The COVID-19 pandemic has had a significant impact on students\' academic performance. The effects of the pandemic have varied among students, but some general trends have emerged. One of the primary challenges for students during the pandemic has been the disruption of their study habits. Students getting used to online learning routines might find it even more challenging to perform well in face to face learning. Therefore, assessing various potential risk factors associated with students low performance and its prediction is important for early intervention. As students\' performance data encompass diverse behaviors, standard machine learning methods find it hard to get useful insights for beneficial practical decision making and early interventions. Therefore, this research explores regularized ensemble learning methods for effectively analyzing students\' performance data and reaching valid conclusions. To this end, three pruning strategies are implemented for the random forest method. These methods are based on out-of-bag sampling, sub-sampling and sub-bagging. The pruning strategies discard trees that are adversely affected by the unusual patterns in the students data forming forests of accurate and diverse trees. The methods are illustrated on an example data collected from university students currently studying on campus in a face-to-face modality, who studied during the COVID-19 pandemic through online learning. The suggested methods outperform all the other methods considered in this paper for predicting students at the risk of academic failure. Moreover, various factors such as class attendance, students interaction, internet connectivity, pre-requisite course(s) during the restrictions, etc., are identified as the most significant features.

UNASSIGNED: The variability and opportunistic nature of surgical clinical education is the main problem for effective teaching and training of medical students. Incorporating online mediums including discussion forums, interactive videos/scenarios, static pages, and quizzes is known as blended learning (BL). This study aimed to compare the intrinsic motivation of surgical students enrolled in blended learning to those enrolled in face-to-face teaching (f2f teaching).
UNASSIGNED: A quasi-experimental, cross-over study was conducted in Surgical Unit-I and Surgical Unit-II of Dow University Hospital, Karachi, from March to August 2014. A total of 31 students participated and were exposed to two different teachings. For the first four weeks, Group A was posted in Surgical-I (f2f teaching) and Group B in Surgical-II (BL). Both groups were taught the same contents with the same schedule. The F2F group had clinical exposure to real patients, and small group discussions (SGDs) while The BL group students were exposed to an additional online learning component. Intrinsic Motivation Inventory (IMI) was administered at the end of four weeks and groups were swapped. Exchanged groups were again taught the same contents with the same schedule for another four weeks and IMI was administered.
UNASSIGNED: Fifty-eight students completed IMI; 28 in f2f and 30 in BL group. There was a significant difference in all four subscales of IMI between the two groups. In three subscales, students in BL were more motivated as compared to f2f (p<0.01). Students in f2f experienced more perceived tension than in BL (p<0.048).
UNASSIGNED: This study concluded that blended surgical learning programs keep medical students more intrinsically motivated to learn. By utilizing online learning, superior educational opportunities for students can be cultivated. It can result in enhanced faculty effectiveness and efficiency as well.

BACKGROUND: Electronic learning (e-learning) has evolved into a popular educational approach since the coronavirus disease 2019 (COVID-19) pandemic. While this represents an additional model for teaching, traditional classroom learning fosters the development of interpersonal skills and enables students to share and discuss specific topics. However, existing research on the comparison of both these modes of learning in the field of dental education is inadequate. This study aimed to evaluate the perceptions of dental students towards both electronic and classroom learning.
METHODS: A cross-sectional questionnaire-based survey was conducted between November 2022 and January 2023 among dental students in Saudi Arabia. Students were questioned on their comparative perceptions of e-learning and classroom learning before, during, and after the COVID-19 pandemic. Questionnaire responses, including demographic data, were collected and tabulated, using electronic data management software. The tabulated data were analyzed to provide descriptive statistics and compare electronic and classroom learning with demographic variables and previous experience with e-learning.
RESULTS: Most respondents reported possessing average information technology (IT) skills and prior experience with e-learning. Blackboard Learning Management System (LMS) (Reston, VA: Blackboard Inc.), Zoom (San Jose, CA: Zoom Video Communications Inc.), and Microsoft Teams (Redmond, WA: Microsoft Corporation) were the most commonly used and advantageous e-learning platforms. While the majority of participants found both methods acceptable for problem-based learning sessions and theoretical lectures, they reported e-learning to be less effective than classroom learning for clinical and practical sessions. Regarding e-learning as a preferred method over classroom learning, most responses were \"neutral\" or \"uncertain.\" Comparing the mean ranks of the ordinal responses for the different teaching methodologies and the nominal responses for e-learning as the preferred method, no statistically significant interactions were observed for demographic characteristics, IT-skill levels, or prior experience with e-learning.
CONCLUSIONS: Although enhanced performance and learning capacity are enabled through e-learning, the advantages of personal interactions and the feasibility of practical and clinical dental sessions are achieved only through classroom learning.

This study is designed to evaluate students\' knowledge and perceptions about the online learning of pharmacy curricula in Iraq during the COVID-19 quarantine. A descriptive, cross-sectional study involving 278 pharmacy students was done between October 2020 and June 2021. About 42.44% preferred face-face lecturers over other modes of delivery for lectures in the pharmacy curriculum. Most participants preferred both active learning and face-face lectures. The results show that 72.66% of responders chose to stay at home as one of the privileges of e-learning. However, the main barriers that associated with e-learning were lack of patient involvement and some technical issues regarding IT equipment, (74.82%) and (62.23%), respectively. E-learning is seen as a lack of social presence, less social contact, and synchronization of connections. However, e-learning undoubtedly benefits students in several ways. Online learning is an essential podium for students to achieve their studies in periods of crisis.

UNASSIGNED: As a result of COVID-19 pandemic, medical education at the Arabian Gulf University was instructed to apply online teaching instead of face-to-face for all phases of teaching at the University. Phase-1 is concerned with basic science courses delivered to year 1 students. We conducted this study to detect if there are any differences in the performance of medical students between online and face-to-face ways of learning. Also, a comparison between male and female performance in scientific courses was carried out in pre and during COVID-19 periods.
UNASSIGNED: The participant were first year students for pre COVID-19 period from 2018 to 2019 and during COVID-19 period from 2020 to 2021. The university used Moodle and Zoom as an online way of teaching. The students\' performance in the year 1 (three-semester) -online period of teaching were compared with a three-semester-performance of conventional teaching prior to COVID-19. This is a retrospective study that attempts to shed some light on the efficiency of AGU experience in online learning for year 1 (Phase I) students. This study evaluates the outcome of both, online and face-to-face examinations for scientific courses.
UNASSIGNED: The results showed that the mean performance of year one medical students in all basic scientific courses (Phase I) during the coronavirus pandemic was greater than the mean performance before the pandemic with the exception of the Biostatistics course. The results by gender showed that the mean performance of females was better than males across all scientific courses before coronavirus. Also, during the COVID pandemic, the mean performance of females was better than males in all basic science courses.
UNASSIGNED: Year -1 students\' performance in science courses during the coronavirus period seems better than pre COVID19 era. Females\' performance was better than males\' in both periods; pre and during COVID -19 periods.

Background: The coronavirus disease 2019 (COVID-19) pandemic upended the educational system around the globe. During this challenging period, universities and colleges looked for other effective alternative methods of learning, such as Virtual Learning Environments (VL). Besides, Ahlia University has implemented E-learning in response to COVID-19. There needs to be more attention given to the challenges associated with technology adoption facing interior design and architecture programs, where over 60% of courses are practical, especially design studios, which form the core of the curriculum. According to a review of the relevant literature, there needs to be more research on blended learning in interior design and architecture. In order to enhance the teaching and learning of interior design and architecture, further research is required to combine cutting-edge techniques and technology. The aim of this study was to review the classroom materials for Ahlia University\'s interior design studio. Methods: After completing the INTD 212, INTD 216, INTD 311, and INTD 404 studios in mid-March 2022, a short Qualtrics poll was done to assess the difficulties of e-learning and offer potential consequences. Results: Though students were conveniently attending courses online, there was not much discussion and interaction like in the face-to-face model. Blended teaching in design studio courses offered many benefits. The results showed that blended design studios achieved pedagogical results as students developed their knowledge. Conclusions: Based on the findings, this research concludes that teaching and learning should be shifted from face-to-face and online learning to the best practice of a blended format.

BACKGROUND: The acceptance of online courses by medical and dental students, especially during the coronavirus disease 2019 crisis, is substantial, as reported in various studies. However, the unfavourable online learning experiences of the students during the pandemic were also highlighted. As the teaching-learning process is returning to the \"new normal,\" it is necessary to identify online learning domains implemented during the pandemic crisis that may be applied in pre-clinical courses in the future.
METHODS: A validated Student Online Learning Readiness questionnaire assessed pre-clinical students\' online learning competence. Students\' academic performance in face-to-face post-pandemic was compared with their performance in online settings during the pandemic crisis. Students\' satisfaction with online learning was evaluated using a self-made survey questionnaire. Descriptive statistics, the t-test, and multiple regression analysis were used to analyze the data gathered with a p-value ≤ 0.05 considered statistically significant.
RESULTS: Except for social skills with classmates and groupmates, in which 47.5% of respondents indicated unreadiness, most students were prepared for online learning. Theory-wise, online learners outperformed traditional learners, but the difference was insignificant. In contrast, students\' practical skills in face-to-face modality are significantly higher (p = 0.029). Students rated their satisfaction with online learning higher for interactions with instructors and staff and lower for interactions with classmates and group mates and skill acquisition.
CONCLUSIONS: Providing high-quality pre-clinical online teaching was achieved for theoretical components but not practical skills acquisition. Students\' social engagement with peers is one of the key elements crucial to online learning success. Academic leaders and curriculum developers must recognize potential gaps as they transition to online learning.

The SARS-CoV-2 coronavirus (COVID-19) pandemic is in constant evolution, much like the virus, and we must learn to adapt our undergraduate education and learning strategies to enable students to complete their studies. This narrative review focuses on what is currently known about the face-to-face and e-learning strategies of undergraduate medical students in resource-limited settings during the COVID-19 pandemic. The majority of studies, involving health professional students, took place in 2020. Few involved educators. Students have faced challenges with the transition to remote learning, for which a couple of interventions have been devised. Bridging the gap in access and utilisation of remote learning might have required more time, however, the COVID-19 pandemic has accelerated the learning curve and the transition from in-person to online learning.

We propose a hyperscanning research design, where electroencephalographic (EEG) data were collected on an instructor and teams of learners. We compared neurophysiological measures within the frequency domain (delta, theta, alpha, and beta EEG bands) in the two conditions: face-to-face and remote settings. Data collection was carried out using wearable EEG systems. Conversational analysis was previously applied to detect comparable EEG time blocks and semantic topics. The digitalization of training can be considered a challenge but also a chance for organizations. However, if not carefully addressed, it might constitute a criticality. Limited research explored how remote, as opposed to face-to-face, training affects cognitive, (such as memory and attention), affective, and social processes in workgroups. Data showed an alpha desynchronization and, conversely, a theta and beta synchronization for the face-to-face condition. Moreover, trainees showed different patterns for beta power depending on the setting condition, with significantly increased power spectral density (PSD) in the face-to-face condition. These results highlight the relevance of neurophysiological measures in testing the e-learning process, in relation to the emotional engagement, memory encoding, and attentional processing.

The restriction measures put in place during the COVID-19 pandemic posed notable challenges for formal teaching-learning processes because they had to be adapted to ensure health security. An active learning programme applied to three environments (indoors, outdoors, and online) was tested with 273 undergraduate university students in a within-subjects experimental study. Each student was assigned to two indoor and two outdoor seminars, with a subsample (n = 30) also participating in online seminars implemented in response to the university\'s lockdown protocols. The learning experience and learning conditions were evaluated through six dimensions: learning, evaluative impact, hedonic experience, technical conditions, environmental conditions, and health security. Outdoor seminars were more effective than indoor seminars in terms of the learning experience, with greater differences in hedonic experience, while the indoor seminars were rated more highly than the outdoor seminars in terms of learning conditions, with a larger difference in the environmental conditions. No differences were found between online and face-to-face environments in terms of the learning experience, even though the online environment yielded better scores in the learning conditions. Apparently, this adaptation to both outdoor and online contexts through active methodologies allows overcoming of technical, environmental, and teaching limitations and improves health security, while ensuring a good learning experience and added flexibility to teaching-learning processes.
UNASSIGNED: The online version contains supplementary material available at 10.1007/s10984-023-09456-y.