Glenda Gay

Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. Group work is particularly important for future employment in an increasingly competitive and dynamic workforce. A new capstone group work assignment using Online Human Touch (OHT) strategies was integrated into an Information Systems course at a regional university in the Caribbean. The course typically enrolls 250-300+ students per semester with one instructor. The assignment simulated a real-world business ‘eMeeting’ to proactively increase student engagement and retention.  Quantitative data was collected three years prior to, and three years after the new ‘eMeeting’ format. Qualitative feedback after the integration shows significant increases in student engagement, while results and data show improved academic performance, higher scores on the standardized final exam and decreases in attrition. Integrating group assignments in large co...

The information and communication technology (ICT) become paramount in the contemporary whereas the society and other educational partners would not be far away from uses of this developmental technology. This study aimed to evaluate the perceptions of teachers on applying ICT in public secondary schools in Zanzibar. The survey questionnaires deployed as the instrument tool for the data collection in six public secondary schools in Zanzibar. Data analysed through Statistical Package for Social Sciences (SPSS) version 21, and the results revealed that the teachers’ have the positive perceptions towards the adoption of ICT use in an education setting. Consequently, the utilisation of technology encourages teaching and learning. Indeed, the teachers showed to be ready to incorporate the ICT use in the teaching process. However, lack of enough time and cost of the ICT services contributed factors that impediment the teachers to embrace ICT use. Moreover, the results demonstrate some tea...

Online instructors in higher education play a key role in the success or failure of electronic learning systems (ELSs). Their expertise in and use of technology tools in ELSs influence the quality of information presented, their system use and satisfaction during course delivery. This study adapted Holsapple and Lee-Post’s (Decis Sci J Innov Educ 4(1):67–85, 2006) model to examine online instructor e-learning readiness (e-readiness) at the online campus of a Caribbean university, and to assess their levels of e-readiness and impact before, during and after course delivery. Responses from 208 online instructors were analysed from an online survey. Results show that while the cohort was 90.6 % e-ready, only 72.6 % were individually e-ready by having access to a dedicated network connection for substantial periods of time, routinely communicating with persons using electronic technologies, being self-motivated and independent learners, with a predisposition towards embracing and using new technologies. During the pre-course phase, online instructor e-readiness had a moderate impact on both technical (ELS quality and service quality) and non-technical (information quality) aspects of the ELS. During course delivery, its influence decreased with the technical aspect (ELS use) but increased with the non-technical aspect of the course (instructor satisfaction). At course completion, the main benefit was enhanced teaching skills while lack of contact with others was the main challenge. The results could be used to identify characteristics of online instructors suitable for the online environment, monitor their impact during the phases of a course, and serve as a benchmark for comparing levels of e-readiness across institutions.

There are variations in mortality rates for stroke in black communities, but the factors associated with survival remain unclear. The authors studied population-based stroke registers with follow up in South London (270 participants, 1995 to 2002) and Barbados (578 participants, 2001 to 2003). Differences in sociodemographic factors, stroke risk factors and their management, case severity, and acute management between London and Barbados were studied. Survival analysis used Kaplan-Meier curves, log-rank test, and Cox proportional hazards model with stratification. There were 1411 person-years of follow-up. Patients in Barbados had poorer survival (log-rank test P=0.037), particularly those with a prestroke Barthel index scores between 15 and 20 (1-year survival, 56.4% versus 74.3%; P<0.001). This disadvantage remained significant (hazard ratio [HR], 1.99; 95% CI, 1.23 to 3.21, P=0.005) after adjustment for age and year of stroke and stratification for stroke subtype and socioecon...

A critical factor of e-learning success is the e-learning readiness of the online user. However, there is a scarcity of studies on online instructors’ e-learning readiness (E-Readiness) in an online learning environment. The purpose of this study was to evaluate whether there were correlations among online instructor E-Readiness dimensions and factors at the design and delivery stages that affect system outcomes. In this study, the DeLone and McLean model was used as a framework for research to test E-Readiness with the System Design stage (comprising System Quality, Information Quality, and Service Quality), System Delivery stage (comprising System Use, and User Satisfaction) and Net Benefits stage (comprising Net Benefits). A total of 113 online instructors at a Caribbean university system completed a Web-based questionnaire containing previously validated and adapted items. The questions were answered using a five-point Likert scale and the survey results were analyzed using aggregates and linear regression statistical methods. The results revealed that the e-learning systems success score of the university was 4.07 out of 5 or 81.4%, while the E-Readiness score of online instructors was 4.53 out of 5, or 90.6%. Linear regression analysis showed that E-Readiness was a significant and positive predictor of the System Design, System Delivery, and System Outcome stages and their associated dimensions. The results of multiple linear regression analysis showed that the constructs together accounted for 42.2% of the variance in Net Benefits. Of the six predictors in the model, User Satisfaction provided the largest unique contribution when the other predictors in the model were held constant. The other predictors in the model (System Quality, Service Quality, Information Quality, System Use and E-Readiness) were not statistically significant and provided no significant or unique contribution to Net Benefits. Further information is provided regarding factors affecting net benefits among online instructors using online learning environments. This information can be used to address online instructors’ barriers to technology use.

This study was conducted retrospectively at the Queen Elizabeth Hospital and a private laboratory in Barbados to determine the types of epithelial abnormalities in cervico-vaginal Papanicolaou (Pap)-stained smears, and their clinical implications in Barbadian girls, 18 years and under, during the five-year period January 1995 to December 1999. Two hundred and sixty-five Pap smears from 236 patients were examined and the gynaecological history, initial and repeat Pap smear diagnoses, and histology reports of these patients were analyzed. Of the 236 first-visit smears, 94 (39.8%) were abnormal with 36 (15.3%) displaying cytologic features of squamous intra-epithelial lesions (SIL), (33 low grade and 3 high grade). A diagnosis of atypical squamous cells of undetermined significance (ASCUS) was reported in the remaining 58 (24.5%) abnormal smears, of which 35 (60.3%) were suspected to be related to human papillomavirus (HPV) infection. Twenty-two (23.4%) of these 94 patients, who had ab...

This study was conducted retrospectively at the Queen Elizabeth Hospital and a private laboratory in Barbados to determine the types of epithelial abnormalities in cervico-vaginal Papanicolaou (Pap)-stained smears, and their clinical implications in Barbadian girls, 18 years and under, during the five-year period January 1995 to December 1999. Two hundred and sixty-five Pap smears from 236 patients were examined and the gynaecological history, initial and repeat Pap smear diagnoses, and histology reports of these patients were analyzed. Of the 236 first-visit smears, 94 (39.8%) were abnormal with 36 (15.3%) displaying cytologic features of squamous intra-epithelial lesions (SIL), (33 low grade and 3 high grade). A diagnosis of atypical squamous cells of undetermined significance (ASCUS) was reported in the remaining 58 (24.5%) abnormal smears, of which 35 (60.3%) were suspected to be related to human papillomavirus (HPV) infection. Twenty-two (23.4%) of these 94 patients, who had abnormal smears of either ASCUS or low grade squamous intra-epithelial lesions (LSIL) were re-evaluated within six to twelve months of the initial abnormal Pap smear diagnosis. Eight of these 22 patients (36.4%) had histological diagnosis of LSIL inclusive of cervical intra-epithelial neoplasia grade 1 (CIN 1) and condylomata. High-risk HPV DNA types were detected in two of these eight patients (25%). The study confirms that sexually active teenage girls are at risk of developing SIL and high-risk HPV infection. Screening of sexually active teenaged girls by Pap smears followed by other appropriate investigative procedures is recommended.

Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. In an increasingly competitive and dynamic workforce, the ability for employees to engage in collaborative workgroups is essential. A new capstone group-work assignment using Online Human Touch (OHT) strategies was integrated into an Information Systems course at a regional university in the Caribbean. The course typically enrolls 250-300+ students per semester with one instructor. The assignment simulated a real-world business 'eMeeting' to proactively increase student engagement and retention. This action research study collected quantitative and qualitative data three years prior to and three years after the integration of the new 'eMeeting' group-work assignment. Quantitative data showed improved academic performance, higher scores on the standardized final exam, and decreases in attrition while qualitative data showed significant increases in student engagement. Integrating the 'eMeeting' assignment into the large online course provided students with the opportunity to apply the knowledge, skills, and experience gained throughout the semester. It also enhanced key soft skills sought by employers including problem-solving, ability to work in teams, communication, leadership, and time management.

Online instructors in higher education play a key role in the success or failure of electronic learning systems (ELSs). Their expertise in and use of technology tools in ELSs influence the quality of information presented, their system use and satisfaction during course delivery. This study adapted Holsapple and Lee-Post’s (2006) model to examine online instructor e-learning readiness (e-readiness) at the online campus of a Caribbean university, and to assess their levels of e-readiness and impact before, during and after course delivery. Responses from 208 online instructors were analysed from an online survey. Results show that while the cohort was 90.6% e-ready, only 72.6% were individually e-ready by having access to a dedicated network connection for substantial periods of time, routinely communicating with persons using electronic technologies, being self-motivated and independent learners, with a predisposition towards embracing and using new technologies. During the pre-course phase, online instructor e-readiness had a moderate impact on both technical (ELS quality and service quality) and non-technical (information quality) aspects of the ELS. During course delivery, its influence decreased with the technical aspect (ELS use) but increased with the non-technical aspect of the course (instructor satisfaction). At course completion, the main benefit was enhanced teaching skills while lack of contact with others was the main challenge. The results could be used to identify characteristics of online instructors suitable for the online environment, monitor their impact during the phases of a course, and serve as a benchmark for comparing levels of e-readiness across institutions.

Electronic learning (e-learning) is an indispensable management system that supports face-to-face, blended, or fully online courses. In January 2020, 258 students in a second-year management course at a regional university were evaluated on their preparedness for online lectures via e-learning. However, by mid-semester, the COVID-19 pandemic halted face-to-face teaching, pushed final assessments to an online modality, and forced some governments to quickly repatriate their students. This chapter evaluates students' level of e-learning readiness (e-readiness) and whether it had any effect on their performance in the final assessment. The results show that six percent of the cohort had returned to their home country, six percent had no privacy to take their final online assessments, while 31% depended on Wi-Fi. However, although two-thirds of the cohort preferred the online modality , only a third had acceptable levels of e-readiness. E-ready students felt the disruption in their study routine most, while those who were not e-ready found more time to study after the curfew restrictions were in place. E-ready students attempted their final online assessment earlier than those who were not yet e-ready, but the two groups had similar assessment grades. Evaluating students' level of e-readiness is vital in providing support for those who have challenges with online learning.

Evaluating the efectiveness of e-learning systems (ELSs) for course delivery can be achieved by measuring the user's level of readiness for the ELS. While e-learning readiness (e-readiness) is well researched using several models, studies generally provide recommendations for the institution or instructor. However, most students are typically not equipped for using the ELS. This chapter focuses on assisting students in online and face-to-face courses who have e-readiness challenges when accessing an ELS throughout a semester. A survey captures responses on their technological, lifestyle and learning preparedness for the ELS to produce an e-readiness score. A modiied DeLone and McLean model evaluates the impact of their level of e-readiness during their use of the ELS. Identifying where and when students have diiculties, pinpointing their deicits or recommending the more appropriate modality could help students achieve a positive course outcome.