Egyptian Educators’ Online Teaching Challenges and Coping Strategies during COVID-19

The present descriptive study investigated the challenges experienced and the coping strategies used by Egyptian university educators from different institution types while teaching online during the pandemic. The cross-sectional study drew participants (N = 222) from three different academic institution types, private universities, public universities, and adult education institutions, who responded to a survey that examined the technical, professional, administrative, social, and psychological challenges teachers encountered as well as their coping strategies. Data were analyzed quantitatively and qualitatively. Results indicated that the challenges and coping strategies reported by teachers varied according to the teaching context and the requirements of each academic institution. The most reported challenges experienced were exhaustion, internet problems, technical issues, and anxiety. Despite the challenges, participants reported a few positive effects, including feeling more productive, being motivated to learn something new, feeling appreciated by the students and administration, and feeling confident using online teaching tools. Results also revealed that the participants used social and professional strategies to cope with the circumstances accompanying the sudden shift to online teaching. The results indicated how challenges faced by educators from different institution types may diminish with more training on, and experience with, online teaching, forming communities of practice as well as other coping strategies they developed. Such findings should be helpful to educators, institutions, and policymakers in different academic institutions all over the world and in various teaching contexts.

The Role of Accrediting Agencies

Accrediting agencies are autonomous bodies commissioned mainly to grant accreditation to academic institutions that meet the prescribed quality standards. The accreditation process takes through a detailed systematic procedure that considers reviewing of the academic institution operations, whether teaching and learning offered to meet the quality standards, and encourages improvement to international standards. All accreditations offered by accrediting bodies call for institutional accreditation before any other type of accreditation is granted. Accreditation can be classified as international and national, where the process in both the methods have some common and different steps. Each accrediting body under the designated government authority has prescribed procedures, terms, and conditions to be fulfilled by institutions for the accreditation process. OAAA, CAA, and the NCAAA are the more active accrediting bodies operational in the GCC region commissioned in Oman, UAE, and KSA, respectively.

Initial application of deep learning to borescope detection of endoscope working channel damage and residue

Background and study aims Outbreaks of endoscopy-related infections have prompted evaluation for potential contributing factors. We and others have demonstrated the utility of borescope inspection of endoscope working channels to identify occult damage that may impact the adequacy of endoscope reprocessing. The time investment and training necessary for borescope inspection have been cited as barriers preventing implementation. We investigated the utility of artificial intelligence (AI) for streamlining and enhancing the value of borescope inspection of endoscope working channels. Methods We applied a deep learning AI approach to borescope inspection videos of the working channels of 20 endoscopes in use at our academic institution. We evaluated the sensitivity, accuracy, and reliability of this software for detection of endoscope working channel findings. Results Overall sensitivity for AI-based detection of borescope inspection findings identified by gold standard endoscopist inspection was 91.4 %. Labels were accurate for 67 % of these working channel findings and accuracy varied by endoscope segment. Read-to-read variability was noted to be minimal, with test-retest correlation value of 0.986. Endoscope type did not predict accuracy of the AI system (P = 0.26). Conclusions Harnessing the power of AI for detection of endoscope working channel damage and residue could enable sterile processing department technicians to feasibly assess endoscopes for working channel damage and perform endoscope reprocessing surveillance. Endoscopes that accumulate an unacceptable level of damage may be flagged for further manual evaluation and consideration for manufacturer evaluation/repair.

Selection of 3D Printer for Innovation Centre of Academic Institution Based on AHP and TOPSIS Methods

This paper describes a computer-based tool for the selection of 3D printer for educational propose by using Multi Attribute Decision Making (MADM) strategies particularly Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS). In education, 3D printing technologies facilitate improved learning, skills development, and increased student and teacher engagement with the subject matter. Furthermore, 3D printing sparks greater creativity and collaboration in solving problems, to settle on a best option for teaching learning process tasks into account. MADM methods are interpretative processes which are well suited in choice of different 3D printers. This work suggests AHP and TOPSIS to judge 3D printer alternatives for choice of method, based on the AHP and TOPSIS methodology, ranks available techniques by a score resulting from the composition of priorities at different levels, each considering homogeneous and independent evaluation criteria. In this work proposes a comprehensive list of key factors that have a significant influence on 3D printer selection. In this work type of material used for printing considered as common for all printers such as ABS (Acrylonitrile Butadiene Styrene), PLA (Polylactic Acid), PET or Polyethylene terephthalate etc. A total of 09 sub-criteria have been identified and grouped under three main criteria, namely, (i) Physical Characteristics (ii) Economic consideration, (iii) Operational Requirements. These entire criteria area unit extracted from on-line literature and skilled opinion. Result of study shows that 3D Printer one (ET4 PRO 3IDEA model) was designated because the best suited for Innovation Centre Academic Institution. Keywords: 3D printer, MADM method, AHP method, TOPSIS method, Innovation Centre, Academic Institution

Academic leadership and research performance: a study among engineering academicians in emerging nations

PurposeThe performance of an academic institution is widely measured by their research performance. In this regard, the role played by leaders in an academic institution is vital. The focus of this paper is on the role played by academic leadership towards research performance.Design/methodology/approachA cross-sectional study is designed, and data are collected from 267 faculty members from various technical institutes across India through an online survey. A snowball sampling is adopted to reach the data point, and structural equation modeling is used to analyze the relationship using Smart PLS (partial least squares).FindingsThe study indicates that leadership in academic setup in developing countries does not directly influence research performance among the faculty members. To enhance research performance, institutes should promote collaboration and facilitate knowledge acquisition and individual development.Practical implicationsThe proposed model aids the leadership in devising strategies and approaches to encourage collaborations and individual initiatives in an academic setup.Social implicationsThe study identifies the importance of Individual initiative in Research Performance and knowledge acquisition for Higher Educational Institutions (HEI).Originality/valueThis research study is unique because it investigates the relationships between Academic Leadership and Research Performance of engineering faculty in emerging nations.

Egyptian Educators’ Online Teaching Challenges and Coping Strategies during COVID-19

The present descriptive study investigated the challenges experienced and the coping strategies used by Egyptian university educators from different institution types while teaching online during the pandemic. The cross-sectional study drew participants (N = 222) from three different academic institution types, private universities, public universities, and adult education institutions, who responded to a survey that examined the technical, professional, administrative, social, and psychological challenges teachers encountered as well as their coping strategies. Data were analyzed quantitatively and qualitatively. Results indicated that the challenges and coping strategies reported by teachers varied according to the teaching context and the requirements of each academic institution. The most reported challenges experienced were exhaustion, internet problems, technical issues, and anxiety. Despite the challenges, participants reported a few positive effects, including feeling more productive, being motivated to learn something new, feeling appreciated by the students and administration, and feeling confident using online teaching tools. Results also revealed that the participants used social and professional strategies to cope with the circumstances accompanying the sudden shift to online teaching. The results indicated how challenges faced by educators from different institution types may diminish with more training on, and experience with, online teaching, forming communities of practice as well as other coping strategies they developed. Such findings should be helpful to educators, institutions, and policymakers in different academic institutions all over the world and in various teaching contexts.