Evaluation of the Emergency Remote Learning of Veterinary Anatomy During the COVID‐19 Pandemic: Global Students’ Perspectives

Purpose: The present study assessed the shift to remote teaching of veterinary anatomy during the COVID‐19 pandemic based on students’ perspectives.Methods: Participants were invited to answer an anonymous online Google Form questionnaire using the snowball sampling method. Only students who studied anatomy online during the COVID-19 lockdown period were eligible to answer the questionnaire. A mixed-method research design was used to evaluate students’ perspectives.Results: A total of 961 participants were enrolled in this study from 87 countries and six continents. Data showed that the majority of students (81.6%) were interested in studying anatomy online during the COVID-19 lockdown. Moreover, approximately 82% of students were comfortable with the technological skills, and approximately 61% of students can understand online anatomy well during the lockdown. Furthermore, approximately 52.76% of students believed that online learning of anatomy suited for theoretical, 8.74% believed that it suited for practical parts, and 30.28% believed that it suited for both theoretical and practical parts. On the contrary, about 36.63% of students thought that online learning of anatomy could replace face-to-face teaching. In conclusion, shifting to remote teaching appears to be a good and convenient approach during the lockdown period as shown by students’ interest to study anatomy online during the COVID-19 lockdown, their comfortability with the technological skills, and their level of understanding. However, practical classes with cadaver dissection and dealing with different anatomical specimens is essential for veterinary students; therefore, blended learning is recommended.Conclusion: The study highlighted several challenges associated with studying anatomy online during the lockdown period and recommendation to overcome these challenges.

Integrating Digital Technologies in Accounting Preservice Teacher Education

The importance of developing technological skills at the undergraduate level to form better professionals is no longer questionable, assuming a particular role in subjects as accounting education. However, it appears that technologies are still weakly used in education and training. This article intends to analyse i) how students' technological skills development can be promoted, ii) in what way the integration of digital technologies in the curriculum is managed, and iii) what influence teaching, assessment and learning methods have, in the development of generic skills, especially technological skills. Presents a case study in the master's degree in Economics and Accounting Teaching, that forms teachers to vocational secondary education in this area. A qualitative approach was used with the support of participant observation and a questionnaire to finalist students. The case study is based on the active teacher training model that promotes technological skills using teaching and assessment methods for active learning.

FORMATION OF SKILLS OF EFFECTIVE COOPERATION OF PARTICIPANTS DURING IMPLEMENTATION OF STEM-PROJECTS

The article is devoted to the analysis of the formation of skills of cooperation of participants of STEM-projects and the disclosure of the features of effective cooperation in order to implement an effective and high-quality STEM-project. In the era of digitalization of all spheres of life, young people need live communication and active interaction. The purpose of the article is to clarify the features of educational cooperation during the implementation of STEM-projects through the prism of personal development of each participant, analysis of ways to develop skills of effective cooperation in the implementation of STEM-projects. Applied research methods: theoretical analysis of literature sources; methods of analysis, synthesis to determine the categories of cooperation of STEM-project participants; methods of generalization and systematization in order to form their own views on the formation of skills of effective cooperation through the implementation of STEM-projects. That is why the article focuses on the educational cooperation of each participant during the implementation of STEM-projects through personal development. The specifics of the formation of student skills through cooperation in four aspects are revealed: cooperation between students; teaching; apprenticeship and teaching; apprenticeship, teaching and professionals. The development of technological skills is relevant both in professional activities and in school life. That is why the article focuses on cooperation through digital technologies. The positive aspects of the above-out cooperation are systematized and the negative ones are emphasized. The prospect of further research is the formation of technological skills and abilities of effective cooperation of students through the implementation of STEM-projects by distance learning.

Assessment on LSPU-SPCC Students’ Readiness towards M-learning

Today, the use of technology is a powerful advantage in every field in the society. With the advent of development in information and communications technology (ICT), the process of learning and acquiring new knowledge had undergone a shift marked by a transition from desktop computing to the widespread use of mobile technology. In light of the COVID-19 pandemic, the Commission on Higher Education said that colleges and universities following the new school calendar will no longer require students to attend face-to-face classes. One of the state universities that had been affected by this inevitable situation is the Laguna State Polytechnic University. This study aims to determine the readiness of the students in shifting to m-learning. Specifically, it aims to determine the availability of mobile devices, equipment readiness, technological skills readiness and psychological readiness. A survey-based methodology was used to obtain the data and descriptive statistics to analyze the results. It was determined that almost all of the students own mobile devices, are fully equipped with applications, have high technological skills and are quite ready in terms of psychological readiness.

The effect of computer courses on developing teachers' technological skills from viewpoint of teachers of Southern Jordan Valley schools: أثر الدورات الحاسوبية في تنمية مهارات المعلمين التكنولوجية من وجهة نظر معلمي مدارس الأغوار الجنوبية

This study aimed to uncover the effect of computer courses on developing teachers’ technological skills, and in order to achieve the aim of the study, a descriptive analytical approach was used and a questionnaire was developed to collect data from the study sample, which included (333) teachers from the southern Jordan Valley schools, where (324) questionnaires were retrieved and valid for statistical analysis, with a rate of (97.3%) of the total distributed questionnaires. The results of the study showed that the degree to which teachers of Southern Jordan Valley schools possessed technological skills was of a moderate degree, and there is a statistically significant effect at the level of significance (α≤0.05) for computer courses with all its dimensions (training material, trainer, activities) in developing the skills of technological teachers. In light of the results obtained, the study recommended the necessity of increasing attention to training centers for computer courses in terms of providing them with adequate and modern technological equipment, and using qualified trainers who have extensive experience in the field of computers and technology.

Measuring E-Learning Readiness in the Forestry Research and Development Agency of Indonesia

<p>This research investigates organisational readiness for implementing organisational elearning systems (OES) in the Forestry Research and Development Agency (FORDA) of Indonesia. The study measures the level of organisational readiness for OES implementation at FORDA; and determines factors that need to be addressed in order to implement successful OES at FORDA, in a context with no prior OES knowledge. A mixed-methods approach was employed in this study. A cross-sectional survey was delivered in two forms: online and paper-based. The survey sample consisted of 288 employees of FORDA (policy makers, researchers, research assistants, and general employees). Statistical measures - reliability analysis, factor analysis, and multiple regression - were conducted using SPSS version 16.0. As a complementary method, 12 semi-structured interviews were conducted with 12 policy makers at FORDA. A comprehensive organisational e-learning readiness instrument (COERI) was developed to assess the level of organisational readiness for OES from the perspective of all target respondents (policy makers, e-learning providers, facilitators, and learners). The study proposes twelve readiness dimensions: technological skills; positive online learning style; negative online learning style; equipment/infrastructure; attitude; human resources; environmental; positive cultural; negative cultural; financial affordability; financial availability; and financial possibility. Overall, to implement successful OES at FORDA the results show that only five areas are ready but need a few improvements (equipment/infrastructure, attitude, environment, positive online culture, and financial availability); five areas are not ready of which three areas need some improvements (technological skills, positive online learning style, and human resources), and two areas need major improvements (financial affordability and financial possibility). Factors that affect organisational readiness and need to be developed further in order to implement successful OES are: personal characteristics (age, education, gender, and computer experience), Internet access, central support, finance, environment, face-to-face contact, human resources capacity, English proficiency, and prior e-learning knowledge. Further exploration is required to achieve a more reliable instrument and to improve the applicability of COERI to similar research contexts.</p>

Measuring E-Learning Readiness in the Forestry Research and Development Agency of Indonesia

<p>This research investigates organisational readiness for implementing organisational elearning systems (OES) in the Forestry Research and Development Agency (FORDA) of Indonesia. The study measures the level of organisational readiness for OES implementation at FORDA; and determines factors that need to be addressed in order to implement successful OES at FORDA, in a context with no prior OES knowledge. A mixed-methods approach was employed in this study. A cross-sectional survey was delivered in two forms: online and paper-based. The survey sample consisted of 288 employees of FORDA (policy makers, researchers, research assistants, and general employees). Statistical measures - reliability analysis, factor analysis, and multiple regression - were conducted using SPSS version 16.0. As a complementary method, 12 semi-structured interviews were conducted with 12 policy makers at FORDA. A comprehensive organisational e-learning readiness instrument (COERI) was developed to assess the level of organisational readiness for OES from the perspective of all target respondents (policy makers, e-learning providers, facilitators, and learners). The study proposes twelve readiness dimensions: technological skills; positive online learning style; negative online learning style; equipment/infrastructure; attitude; human resources; environmental; positive cultural; negative cultural; financial affordability; financial availability; and financial possibility. Overall, to implement successful OES at FORDA the results show that only five areas are ready but need a few improvements (equipment/infrastructure, attitude, environment, positive online culture, and financial availability); five areas are not ready of which three areas need some improvements (technological skills, positive online learning style, and human resources), and two areas need major improvements (financial affordability and financial possibility). Factors that affect organisational readiness and need to be developed further in order to implement successful OES are: personal characteristics (age, education, gender, and computer experience), Internet access, central support, finance, environment, face-to-face contact, human resources capacity, English proficiency, and prior e-learning knowledge. Further exploration is required to achieve a more reliable instrument and to improve the applicability of COERI to similar research contexts.</p>

A Mobile Anti-Phishing System Using Linkguard Algorithm

Phishing is a type of cyber-attack where the attacker deploys a combination of social engineering and technological skills to trick users into revealing private information like bank account details, usernames and passwords by creating an imitation of an existing web page. This research developed an Android-based anti-phishing system leveraging on the ubiquity of mobile devices and their increasing applications for business and personal purposes. The system was developed by implementing an end-host based algorithm called the Linkguard algorithm which is effective in detecting and preventing both known and unknown phishing attacks. A total of over 500 links which was a blend of both phishing and non-phishing links were collected from Phishtank and Alexa to validate the proposed system which achieved an accuracy of 96%. It is recommended that concerted efforts should be geared towards continuously sensitizing users to improve their phishing awareness as this cybercrime keeps evolving and users play a very crucial role in mitigating it. Keywords— android, cybercrime, Linkguard algorithm, mobile, phishing

Dealing with the Understanding of the Dynamics Related to Multifactorial Temporal Interactions That Spatially Affect the Landscape of Coastal Lagoons

Models based on multifactorial interactions are needed to deal with the dynamics taking place in the eutrophication processes of coastal lagoons. However, as the number of indirect drivers stemming from anthropogenic factors increases, temporal disorders between anthropogenic activities may increase, thus hindering the understanding of their dynamics. We have built multifactorial pathways to deal with the dynamics associated with the cultural eutrophication process of a coastal lagoon. The pathways guided the identification of potential temporal disorder patterns between anthropogenic activities, which may exert influence on the disturbances associated with eutrophication process. The identification of temporal disorder patterns derived from anthropogenic activities belonging to different pathways resulted in a valuable form of support for analyzing and evaluating relationships between public policies, technological skills and environmental culture programs. All of which exert influence on the eutrophication process, which in turn cause changes on the trophic state and on the landscape of the coastal lagoon. Pathways composed of multifactorial interactions that take into account spatial and temporal aspects, contribute to improving the understanding of the inherent dynamics of the eutrophication process of coastal lagoons. Temporal disorders between anthropogenic activities may be seen to emerge, thus exerting changes on the trophic state and spatial damage on the landscapes of coastal lagoons.