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Relevant bibliographies by topics / Asynchronous video learning model

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Academic literature on the topic 'Asynchronous video learning model'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Asynchronous video learning model"

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Halim, Marwa, and Suharjito Suharjito. "Learning Management System Development with Application of Asynchronous Learning Method in STMIK IBBI Medan." CommIT (Communication and Information Technology) Journal 9, no. 2 (October 31, 2015): 83. http://dx.doi.org/10.21512/commit.v9i2.1652.

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This article will explain asynchronous learn- ing system using attractive discussion forums and video teaching materials features for user so that the devel- opment of both features will increase e-learning system usage by students and lecturers which can eventually im- prove the students’ absorption on the provided teaching materials, increase the active participation of students, improve self-learning ability, and to improve the quality of learning materials. The method used in this study by distributing questionnaires in online form to stakeholders users consisting of lecturers and students with the num- ber of respondents is 225 people and author use model ADDIE which focuses on Analysis, Design, Development, Implementation and Evaluation as development design. Results of this study is an application of web-based asynchronous learning which can be used by students and lecturers with the results of the application evaluation is based on a survey to students and lecturers. From this study, can be concluded that to support online learning with asynchronous method using the video learning feature in online lecture needs to be developed in order to support the science transformation process from lecturers to students. Attractive video teaching materials model for students has characteristics such as screen shots and presentation models.

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Purwanto, Andri. "Flipped Virtual Classroom Learning Model for the Course Study Discourse Analysis in Translation." Scope : Journal of English Language Teaching 5, no. 1 (November 15, 2020): 01. http://dx.doi.org/10.30998/scope.v5i1.6717.

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<p>This study aims to explain the learning models of flipped virtual classroom that can be applied in virtual classrooms in discourse analysis in Translation courses. When teaching, the learning model is explained by using video as an appropriate and efficient choice pattern to achieve learning objectives. Flipped virtual classroom is a learning model that transfers synchronous virtual classroom models to asynchronous virtual classroom models. The research method in this discourse analysis in Translation course was through literary sources. The purpose of the research is to provide information about virtual learning methods as a means of enhancing learning and language proficiency in Bahasa Indonesia combined with translation reflection theory. The virtual learning model can be combined with variations of learning models such as: Problem-based Learning, Inquiry-based Learning, Project-based Learning, Research-based Learning. In conclusion, through the choice of an asynchronous virtual classroom learning model and the application of discourse analysis in Translation as a reflection activity in translation, students are able to make a more detailed and deeper translation analysis.</p>

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Zhou, Kun, Wenyong Wang, Teng Hu, and Kai Deng. "Application of Improved Asynchronous Advantage Actor Critic Reinforcement Learning Model on Anomaly Detection." Entropy 23, no. 3 (February 25, 2021): 274. http://dx.doi.org/10.3390/e23030274.

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Anomaly detection research was conducted traditionally using mathematical and statistical methods. This topic has been widely applied in many fields. Recently reinforcement learning has achieved exceptional successes in many areas such as the AlphaGo chess playing and video gaming etc. However, there were scarce researches applying reinforcement learning to the field of anomaly detection. This paper therefore aimed at proposing an adaptable asynchronous advantage actor-critic model of reinforcement learning to this field. The performances were evaluated and compared among classical machine learning and the generative adversarial model with variants. Basic principles of the related models were introduced firstly. Then problem definitions, modelling processes and testing were detailed. The proposed model differentiated the sequence and image from other anomalies by proposing appropriate neural networks of attention mechanism and convolutional network for the two kinds of anomalies, respectively. Finally, performances with classical models using public benchmark datasets (NSL-KDD, AWID and CICIDS-2017, DoHBrw-2020) were evaluated and compared. Experiments confirmed the effectiveness of the proposed model with the results indicating higher rewards and lower loss rates on the datasets during training and testing. The metrics of precision, recall rate and F1 score were higher than or at least comparable to the state-of-the-art models. We concluded the proposed model could outperform or at least achieve comparable results with the existing anomaly detection models.

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Brondfield, Sam, Nicholas Iverson, Lakshmi Subbaraj, and Jennifer Babik. "Feasibility of implementing a resident oncology video curriculum." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 10500. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10500.

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10500 Background: ACGME survey results consistently show that 40% of University of California, San Francisco (UCSF) internal medicine (IM) residents are dissatisfied with their oncology education—higher than the oncology national average and highest among UCSF IM subspecialties. A needs assessment revealed that UCSF residents desire online oncology resources for asynchronous learning. To address this need, we sought online oncology videos targeted to residents but found none. We thus used cognitive theory of multimedia learning principles to develop an oncology video curriculum and evaluated three feasibility components: demand (frequency of use), efficacy, and acceptability. Methods: We chose common cancers from the ABIM blueprint and filmed five 10-minute videos of UCSF oncologists discussing content they chose for residents. We created modules with pre/post tests derived from video content. After a pilot, we sent links to all IM residents on required oncology clinic rotations over four months (n = 25) and offered protected clinic time for optional completion. We compared pre/post test scores with a paired t test and surveyed residents. Results: Demand: 72% (18 of 25) completed ≥1 module; 32% completed all 5. Efficacy: The mean pre- vs. post-test score improved (50% vs. 87%, p = 0.002). Acceptability: 64% completed the survey. Of those who completed ≥1 module, 93% (13 of 14) felt strongly that the videos contributed to their knowledge. 93% recommended the videos to others. Residents praised the length, key points, and pre/post tests. Finding time for the modules was difficult; most did them at home. Suggestions included focusing on fundamentals and creating videos for all common cancers. Conclusions: We present demand, efficacy, and acceptability evidence supporting the feasibility of a resident oncology video curriculum. Formal protected time for module use is critical. We will focus on fundamentals for generalists as we make more videos. We will track ACGME survey results, examination scores, and clinical performance to study impact. We aim to publish the modules online for broader use and as a model solution to address similar needs across specialties and institutions, as complex resident schedules increasingly require asynchronous learning.

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Pestano Pérez, Manuel, Igor Pesek, Blaž Zmazek, and Alenka Lipovec. "Video Explanations as a Useful Digital Source of Education in the COVID 19 Situation." Revija za elementarno izobraževanje 13, no. 4 (2020): 395–412. http://dx.doi.org/10.18690/rei.13.4.395-412.2020.

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The paper presents the current state of scientific findings on flipped learning during the outbreak of COVID 19 and compares two models, the Chinese and the Slovenian. The portal www.razlagamo.si offers asynchronous video explanations that allow the learner to manage time independently and supportive conversations in which students synchronously, in one-to-one conversations communicate with student-teachers and in-service teachers. The quantitative overview of the video explanations is provided. Results will help teachers who use the principles of flipped classroom, and decision-makers who design the educational model for the future.

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Elliot, Lisa, Austin Gehret, Miriam Santana Valadez, Rebecca Carpenter, and Linda Bryant. "Supporting Autonomous Learning Skills in Developmental Mathematics Courses With Asynchronous Online Resources." American Behavioral Scientist 64, no. 7 (May 12, 2020): 1012–30. http://dx.doi.org/10.1177/0002764220919149.

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Researchers have characterized the challenges many deaf and hard of hearing (DHH) students face in postsecondary science, technology, engineering, and mathematics (STEM) programs to three domains: preparation, socialization, and access. Additionally, some research has found that learners who are DHH have poor autonomous learning skills. The Deaf STEM Community Alliance, a project supported by the National Science Foundation (NSF HRD-1127955), created a model virtual (online) academic community called the DHH Virtual Academic Community to directly address preparation, socialization, and access challenges with the logic that online resources provide innovative and flexible means to adapt to complex student needs and schedules. This article describes a mixed-method study regarding one instructor’s effort to supplement developmental math education with online videos for students who are DHH, addressing issues relating to the challenges of preparation and access. Data analysis used both quantitative and qualitative methods to interpret student responses ( n = 89) about viewing behaviors and perceived benefits of the videos. Analysis of viewing behaviors also incorporated aggregated user analytics generated by YouTube. An unexpected finding of the study relates to the opportunity to develop autonomous learning skills by using the videos. While previous research with this student population has frequently found that students are teacher dependent, this study suggested that providing review videos allowed students to practice and master content on their own, strengthening their autonomous study skills.

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Pistofidis, Petros, Pantelis N. Botsaris, and Zacharias Giotsalitis. "Photorealistic 3D Models and Interactive Learning Content for a Machine Elements E-Course." International Journal of Operations Research and Information Systems 12, no. 1 (January 2021): 31–42. http://dx.doi.org/10.4018/ijoris.2021010103.

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Production and industrial engineering are domains that increasingly require a sophisticated and multidisciplinary set of skills. As modern educational mechanisms shift towards more advanced patterns of remote and asynchronous training, learning objects have emerged as an ideal application field for monitoring and evaluating the consumption of better composed and enriched content. This article discusses the ability of photorealistic 3D models and interactive 3D objects to support such competencies development and empower engineering perception. Introduced as a complementary dimension of video training, the research invests in photorealism and interactivity to allow the trainee experience with greater control and more detail the functional behavior of machine elements. Structured as exercise material for a lab of mechanical design, photorealistic 3D models were produced and embedded in an e-learning platform for engineering students to evaluate. Their feedback was captured through an extensive questionnaire, allowing for a deeper understanding of the approach's efficiency and results.

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Montelongo, Ricardo, and Paul William Eaton. "Online learning for social justice and inclusion." International Journal of Information and Learning Technology 37, no. 1/2 (December 11, 2019): 33–45. http://dx.doi.org/10.1108/ijilt-11-2018-0135.

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PurposeThe purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.Design/methodology/approachThis qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, knowledge and technology in online learning environments. Critical digital pedagogy (Morris and Stommel, 2018) provides insights into challenging the neutrality of technological tools and focuses on relational capacities of online learning environments. Initial coding by each researcher was reduced to thematic codes focused on technological tools, course content delivery, asynchronous and synchronous pedagogical strategies.FindingsData analysis revealed technological tools such as discussion boards, video, video conferencing and synchronous opportunities influence student engagement and learning. Further, findings reveal that the nature of online education itself – specifically asynchronocity – functions as both a distraction and possibility for online learning in multicultural education courses. Students in this study revealed the value of opportunities to engage synchronously in online learning environments. Instruction without such opportunities was disadvantageous to the learning of skills and knowledge associated with multicultural competence.Research limitations/implicationsThe study is not generalizable to the experiences of all online students and only provides a small cross-section of online graduate students enrolled in a required diversity course at one institution.Originality/valueThere is a dearth of research focused on teaching courses in diversity, equity, social justice and inclusion in fully online environments, a gap this study begins to fill. The study also enhances the authors’ understanding of graduate student education.

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Park, Sanghoon, Howard Kaplan, Rudy Schlaf, and Eric Tridas. "Makecourse-Art: Design and Practice of a Flipped Engineering Makerspace." International Journal of Designs for Learning 9, no. 1 (May 9, 2018): 98–113. http://dx.doi.org/10.14434/ijdl.v9i1.22660.

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The Makecourse-Art is a makerspace designed to promote undergraduate students’ aesthetic design skills as well as functional design skills using an interdisciplinary team approach at the University of South Florida. To overcome the unique challenges of the Makecourse (earlier version) and to maximize students’ design efforts working on an engineering project in the classroom, the Makecourse-Art incorporated a flipped classroom model utilizing two instructional methods with corresponding activities. First, the explicit form of instruction is delivered through asynchronous video lectures/tutorials, including topics such as Arduino programming, CAD modeling with the Autodesk Maya, Mudbox, and coding skills. Second, interactive team-based classroom activities are offered to students based on student-centered learning theories such as peer-assisted collaborative learning and problem-based learning. In this paper, we present the design case of the Makecourse-Art with detailed descriptions of the components, and explain the key design decisions, obstacles during the design process, and how the challenges were resolved. In addition, we provide step-by-step examples of students’ engineering design experiences with visual images.

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Abouhashem, Azza, Rana Magdy Abdou, Jolly Bhadra, Nitha Siby, Zubair Ahmad, and Noora Jabor Al-Thani. "COVID-19 Inspired a STEM-Based Virtual Learning Model for Middle Schools—A Case Study of Qatar." Sustainability 13, no. 5 (March 5, 2021): 2799. http://dx.doi.org/10.3390/su13052799.

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An unprecedented turn in educational pedagogies due to the COVID-19 pandemic has significantly affected the students’ learning process worldwide. This article describes developing a STEM-based online course during the schools’ closure in the COVID-19 epidemic to combat the virtual science classroom’s limitations that could promise an active STEM learning environment. This learning model of the online STEM-based course successfully developed and exercised on 38 primary–preparatory students helped them to overcome the decline in their learning productivity. Various digital learning resources, including PowerPoint presentations, videos, online simulations, interactive quizzes, and innovative games, were implemented as instructional tools to achieve the respective content objectives. A feedback mechanism methodology was executed to improve online instructional delivery and project learners’ role in a student-centered approach, thereby aiding in the course content’s qualitative assessment. The students’ learning behavior provided concrete insights into the program’s positive outcomes, witnessing minimal student withdrawals and maximum completed assignments. Conclusions had been drawn from the course assessment (by incorporating both synchronous and asynchronous means), student feedback, and SWOT analysis to evaluate the course’s effectiveness.

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Dissertations / Theses on the topic "Asynchronous video learning model"

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Griffiths, Michael Edward. "Improving the asynchronous video learning model /." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3518.pdf.

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Griffiths, Michael E. "Improving the Asynchronous Video Learning Model." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2048.

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Online education is popular from a consumer perspective, but there are elements of face-to-face instruction and assessment that are difficult to reproduce online (Bassoppo-Moyo 2006). The difficulty of reproducing valued elements of a face-to-face setting leads to concerns regarding the overall quality of the online learning experience. Videoconferencing is one technology that has been used to incorporate elements of a face-to-face environment. However, videoconferencing over the Internet is fraught with technical difficulties and live discussions remove one of the main benefits of distance education: time flexibility. A more recent development has been to use asynchronous video as a communications method in online courses. Griffiths and Graham (2009) described several pilots using asynchronous video in online courses at Brigham Young University. Asynchronous video conveys the verbal and nonverbal signals necessary for immediacy and social presence and retains the time flexibility benefit of distance education. Following the pilot studies, a prototype design theory titled the Asynchronous Video Learning Model (AVLM) was created for the use of asynchronous video in online courses. A study was designed to study a practical implementation of AVLM. The major purpose of the study was to observe and analyze the practical experiences of participants and improve the AVLM model. A class named IPT286 (Using Instructional Technology in Teaching) taught by the department of IP&T at BYU was redesigned to be an online class using AVLM. Data were gathered during the semester and then analyzed according to the methods described in this study. Results showed that many of the principles of the AVLM model were successfully implemented and led to positive experiences. Some elements of the model were not adequately implemented which led to some negative experiences. In addition, experiences led to new elements being added to the model. The study also revealed some interesting principles related to general learning theory. The data consistently revealed the importance of relationships in the learning process. Relationships between students and the instructor were shown to influence the student learning experience, and therefore the personality and style of the instructor impacted overall student learning to some degree.

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Young, Eric H. "Promoting Second Language Learning Through Oral Asynchronous Computer-Mediated Communication." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7051.

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Learning to speak a foreign language (L2) can be a challenging feat, made all the more challenging when done in only 50 minute, daily increments in class. Oral asynchronous computer-mediated communication (ACMC) provides learners with opportunities to practice spoken communication and evaluate their practice outside the classroom. In this dissertation, I explore methods for classroom integration of oral ACMC, linguistic traits developed in previous oral ACMC studies, methods for determining the effectiveness of oral ACMC, learner beliefs about the effectiveness of oral ACMC activities, and the effects of learners' deliberate practice in a series of oral ACMC activities on 3 measures of L2 fluency. In my first article, a literature review, I found that most studies on this topic focus on the linguistic traits of accuracy, fluency, and pronunciation, and determine L2 growth from oral ACMC activities through learner perceptions of L2 growth not relying on objective measures. In my second article, I analyzed the fluency change of learners who participated in a series of video recording and feedback activities. I found that, although there were few significant results, the activities may be of some benefit to learners in improving their spoken fluency. I also found that structural equational modelling may be of more value for researching classroom-based activities than t tests and regression models. In my third article, I investigated the experiences of several learners who participated in the video recording activities described in article two. Based on these learner experiences, I provided key considerations for designing asynchronous video recording assignments. The three articles included in this dissertation will be valuable in highlighting key factors related to the design, development, research, and effective use of oral ACMC activities in foreign language classrooms.

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Salur, Prashanth Kumar. "A model for World Wide Web based asynchronous laboratory learning in engineering education." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=604.

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Thesis (M.S.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains vi, 225 p. : ill. (some col.) Includes abstract. Includes bibliographical references (p. 100-102).

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Er, Erkan. "Livelms: A Blended E-learning Environment, A Model Proposition For Integration Of Asynchronous And Synchronous E-learning." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610944/index.pdf.

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In distance education, lack of face-to-face communication prevents instructors from observing students&rsquo
activities efficiently, especially in crowded sessions, and consequently they fail to effectively assess the performance of distant learners. On the other hand, in spite of being physically distant, instructor should monitor students&rsquo
activities and assess their performance effectively so that learners can be informed as quickly as possible of how well they are doing. This thesis aims to develop an e-learning tool for distance education that integrates asynchronous and synchronous learning environments to offer an enriched e-learning platform. The tool enables instructor to keep track of students&rsquo
activities, assesses learners&rsquo
participation during online synchronous sessions dynamically, and provides asynchronous access to assessment data after the lectures. In this way, it is aimed to monitor performance of distant learners by the instructor more efficiently.

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Uggerud, Nils. "AnnotEasy: A gesture and speech-to-text based video annotation tool for note taking in pre-recorded lectures in higher education." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105962.

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This paper investigates students’ attitudes towards using gestures and speech-to- text (GaST) to take notes while watching recorded lectures. A literature review regarding video based learning, an expert interview, and a background survey regarding students’ note taking habits led to the creation of the prototype AnnotEasy, a tool that allows students to use GaST to take notes. AnnotEasy was tested in three iterations against 18 students, and was updated after each iteration. The students watched a five minute long lecture and took notes by using AnnotEasy. The participants’ perceived ease of use (PEU) and perceived usefulness (PU) was evaluated based on the TAM. Their general attitudes were evaluated in semi structured interviews. The result showed that the students had a high PEU and PU of AnnotEasy. They were mainly positive towards taking notes by using GaST. Further, the result suggests that AnnotEasy could facilitate the process of structuring a lecture’s content. Lastly, even though students had positive attitudes towards using speech to create notes, observations showed that this was problematic when the users attempted to create longer notes. This indicates that speech could be more beneficial for taking shorter notes.

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Chapala, Usha Kiran, and Sridhar Peteti. "Continuous Video Quality of Experience Modelling using Machine Learning Model Trees." Thesis, Blekinge Tekniska Högskola, Institutionen för datavetenskap, 1996. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-17814.

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Adaptive video streaming is perpetually influenced by unpredictable network conditions, whichcauses playback interruptions like stalling, rebuffering and video bit rate fluctuations. Thisleads to potential degradation of end-user Quality of Experience (QoE) and may make userchurn from the service. Video QoE modelling that precisely predicts the end users QoE underthese unstable conditions is taken into consideration quickly. The root cause analysis for thesedegradations is required for the service provider. These sudden changes in trend are not visiblefrom monitoring the data from the underlying network service. Thus, this is challenging toknow this change and model the instantaneous QoE. For this modelling continuous time, QoEratings are taken into consideration rather than the overall end QoE rating per video. To reducethe user risk of churning the network providers should give the best quality to the users. In this thesis, we proposed the QoE modelling to analyze the user reactions change over timeusing machine learning models. The machine learning models are used to predict the QoEratings and change patterns in ratings. We test the model on video Quality dataset availablepublicly which contains the user subjective QoE ratings for the network distortions. M5P modeltree algorithm is used for the prediction of user ratings over time. M5P model gives themathematical equations and leads to more insights by given equations. Results of the algorithmshow that model tree is a good approach for the prediction of the continuous QoE and to detectchange points of ratings. It is shown that to which extent these algorithms are used to estimatechanges. The analysis of model provides valuable insights by analyzing exponential transitionsbetween different level of predicted ratings. The outcome provided by the analysis explains theuser behavior when the quality decreases the user ratings decrease faster than the increase inquality with time. The earlier work on the exponential transitions of instantaneous QoE overtime is supported by the model tree to the user reaction to sudden changes such as video freezes.

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Tencé, Fabien. "Probabilistic Behaviour Model and Imitation Learning Algorithm for Believable Characters in Video Games." Brest, 2011. http://www.theses.fr/2011BRES2032.

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This manuscript aims at designing a behaviour model for the control of believable characters in video games. We define a believable character as a computer program able to control a virtual body in a virtual environment 80 that other human users in the environment think the virtual body is controlled by another human user. To be more precise, we define 10 requirements for a character to be believable, based on previous experiments and work. In order to fulfil these requirements, we studied the behaviour models developed both in the research and the industry. As one of the requirement is that the model is able to evolve, we had to find learning algorithms for the behaviour model. We find out that imitation is the best way to believability. With these studies in mind we find out that the behaviour model developed by Le Hy in his thesis answers to most of the requirements but has still some limitations. In this manuscript we use an approach like Le Hy’s. We first try to reduce the number of parameters in-the model. Then we replace the two mechanisms to break the complexity of the probability distributions by an attention selection mechanism. We add to the model the ability to learn by imitation the layout of environments. Finally we totally revamp the learning algorithm. The proposition makes the model able to learn how to act in the environment rapidly. Stimulus-action associations are made which the agent look-like a human player. However the learning also learns wrong associations which destroy the illusion of believability. According to our studies, our model performs better than Le Hy's but work has still to be done on the model to achieve the final goal
Ce manuscrit cherche à concevoir un modèle de comportement pour le contrôle de personnages crédibles dans les jeux vidéo. Nous définissons un personnage crédible comme un programme informatique capable de contrôler une représentation virtuelle de façon à ce que des observateurs dans l’environnement virtuel pensent que la représentation est contrôlée par un humain. Nous établissons 10 critères plus précis pour établir notre thèse. Pour répondre à ces 10 critères nous avons étudié des modèles développés à la fois dans le domaine académique et de l’industrie, L’évolution étant un des critères, nous avons aussi étudié les algorithmes d’apprentissages existants, notamment ceux basés sur l’imitation étant le mieux adaptés à la crédibilité. De ces études nous avons conclu que le modèle de Le Hy était une excellente base pour de futurs développements. Nous utilisons l’approche de Le Hy mais nous avons effectué des choix différents en vue d’une meilleur crédibilité. Nous proposons un raffinement sémantique et un mécanisme d’attention pour réduire le nombre de paramètres dans le modèle et améliorer le comportement. Un algorithme est ajouté pour permettre au personnage de s’orienter dans l’environnement et un l’algorithme d’apprentissage des paramètres du modèles a été repensé. Ces propositions permettent au modèle d’apprendre rapidement des associations stimuli-actions qui ressemblent à des comportement humains. Cependant de mauvaise associations sont aussi faites rendant le comportement non crédible. Selon nos mesures, notre modèle donne de meilleurs résultats en terme de crédibilité que le modèle de Le Hy, mais des améliorations restent encore à faire pour atteindre notre objectif

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Sansing, Elizabeth M. "Teaching Observational Learning to Children with Autism: An In-vivo and Video-Model Assessment." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062891/.

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Observational learning (OL) occurs when an individual contacts reinforcement as a direct result of discriminating the observed consequences of other individuals' responses. Individuals with autism spectrum disorder (ASD) may have deficits in observational learning and previous research has demonstrated that teaching a series of prerequisite skills (i.e., attending, imitation, delayed imitation, and consequence discrimination) can result in observational learning. We sequentially taught these prerequisite skills for three young children with ASD across three play-based tasks. We assessed the direct and indirect effects of training by assessing OL before and after instruction across tasks and task variations (for two participants) during both in-vivo and video-model probes using a concurrent multiple-probe design. All participants acquired the prerequisite skills and demonstrated observational learning during probes of directly-trained tasks. Generalization results varied across participants. Observational learning generalized to one untrained task for one participant. For the other two participants, observational learning generalized to variations of the trained tasks but not to untrained tasks. Generalization additionally occurred during the in-vivo probes for both participants for whom we assessed this response. Implications of these findings, as well as directions for future research, are discussed.

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Ryam, Everett. "A Model for Strategic Planning and Administering an Asynchronous Learning Network and SCORM within Higher Education Using the UML." NSUWorks, 2003. http://nsuworks.nova.edu/gscis_etd/813.

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The problem that was addressed in this study was the array of challenges in strategically planning for asynchronous distance learning networks and the Sharable Content Object Reference Model (SCORM) for the University of the Virgin Islands (UVI). This study addressed the following questions: What strategic considerations are necessary in effectively administering an ALN? How can strategic planning assist UVI's efforts to achieve its pedagogical goals and objectives? What strategic considerations are necessary to combine IT with pedagogy in an effective manner? What must be done through the validation process to improve the model to make it more applicable to practitioners? What must be done to the model to reflect the real-world online learning environment (OLE)? In what ways can the model that results from this study be used to improve current and future plans and operations? ALNs allow people to learn asynchronously without the constraints of time and space. The SCORM is a technological initiative that provides the means for content objects to be shared across multiple learning delivery environments. It uses ALNs to accommodate the pedagogical needs of dispersed learners and other stakeholders. In accordance with its intentions to enter the market of distance education, UVI is initiating efforts to offer courses asynchronously beyond the confines of its two campuses. This is a new initiative that is being adopted by UVI in its efforts to keep abreast with the educational needs and requirements of its audience and in its efforts to plan strategically to insure economic buoyancy. In this study, the researcher provided an object-oriented strategic planning model (OOSPM) that UVI can adopt, adapt, and implement in support of its goal to effect learning through an ALN. The objective was to provide an overview of the considerations involved in administering an ALN and the SCORM currently and in the future for higher education institutions.

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Books on the topic "Asynchronous video learning model"

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Playing smarter in a digital world: The LearningWorks for kids model for using popular video games and apps to teach executive functions. Plantation, Florida: Specialty Press/A.D.D. Warehouse, 2014.

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Cawthon, Stephanie W., and Jessica I. Mitchell. Online Learning and Deaf Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0025.

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Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.

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Book chapters on the topic "Asynchronous video learning model"

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Rothe, Hannes, Janina Sundermeier, and Martin Gersch. "Analyzing Interactivity in Asynchronous Video Discussions." In Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences, 226–37. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07482-5_22.

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Obata, Kanako, Yuichi Nakamura, LongFei Chen, and John Augeri. "Asynchronous Co-eating Through Video Message Exchange: Support for Making Video Messages." In Cross-Cultural Design. Applications in Health, Learning, Communication, and Creativity, 338–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49913-6_29.

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Agbo-Ajala, Olatunbosun, and Serestina Viriri. "Face-Based Age and Gender Classification Using Deep Learning Model." In Image and Video Technology, 125–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39770-8_10.

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Wu, Jiaxin, Sheng-hua Zhong, Zheng Ma, Stephen J. Heinen, and Jianmin Jiang. "Gaze Aware Deep Learning Model for Video Summarization." In Advances in Multimedia Information Processing – PCM 2018, 285–95. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00767-6_27.

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Sharma, Vijay K., K. K. Mahapatra, and Bibhudendra Acharya. "Discriminative and Generative Model Learning for Video Object Tracking." In Big Data, IoT, and Machine Learning, 233–54. First edition. | Boca Raton, FL : CRC Press, 2020.: CRC Press, 2020. http://dx.doi.org/10.1201/9780429322990-12.

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Tang, Xiaowei, Xin-Lin Huang, Si-Yue Sun, Hang Dong, Xin Zhang, Yu Gao, and Nan Liu. "Intelligent Recognition of Traffic Video Based on Mixture LDA Model." In Machine Learning and Intelligent Communications, 356–63. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52730-7_36.

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McVee, Mary B., Lynn E. Shanahan, H. Emily Hayden, Fenice B. Boyd, P. David Pearson, and Jennifer Reichenberg. "Learning through a Pedagogy of Video Reflection and the Gradual Release of Responsibility Model." In Video Pedagogy in Action, 23–40. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315175638-2.

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Isupova, Olga. "Proposed Learning Algorithms for Markov Clustering Topic Model." In Machine Learning Methods for Behaviour Analysis and Anomaly Detection in Video, 37–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75508-3_3.

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Padilla Zea, N., N. Medina Medina, F. L. Gutiérrez Vela, and P. Paderewski. "A Model-Based Approach to Designing Educational Multiplayer Video Games." In Technology-Enhanced Systems and Tools for Collaborative Learning Scaffolding, 167–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19814-4_8.

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Ruipérez-Valiente, José A., Pedro J. Muñoz-Merino, and Carlos Delgado Kloos. "A Predictive Model of Learning Gains for a Video and Exercise Intensive Learning Environment." In Lecture Notes in Computer Science, 760–63. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19773-9_110.

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Conference papers on the topic "Asynchronous video learning model"

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Di Martino, Valeria, and Raffaella C. Strongoli. "DISTANCE EDUCATION AND LEARNING PROCESSES. A SURVEY AT UNIVERSITY OF CATANIA DURING THE COVID-19 PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end051.

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The emergency situation caused by the COVID-19 pandemic required all Italian universities to implement alternative teaching strategies to traditional face-to-face lessons. At the University of Catania, this situation prompted the start of distance learning paths in a synchronous mode at the very beginning of the emergency. At the same time, the lecturers were encouraged to video-record the lessons in order to make them available to students also in asynchronous mode. On the basis of this emergency situation, an investigation was immediately launched to identify the consequences of the new teaching methods on student learning processes; the research began in the first phase of the lockdown in Italy (March 2020) and ended in January 2021. The aim of this contribution is to present the results of the research conducted on a sample of 300 students following bachelor degree courses of the Department of Education at the University of Catania. The research aims to detect the students’ points of view on the strengths and weaknesses of the synchronous and asynchronous ways of presenting lessons and their respective impact on learning processes. The results of the research could provide useful insights to rethink university teaching even when the emergency situation comes to an end.

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Ogegbo, Ayodele, and Oyebimpe Adegoke. "STUDENTS EXPERIENCES ON THE USE OF GOOGLE CLASSROOM: CASE STUDY OF A UNIVERSITY IN RWANDA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end060.

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Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students’ questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers’ use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.

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Holotescu, Casandra. "Local model learning for asynchronous services." In 2012 4th International Workshop on Principles of Engineering Service-Oriented Systems (PESOS). IEEE, 2012. http://dx.doi.org/10.1109/pesos.2012.6225935.

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Le stari, Indah, and Bayu Hendradjaya. "The application model of learning management system quality in asynchronous blended learning system." In 2014 International Conference on Electrical Engineering and Computer Science (ICEECS). IEEE, 2014. http://dx.doi.org/10.1109/iceecs.2014.7045251.

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Li, Sheng-Tun, Shu-Ching Cheng, and Mei-Ling Shyu. "A presentation semantic model for asynchronous distance learning paradigm (poster session)." In the eighth ACM international conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/354384.354546.

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Acharya, Aditya, Anandhu Gopi, Karthik Iyer, and Lakshmisudha Kondaka. "Implementation of Deep Learning Model for Video Colorization." In 2020 International Conference on Electronics and Sustainable Communication Systems (ICESC). IEEE, 2020. http://dx.doi.org/10.1109/icesc48915.2020.9156047.

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Huang, Gang-Jian, Xin Du, and Yun-Fang Zhu. "Learning Stereoscopic Visual Attention Model for 3D Video." In 2015 International Conference on Computer Science and Applications (CSA). IEEE, 2015. http://dx.doi.org/10.1109/csa.2015.17.

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Dockhorn, Alexander, and Daan Apeldoorn. "Forward Model Approximation for General Video Game Learning." In 2018 IEEE Conference on Computational Intelligence and Games (CIG). IEEE, 2018. http://dx.doi.org/10.1109/cig.2018.8490411.

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"Designing a Multi-Campus Game Development Course With Hybrid Synchronous and Asynchronous Learning Environments Using Video Conference Systems." In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.140.

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Ketmaneechairat, Hathairat, Dussadee Seewungkum, and Mirko Caspar. "Web-based virtual classroom system model based on asynchronous and synchronous learning." In 2013 Second International Conference on Future Generation Communication Technology (FGCT). IEEE, 2013. http://dx.doi.org/10.1109/fgct.2013.6767197.

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