Degradation of carbamazepine (CBZ) using ultraviolet (UV), UV/H 2 O 2 , Fenton, UV/Fenton and photocatalytic oxidation with TiO 2 (UV/TiO 2 ) was studied in deionized water. The five different oxidation processes were compared for the removal kinetics of CBZ. The results showed that all the processes followed pseudo-first-order kinetics. The direct photolysis (UV alone) was found to be less effective than UV/H 2 O 2 oxidation for the degradation of CBZ. An approximate 20% increase in the CBZ removal efficiency occurred with the UV/Fenton reaction as compared with the Fenton oxidation. In the UV/TiO 2 system, the kinetics of CBZ degradation in the presence of different concentrations of TiO 2 followed the pseudo-first order degradation, which was consistent with the Langmuir-Hinshelwood (L-H) model. On a time basis, the degradation efficiencies of CBZ were in the following order: UV/Fenton (86.9% ± 1.7%) > UV/TiO 2 (70.4% ± 4.2%) > Fenton (67.8% ± 2.6%) > UV/H 2 O 2 (40.65 ± 5.1%) > UV (12.2% ± 1.4%). However, the lowest cost was obtained with the Fenton process.
Digital technologies have been widely used in higher education (HE) for years, and the benefits have been recognised by both students and academics. Although many universities have developed their own digital technology strategies, many do not share either their vision or implementation strategies with staff.
This research explores differences and similarities in the perception of digital technology by lecturers and academic managers. The purpose of this paper is to compare and contrast motivations, barriers and support systems required for the use and adoption of digital strategies. Interviews were conducted with a group of 20 lecturers and academic managers in the HE sector. The results reveal that both groups shared a common view that the introduction of digital technology can have a clear set of benefits to students; however, their motivations for introducing new approaches differed significantly. Whilst it is important not to generalise too much given the lack of homogeneity in the two groups and also the crossover between managers and lecturers, managers tended to take a performance goal-based approach to its introduction whilst lecturers were more learning goal orientated. This difference can cause significant difficulties in the implementation of new approaches to learning.
COVID-19 dramatically influenced students’ and staff’s learning and teaching experiences and approaches to learning. While many papers examined individual experiences in the context of higher education, synthesising these papers to determine enabling and hindering influences of digital adaptation was needed to guide the next phase of online learning reforms. This study explored the main dimensions of digital technology adaptation in higher education during the COVID-19 pandemic. The consequences for student and staff experiences and what aspects should be sustained and developed were discussed in this review. A total of 90 articles (published between 1st January 2020 and 30th June 2021) were identified and analysed based on the preferred reporting items for systematic reviews and meta-analyses framework. Four dimensions (with associated sub-factors) were found to influence student and staff experiences: techno-economic; personal and psychological; teaching, learning and assessment; and social. The findings highlighted that an integrated approach, across institutional, technical platforms, and individuals would be required to sustain digital learning initiatives during the crisis time.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.