Google Hangouts Research Articles

Problems, Solutions, and Hopes: Online Learning During the Pandemic Era at Elementary School

Background: The COVID-19 pandemic has an impact on many parties, this condition has penetrated the world of education, the central government to the regional level provides policies to dissolve all educational institutions.
 Aim: This study aims to determine the problems experienced by teachers during Covid-19 pandemic in which teachers must conduct online learning.
 Method: This research is a descriptive study using online survey method. The data was collected using online questionnaires to 64 respondents of elementary school teachers.
 Findings: It was found that 98% of the primary school teachers respondents has conducted online learning during Covid-19 pandemic, and 1 teacher did not use online model. More than 9 medias used by elementary school teachers in Bantul district during the pandemic were offered namely WhatsApps, WhatsApp Web, Google Classroom, Google Group, TeamLink, Microsoft Teams, Kaizala Microsoft, Zoom Meeting & Webinar, Youtube, Google Hangouts, and others.

RECONSTRUCTION OF TEACHING TECHNIQUES IN THE ERA OF COVID-19 IN HIGHER INSTITUTIONS IN OSUN STATE, NIGERIA

institutions in Osun State. It adopted a descriptive survey research design. Population comprises of all students in Osun State College of Education, Ilesa, Osun State, Nigeria. Simple random sampling technique was used to select one hundred (100) respondents as sample for study. The instrument was moderated by experts who affirmed its validity. Reliability of the instrument was determined using Cronbach Alpha. Data collected were analyzed using simple percentage statistical tool. The study revealed that COVID-19 pandemic is currently ravaging the world and has halted lots of human activities in many countries. In Nigeria, the pandemic has greatly affected the education sector causing the suspension of all academic activities, as stay at home order was enacted. On the other hand, this crisis has stimulated innovation which brings about reconstruction of teaching and learning techniques within the education sector. The new learning technique include; real-time social media channels-WhatsApp, Telegram, YouTube, Facebook, the use of a Discussion board and Digital library and the use of video conferencing tools such as Microsoft Teams, Zoom, Google Hangout, WebEx, Skype, Google Meet. It is therefore recommended that a strategic plan to equip all schools with good infrastructural facilities for successful ICT integration should be developed and monitored for full implementation. Curriculum planners at all levels should be reviewed to allow ICT integration as a pedagogy

Lesson Learned During Covid-19 Pandemic: Impact, Challenges and Opportunities in Nursing Education – A Review

Nursing training is a combination of both theoretical and practical learning experiences that enable nursing students to acquire the cognitive, affective, and psychomotor components for providing nursing care. World Health Day, an annual event organized by WHO, stated that this year is focused on supporting nurses and midwives, many of whom are serving on the frontlines of the COVID-19 response. Globally, COVID-19 has huge impact on academic delivery and adds a further degree of complexity to nursing education due to temporary lock down because most countries have suspended face-to-face teaching/physical class room teaching. Thus, they had to find new alternatives to academic delivery, and virtual classes/on-line mode were the ways forward. In present search, it has attempted to explore the impact of covid-19, challenges and opportunities in nursing education which influences the different aspects of academic activity. It has accelerate the academic delivery by using variety of online platforms and learning management system such as Google class room, Google meet, Google hangout, Zoom meetings, Microsoft team, Cisco webex meeting, go to webinar, you tube streaming, Google duo, college website, social media platforms such as face book groups, whatsApp, telegram etc. Covid-19 has provided a lot challenges and opportunities to learner, educator, university, organization, and evaluation system and research activities. The lesson learned from covid-19 is converting those challenges into opportunities by learning and adopting with advanced technology in teaching-learning; blended learning; team work; promoting for trans/ inter/ multidisciplinary collaborative education; integrating innovative method of teaching, sharing and facilitating right kind of information, are enhancing ways of quality of education during crisis (lock down) situation and further new-normal situation.

INVESTIGATING SITUATED LEARNING PRACTICE FOR ENGLISH LANGUAGE TEACHING IN HIGHER EDUCATION (ONLINE-BASED ENVIRONMENT)

In online-based contextual English language learning, learning must occur in its context, allowing English learners to seek and discover logical explanations for their knowledge via interaction with their non-physical and social distance environments. The purpose of the study is to explain and establish online-based situated learning in the English pedagogical context. The ethnography case study design employed the analysis with a collective case study type approach. The result exposed that situated learning affirmed to be implemented in online English learning contextual. Communities of practice implied a set of individuals with diverse interests and attitudes with similar purposes, and Skype, Zoom, Google Hangouts, Microsoft Teams were implied to be adaptable on this model. Authentic learning stresses actual activities that apply to real-world circumstances, and the model incorporated the Grammarly, Draftin, Scholastic Story Starters, Book Creator, and ReadWorks. The online language learning systematic model is designated to assess the quantity of material presented successfully in the course using online realistically, and it has Moodle, Google Classroom, Ispring Learn, and Microsoft Team. The last model finding is Task-Based Language Learning. Duolingo, Fabulingua, FluentU, and English Tools were the integrated online tools in the English pedagogical situated learning. Integrated and genuine situated learning of English language learning, online environments must allow English language learners to be competent performers with acquired information and collaborate on the essential communicative and technology literacy ability.

Videoconferencing Software Options for Telemedicine: A Review for Movement Disorder Neurologists.

Background: The use of telemedicine has increased to address the ongoing healthcare needs of patients with movement disorders.Objective: We aimed to describe the technical and basic security features of the most popular telemedicine videoconferencing software.Methods: We conducted a systematic review of articles/websites about “Telemedicine,” “Cybersecurity,” and “Videoconferencing software.” Technical capabilities and basic security features were determined for each videoconferencing software.Results: Twenty-six videoconferencing software programs were reviewed, 13 (50.0%) were specifically designed for general healthcare, and 6/26 (23.0%) were compliant with European and US regulations. Overall technical and security information were found in 5/26 software (19.2%), including Microsoft Teams, Google Hangout, Coviu, Doxy.me, and Thera platforms.Conclusions: Detailed information about technical capabilities and data security of videoconferencing tools is not easily and openly retrievable. Our data serves as a guide for practitioners seeking to understand what features should be examined when choosing software and what options are available.

OPPORTUNITIES OF DISTANCE LEARNING AT THE MEDICAL UNIVERSITY

COVID-19 pandemic has led to changes in all areas of human activity, and they have not escaped the education system. One of the new and most highly effective and, especially relevant, areas of improvement in the educational process of higher education is the use of distance learning.
 The aim of the research: to analyze the opportunities, advantages and disadvantages of using distance learning at a medical university.
 Distance learning is a form of learning with the use of computer and telecommunication technologies, which provide interaction of teachers and students at different stages of learning and independent work with materials from the information network. There are a number of platforms and applications as tools for effective, interesting and interactive learning: Moodle, Google Classroom, Zoom, Skype, Google Hangouts, WebEx, MyOwnConference, Microsoft Teams.
 Distance learning includes a set of the following components: providing educational material to the student; means of monitoring student performance; student consultations by the program-teacher; means of interactive cooperation between teacher and student; the ability to quickly add new information to the course, error correction.
 Ivano-Frankivsk National Medical University uses Microsoft Teams as a tool for distance learning. Microsoft Teams is a state-of-the-art real-time video conferencing tool that integrates all Office 365 tools, gathers up to 300 participants, and holds meetings lasting up to 24 hours. Also, this service includes communication in general chat and personal messages, shared access to educational materials in various formats, access to the cloud environment, control of the level of knowledge can be carried out in the form of an oral interview and with the use of test tasks, sending files, it is possible to record video conferences, screen demonstrations, presentations, web pages, use the board.
 Distance learning has a number of advantages such as: flexibility, relevance, convenience, modularity, cost-effectiveness and the ability to simultaneously use a large amount of educational information for any number of students, interactivity, removing psychological barriers to communication, blurring borders, no direct contact between people, which allows to actively learn even during illness or self-isolation. However, despite these advantages, we should not forget about the disadvantages. Distance education requires a certain level of hardware and software. No matter how accessible computer distance education may seem, it requires the learner to have a computer and Internet access, which not everyone has. These also include: the need for a certain level of hardware and software, depersonalization of communication, negative impact on students' health, problems with mastering practical skills, lack of direct communication with patients, inability to participate in professors wardrounds, supervise patients. As for carrying out diagnostic procedures using special devices and tools, it is an indisputable fact: you can watch videos about a certain manipulation many times, you may perfect know the algorithm of its performance, but without ever trying to do it yourself, it is impossible to master this manipulation.
 Studying at a medical university has its own specifics, so distance learning cannot completely replace the traditional educational process and prepare future doctors for further practice.

The future of scientific conferences in the era of the COVID-19 pandemic: Critical analysis and future perspectives.

The global spread of COVID-19 pandemic forced the scientific community to identify new ways of exchanging and transferring the scientific knowledge, also considering that the measures taken to combat the pandemic, such as travel restrictions, closed borders and gathering bans, led to cancellations of many conferences, meetings and workshops. The enhancement of the existing digital platforms and the development of new systems to share scientific knowledge has allowed the scientific community to “meet” again in new virtual environments (e.g., Zoom, Cisco WebEx, Live Stream, Demio, GoToWebinar Seminar, Google Hangouts, Skype, Microsoft Teams, etc.), providing an unprecedented opportunity to reform methods of organizing academic conferences in all disciplines.Starting from the review of the existing literature, this study aimed at investigating the impact of the spreading of virtual conferences on the field of research. The SWOT analysis was used to identify strengths and weaknesses of the scientific conferences organized in the new format, as well as opportunities and threats created by the socio-economic and political context in the era of the COVID-19 pandemic.

The Convergence of Online Teaching and Problem Based Learning Modules amid the COVID-19 Pandemic

There is a convergence unfolding between two formerly unique and separate areas of teaching research methodology: distance education and problem-based learning (PBL) environments. Much has been published on each field independently, however, in the modern-era of online, distance, and hybrid educational programs there is a need for more case and experiential-based learning activities which can effectively measure stated learning objectives. Trends in education have led to the development of various methods to instruct courses and conduct research online. Teaching research methodology and pedagogy have evolved to include video capture, remote conferencing, and other real-time communications techniques allowing faculty and students to collaborate across great distances. Meanwhile, PBL environments have been used extensively in teaching medicine, clinical practice, law, business/management, and many other disciplines to improve student learning. This has been further accelerated during the COVID-19 pandemic through the use of technologies like Zoom, WebEx, GoToMeeting, Google Hangout Meet, etc. and the availability of PBL-ready environments in breakout rooms and asynchronous simulated projects. Student preference data from 2020 are reported as part of this study. One example of this merger between online delivery and PBLs was the development of a PBL statistical process control (PBL-SPC) module. A cross-functional academic team was created across both a college of business and college of education in which a PBL-SPC module was developed based on a real-life situation in which students immerse themselves in a potato chip factory environment. The motivation for the PBL-SPC was that this is a challenging topic to cover which students often find difficult to relate to and/or boring. Three different scenarios were developed and students, as individuals or in teams, must traverse the simulated factory to assess the situation. Learning outcomes are measured by the course instructors and the PBL environment is being used by faculty around the world. Additionally, the PBL-SPC module has now been scaled to other applications such as six-sigma simulated project training during the COVID-19 pandemic. Pedagogical methods should be interactive, stimulate learning, improve the learning outcomes / critical thinking, and enhance student experience. This paper proposes that merging the effective and tech-friendly pedagogical methods of PBL-SPC, with the right modalities and model of online delivery, can help achieve these aforesaid goals. Even more, it can deliver a great opportunity to educators and institutions worldwide for advancing the reach of education.

Impact of COVID-19 on dental education in Brazil

This study aimed to evaluate the impact and operating strategies that the undergraduate dental programs in Brazil have adopted during the COVID-19 pandemic. A web survey approach was performed in May/June 2020. All coordinators of dental programs in Brazil were contacted by e-mail and invited to answer an online questionnaire consisting of eight questions on four domains: suspension of academic activities, activities maintained, teaching alternatives offered and changes in planning after the pandemic outbreak. The response rate was analyzed by stratifying the program's legal nature, result of the national performance assessment and time of the establishment of the programs. The data from the responses to the questionnaires were analyzed using descriptive statistics. Of a total of 481 programs, 230 responded to the survey (47.8%). The response rate was 100% for public programs and 40.8% for private programs. Most programs (83.3%) suspended all presential activities, and a small portion maintained only emergency care. Few programs completely suspended activities (16.7%), while most maintained theoretical activities using virtual environments (Google Meet or Hangouts, Zoom or Microsoft Teams). Most programs (50%) organized discussions to ensure the graduation of senior students and adopted alternative means for student assessment (30%). Planning the return of activities mainly involves adaptation to the protocols for clinical care (86.3%) and social distancing (82.4%). The pandemic directly impacted the functioning of Brazilian dental programs by causing the total suspension of practical activities and migration of theoretical activities to virtual environments.

Behavioural interventions delivered through interactive social media for health behaviour change, health outcomes, and health equity in the adult population.

Behavioural interventions delivered through interactive social media for health behaviour change, health outcomes, and health equity in the adult population.

Google Meet as a synchronous language learning tool for emergency online distant learning during the COVID-19 pandemic: perceptions of language instructors and preservice teachers

PurposeThere are currently no studies concerning the use of Google Hangout in North Cyprus. Thus, this study examines the perceptions of preservice teacher and language instructors on the use of Google Meet (GM) as a synchronous language learning tool for a distant online program in Cyprus.Design/methodology/approachTo elicit information on the perception of preservice teachers and language instructors on this issue, a quantitative research design was used for this study.FindingsThough the language instructors deemed GM effective and efficient as a language learning tool, the preservice teachers thought otherwise.Research limitations/implicationsIt was difficult to collect data during this pandemic outbreak. Obtaining ethical consent from the participants was difficult as well and so the sample size was small.Practical implicationsThe study was able to demonstrate that the use of GM was somewhat effective as a language learning tool for the online distant program, though the level of efficiency and effectiveness varies from preservice teachers to the language instructors. Also, the study was able to highlight the use of GM could be very effective if it is well managed by the teachers to stimulate student engagement during lessons. The study showcased that the unavailability of Internet data, poor Internet connection are possible constraints to the efficiency of GM. Recently, a university in Northern Cyprus has decided to partner with a telecommunication network (Turkcell) toward providing free Internet access for all registered students within a particular period of learning. This is a welcomed approach that can be emulated by other educational facilities in bridging the gap created by poor Internet connection in a remote online learning setting.Originality/valueThere are no studies within the context of North Cyprus on the use of GM as a synchronous language learning tool for online distant programs. Though the use of GM is adjured effective and efficient, this contextual overview of GM is a new insight into academia.

Exploring the Relationship between Writing Anxiety and the Pedagogical Use of Online Learning Medium among Malaysian University Students

According to United Nations in 2020, the pandemic of COVID-19 has caused the largest disruption of education systems in history. The sudden transition from traditional classroom to online classroom has caused many students to become anxious with their learning especially when they have to learn writing skills through several online mediums such as instant messenger (e. g. Whatsapp and Telegram), social media (e. g. Facebook, Instagram, Twitter and YouTube), live meeting session (e. g. Google Hangouts Meet, Zoom and Cisco Webex) and education tools (e. g. Google Classroom, Padlet and Kahoot). To address this issue, this qualitative study explored the reported experience of nine students from Diploma of Banking Studies who are taking the writing course through an online medium, namely Telegram. The students are prompted with a list of interview questions focusing on writing anxiety. Their responses were analysed, and two major themes were generated. The results revealed that the participants in this study described external and internal reasons as the causal factors to their writing anxiety. The internal reasons can be classified further into somatic anxiety, cognitive anxiety, and avoidance behaviour. The participants suggested a few major coping strategies to overcome their writing anxiety such as taking a deep breath, taking some time off from writing task, getting some entertainment and practising relaxation.

Leveraging Remote Physiologic Monitoring in the COVID-19 Pandemic to Improve Care After Cardiovascular Hospitalizations.

Leveraging Remote Physiologic Monitoring in the COVID-19 Pandemic to Improve Care After Cardiovascular Hospitalizations.

Türkçe Öğretmeni Adaylarının WEB 2.0 Araçlarının Kullanımıyla İlgili Görüşleri

Geride bırakılan yakın geçmişte gerek ülkemizde ve gerekse tüm dünyada uzaktan eğitimin bir zorunluluk olarak başladığı tecrübe edilmiştir. Bu sürecin olumlu ve olumsuz tarafları olmuş ve en çok görevin öğretmenlere düştüğü görülmüştür. Müstakbel öğretmenler olarak 21. yüzyıl öğrencilerini şekillendirecek günümüz öğrencilerinin Web 2.0 araçlarını ne kadar bildiği ve ne kadar kullandığı geleceğin eğitim sisteminde daha büyük öneme sahip olacaktır. Bir öğretmen bu araçların kullanımına ne kadar vakıfsa ve onları kullanmak hususunda ne kadar mahirse, mesleğinde de o kadar başarılı sayılacağı bir döneme girilmektedir. Araştırmada, Türkiye genelinde bir sonuca ulaşabilmek için 2019-2020 eğitim-öğretim yılı bahar döneminde Türkiye’nin 7 bölgesinde yer alan 9 farklı üniversitenin Eğitim Fakültesi Türkçe Eğitimi Ana Bilim dalında lisans düzeyinde 1, 2, 3 ve 4. sınıfta öğrenim görmekte olan 149 Türkçe öğretmeni adayından google form aracılığıyla veri toplanmıştır. Araştırma kapsamında gönüllülük esası ile 149 öğretmen adayının ankete katılımı sağlanmış ve toplanan veriler içerik analizi ile yorumlanmıştır. Bu üniversiteler şöyledir: 1. Erzincan Binali Yıldırım Üniversitesi, 2. Van Yüzüncü Yıl Üniversitesi, 3. Hatay Mustafa Kemal Üniversitesi, 4. Yıldız Teknik Üniversitesi, 5. Gaziantep Üniversitesi, 6. Kilis 7 Aralık Üniversitesi, 7. Konya Necmettin Erbakan Üniversitesi, 8. Trabzon Üniversitesi, 9. Uşak Üniversitesi. Sonuçlara bakıldığında öğretmen adaylarının, web 2.0 araçlarının bazılarını bildiği, bazılarını ise hiç duymadığı; bazılarını kullandığı, bazılarını ise hiç kullanmadığı görülmüştür. En çok bilinenler: Zoom (55), Google Dokümanlar (48), Edmodo (31), Kahoot (28), Google Classroom (26), Prezi (24), Google Forms (22), Google Hangout (21), Blogger (17), Duolingo (16) dur. Bu araçların bir kısmının çok biliniyor olması; geride bırakılan pandemi döneminde gerçekleştirilen uzaktan eğitimde kullanılmasından dolayı olduğu düşünülmektedir. Geneli düşünüldüğünde, geleceğin eğitim sisteminde büyük rol oynayacak olan bu araçların öğretmen adayları tarafından pek bilinmediği tespit edilmiştir.

Speech-Language Teletherapy Services for School-Aged Children in the United States During the COVID-19 Pandemic

The purpose of this study was to examine how school-based speech-language pathologists (SLPs) maintained clinical services via teletherapy during the COVID-19 pandemic closures. School-based SLPs in the United States were invited to participate in an anonymous online survey. Questions relevant to this study gathered information regarding a) provision of teletherapy following COVID-19 school closures, b) the types of technologies used to deliver teletherapy and supports offered from school districts, and c) challenges to providing consistent therapy. Descriptive results indicate that over 60% of responding SLPs with complete data (n = 1109) provided teletherapy to all or some students on their caseloads. A variety of virtual methods were used, but Zoom and Google hangouts were the most commonly used technologies. Although some SLPs received training to deliver teletherapy (16%), many received no support from their district to maintain service provision (25%). The most frequently noted barriers to providing therapy included poor attendance of online therapy sessions and parenting their own children simultaneously. School-based SLPs were largely successful in maintaining speech-language therapy services to children on their caseloads. Information regarding the types of technologies used and common challenges can inform future teletherapy training for SLPs should future school closures occur.

Remote Intimacy

Remote Intimacy

Information Technologies in Foreign Language Teaching

The article reveals the main possibilities of using information technologies in the implementation of language education in a non-linguistic university in the context of a complete transition to distance education due to the COVID-19 pandemic. On the basis of the analysis of domestic and foreign scientific sources and the accumulated pedagogical experience, the effectiveness of on-line pedagogy is investigated. The research materials are educational websites, MGIMO educational platforms, free applications (Google classroom, etc. ) and platforms (Moodle, Edmodo.com and others) in the implementation of the base of distance education in a foreign language. To achieve the goal of language learning in the conditions of COVID-19 quarantine, ICTs were used in four directions: educational platforms, online conferences, educational sites and applications for free language learning, sites (with duplicate applications) for creating tests.Teaching a foreign language in the conditions of the COVID-19 quarantine and the use of IT was implemented in MGIMO OF in March-December 2020 in the following 4 main areas::1. Educational platforms Moodle, MS Teams, Edmodo, Google classroom, etc. they allowed teachers to create and conduct off-line classes. A number of Google classes were organized at MGIMO OF: bk74rxe, 6hcdyrh, hfcrter, etc., where the teaching staff placed the corresponding tasks for students.2. To conduct on-line pairs and improve the language competence of students, the capabilities of Google hangouts meet, Zoom conferences, etc. were used, which was aimed at improving listening and speaking skills. Practice has shown that about 75% of students on-line classes aroused interest, although some students experienced some difficulties.3. Apps and educational websites provide real opportunities for teaching staff and students to download and discuss authentic materials. This contributed to the creation of a natural language environment and the launch of the process of improving the level of proficiency in a non-native language in the context of distance learning.The implementation of on-line pedagogy tools in this area was interesting to about 77% of students, especially they were impressed by the opportunity to work with websites independently.4. The sites and their duplicate applications were used to create the tests. Google forms, kahoot.com, Quizlet.com Moodle tests, etc. play an indisputably important role in the organization and conduct of current control. In the Odintsovo Branch of MGIMO, teachers regularly conduct current and intermediate certification of students using IT (see link: http://ed.odin.mgimo.ru/sdo.php).So, based on the theoretical analysis and study of the results of pedagogical activity in MGIMO (Odintsovo) in a given way, it allowed us to conclude that it is possible to successfully implement language education in a distance format

Technological Innovation for Online Learning during the Situation of COVID-19 Pandemic in Thailand

Online learning in Thailand during the situation of COVID-19 pandemic is appropriate for current educational management. This learning method has been shown good prevention of COVID-19 pandemic, and it was being a measure to control the situation effectively. The purpose of this academic paper was to propose technological innovation for online learning during the situation of COVID-19 pandemic. Documentary study was used for data collection and data were analyzed and presented by descriptive writing. Results of the study indicated that educational technology has played important role for teaching and instruction during COVID-19 pandemic. Active learning and collaborative activities have been using for the learners to have the opportunity to study from home during the situation of COVID-19 pandemic. Various technological platforms were used for online learning consisted of Google meet, Google Classroom, Google Hangout Meet, Live Streaming, Tencent Live Broadcast, Microsoft teams, and Zoom. These teaching instruments are required and all educational personnel should be able to use with effectively in order to encourage their learners on teaching and instruction. Therefore, technological innovations for online learning are developed for teaching and learning in New Normal not only in Thailand, but also all over the world. Blended learning was also being used and teachers need to adjust how to manage their classroom in online platform and how to moderate or mentor with online learning during the situation of COVID-19 pandemic.

TELEMEDICINE IN IBD: GOOD TRUST FROM OUTPATIENTS DURING THE COVID-19 PANDEMIC IN MILAN (LOMBARDY)

Background and AimDuring the recent COVID-19 pandemic, telemedicine has enabled many IBD patients worldwide to get access to remote assistance. Some positive reports on the use of telemedicine among patients and healthcare providers have been published1-4, but a patient’s trust perspective is not available yet.The aim of our study was to verify IBD patients’ trust in telemedicine. This study was approved by our local Ethics Committee.Material and MethodsAt our Gastroenterology Unit in Milan (Italy), 123 video-consultations were delivered to IBD patients with mild or moderate disease, in place of follow-up visits scheduled but not provided during the general lockdown (March-April 2020).Video-calling solutions from Google (Hangouts or Meet) or Microsoft Teams were used according to the patient’s preference.The patients’ trust in telemedicine was assessed through an adapted version of the PAtient Trust Assessment Tool (PATAT) questionnaire.5The primary endpoint was expressed as a >75% percentage of patients giving a score of at least 4 out of 5 in a Likert Scale for three selected key statements: “I can trust video-consultation”, “I can trust that possible problems with the telemedicine service will be solved properly” and “I feel at ease when working with this website”.The questionnaire was formulated through the EUSurvey platform, widely used for clinical research questionnaires in Europe.ResultsOne-hundred-fifteen (93.4%) video-consultations were performed out of the 123 scheduled. Among the 115 consultations, 100 questionnaires were completed (86.9%). The primary endpoint of trust in the telemedicine service was achieved in 95%, 90% and 84% of patients for the three selected key statements about the trust in the telemedicine service, its capability to solve clinical problems and its ease to use.While clinical outcomes were beyond our intentions, we reported no drugs withdrawal in this cohort nor major events.ConclusionOur results showed that during the COVID-19 pandemic most of our IBD patients accepted to receive a video-consultation in spite of the traditional in-person visit and trusted the video-consultation.

Traditional to screen classrooms - Revolution in education

Technology has impacted and evolved every aspect of life today but education has been the same for many years. The teachers lecture from the podium placed in the front of the class and students sitting in rows. The corona pandemic has introduced technology in the education system. The classrooms have shifted to online platforms. The platforms like zoom, Google hangouts, Cisco Web Ex, Go To Meeting have evolved the education system and led a shift in pedagogical medium. The academic institutions are rethinking how they want to deliver the courses in future. Due to the pandemic, it is the need to take the classroom online but can this form of classroom replace traditional classrooms is still a question. It is necessary to consider students’ perspectives regarding their experience in the online classroom. The research paper focuses on the pros and cons of face to screen classroom from school students point of view and tries to find out if face to screen learning permanently replaces traditional classrooms. The following study contrasts the efficiency of face to screen classroom relative to face to face classroom, it analyses the students of different age groups their experiences of taking online classes during the pandemic and how it has affected them, what will they prefer if they get an opportunity to choose between traditional classroom and face to screen classroom. The aim is to get a better understanding of the effects of online classes on students. Based on the analysis we will find that online classes have more negative impacts than positive ones.