The World Health Organization (WHO) declared Covid-19 as a pandemic in early 2020. As a result, the organization has decided to close all educational institutions, and thereby conventional classroom learning has become obsolete. And as a consequence, exams taken online have become an essential part of an online assessment. The critical issue that arises is how to maintain online exam credibility and student honesty during online exams. In this work, we study the acceptance of online exams by Kuwait University students exposed to online proctoring during the lockdown. We proposed an acceptance model based on the TAM framework but with twelve constructs applied to three proctoring methods: AI proctoring, live human proctoring, and blended proctoring. The data is collected using an online survey from 478 college students. The partial least square structural equation modeling (PLS-SEM) method is used to process the collected data. The findings indicate that live-human and mixed proctoring provide a greater level of satisfaction than AI proctoring alone.
Due to this recent wave of the Deadly corona virus disease, which has spread widely all over the world, so physical or Social distancing has become a mandatory precaution to avoid close contact. As of January 2021, the count of affected cases is 10.8 million and recovered cases are 10.5 million and the death rate is 155 thousand. In conformity, we have proposed a system that elucidates the usage of Python, computer vision, and deep learning to monitor whether people are maintaining Social distance at public areas in roads, pathways, work places and, even in hospitals. For the purpose of monitoring social distances among people, we have developed a social distancing detection tool that can keep track of safe distance and determine the distance between people in order to reduce the impact of the corona virus pandemic by analyzing real-time video Streaming, such as CCTV or Camera which can be added with the security camera system at hospitals, workplaces, markets, Jewelers shop etc. As an output, the detection tool will throw A Voice alert or a Notification, so that people would be remained to maintain a social distance.
As the COVID-19 pandemic caused many schools to go online, asynchronous distant learning has become popular. One of the main challenges of asynchronous distance learning is keeping students engaged and motivated, as they do not have the same engagement with their peers and teachers as in traditional face-to-face learning environments. HTML 5 package (H5P) is an interactive learning tool that has the potential to fill this need due to its numerous immediate interactive features, such as interactive videos, pop quizzes, and games during media playback. This study investigates the effectiveness of using H5P and Moodle in asynchronous distance learning environments for undergraduate students. The data collection methods included pre-and post-surveys for Moodle and H5P and the questions related to the student perspectives towards H5P features. The technology acceptance model (TAM) is employed to find student satisfaction. The results of this study suggest that both the H5P and Moodle could be valuable tools for making E-learning more effective. The interactive and engaging nature of H5P can provide students with a more enjoyable and effective learning experience, helping to keep them motivated and engaged throughout their studies.
Educational institutions worldwide have adopted e-learning due to the COVID-19 pandemic. While this shift to online learning (OL) has presented challenges for students and teachers, it has also sparked innovative educational approaches. This study investigates college students' perceptions regarding OL, specifically focusing on gender differences in the experience with OL A quantitative survey gathered information from distinct college students in Gulf Cooperation Council (GCC) nations who experienced OL during the pandemic. The survey included questions related to satisfaction with OL and specific aspects such as course content delivery, interaction with instructors, behavioral changes, and challenges with OL. Male and female student OL experience was compared statistically. The results conclude that male students are more satisfied than female students. Students struggled with internet connection, OL adaptation, focus, and workload during OL. Understanding these gender differences in students' satisfaction with OL is crucial for educators and institutions as they strive to optimize the effectiveness of e-learning strategies. By recognizing and addressing male and female students' unique needs and challenges, educational institutions can enhance the overall educational experience during times of crisis and beyond.
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