students preferred classroom teaching and 81% of respondents didn't want to continue with e-learning. Conclusion: Results have depicted that students are not satisfied with e-learning and they pointed out some critical defects in the system. HEC and rectors should treat this issue as top-priority for provision of good quality education and to save the future of undergraduate students of Pakistan. [ABSTRACT FROM AUTHOR]

This study seeks to examine ICT integration and e-readiness of teachers in higher agricultural education in the North Eastern Hill (NEH) states of India. The paper draws from the Perceived e-Readiness Model (PREM) and relies on data collected from a survey of agricultural colleges from six NEH states of India, i.e. Arunachal Pradesh, Manipur, Meghalaya, Mizoram, Sikkim and Tripura. Results of the study reveal that the awareness level about electronic portfolio among the teachers was quite high however, inadequate availability limits its usage. Smart phones and computer were used daily by 88 and 92% of the respondents. Use of other tools like video conference, e-portfolio, digital student report card, virtual class room and e-library was reported to be in the range of 1-14% only. Several individual factors, viz. training in ICT, operational knowledge of ICT tools, workload etc. were found to be affecting their usage. Among institutional level barriers, internet speed, supporting ICT infrastructural facilities and access to quality ICT tools were observed as key factors influencing ICT use and its integration in the higher agricultural education of the NEH states of India.

This paper explores engineering student’s readiness towards e-learning in Telkom University Bandung that developed e-learning system to complement its method. Some studies had indicated predictor behaviors for effective e-learning process were self-directed learning, technical readiness and comfort with non-face to face communication (Warner et al , 1998; Piskurich, 2003; Smith, 2005; Hung et al., 2010). Data gathered from 388 Telkom University engineering students (57% from sophomore year and 43% from junior year). Self-assessment method had been used to predict student readiness toward e-learning. Research found that Telkom University engineering student’s level of readiness was on ready with development, with technical readiness factor as the highest level and self-directed learning readiness as the lowest. The level of grade had no statistical differences on self-directed learning readiness and technical readiness factor but it had on comfort with non-face to face communication.

Introduction: Factors affecting student attitudes is an important factor influencing their educational success. This study is aimed and designed to survey the students’ feeling of presence and its relationship with attitude toward virtual course.Methods: This study uses descriptive statistical methods to devise correlations. The sample population includes professors and students of the following universities: Amir Kabir, Elmo san’at, Khaje Nasiroddine Toosi, Olumo Hadis. In the quantitative analysis, 650 individuals were selected through accidental categorical methods. The information was collected by means of the questionnaire “presence feeling and attitude toward virtual environment”. Data was analyzed by inferential and descriptive statistics by means of SPSS.Results: The results showed that the students had higher than middle presence of feeling and are in low levels with regard to real feeling and participation. There was no correlation between a feeling of presence and the students’ gender but a correlation between feelings of presence the university that they attend was evident, and varied for each university. Conclusion: According to the results and the sense of presence on the attitude of students, attention to student presence in electronically environments is so necessary.

Objectives: To study how effective are the operation theatre clinical rotations among undergraduate medical students in learning different operative procedure and theatre protocols and to compare the operative learning between different surgical specialties. Methodology: It was a cross-sectional study carried out in 11 different medical institutes and teaching hospitals of Lahore.7 of them were public medical institute and 4 were private. The population was out going final year and house officers out of which we took sample of 100 students via convenient random sampling. An anonymous structured questionnaire was used. The effectiveness of clinical rotation in OR (OT classes) was assessed by following parameters: hours dedicated per day to OR classes, attendance in following classes, ways of teaching operative procedure being performed on that day, surgeon's interest in taking OT class, availability of space around operating table to observe procedure being performed, procedures learnt, aseptic measures being taught, sterilization techniques learnt, and help in paper solving. Data analysis was done on SPSS Results: 51% of the population were females and 49% were males.78% of them were house officers and 22% were final year students.34% of population has allotted 2 hour for theatre rotation, 24% has 1 allotted hour and 20% has 3 or 4 allotted hours each.60% has OR rotation twice a week.20% has thrice a week and 15% has rotation once a week 40% strongly agree that there is no availability of space on OR table. While 76% has 4 or more people allotted per table. 46% agree that he operating surgeon took a class on what he was going to perform. 60% were not being able to visualize the procedure properly or to understanding and memorizing surgical procedure after rotation. Only 18% agree that the rotation help in paper. 57.5% has the most effective learning in general surgery or 18% considered gynae and E.N.T or as most effective learning place. Reason for effective learning in 76% of cases is surgeon explaining the surgical procedure with 12% cases of effective learning through video training and e-learning each. Conclusions: Theatre rotations are not very helpful in learning procedure due to non availability of space around the operating table, more number of students per table and no pre procedure briefing. Theatre with video training and e learning has more effective learning. [ABSTRACT FROM AUTHOR]

Abstract:The aim of this research is recognizing the barriers which exist in implementing and holding the Elearning course in Kurdistan province secondary and high schools. We also try to provide solutions for this barrier to improve the course. To do so and as a descriptive research author uses a qualitative method. The statistical population of this research was 7 managers and 14 teachers who were working in the E-learning schools in the Kurdistan province. To collect the data both semi structure interview and open questionnaires were used for those participants who were not available. For analyzing the data content analysis was used in inductive approach. The results showed that technology and communications, curriculum, administrative and structural and financial barriers are the most important ones. To remove these barriers, it is necessary that the aforementioned centers and the agencies which support them provide the best infrastructures in technology and financial terms. Also, it is necessary for them to evaluate and review the related strategies and programs.

Background: One of the most challenges in electronic learning (e-learning) is practical lab courses. The widespread use of smart phone devices, as well as the access to internet networks, have made augmented reality (AR) increasingly popular in educational systems in recent years. Objective: This study investigated the effect of using augmented reality on the learning and lab-skills of pharmacy students. Material and Methods: The traditional booklet of the course was revised and the experiments videos were added to the booklet using AR technology. Around 80 students were randomly divided into two intervention and control groups with almost equal numbers. Learning and practical skills of the students was assessed. Results: The mean of scores, from 3 points, in pre-test of control and intervention groups were 2.3 and 2.56, respectively, and in post-test were 1.97 and 1.73, respectively. The mean score of lab skills for control and intervention groups were 4 and 4.6 from 5 points, respectively. There was no significant difference between two groups on the pre- and post-test, and fairly in lab skills. However, a significant decrease in the port-test compared to pre-test was seen in intervention group. Moreover, several features of lab skills were improved significantly in intervention group. It seems that students' cooperation in the project implementation was not acceptable. In general, the use of the simplest form of augmented reality technology was able to create an acceptable satisfaction in pharmacy students. Conclusion: This type of AR-based booklets can be considered as promising educational strategy for medical students. [ABSTRACT FROM AUTHOR]