Due to COVID-19 outbreaks worldwide, the academic institutions have been enforced to entirely cancel face-to-face teaching including laboratories and other learning experiences as a mitigation step against the risk posed by the Coronavirus. Accordingly, various measures by the higher education providers have been initiated to implement social isolation strategies, and online teaching is followed with rapid curriculum transformation. The online delivery is more convenient, as it can provide vibrant and dynamic teaching and learning environment. However, due to time constraint, the curriculum transformation is anticipated to occur rapidly without sufficient preparation. Therefore, in this study, the concept of the emergency remote teaching (ERT) including its application and evaluation is thoroughly discussed. The application of the ERT in the Middle East College Oman has been considered as case study. This study draws on CIPP evaluation model to assess the effectiveness of the adopted model, and qualitative data were collected online taking random samples of students and educators. Besides, interview and questionnaire responses, experiences, beliefs, and challenges encountered by the educators and students on the emergency remote teaching were used and analyzed. In addition, students' weekly attendance segregated with session modes, levels and module nature were considered to evaluate the students' participation to the online classes. The collected information were analyzed, and based on the analysis outcomes, recommendations were forwarded to serve as an input for future strategies and policies and to improve the performance of teaching learning activities during similar circumstances.

Due to the unprecedented COVID-19 incident, higher education institutions have faced different challenges in their teaching-learning activities. Particularly conducting assessments remotely during COVID-19 has posed extraordinary challenges for higher education institutions owing to lack of preparation superimposed with the inherent problems of remote assessment. In the current study, the challenges of remote assessment during COVID-19 incident in higher education institutions were investigated taking Middle East College as a case study. For the study, questionnaires were prepared and data from 50 faculties were collected and analyzed. The study focused on the challenges of remote assessment in general and academic dishonesty in particular. The main challenges identified in remote assessment were academic dishonesty, infrastructure, coverage of learning outcomes, and commitment of students to submit assessments. To minimize academic dishonesty, preparing different questions to each student was found to be the best approach. Online presentation was also found to be good option to control academic integrity violations. Combining various assessment methods, for instance report submission with online presentation, helps to minimize academic dishonesty since the examiner would have a chance to confirm whether the submitted work is the work of the student.

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Nickel-based alloy is difficult-to-machine because of its low thermal diffusive property and high strength at higher temperature. The machinability of nickel-based Hastelloy C-276 in turning operations has been carried out using different types of inserts under dry conditions on a computer numerical control (CNC) turning machine at different stages of cutting speed. The effects of cutting speed on surface roughness have been investigated. This study explores the types of wear caused by the effect of cutting speed on coated and uncoated carbide inserts. In addition, the effect of burr formation is investigated. The chip burr is found to have different shapes at lower speeds. Triangles and squares have been noticed for both coated and uncoated tips as well. The conclusion from this study is that the transition from thick continuous chip to wider discontinuous chip is caused by different types of inserts. The chip burr has a significant effect on tool damage starting in the line of depth-of-cut. For the coated insert tips, the burr disappears when the speed increases to above 150 m/min with the improvement of surface roughness; increasing the speed above the same limit for uncoated insert tips increases the chip burr size. The results of this study showed that the surface finish of nickel-based alloy is highly affected by the insert type with respect to cutting speed changes and its effect on chip burr formation and tool failure.

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