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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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Matarirano, Obert, Onke Gqokonqana, and Abor Yeboah. "Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution." Research in Social Sciences and Technology 6, no. 2 (September 15, 2021): 199–218. http://dx.doi.org/10.46303/ressat.2021.19.
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COVID-19 pandemic forced several higher education institutions (HEI) to operate remotely. Emergency remote teaching, using synchronous and asynchronous instruction, was adopted by several HEIs. The experiences of students with remote teaching and learning in certain situations are not fully understood, thus need to be explored. This study explored the experiences of students with the emergency remote teaching and learning practices adopted at a selected HEI in South Africa. A cross-sectional and self-administered survey was used to gather data from 243 conveniently sampled returning students within the Department of Accounting and Finance. Descriptive statistics were used to make sense of the collected data. The study found that students preferred a face-to-face approach to learning to remote learning. The respondents underscored insufficient data, unstable network connection, unconducive home environments and loneliness as deterrents to effective remote learning. Despite these negative experiences, students appreciated the flexibility and convenience of recorded video lectures and acknowledged the compassion and support of lecturers during remote learning. An understanding of the experiences of students during remote learning provides a basis for future teaching plans, which would improve students' learning experiences. In its current format and students living in their home environments, remote learning greatly diminishes the chances of success for most students. Lecturers need to be compassionate and considerate of student’s struggles in their plans for remote teaching and learning as well as online learning.
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Widianto, Ahmad Arif, Joan Hesti Gita Purwasih, and Luhung Achmad Perguna. "Promoting Social Cohesion: The Development of E-Learning Management System Materials through Life Based Learning for Sociology of Religion Course." International Journal of Emerging Technologies in Learning (iJET) 15, no. 07 (April 8, 2020): 162. http://dx.doi.org/10.3991/ijet.v15i07.13339.
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The development of information and communication technology (ICT) encourages learning transformation to maximize it. Some transformations are through the development of E-Learning Management System (E-LMS). This paper explained the development of E-LMS material which is integrated with Life Based Learning in sociology of religion course. It integrated with life-based learning model through the ADDIE method which consists of Analysis, Design, Development, Implementation and Evaluation. The material was developed by a student group in the form of videos and thematic learning modules based local wisdom. The results of validation and evaluation showed the development can improve the effectiveness and interaction of learning through asynchronous learning in E-LMS. The developed material can improve students understanding of the religious practices and local wisdom of the community. Through life-based learning, students can construct knowledge and make it happen in the learning media produced. In the other hands, the media product that has been produced and validated can be one of the products can be applied in the process of sociology of religion
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Impey, Chris, and Matthew Wenger. "Online Astronomy for Formal and Informal Learners." EPJ Web of Conferences 200 (2019): 01001. http://dx.doi.org/10.1051/epjconf/201920001001.
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An increasing amount of formal and informal education is being delivered online. A majority of college students in the U.S. are now taking one or more courses online or flipped (video lectures online, hands-on activities or labs in the classroom). Meanwhile, massive open online classes, or MOOCs, are transforming the landscape of informal science learning. In contrast to university classes, MOOCs have low completion rates and involve “free choice” learners who are typically adults with jobs, rather than full time students. Based on several years of experience of teaching astronomy online, lessons have been learned on how to engage students in the asynchronous and “disembodied” environment. For non-science students taking an introductory astronomy course, flipped models optimize interactions by putting the lectures online and allowing classroom time to be used entirely for labs, discussion, and small group activities. Research has shown that normalized learning gains are greatest in such learner-centered classes. We have enrolled over 110,000 learners from 150 countries in two astronomy MOOCs: a Udemy course called “Astronomy: State of the Art” and a Coursera offering called “Astronomy: Exploring Time and Space.” The core content is a set of video lectures, augmented by quizzes, activities, and peer writing assignments. We have a large amount of research data on learner demographics and motivations, and on the types of engagement that correlate with completing the courses. In a peer writing assignment, the learners comment on recent discoveries in astronomy. A rubric and a model answer are provided, and each person grades writing of three other learners. Learners who complete either the first activity or the first peer writing assignment are highly engaged in online discussions and social media, completing the course at a rate ten times higher than average.
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Ortaçtepe, Deniz. "Using webcasts for student presentations: a case study." International Journal of Information and Learning Technology 33, no. 1 (January 4, 2016): 57–74. http://dx.doi.org/10.1108/ijilt-10-2015-0029.
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Purpose – Adopting Davis’ (1989) technology acceptance model (TAM), the purpose of this paper is to investigate the perceived differences between asynchronous presentation tools (webcasts) and in-person presentations in a graduate program designed for the professional development of English as a foreign language (EFL) teachers at a private university in Turkey. Design/methodology/approach – Data were collected for the three different types of presentations (i.e. in-person, video, and Prezi webcasts) the students performed in four different courses throughout the 2013-2014 academic year. Findings – The analysis of the data coming from a three-part questionnaire revealed that students preferred in class presentations for learning purposes but agreed that webcasts were higher in quality as they included audio-visual materials. This study also concluded that for procedural knowledge that came from hands-on activities, students preferred in-person presentations, while for conceptual knowledge, Prezi webcasts were more preferred as they allocated time for students to reflect, do more research on, and effectively contribute to online discussions. Research limitations/implications – The data came from questionnaires; had there been interviews with the students, more insights could have been gained into their perceptions of webcasts as well as how the students actually used them for learning purposes. Originality/value – The studies specifically focussing on the use of audio and video podcasts/webcasts integrated these tools as supplementary materials to course content in traditional lectures. Yet, the use of webcasts as a student presentation tool rather than a duplicate of teachers’ lectures or supplementary materials still remains unknown especially in relation to the extent to which individuals’ acceptance of this instructional technology.
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Recke, Moritz Philip, and Stefano Perna. "Emergent Narratives in Remote Learning Experiences for Project Based Education." Electronic Journal of e-Learning 19, no. 2 (April 21, 2021): 59–70. http://dx.doi.org/10.34190/ejel.19.2.2142.
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The University of Naples Federico II (Italy) offers a nine-month formative training program aimed at software development for the Apple technology ecosystem to ~400 learners per year and utilises the Challenge Based Learning (CBL) methodology as a framework for learning. As a collaborative and self-guided, inquiry-based learning method, it focuses on learners’ intrinsic motivation while working on real world problems organised in projects (Challenges in CBL) with an experiential and progressive approach to apply acquired knowledge in real world scenarios, ideate solution concepts and build innovative digital products. To overcome limitations of spiral curriculum or elaboration theory, the authors applied narrative theory to design the program’s educational experience for the academic year 2019/2020 as a cohesive journey within a communal learning environment with a coherent and connected structure of narratively driven learning Challenges. The authors present concepts to develop their approach further towards an emergent narrative experience design system to manage the educational journey as it develops, rather than scripting it. This paper evolves the authors’ Narrative Experience Design Canvas to model educational experience design that encourages unscripted, emergent narratives for experiential education with the goal of fostering learners’ engagement, agency and creativity. Derived in part by models developed for digital interactive storytelling or educational video games, it categorises the components for designing an educational experience that allows the learning progression to be driven by learners as co-authors and describes mechanisms that allow unscripted narratives to emerge based on intrinsic motivation. Additionally, the authors present considerations for synchronous and asynchronous learning to evolve their framework for application in blended or remote learning scenarios. Drawing upon findings for remote learning and experiential e-learning - ee-learning - presented by scholars as well as implications identified during the COVID-19 pandemic and the resulting switch to remote learning within the program at University of Naples Federico II in 2020, it is shown how combining narrative elements with experiential e-learning principles can result in increased engagement, motivation and sense of community in learners. Using the example of an individual learning unit - a Challenge - considerations from overall course design down to day-to-day learning activities within the course are presented. For the future, the authors indicate action points to develop this model into an Emergent Narrative System for designing narratively driven and experiential software development education programs and indicate areas of further research on learning activity design for blended or remote learning experiences.
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Rusdiana, Emmilia, and Nurul Hikmah. "Renewal of The Elements of Success on Al-Qurán Memorization Program During Covid-19 Pandemic." Al-Hayat: Journal of Islamic Education 5, no. 1 (April 23, 2021): 27. http://dx.doi.org/10.35723/ajie.v5i1.153.
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An effective way to prevent the spread of the Corona virus is to force the pesantren students to return home which has the Tanfidz program. memorizing Al-Qurán. The obstacle is the ban face to face between students and teachers tanfidh. The use of technology information allows the learning model tahfizh from their homes by the method of use of communication in the network. The purpose was to analyze the renewal of the success elements of Islamic boarding school students in increasing the memorization of Al Qurán during the COVID 19 pandemic. This research uses approaches to Analyze, Design, Develop, Implement, and Evaluate ADDIE. The discussion shows that the root problems are motivation and memorization decrease and the solution are informal communication with others and reducing a busy school that is not important. The success element is influenced by enthusiasm/motivation and the method when memorizing and communication on the Al-Qurán memorization. The highest motivation is when students are accompanied by friends or family and informal communication with other people to always increase their commitment, then using the right method is the easiest to use. Meanwhile, the appropriate online communication method to be applied is synchronous than asynchronous communication. A choicen Platform is video call whatsApp than voicecall whatsapp or zoom/goole meet and it conducts for both, individually or in groups.
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Abna Hidayati, Andra Saputra, and Raimon Efendi. "Development of E-Module Oriented Flipped Classroom Strategies in Computer Network Learning." Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi) 4, no. 3 (June 20, 2020): 429–37. http://dx.doi.org/10.29207/resti.v4i3.1641.
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The learning process is essentially a communication process that’s carried out synchronously and asynchronously. The results of observations in the Computer Network Engineering course, there are problems that the lecturer is not present, the learning resources used printed materials, as well as the existing books not updated and the sources are not by the syllabus so that the impact on student learning outcomes is low. E-Module is equipped with audio, video, images, and animation. The purpose of this study is to produce an E-Module in Valid, Practical, and Effective Computer and Network Engineering courses. This type of research is Research and Development with the ADDIE development model. The research data were obtained from tests of validity, practicality, and effectiveness. The results of the validity of the E-Module scored 93.3%, the results of the practicality assessment were obtained through questionnaire assessment by lecturers with a score of 96% and an assessment by students with score 91.7%. The Flipped Classroom Strategy-oriented E-Module was considered effective in increasing student motivation and learning outcomes, an average score of 91.6% for student activities was obtained. Based on the data above, the E-Module in Computer and Network Engineering courses is valid, practical, and effective for use in the lecture process.
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Cowling, Michael, Sherre Roy, Lisa Bricknell, and Robert Vanderburg. "Virtual Scholarship and Real Academics:." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 37–38. http://dx.doi.org/10.24135/pjtel.v3i1.102.
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Like many other regional universities in Australia, the authors’ university is well equipped to deal with distance and technology (Chugh, Ledger & Shields, 2017), with staff distributed across more than 10 campuses, and many working from home on a regular basis in a non-COVID year. Yet despite this, the COVID-19 pandemic in 2020 presented challenges, as staff are not immune from the digital divide issues of bandwidth speed and stability, especially as the whole world moves to a video conferenced meeting solution. This presentation will discuss how our university handled this new triple headed challenge of a renewed focus on Scholarship of Learning & Teaching (SoLT) in relation to Australian government advice (Tertiary Education Quality and Standards Agency, 2020), along with a desire for upskilling in TEL, but simultaneously the limitations of technology in the pandemic, with a view to providing guidance for other institutions looking to mount this challenge.
In tackling this issue in 2020, we were fortunate that our university already provided several avenues for staff to engage in and learn about SoLT. Among these, the Scholarship of Tertiary Teaching (SoTT) conference ran over two days via Zoom and offered several virtual concurrent sessions and topics allowing staff to share the results of their systematic evaluations into their teaching practice and student’s learning. Each session is recorded and made available via a YouTube channel, providing opportunity for conference participants to watch sessions they were unable to attend and this year we recognised the work of our presenters, abstract reviewers, and session facilitators with digital badges.
Based on this successful model, we realized we had the essential tools already to move our other major training avenue, the Intro to SoLT workshops (previously delivered face-to-face), online. The aim of the workshops is to provide staff with a collegial environment to discuss and develop research ideas. The virtual environment makes this harder to achieve however the SOTT conference showed us that smaller sessions (four hours over four days), along with the use of breakout rooms could provide opportunity for small group discussion and that the value of Zoom Chat as a back channel for discussion was essential and should be encouraged amongst participants to provide an environment where we could maintain consistent support (Soon & Cowling, 2019).
Attendance and feedback showed us that this worked. Over 50 staff attended the event over four days, and feedback was universally positive, and this led us to rethink how our L&T events should be offered. Specifically, the success of the changes suggests the development of a hyperflexible model of delivery, asynchronous but with guided support and local contacts (assisting to build campus networks), and the foundation knowledge of how to complete a systematic evaluation turned into an online module/micro-credential as a prerequisite for face-to-face and virtual workshops. The result being a L&T model that leverages the lessons learnt during the pandemic into a new blended model, bringing the best aspects of face-to-face and online delivery into a new academy of best L&T practice.
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Choe, Ronny C., Zorica Scuric, Ethan Eshkol, Sean Cruser, Ava Arndt, Robert Cox, Shannon P. Toma, et al. "Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos." CBE—Life Sciences Education 18, no. 4 (December 2019): ar55. http://dx.doi.org/10.1187/cbe.18-08-0171.
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Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then measured learning outcomes and satisfaction with a survey and summative assessment. We created an iterative qualitative coding scheme, “coding online asynchronous lectures” (COAL), to analyze open-ended student survey responses. Our results reveal that multimedia learning can be satisfying and effective. Students have strong preferences for certain video styles despite their equal learning outcomes, with the Learning Glass style receiving the highest satisfaction ratings. Video styles that were described as impersonal and unfamiliar were rated poorly, while those that were described as personal and engaging and evoked positive affective responses were rated highly. The students in our study rated lecture video styles that aligned with Mayer’s multimedia learning principles as highly satisfying, indicating that student feedback can be a valuable resource for course designers to consider as they design their own online courses. Finally, we provide guidelines for creating engaging, effective, and satisfying asynchronous lecture videos to support establishment of best practices in online instruction.
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Nurjannah, Nurjannah, Mifta Hasanah, and Nur Azizah. "Learning Statistics Using LSLC Assisted With Interactive Video During The Covid-19 Pandemic." Sriwijaya International Journal of Lesson Study 1, no. 2 (February 23, 2021): 9–16. http://dx.doi.org/10.36706/sij-ls.v1i2.17.
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This study aims to describe the process of learning statistics with the interactive video-assisted LSLC system during the Covid-19 pandemic. Learning begins with the provision of interactive videos at the asynchronous pre-learning stage. Furthermore, at synchronous students are given sharing tasks and jumping tasks, and the learning process is closed by giving independent assignments. In pre-learning asynchronous, students send independent assignments in google classroom at a predetermined time. The method used is a descriptive method with 4 stages of activity in the form of a plan-do-see-redesign. The use of LSLC in the learning process during the Covid-19 pandemic had a positive impact because in online learning students still maintain communication and collaboration among students.
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Kean, Emily B., and Cayla Robinson. "Personalised video instruction." Journal of Information Literacy 13, no. 2 (December 3, 2019): 196. http://dx.doi.org/10.11645/13.2.2652.
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The liaison librarian to a college with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the “See One, Do One, Teach One” instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. 65% of all watched videos were watched for the entire duration of the video, and the liaison librarian found video creation to be less time-consuming than scheduling appointments.
The liaison librarian to a university with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the ‘See One, Do One, Teach One’ instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. Of all watched videos 65% were watched for the entire duration, and the liaison librarian found video creation to be less time-consuming than scheduling appointments. Providing personalised video instruction tailored to the individual student’s information literacy need is a novel approach that may benefit online learners and librarians alike.
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Chen, Shu-Ching, Sheng-Tun Li, and Mei-Ling Shyu. "Model-Based System Development for Asynchronous Distance Learning." International Journal of Distance Education Technologies 1, no. 4 (October 2003): 39–54. http://dx.doi.org/10.4018/jdet.2003100103.
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Campbell, Jeffrey S., Sidney N. Givigi, and Howard M. Schwartz. "Multiple Model Q-Learning for Stochastic Asynchronous Rewards." Journal of Intelligent & Robotic Systems 81, no. 3-4 (May 2, 2015): 407–22. http://dx.doi.org/10.1007/s10846-015-0222-2.
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Chaeruman, Uwes Anis, and Santi Maudiarti. "Quadrant of Blended Learning: a Proposed Conceptual Model for Designing Effective Blended Learning." Jurnal Pembelajaran Inovatif 1, no. 1 (February 21, 2018): 1–5. http://dx.doi.org/10.21009/jpi.011.01.
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Blended learning is not just simply combining online learning with face-to-face learning. It is dynamic and context dependent. It can be viewed from different contexts and perspectives. Different context has different needs and characteristics. It needs different blend of blended learning. But, blended learning has one same ultimate goal, i.e. to determine the most appropriate blend to make optimum learning experience occur. Recent literatures and studies showed that e-learning and blended learning are synonymous with synchronous and asynchronous learning. Therefore, the purpose of this paper is to propose a conceptual model of blended learning design and its definition viewed from the perspective of those learning setting. This conceptual model, called quadrant of blended learning. It consists of four quadrants, i.e.: 1) quadrant 1: live synchronous learning; 2) quadrant 2: virtual synchronous learning; 3) quadrant 3: collaborative asynchronous learning; and 4) quadrant 4: self-directed asynchronous learning. As a conceptual model, it is expected that it can provide framework and idea for instructional designers in designing effective blended learning strategies.
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Noetel, Michael, Shantell Griffith, Oscar Delaney, Taren Sanders, Philip Parker, Borja del Pozo Cruz, and Chris Lonsdale. "Video Improves Learning in Higher Education: A Systematic Review." Review of Educational Research 91, no. 2 (February 16, 2021): 204–36. http://dx.doi.org/10.3102/0034654321990713.
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Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.
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Hwang, Wu-Yuin, Rong-Luen Shiu, Shing-Ling Wu, and Chia-Chin Li. "An Exploration of Learning Ability Transition and Material Information." Journal of Educational Computing Research 26, no. 3 (April 2002): 301–25. http://dx.doi.org/10.2190/1w2t-xby9-9flr-hfpk.
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The asynchronous learning system is one of the great tools that have broken through the limits of time and space to make learning available to all people in the future. In order to provide adaptive learning material and environment, it is important for an asynchronous learning system to take the degree of difficulty in the teaching materials and learner's characteristics into account. Thus, this article will investigate the related characteristics of asynchronous material and propose a material characteristics model. This model investigates the relationship among the difficulty degree of material, students' interests, and their abilities. Furthermore, we will investigate the material information to comprehend thoroughly the suitability of the teaching materials to the learner. The material information is based on promoting learning ability. From the above results, an asynchronous learning system could provide adaptive material that is suitable for students with different learning abilities. Students could be counseled on reaching the anticipated learning goal using our model. The ability after learning could be calculated from the model to help the testing system to choose test items quickly and adaptively and make the asynchronous learning system more effective and complete.
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Suppan, Mélanie, Loric Stuby, Emmanuel Carrera, Philippe Cottet, Avinash Koka, Frédéric Assal, Georges Louis Savoldelli, and Laurent Suppan. "Asynchronous Distance Learning of the National Institutes of Health Stroke Scale During the COVID-19 Pandemic (E-Learning vs Video): Randomized Controlled Trial." Journal of Medical Internet Research 23, no. 1 (January 15, 2021): e23594. http://dx.doi.org/10.2196/23594.
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Background The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for health care professionals. Senior medical students are being incrementally deployed to the front line to address the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, may lack knowledge regarding the initial management of time-critical emergencies such as stroke. Objective Our aim was to determine whether an e-learning module could improve asynchronous distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video. Methods A randomized, data analyst–blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a distance learning path designed to teach the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden, while the e-learning group followed the updated version of a previously tested, highly interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. The difference in the proportion of correct answers for each specific NIHSS item was also assessed. Results Out of 158 potential participants, 88 started their allocated learning path and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 correct answers, 95% CI 37-39, vs 35 correct answers, 95% CI 34-36, P<.001). Participants in the e-learning group scored better on five elements than the video group: key NIHSS concepts (P=.02), the consciousness – global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03), and the sensory item (P=.04). Conclusions Compared to the traditional didactic video, a highly interactive e-learning module enhances asynchronous distance learning and NIHSS knowledge acquisition in senior medical students.
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Lee, Jihyang, Hyo-Jeong So, Seunghye Ha, Eunyoung Kim, and Kyudong Park. "Unpacking Academic Emotions in Asynchronous Video-based Learning: Focusing on Korean Learners’ Affective Experiences." Asia-Pacific Education Researcher 30, no. 3 (April 15, 2021): 247–61. http://dx.doi.org/10.1007/s40299-021-00565-x.
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E, Yugesh. "Deep Learning Model for Motion Video Processing." International Journal for Research in Applied Science and Engineering Technology 7, no. 3 (March 31, 2019): 2158–61. http://dx.doi.org/10.22214/ijraset.2019.3398.
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Handayani, D., and M. Alperi. "Problem solving learning model using video application." Journal of Physics: Conference Series 1731 (January 2021): 012024. http://dx.doi.org/10.1088/1742-6596/1731/1/012024.
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Loo, N. L., Y. S. Chiew, C. P. Tan, G. Arunachalam, A. M. Ralib, and M. B. Mat-Nor. "A MACHINE LEARNING MODEL FOR REAL-TIME ASYNCHRONOUS BREATHING MONITORING." IFAC-PapersOnLine 51, no. 27 (2018): 378–83. http://dx.doi.org/10.1016/j.ifacol.2018.11.610.
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Bini, SA, and J. Mahajan. "Clinical outcomes of remote asynchronous telerehabilitation are equivalent to traditional therapy following total knee arthroplasty: A randomized control study." Journal of Telemedicine and Telecare 23, no. 2 (July 9, 2016): 239–47. http://dx.doi.org/10.1177/1357633x16634518.
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Introduction Successful post-operative telerehabilitation following total knee replacement (TKR) has been documented using synchronous (real-time) video. Bandwidth and the need for expensive hardware are cited as barriers to implementation. Web-based asynchronous visual platforms promise to address these problems but have not been evaluated. We performed a randomized control study comparing an asynchronous video-based software platform to in-person outpatient physical therapy visits following TKR. Materials and methods Fifty-one patients were randomized to either the intervention group, using an asynchronous video application on a mobile device, or the traditional group undergoing outpatient physical therapy. Outcome data were collected using validated instruments prior to surgery and at a minimum three-month follow-up. Results Twenty-nine patients completed the study. There were no statistically significant differences in any clinical outcome between groups. The satisfaction with care was equivalent between groups. Overall utilization of hospital-based resources was 60% less than for the traditional group. Discussion We report that clinical outcomes following asynchronous telerehabilitation administered over the web and through a hand-held device were not inferior to those achieved with traditional care. Outpatient resource utilization was lower. Patient satisfaction was high for both groups. The results suggest that asynchronous telerehabilitation may be a more practical alternative to real-time video visits and are clinically equivalent to the in-person care model.
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Im, Hee-Joo. "A Study on College Students’ Learning Attitude During Synchronous and Asynchronous Video-Based Group Activities for English Presentation." STEM Journal 22, no. 3 (August 31, 2021): 46–58. http://dx.doi.org/10.16875/stem.2021.22.3.46.
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The purpose of the study is to explore college students’ perceptions/attitudes during synchronous and asynchronous group activities. The survey comprised of a 10-item, 5-point Likert-type questionnaire and open-ended questions. In the study, two groups, a synchronous group and an asynchronous group, participated in four activities during one semester. For the data collection, the researcher surveyed 116 students who are in the 1st year of college and collected their final tests, an oral presentation. The findings are as follows. Firstly, between the two groups, the synchronous group showed higher mean scores for online group participation. Secondly, the synchronous group also indicated higher mean scores for English learning, speaking confidence, and interest in learning English. Lastly, both groups mentioned communication with team members, improvement of English speaking and pronunciation, increased self-confidence and other elements as advantages of group work. In contrast, disadvantages included: technology problems, decreased self-confidence, inconveniences when meeting with team members online and others. The implications for the study are: first, online group activity can reduce isolation and increase interaction; second, the online video-based platform, Flipgrid, can help students improve English speaking skills by observing their own or peers’ videos; lastly, instructors can selectively use the synchronous and asynchronous group activities to suit their educational needs.
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Hemamou, Léo, Ghazi Felhi, Vincent Vandenbussche, Jean-Claude Martin, and Chloé Clavel. "HireNet: A Hierarchical Attention Model for the Automatic Analysis of Asynchronous Video Job Interviews." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 573–81. http://dx.doi.org/10.1609/aaai.v33i01.3301573.
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New technologies drastically change recruitment techniques. Some research projects aim at designing interactive systems that help candidates practice job interviews. Other studies aim at the automatic detection of social signals (e.g. smile, turn of speech, etc...) in videos of job interviews. These studies are limited with respect to the number of interviews they process, but also by the fact that they only analyze simulated job interviews (e.g. students pretending to apply for a fake position). Asynchronous video interviewing tools have become mature products on the human resources market, and thus, a popular step in the recruitment process. As part of a project to help recruiters, we collected a corpus of more than 7000 candidates having asynchronous video job interviews for real positions and recording videos of themselves answering a set of questions. We propose a new hierarchical attention model called HireNet that aims at predicting the hirability of the candidates as evaluated by recruiters. In HireNet, an interview is considered as a sequence of questions and answers containing salient socials signals. Two contextual sources of information are modeled in HireNet: the words contained in the question and in the job position. Our model achieves better F1-scores than previous approaches for each modality (verbal content, audio and video). Results from early and late multimodal fusion suggest that more sophisticated fusion schemes are needed to improve on the monomodal results. Finally, some examples of moments captured by the attention mechanisms suggest our model could potentially be used to help finding key moments in an asynchronous job interview.
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Didin, Fatin Saffanah, Intan Mardiono, and Hersa Dwi Yanuarso. "Analisis Beban Kerja Mental Mahasiswa saat Perkuliahan Online Synchronous dan Asynchronous Menggunakan Metode Rating Scale Mental Effort." OPSI 13, no. 1 (June 30, 2020): 49. http://dx.doi.org/10.31315/opsi.v13i1.3501.
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In 2020, Indonesia experienced a pandemic known as the Corona Virus or Covid-19. The government-imposed social distancing rules affect Indonesian society for teaching and learning activities at the university. Governments impose rules on online learning systems. The online learning system provides convenience, but on the other hand, there are adverse impacts for some students, one of which has a mental workload. The study aims to measure and analyze student mental workloads using the Rating Scale Mental Effort (RSME) method. The number of respondents was 111 students. The mental workload measured is a quantitative learning system that is quantitative with the delivery of the material directly (Synchronous) and the delivery of the material using the recorded video in advance (Asynchronous). The indicators of mental work effort are workload, work difficulties, job satisfaction, mental effort, anxiety, and work fatigue. The measurement results show that the RSME value of the workload indicator and the work difficulties between the online learning methods are significantly different. Mental workloads, technical difficulties, work mental ventures, work anxieties and work fatigue when online learning is high enough on the learning system using Synchronous, with a value of 93.27; 94.5; 94.27; and 96.54. However, for job satisfaction, students are more satisfied learning by using video recording than Synchronous, i.e., several 79.61. The results show that the recommended online learning method is with video recording.
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Niu, Guolin, Xiaoguang Fan, Victor O. K. Li, Yi Long, and Kuang Xu. "Multi-Source-Driven Asynchronous Diffusion Model for Video-Sharing in Online Social Networks." IEEE Transactions on Multimedia 16, no. 7 (November 2014): 2025–37. http://dx.doi.org/10.1109/tmm.2014.2340133.
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Chaeruman, Uwes Anis. "MERANCANG MODEL BLENDED LEARNING." Jurnal Teknodik 17, no. 4 (December 31, 2013): 399. http://dx.doi.org/10.32550/teknodik.v17i4.482.
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Abstrak:
Dalam era komunikasi instan dewasa ini, cara belajar dan proses pembelajaran telah berubah. Kondisi ini membawa pembelajaran ke era e-learning di mana upaya belajar dan membelajarkan dapat difasilitasi dengan teknologi informasi dan komunikasi. Mengkombinasikan teknologi informasi dan komunikasi yang tepat (blended learning) merupakan salah satu isu penting dalam merancang e-learning yang baik. Oleh karena itu diperlukan semacam panduan (framework) yang dapat menjadikan acuan dalam memilih dan menentukan blended learning yang tepat sesuai kondisi dan tujuan yang ingin dicapai. Artikel ini mencoba memberikan framework untuk menjawab permasalahan tersebut. Framework yang coba ditawarkan dalam artikel ini mengacu pada konsep e-learning, empat kuadran seting belajara menurut Noord, dua kontinum strategi pembelajaran menurut Smaldino dkk., dan empat standar proses pembelajaran yang penulis adaptasi dari Horton. Framewrok tersebut adalah bahwa dam merancang blneded learning perlu mempertimbangkan beberapa unsur sebagai berikut: 1) upaya memfasilitasi pengalaman belajar sebagai esensi dari e-learning; 2) optimalisasi empat standar proses pembelajaran dalam konteks e-learning; 3) pemilihan dan penentuan strategi pembelajaran yang tepat; dan 4) pemilihan dan penentuan teknologi dan tool TIK yang tepat dalam empat kuadran seting belajar.
Kata Kunci: e-learning, blended learning, synchronous learning, asynchronous learning
Abstract:
In the era of instant communication, today, learning and instructional process has changed. This condition has led learning into a new era called e-learning, where learning process can be facilitated with proper use of information and communication technology. Combining information and communication technology appropriately to facilitate learning has become an impportant issue in e-learning design context. Therefore, we need such a kind of framework as a guidance in selecting and determining the appropritae blended learning strategy to address the learning objectives to be achieved. The framework offered in this article refered to the essential concept of e-learning itself, four quadrants of learning seting offered by Noord, two continuum of instructional strategy offerd by Smaldino et. al., and four standard of e-learning process adapted by author from the work of Norton. The framework offered are that in designing blended learning, we should consider the following aspects: 1) efforts to facilitate learning experiences as the essence of e-learning; 2) optimalization of the four learning process standard in the context of e-learning; 3) selection and determination of appropriate learning strategies; and 4) selection and determination of apropriate learning seting and ICTs used in four quadrants of learning seting.
Keywords: e-learning, blended learning, synchronous learning, asynchronous learning
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Iverson, Nicholas, Lakshmi Subbaraj, Jennifer M. Babik, and Sam Brondfield. "Evaluating an Oncology Video Curriculum Designed to Promote Asynchronous Subspecialty Learning for Internal Medicine Residents." Journal of Cancer Education 36, no. 2 (January 29, 2021): 422–29. http://dx.doi.org/10.1007/s13187-021-01968-6.
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Purnama, Medina Nur Asyifah. "BLENDED LEARNING SEBAGAI SARANA OPTIMALISASI PEMBELAJARAN DARING DI ERA NEW NORMAL." SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme 2, no. 02 (October 16, 2020): 106–21. http://dx.doi.org/10.37680/scaffolding.v2i02.535.
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Abstract; Writing this article aims to analyze in a literature review the importance of combined learning or blended learning using synchronous and asynchronous strategies as a means of optimizing the learning process in the current Covid 19 pandemic era. In this article, there are four steps taken to analyze the data, namely determining the theme to be reviewed, selecting and selecting articles according to the theme, reviewing and synthesizing literature and compiling it into a writing. The results of the literature review show that the optimization of the learning process in the current Covid 19 and New Normal pandemic era will be effective and efficient by using the blended learning method where the learning process combines the two existing strategies in blended learning, namely synchronous and asynchronous strategies. Synchronous itself is a virtual face-to-face between teachers and students at the same time but in different places using video conferencing, google meet and so on, while asynchronous is that the educational process or deepening of material can be done at any time without being limited by time so that it can use technology. communication that is developing a lot today, for example with e learning, Google classrooms, moodle and so on. so that the combination of synchronous and asynchronous strategies in online learning is expected to produce better learning products as one of the principles of online learning itself is independence, Where online learning does not mean not accompanying the learning process but instead must always direct students whenever and wherever.
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Lee, Joo Hwan, and Hyesoon Kim. "StaleLearn: Learning Acceleration with Asynchronous Synchronization Between Model Replicas on PIM." IEEE Transactions on Computers 67, no. 6 (June 1, 2018): 861–73. http://dx.doi.org/10.1109/tc.2017.2780237.
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Ghadiyaram, Deepti, Janice Pan, and Alan C. Bovik. "Learning a Continuous-Time Streaming Video QoE Model." IEEE Transactions on Image Processing 27, no. 5 (May 2018): 2257–71. http://dx.doi.org/10.1109/tip.2018.2790347.
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Kim, Dong-Hyun, Soo-Hyeon Lee, and Hae-Yeoun Lee. "Video Camera Model Identification System Using Deep Learning." Journal of Korean Institute of Information Technology 17, no. 8 (August 31, 2019): 1–9. http://dx.doi.org/10.14801/jkiit.2019.17.8.1.
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Mikalef, Patrick, Ilias O. Pappas, and Michail Giannakos. "An integrative adoption model of video-based learning." International Journal of Information and Learning Technology 33, no. 4 (August 1, 2016): 219–35. http://dx.doi.org/10.1108/ijilt-01-2016-0007.
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Purpose – Video-based learning (VBL) is gaining increased attention as an educational means in settings such as the flipped classroom and massive open online courses. The value of VBL has been recognized in a range of contexts due to the ability to extend opportunities for life-long education for all socio-economic levels, removing geographical boundaries while at the same time alleviating time constraints. Yet, despite the advantages featured by VBL and some promising early outcomes regarding its effectiveness, little is known about what influences individuals to adopt VBL systems and technologies. The paper aims to discuss this issue. Design/methodology/approach – Building on behavioral and adoption-acceptance theories as well as on past empirical studies on e-learning, a conceptual model of VBL adoption is proposed. By analyzing survey data from 260 VBL learners, the conceptual model is put to test by means of structural equation modeling. Findings – Outcomes indicate that performance expectancy (PE) and computer self-efficacy (CSEF) have a positive direct effect on behavioral intention to adopt VBL. In addition, effort expectancy (EE) and social influence positively impact PE, while CSEF is found to enhance EE and perceived behavioral control. Originality/value – This study integrates several theoretical perspectives that are applied to adoption of novel information technologies and in addition builds on findings of past empirical research on learning technologies. In effect, the conceptual model along with outcomes provide an integrative perspective of adoption determinants.
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Zhang, Xingxing, Zhenfeng Zhu, Yao Zhao, and Dongxia Chang. "Learning a General Assignment Model for Video Analytics." IEEE Transactions on Circuits and Systems for Video Technology 28, no. 10 (October 2018): 3066–76. http://dx.doi.org/10.1109/tcsvt.2017.2713480.
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Pavlakou, Evgenia, Konstantinos Kalachanis, Sophia Kefali, and Eleni Tsiouni. "E-Learning and Transformative Learning in Adult Training." Journal of Studies in Education 9, no. 2 (April 18, 2019): 17. http://dx.doi.org/10.5296/jse.v9i2.14265.
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Transformative learning refers to the process of transforming frameworks through which adults interpret the experiences, values, feelings, and shape their actions and living conditions, combined with the cultural context in which they are socialized. In this process the adult re-evaluates the experiences he has gained since his childhood, resulting in a new knowledge through critical thinking. Transformative learning is applied to adult education where the aim is to acquire new professional skills based on the needs of learners. The ability to apply distance learning asynchronously releases it from spatial or temporal constraints, making it suitable for the implementation of transformative learning. The trainer can take advantage of the technological applications (video, presentations, etc. asynchronous communication, and e mail) and authoritative scientific sources of the internet. This activates the trainee in a heuristic course towards the knowledge that will move his interest and will change his / her perceptual systems by leading him / herself into self-realization. Therefore, the use of distance learning in adult education is fully in line with the principles of transforming learning.
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Pratiwi, Ria Titis. "Improving Student Learning Outcomes Through Video Aided Problem Based Learning Model." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (November 26, 2020): 999. http://dx.doi.org/10.20961/shes.v3i3.46123.
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<p><em>This study aims to improve the learning outcomes of the third grade students of SD Negeri 05 Bantarbolang on the sub-theme of Aneka Benda around me through a video-assisted problem-based learning model. This research is a Classroom Action Research (PTK) which consists of three cycles, where each cycle is carried out in one face-to-face. The Action Plan for each cycle in the CAR is divided into four activities, namely Planning, Implementation, Observation, and Reflection. The data collection technique in this study is a formative test. The instrument used to collect data was a learning outcome test. Completeness of student learning outcomes in cycle I only reached 60% with a mean of 77, in cycle II student learning completeness reached 87% with a mean of 81, and in cycle III student learning completeness reached 87% with a mean of 83. The results of this study indicate that the application of the learning model video-assisted problem-based learning can improve student learning outcomes.</em></p>
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Hogan, Robert P., and Mohini Devi. "A Synchronous Pedagogy to Improve Online Student Success." International Journal of Online Pedagogy and Course Design 9, no. 3 (July 2019): 61–77. http://dx.doi.org/10.4018/ijopcd.2019070105.
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Despite continuous advances in the Internet and educational technology, the primary online pedagogy remains asynchronous chat, posted learning materials, and video clips. Blended learning was one approach universities have added to improve student success in online courses. The purpose of this 3-year pilot study was to evaluate the benefit of fusing weekly video classes within an online doctoral program as an alternative to on-campus classes. The sessions incorporated an interactive, student-centered pedagogy formulated to strengthen research and writing skills, increase student motivation, and reduce isolation. The level of student-student and student-teacher interaction was equivalent to face-to-face learning. Findings indicated that student satisfaction, motivation, skills, and scholarship increased. As personal bonds developed among students and faculty, student isolation decreased. The results of this preliminary study suggest that online video classes may be a cost-effective alternative to blended learning.
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Lee, Sujin, and Incheol Kim. "Multimodal Feature Learning for Video Captioning." Mathematical Problems in Engineering 2018 (2018): 1–8. http://dx.doi.org/10.1155/2018/3125879.
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Video captioning refers to the task of generating a natural language sentence that explains the content of the input video clips. This study proposes a deep neural network model for effective video captioning. Apart from visual features, the proposed model learns additionally semantic features that describe the video content effectively. In our model, visual features of the input video are extracted using convolutional neural networks such as C3D and ResNet, while semantic features are obtained using recurrent neural networks such as LSTM. In addition, our model includes an attention-based caption generation network to generate the correct natural language captions based on the multimodal video feature sequences. Various experiments, conducted with the two large benchmark datasets, Microsoft Video Description (MSVD) and Microsoft Research Video-to-Text (MSR-VTT), demonstrate the performance of the proposed model.
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Schoenfeld-Tacher, Regina M., and David C. Dorman. "Effect of Delivery Format on Student Outcomes and Perceptions of a Veterinary Medicine Course: Synchronous Versus Asynchronous Learning." Veterinary Sciences 8, no. 2 (January 20, 2021): 13. http://dx.doi.org/10.3390/vetsci8020013.
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The COVID-19 pandemic prompted instruction at many veterinary schools to switch to an emergency remote teaching format to prevent viral transmission associated with in-person synchronous lectures. This study surveyed student perspectives and academic performance in a pre-planned online second-year veterinary toxicology course given at North Carolina State University in Spring 2020. This course relied on asynchronous narrated presentations for content delivery. This method of delivery predated the pandemic and was used throughout the course. Academic performance and patterns of access to materials in the online course was compared with the access patterns and performance of students given classroom-based synchronous teaching in Spring 2019. Assessments evaluated in this study were identical across courses. Students’ academic performance was unaffected by delivery method. Lack of instructor interaction was an important perceived barrier in the asynchronous course. Asynchronous course materials were uniformly accessed across all days of the week, while supplemental materials for the face-to-face course showed a weekly pattern. Moving from letter grades to pass/fail did not change access frequency to supplemental course materials but led to decreased video usage in the asynchronous course. Results suggest that although some veterinary students perceived the switch in delivery format negatively, the method of delivery did not adversely affect performance in this preclinical course.
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Kasse, Daniel, Ir P. Insap Santosa, M. Sc., Ph. D., and Dr Ridi Ferdiana, S.T., M.T. "Pengembangan E-learning berbasis Technology Acceptance Model." Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) 3, no. 3 (December 8, 2014): 88. http://dx.doi.org/10.23887/janapati.v3i3.9809.
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Banyak murid yang mengeluh karna merasa tidak cocok dengan gaya mengajar dari guru. Terjadi penolakan dalam diri mereka sehingga menjadi malas, bosan dan stress. Selama ini masih digunakan video tutorial dan power point untuk belajar. Tetapi masih kurang interaktif. Kekurangan dari penggunaan video dan slide presentasi bisa dilengkapi dengan penggunaan website untuk pembelajaran. Website yang dinamis dan kemudahan pencarian informasi sangat diperlukan untuk mendukung kegiatan belajar. Tujuan utama dari penelitian ini adalah membuat sebuah website yang memberikan layanan belajar dengan penyajian materi sesuai kebutuhan siswa.