ID: 218414 Queen Mary University London Postgraduate Certification in Neuromodulation- Accreditation in Neuromodulation

Introduction: There is a distinct unmet need in structured, curriculum based, unbiased education in neuromodulation. Current teaching is through sporadic industry workshops, cadaver courses and peer proctorship. The COVID pandemic has created a unique opportunity where online platforms have enabled education to be delivered remotely in both synchronous and asynchronously. The William Harvey Research Institute, Queen Mary University, London, UK have initiated University based accreditation- Post Graduate Certificate in neuromodulation (PGCert) that provides candidate a qualification in one academic year through part-time study. Method(s): The program underwent rigorous staged university approval process (figure 1). To ensure market feasibility, two short proof of concept CPD programs "Executive Education in Neuromodulation (EEPIN)" were delivered in 2021. These courses attracted 87 candidates across Australia, Singapore, India, Germany, Poland, Czech Republic, Ireland, and UK. The faculty includes key opinion leaders that will deliver the program ensuring the candidates gain academic background and specialist skills to understand safe practice of neuromodulation. The PGCert advisory board has been established to ensure strict governance in terms of content and unbiased delivery confirming ACCME guidance. In order to obtain PGCert, candidates are required to complete 4 x 15 credit modules (60 credits). The four modules include Anatomy & Neurophysiology;Patient care and Procedurals skills;Devices and available technology;Intrathecal drug delivery for cancer and non-cancer pain. The modular nature of the program is designed to provide cumulative knowledge, from basic science to clinical application in line with the best available evidence. The modules comprise nine lectures, spreading over three consecutive days, followed by a written assignment with 40 direct contact hours in each module. The webpage can be accessed at Results: The anonymous data from EEPIN reported on Likert scale 1-5: Objectives defined 30.6% - 4 and 69.4% -5;Relevance of topics 10.2%- 4 and 89.8% -5;Content of presentations 22.4%- 4 and 77.6% -5;Organization 24.5% -4 and 69.4% -5;Candidate faculty interaction 14.3% -4 and 81.6% -5. 97% of the EEPIN candidates recommended the program to others whilst 81.8% expressed their strong interest to enroll for university-based post graduate qualification if offered. Conclusion(s): This PGcert Neuromodulation is a unique, university accredited program that provides qualification in neuromodulation with access to a flexible online e-learning platform to discuss and exchange ideas, share knowledge in candidate's own time. This will support the ongoing need for formal curriculum-based education in neuromodulation. Disclosure: Kavita Poply, PHD: None, Phillippe Rigoard: None, Jan Kallewaard, MD/PhD: None, FRANK J.P.M. HUYGEN, MD PhD: ABBOTT: Speakers Bureau:, Saluda: Consulting Fee:, Boston Scientific: Consulting Fee:, Grunenthal: Speakers Bureau:, Pfizer: Speakers Bureau:, Ashish Gulve, FRCA, FFPMRCA, FFPMCAI, DPMed, FCARCSI, MD, MBBS: None, Ganesan Baranidharan, FRCA: None, Sam ELDABE, MD, FRCA, FFPMRCA: Medtronic: Consulting Fee:, Medtronic: Contracted Research:, Mainstay Medical: Consulting Fee:, Saluda Medical: Consulting Fee:, Boston Scientific: Contracted Research:, Saluda Medical: Contracted Research:, James Fitzgerald, MA,PhD: St Jude Medical: Consultant: Self, Medtronic: Consulting Fee:, UCB: Contracted Research:, Merck: Contracted Research:, Serge Nikolic, MD: None, Stana Bojanic, BSc MBBS FRCS (SN): Abbott: Contracted Research:, Habib Ellamushi: None, Paresh Doshi, MS MCh: None, Preeti Doshi, MBBS, MD, FRCA: None, Babita Ghai, MBBS, MD, DNB: None, Marc Russo, MD: Presidio Medical: Ownership Interest:, Saluda Medical: Ownership Interest:, Boston Scientific: Contracted Research: Self, Mainstay Medical: Contracted Research: Self, Medtronic: Contracted Research: Self, Nevro: Contracted Research: Self, Saluda Medical: Contracted Research: Self, Presidio Medical: Contracted Research: Self, Freedom Ne ro: Ownership Interest - Own Stocks: Self, Lungpacer: Ownership Interest - Own Stocks: Self, SPR Therapeutics: Ownership Interest - Own Stocks: Self, Lawrence Poree, MD,MPH,PHD: Medtronic: Consulting Fee: Self, Saluda Medical: Contracted Research: Family, Nalu Medical: Contracted Research: Family, Gimer Medical: Consulting Fee: Self, Nalu Medical: Consulting Fee: Self, Saluda Medical: Consulting Fee: Self, Nalu: Ownership Interest:, Saluda Inc: Ownership Interest:, Alia Ahmad: None, Alaa Abd Sayed, MD: Medtronic, Abbott, SPR and StimWave: Consulting Fee:, Salim Hayek, MD,PhD: None, CHRISTOPHER GILLIGAN, MD MBA: Persica: Consulting Fee: Self, Saluda: Consulting Fee: Self, Mainstay Medical: Contracted Research: Self, Sollis Therapeutics: Contracted Research: Self, Iliad Lifesciences, LLC: Owner: individuals with legal ownership in a company:, Vivek Mehta: NoneCopyright © 2023

Student performance prediction in e-learning system and evaluating effectiveness of online courses

In recent years, the number of online courses in India has skyrocketed especially due to the Covid pandemic. The most significant increments have happened in degree colleges, where 85% concur that internet based courses are important for their drawn-out procedure when contrasted with 60% in 2015. The distribution of online courses has evolved dramatically as technology has advanced. Web-based platform provides new challenges for both teachers and students. Teachers should be clear about the effectiveness of online learning in teaching students. For that, the possibilities of online learning should be compared with traditional learning. Students are evaluated based on their focus on online learning. This study aims to determine the efficacy of online courses by predicting student performance in an e-learning system. These research findings evaluate modern learning methods, highlight students' potential and help teachers understand how to assess and lead students on online platforms. © 2023 IEEE.

A Study on Metaverse in Education

Most nations have used online meeting software platforms for distant education in some capaci ty during the COVID-19 epidemic. These software applications do, however, have substantial drawbacks that hinder engagement and fall short of simulating the classroom environment. Many of these restrictions are resolved by the newly forming Metaverse. In education in Metaverse, learners have the opportunity to engage with digital content and each other in a more interactive and immersive way. For example, learners can participate in virtual simulations, role -playing activities, and collaborative projects with other learners from around the world. They can also access a wide range of digital resources, such as virtual textbooks, lectures, and assessments, all within the same platform. This paper reviews different Metaverse models, frameworks for applying Metaverse in the field of education. © 2023 IEEE.

Adaptive 3D and VFX Films Virtual Learning Environments

In this study, the analysis of the topic 'Adaptive 3D and VFX Films Virtual Learning' has been provided. As virtual learning and 3D technologies use are increasing, the interest in their learning in academic discussion is increasing daily. However, there are various drawbacks to the use of3D for learning environments. To solve this drawback, the use of adaptive learning environments is increasing more, such as an environment that can dynamically adapt to the learner and the activities that can be performed by that specific learner. As the new ways of learning have been increasing over the past years (in the times of the COVID-19 Pandemic) through the use of computers in the educational sector. The learning environment has been widely adopted by the educational sectors in the case of obtaining promising outcomes. In recent years, these environments have evolved into more advanced environments with the implication of3D technology. With the help of 3D, these adaptive environments are helping learners according to their preferences. © 2022 IEEE.

Drawing ex-studio: An eccentric case for correspondence courses

Digitally networked distance learning strategies in the virtual learning environment (VLE) have been increasingly mandated in studio drawing courses in the COVID-19 era. This phenomenon of studio teaching in absence of the studio is referred to in this analysis as an ‘ex-studio' model. This article posits an alternative and a corrective to the failures and limitations of digital ex-studio learning and teaching through the understudied, underappreciated and largely defunct strategy of correspondence teaching via postal networks. A critique of online studio teaching experiences in the field of drawing is contrasted with the potential for correspondence courses, informed by mail art practices, to re-engage distance learning with community building, material knowledge, skill formation, effective formative assessment, coherent workload allocation and teacher–learner rapport. © 2022 Intellect Ltd.

Expect the unexpected and still be surprised: Teaching translation through projects during the COVID-19 pandemic

Declared by the WHO in March 2020, the COVID- 19 pandemic took the world by surprise, providing quite a unique context for teaching and learning translation. As online and blended approaches had been adopted at translator education institutions around the world before the coronavirus locked the world down, translator educators did not start working in the online mode totally unprepared. This paper reports on the implementation of an undergraduate Translation Project course offered to 3rd- year translation and interpreting students at the Jacob of Paradies University, Poland. The course, designed around the areas of competence set out for EMT's Master's degree programmes (2009 ;EMT Board 2017), aimed to develop the students' service provision competence, information mining competence, technological competence, and interpersonal skills by engaging them in authentic, individual and collaborative Polish- English translation projects. The first part of the paper focuses on the aspects of the course which were either unaffected or even improved by the abrupt shift to online teaching mode. These areas include course design, the use of cloud- based translation tools, authentic project work, and assessment. The second part discusses the challenges encountered during the online delivery of the course, focusing in particular on interaction and engagement. The teacher's reflections on the course are supplemented with findings from an anonymous course evaluation questionnaire and personal communication with the students, offering insight into the effectiveness of the Translation Project course delivered online due to the pandemic. The results indicate that students were generally satisfied with online learning. © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2022. All rights reserved.

Centering Group Treatment for Women With Interstitial Cystitis/Bladder Pain Syndrome: A Prospective, Parallel-Group Cohort Study

Importance: Women with interstitial cystitis/bladder pain syndrome (ICBPS) face isolation and treatment challenges. Group medical visits using Centering models have successfully treated other conditions but have not been explored in ICBPS. Objective(s): This study aimed to describe ICBPS pain and symptom control comparing standard treatment alone versus standard treatment augmented with Centering visits. Study Design: This prospective cohort study recruited women with ICBPS receiving standard care (control) or standard care augmented with group Centering. We administered validated questionnaires at baseline and monthly for 12 months. The primary outcome was change in the pain numerical rating scale, with Patient-Reported Outcomes Measurement Information System Pain Interference Scale and Bladder Pain/Interstitial Cystitis Symptom Score change as secondary measures. Result(s): We enrolled 45 women (20 Centering, 25 controls). Centering had significantly better numerical rating scale pain scores at 1 month (mean difference [diff], -3.45) and 2 months (mean diff, -3.58), better Patient-Reported Outcomes Measurement Information System Pain Interference Scale scores at 1 month (mean diff, -10.62) and 2 months (mean diff, -9.63), and better Bladder Pain/Interstitial Cystitis Symptom Score scores at 2 months (mean diff, -13.19), and 3 months (mean diff, -12.3) compared with controls. In modeling, treatment group (Centering or control) and educational levels were both associated with all the outcomes of interest. Beyond 6 months, there were too few participants for meaningful analyses. Conclusion(s): Women with ICBPS participating in a Centering group have, in the short term, less pain, pain interference, and ICBPS-specific symptoms than patients with usual care alone. Larger studies with more follow-up are needed to determine if this treatment effect extends over time.Copyright © 2022 American Urogynecologic Society. All rights reserved.

A Collaborative Virtual Walkthrough of Matera's Sassi Using Photogrammetric Reconstruction and Hand Gesture Navigation.

The COVID-19 pandemic has underscored the need for real-time, collaborative virtual tools to support remote activities across various domains, including education and cultural heritage. Virtual walkthroughs provide a potent means of exploring, learning about, and interacting with historical sites worldwide. Nonetheless, creating realistic and user-friendly applications poses a significant challenge. This study investigates the potential of collaborative virtual walkthroughs as an educational tool for cultural heritage sites, with a focus on the Sassi of Matera, a UNESCO World Heritage Site in Italy. The virtual walkthrough application, developed using RealityCapture and Unreal Engine, leveraged photogrammetric reconstruction and deep learning-based hand gesture recognition to offer an immersive and accessible experience, allowing users to interact with the virtual environment using intuitive gestures. A test with 36 participants resulted in positive feedback regarding the application's effectiveness, intuitiveness, and user-friendliness. The findings suggest that virtual walkthroughs can provide precise representations of complex historical locations, promoting tangible and intangible aspects of heritage. Future work should focus on expanding the reconstructed site, enhancing the performance, and assessing the impact on learning outcomes. Overall, this study highlights the potential of virtual walkthrough applications as a valuable resource for architecture, cultural heritage, and environmental education.

In-between worlds: Chilean university lecturers' experiences of teaching transition between face-to-face and virtual reality contexts during the COVID-19 pandemic.

The advent of new technology is breaking the boundaries of traditional teaching and learning patterns with virtual worlds (VW) creating new frontiers in education. Previous research has explored the use of VW within educational settings. However, limited studies have investigated the transition processes that educators experience by adopting VW based online tools during the COVID-19 pandemic. This qualitative exploratory study investigated 18 Chilean lecturers' teaching experiences using a three-dimensional computer-mediated environment: Second Life. Findings suggest that changing from traditional to virtual teaching context is a complex process, which (re)shaped the lecturers' various senses of identity and agency towards different instructional approaches resulting in the sense of in-betweenness with multiple digital competencies. These changes indicated that they taught in an 'in-between' mode mapped by different teaching mediations. The participants' teaching experiences of shaping a sense of in-betweenness could provide a unique theoretical lens to explore instructors' teaching experiences from traditional to a technology-mediated online setting.

The engagement of students using the virtual platform tools. A successful case in a required subject of 1st year in mathematics in engineering (UPC)

Fonaments matemàtics is a required 1st year subject in engineering career at the university EPSEVG (Universitat Politècnica de Catalunya) with approximately 270 students enrolled each semestre that traditionally it had a medium pass rate. Over the last 6 years we have introduced gradual changes in the teaching planning of it with the idea of achieving: 1) that students work throughout the course, 2) leveling knowledge and 3) reduce the number of students not presented to any exam. The changes have been implemented and corrected based on our feedback from students (engagement, grades, acceptance and survey assessments). The introduction of the calculator, laptops and tablets in everyday life and the use of the tools of the UPC virtual platform have been key. In this contribution, we present the strategies used and the good results obtained. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

The teaching involvement of the users, the units and the whole UPC measured through the Moodle indicators of the virtual platform Atenea. An extension proposal of Atenea's BI platform

Atenea is the Moodle virtual platform of the Universitat Politècnica de Catalunya (UPC) with about 31000 users and 5000 active subjects from 16 school centers. Atenea indicators give information on the teaching activity of the users and centers. This is specially relevant when teaching is online, as was the case in the Covid-19 period. The UPC already has a Atenea's Bussines Intelligent platform (BI), which has recently been launched. In this 1st phase the Institute of Science of Education (ICE) has actively participated in the design of the application. Currently it shows basic indicators over a period of time where one can filter or compare by centers or type of users. The paper presents this design and make a proposal for the extension of the BI, for the future, with respect to: 1) the inclusion of some key indicators for measuring the subjects' activity, 2) a proposal for cross-referencing data with academic performance. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

Perception Towards Blended Learning at the Time of Covid-19 Pandemic

Blended learning mixes offline learning activities and resources with online learning activities and resources. The goal of blended learning is to minimise the time spent sitting in class, which is a significant advantage for a College / university. It might aid university officials with enhancing programmes that have low enrollment, reducing expenditures, and fulfilling staff teaching responsibilities. The study is focusing on the perception of the college students towards the online learning program during the pandemic. The blended learning is the unavoidable and safety method of teaching learning process during the pandemic. It is a qualitative study made in Chennai city. The students of higher educational institutions (Arts & Science and Engineering colleges) are considered as samples. 250 sample respondents are selected from the study are using simple random technique. The Google forms was circulated and collected the primary data. Assessment is a very important instrument for measuring the degree of knowledge that a student has in relation to the topic in which they are enrolled in any level of education. Teachers are able to give the lecture and measure student learning via the use of unique and inventive approaches when they use blended learning strategies.Copyright © 2022 Ubiquity Press. All rights reserved.

Formative Multimodal E-Feedback in Second Language Writing Virtual Learning Spaces

In the digital era, writing experience usually comes in the form of digital writing in virtual spaces. Social network sites are the ubiquitous platforms where authentic communication makes writing meaningful in our daily life. In addition, the outbreak of the COVID-19 pandemic encouraged all human activities to be done online. In the academic realm, particularly second language writing pedagogy, digital tools have been used to support digital learning and improve studentsʼ writing performance online. Moreover, as feedback is a crucial learning tool in writing pedagogy to help enhance studentsʼ writing development in campus-based settings, e-feedback takes on this role in virtual learning environments (VLE) in second language writing pedagogy. This article aims to introduce multimodal e-feedback that can be formatively employed in the writing process in second language writing virtual learning environments. Some practical pedagogical implications are also presented. © 2022, Chulalongkorn University Language Institute. All rights reserved.

How Does Student Access to a Virtual Learning Environment (VLE) Change During Periods of Disruption?

Higher Education often faces disruptions to teaching due to wider events, such as industrial action by staff or the recent COVID-19 pandemic (Li et al., 2022). Digital learning tools (such as Virtual Learning Environments, VLEs) can be used to support teaching and learning processes reducing the impact of disruptive events. This case study, compares student VLE behaviour across three consecutive cohorts featuring two "typical” university semesters (2016 and 2017), and one semester (2018) which featured industrial action. Learning analytics from students' activity on the VLE system analyzed. Findings show that high-and middle-performing students tend to increase their use to compensate for the lack of teaching, whilst lower-performing students reduce their access possibly due to lower levels of self-efficacy and self-regulation. These findings suggest that educators need to consider how VLEs could be designed to support students when learning should be delivered through an asynchronous online learning environment. For example, educators should consider designing VLE spaces that promote flexibility, and supporting self-regulation, whilst also providing clear guidance on structuring learning activities. © 2023, North American Business Press. All rights reserved.

Digital Tools and methods to Enhance Learning: The Digitools Project

The use of distance education using digital tools in higher education has increased over the last decade, particularly during the COVID-19 pandemic. COVID-19 has resulted in schools shutting down all across the world. This paper aims to present a brief summary of the Digitools Project and a multicultural analysis of the use of e-learning during Covid-19 in six countries. The methodology used was a survey by questionnaire involving teachers, librarians and students. The analysis of the questionnaire results allowed us to identify which dimensions to assess the sustainability of eLearning namely the organizational, socio-cultural and technological context. It also made it possible to assess the perceived usefulness, perceived ease of use, intention to use, actual use and perceived satisfaction. Furthermore, personal, technological and organizational dimensions are also valued for e-learning usage. After reviewing the state of the art, there was a need to define a strategic training plan for the acquisition of basic and advanced skills for eLearning's implementation and usage. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Enhancing the organisation and the management of built environment higher education courses

PurposePersistent critical issues in built environment higher education (BEHE) curricula may need to be addressed by improving course organisation and management. In addition to the implications of the COVID pandemic, issues such as inadequate communication and lack of contemporary and innovative practices integrated with course delivery have resulted in a gap for Course organisation and management. The purpose of this study is to recommend a set of drivers that can assist academics and academic institutions in improving course development, organisation and management in the BEHE context. Thus, the study focused on three themes: course organisation and administration, timetabling and course communication.Design/methodology/approachA systematic approach was taken to obtain data, where a documental analysis and a close-ended questionnaire were adopted as data collection instruments. The documental analysis considered 334 mid module reviews (MMRs) generating data from architecture, construction management, civil engineering, surveying and real estate students. Content analysis was used to identify critical themes within the MMRs and develop a closed-ended questionnaire. Twenty academics from each discipline completed the questionnaire. Eight drivers were developed from the data obtained from both MMRs and questionnaires. Content analysis and interpretive structural modelling were applied to identify the relationship between the drivers. Finally, these drivers were categorised by their level of influence and reliance to highlight how they contributed to improving course organisation and management.FindingsThe study revealed eight drivers that can improve course organisation and management in the BEHE context. The study found that using virtual learning environments and communication are fundamental in course organisation and management.Practical implicationsThis research paper suggests drivers to improve how academics and academic institutions organise and manage courses. The study recommends eight drivers that could be used as a guideline and a best practice as per the level partitioning diagram developed to enhance the course organisation and management in BEHE.Originality/valueThe study proposes a set of drivers to improve course organisation and management in BEHE curricula. Furthermore, insight into how these drivers influence and rely on each driver and their relation with the national student survey theme are novel contributions to the current body of knowledge. The paper further clarifies how they should be implemented for successful course organisation and management, thus, improving the quality of courses in higher education curricula.

Proceedings of the Trans-European Pedagogic Anatomy Research Group (TEPARG) Hybrid Meeting 'Hybrid Anatomy Education: Barriers and Enablers for Students and Educators'

The proceedings contain 16 papers. The topics discussed include: blended anatomy education: challenges and opportunities;adopting a flexible approach to professional anatomy spotter exams during COVID-19;evaluating learner gain and student satisfaction of teaching anatomy online using 3D digital models as compared to 2D illustrations;drawing alongside digital 3D models: synchronous versus asynchronous teaching;new perspectives in anatomical teaching for sports science students: addressing the COVID-19 pandemic;an innovative online resource for learning radiology and anatomy;anatomy education: a perspective of pre-clinical medicine students on the outcome of utilizing a virtual learning environment;considering decolonization of anatomy curricula in the era of hybrid anatomy education;impact of online game to learn anatomy in medical education;educational sources for distance teaching in anatomy during the Covid-19 pandemic;and the role of cadaveric dissection and hybrid medical education in the post COVID-19 pandemic era.

Digital transformation of Industrial Automation Course in virtual learning environment during COVID-19 Pandemic

A learning environment is a diverse platform where users are engaged and interacted to learn new skills by any means of learning methodology. Nowadays the millennial students are fast learners and expecting a new learning environment and methodology to enhance their skills in learning and acquiring knowledge. Though they possess many good skills they are under various pressurized social and family environments due to COVID-19 pandemic which lead to get depressed quickly. The traditional teaching learning methodology is also increasing their stress. This stress will affect the cognitive functioning among the students and the mentors and further leads the students to hate their subjects and slowly reduce their involvement and interaction with subject instructors. To overcome the above problem, the instructors should have the responsibility to incorporate an arsenal of strategies that would inoculate learners against the negative attitude by providing enough positive experiences during this post COVID situation. The proposed work gives a brief description about the online and off line learning environments and their impact on the education with societal aspects. It collaborates the research from different traditions and gives description about the connections that can be drawn between the teacher-student interactions and with the peer interaction through case studies. © 2022, Rajarambapu Institute Of Technology. All rights reserved.

Covid-19 as a Catalyst for Digital Education and Inclusive Learning

Background The education of our healthcare professionals is key to the success and safety of the patient experience (Grafton- Clarke et al, 2021). Over the past two years the need to continue access to this education despite the restrictions of the global pandemic was paramount, to limit the impact on service delivery and patient care. Prior to the pandemic the majority of training at Great Ormond Street hospital was in-person, most of the digital learning produced was for mandatory training. In March 2020, with the world in lockdown and all non-essential education now online, the demand for accessible and inclusive learning was highlighted and in July 2021, a new Virtual Learning Environment (VLE), the GOSH Digital Education Network (DEN), was launched. Methods The DEN was launched at pace in July 2021. An intensive comms plan was implemented with regular Trustwide communications sent via screensavers, emails, social media, and live virtual drop-ins to encourage engagement. A critical evaluation of the DEN was undertaken 9 months post launch via two methods: 1. An online survey 2. Focus groups via Microsoft Teams Results The DEN was launched with 10 live courses, one year on there are 124 courses. In total there have been 2,937 people logging in to access the DEN. The online feedback survey found 100% of external users and 54.72% of internal users rated their experience using the DEN as 'Very positive' or 'Positive'. Conclusion Continuing access to education during a global pandemic was a key reason to launch the DEN at pace in July 2021 but online learning still plays a pivotal role in education and will continue to do so in the future. The shift to online learning amplified the need for robust systems to support the delivery as well as an ongoing programme of learning for the course leaders.

Exploring student experiences with a virtual learning environment in an apparel and textiles curriculum during the COVID-19 pandemic

The purpose of this study was to explore how the new virtual learning environment has influenced apparel and textiles students' learning experiences during the COVID-19 pandemic. The study aimed to explore 1) the positive and negative effects of the new virtual learning environment on academic learning, 2) students' perceptions of online learning tools and 3) students' perceptions in regard to their employment prospects after graduation and their career in the apparel industry. The results revealed that motivation was a major factor that influenced students to engage in learning in a virtual learning environment. Students found synchronous lectures, guest speakers, and recordings of synchronous lectures to be effective and enhance their sense of social belonging and their motivation. Students also perceived that the job market would be more competitive, and they were underprepared for employment. Suggestions are made for instructors to help increase students' motivation to learn in a virtual environment. © 2023 The Textile Institute and Informa UK Ltd.