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Journal articles on the topic 'Courses via internet'
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Xing, Minjie, and Ken Spencer. "Reducing cultural barriers via Internet courses." Innovations in Education and Teaching International 45, no. 2 (2008): 169–81. http://dx.doi.org/10.1080/14703290801950377.
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Tichon, Jennifer G. "Problem-based learning: A case study in providing e-health education using the Internet." Journal of Telemedicine and Telecare 8, no. 3_suppl (2002): 66–68. http://dx.doi.org/10.1258/13576330260440907.
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summary The current trend among many universities is to increase the number of courses available online. However, there are fundamental problems in transferring traditional education courses to virtual formats. Delivering current curricula in an online format does not assist in overcoming the negative effects on student motivation which are inherent in providing information passively. Using problem-based learning (PBL) online is a method by which computers can become a tool to encourage active learning among students. The delivery of curricula via goal-based scenarios allows students to learn at different rates and can successfully shift online learning from memorization to discovery. This paper reports on a Web-based e-health course that has been delivered via PBL for the past 12 months. Thirty distance-learning students undertook postgraduate courses in e-health delivered via the Internet (asynchronous communication). Data collected via online student surveys indicated that the PBL format was both flexible and interesting. PBL has the potential to increase the quality of the educational experience of students in online environments.
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Sudarwati, I., S. Khanafiyah, and S. Sugiyanto. "ONLINE-COURSE DEVELOPMENT VIA DISCUSSION-FORUM ON THE STUDENTS OF PHYSIC EDUCATION UNIVERSITAS NEGERI SEMARANG." Jurnal Pendidikan Fisika Indonesia 13, no. 1 (2017): 9–18. http://dx.doi.org/10.15294/jpfi.v13i1.8982.
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Students of Physic Education of Universitas Negeri Semarang often find some difficulties to understand the material. During difficult times, students usually find references on the internet,ask a friend who already understand, or ask a senior friend. Mostly students have a device that can be used to access the internet. Online-course via discussion-forum can be used as a discussion facility when they find difficulties to understand. Online-course via discussion-forum developed with ADDIE development models that includes the stages of analysis, design, development, implementation, and evaluation. Online-course discussion forum contains the list of courses that can be accessed by students via internet through the website discussion.belajarfisika.web.id. Feasibility of online course discussion forum was measured through assessment sheets of feasibility test from validators and questionnaire responses from students. The results of the feasibility test from the validator and student responses indicate that criteria are eligible. Results of the questionnaire about students' perceptions of learning through online course discussion forum show that Physic Education Students of Universitas Negeri Semarang have good perceptions of learning through online-course via discussion-forums.
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Janilionis, Vytautas. "Statistikos distancinio mokymo kursų ruošimas." Lietuvos matematikos rinkinys 40 (December 18, 2000): 209–14. http://dx.doi.org/10.15388/lmr.2000.35127.
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The problems of the development of web-based distance learning (DL) courses on Statistics are analysed in the paper. DL methods and technologies for the development and provision of DL courses on Statistics are reviewed. The Internet resources (electronic books, video, simulation, animation, text, interactive experiments, software package which provides routines for statistical analysis via the WWW) and application of DL course development software are analysed. The. experience of the developer of the first Lithuanian web-based course on Statistics ``Statistics and Data Analysis Software'' is presented in the paper.
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Arbaugh, J. B. "How Classroom Environment and Student Engagement Affect Learning in Internet-based MBA Courses." Business Communication Quarterly 63, no. 4 (2000): 9–26. http://dx.doi.org/10.1177/108056990006300402.
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While the number of college courses being delivered via the Internet is increasing rapidly, our knowledge of what makes these courses effective learning experiences for students is still limited. Therefore, I conducted a study that examined the effects of technological, pedagogical, and student characteristics on student learn ing in Internet-based MBA courses. Of these characteristics, I found that only those reflecting instructor efforts to create an interactive classroom environment were significantly associated with student learning. Other characteristics such as the perceived ease of use of the course software package, the perceived flexibility of the online classroom environment, and the amount of time students spent logged onto the course Website were not significantly associated with student learning. These findings suggest that while some level of technological sophistication may be important, teaching expertise may be the primary criterion for teaching success in the online classroom environment. Therefore, instructors may need to spend more time developing and cultivating instructional skills such as simultaneously working with several smaller groups of students, developing interesting discussion questions, and fostering intimacy. To support this faculty development, business schools will likely need to make substantial infrastructural investments to ensure that their online course offerings are pedagogically and technologically conducive to student learning.
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Mahmod, Mohamed Ali, Asma Md Ali, and Asadullah Shah. "Massive Open Online Courses as an Augmentation of E-Learning: A Review." International Journal on Perceptive and Cognitive Computing 4, no. 2 (2018): 1–4. http://dx.doi.org/10.31436/ijpcc.v4i2.69.
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Massive Open Online Courses (MOOCs) are considered as important trends in electroniclearning (e-learning) in higher education. Many universities offered MOOCs to any learners who preferlearning via the internet and benefiting from the offered courses online. Massive Open Online Courses areopen learning to anyone to enrol and study and many offered courses are free which do not require payingfees. MOOCs are delivered as video-based content via the internet offered by educational institutions anduniversities to many international learners. There is a lack of previous studies and scientific papers thatinvestigates the global role of MOOCs in e-learning. MOOCs has emerged due to learning theories relatedto learners whether individuals or networks of learners. Therefore, this paper reviews Massive Open OnlineCourses characteristics, it spread around the world, its practical implementation in e-learning LearningManagement Systems (LMS) and its theoretical contributing roles to enhance e-learning through its rolesin promoting e-learning theories.
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Martsolf, J. David. "Using Internet in Distance Education." HortScience 30, no. 4 (1995): 900C—900. http://dx.doi.org/10.21273/hortsci.30.4.900c.
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In Spring 1994, a 2-h course in Agricultural Meteorology was handled primarily by e-mail. Six off-campus students asked to take the course by e-mail, and two on-campus students voted to join them. Seven students communicated with each other and the instructor via VAX-mail on the UF IFAS Computer Network [ICON]. The remaining student used a NASA supplied link to Internet. A few students used V-mail on ICON's VAX, in preference to the basic MAIL facility. A good textbook was found indispensable because the rest of the course content flowed through the network. The conversational characteristic of e-mail messages accommodated questions about the text and a term paper topic well. There is a tradeoff of commuting costs vs. computer and modem costs. Each participant worked at an individual—an advantage for students who have production responsibilities. Those students ranked the course as highly desirable [compared with the average for other courses in the department 1.33 vs. 1.39 (where 1 is top score and 5 lowest)]. Procrastination is a hazard, and the keyboard is a limiting factor. Both the preparation for and conduction of the course is more time consuming than conventional methods. This time requirement is expected to decrease with familiarity, the use of graphics, and commercial links to Internet.
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Xie, Shali. "University Piano Education Visualization System under the Background of Distance Education Based on 5G Network." Mathematical Problems in Engineering 2022 (March 9, 2022): 1–7. http://dx.doi.org/10.1155/2022/6825591.
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University piano education online learning courses supplement learning and have quickly advanced distance education and the essence of improving Internet innovation. Experts of piano education visualization system and distance piano education visualization system are a world specification, which offers various university and online open-source courses, for those who seek an online expert for piano education events. The individual online piano learning course is another choice for learning the education visualization system via progressive Internet correspondence. Past techniques depend on the profound learning piano education system courses of learning and information mining distance education. Existing strategies present specialized difficulties, which include the difficulty of the piano learning via an online network. As such, this study aims to establish a university piano education visualization system framework via a distance education background utilizing the fifth-generation (5G) network; the distance education learning for piano education visualization system course using the 5G network is proposed. The remote sensor shows an assortment of methods for grownups to partake in the online learning preparation. The idea of online communication within a network of instructors and understudies is extraordinary. When considering training-based or execution-based courses, there is a likelihood that the learning system may exhibit an inferior quality of sound, and the sound of the piano notes may lag with time over the network connection. Online learning provides adaptability and internationalization and has the capacity to interface with countless individuals and bring them together in the online learning environment. In this situation, the straightforward transportation and installment of remote sensors, the user of the distance educator 5G network is advised to view it from a commonsense perspective. Furthermore, there is a need to advance online piano education training in instructive exercises.
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Kırbaş, Şule. "The Views of Physical Education and Sports Teaching Instructors on Education in the COVID-19 Period." Journal of Education and Learning 9, no. 6 (2020): 196. http://dx.doi.org/10.5539/jel.v9n6p196.
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This study was conducted to determine the views of academicians regarding “The Views of Physical Education and Sports Teaching Instructors on Education in the Covid-19 Period”. The study used the phenomenological design, which is among qualitative research designs. 
 
 The study group comprised 63 academicians carrying out duty in 21 different universities in Turkey during the 2019-2020 academic year. In line with the goal, the study was carried out with academicians who could contribute on voluntary basis. In order to determine the views of the academicians, a structured interview form was used. The interview form comprises four questions aiming to determine the necessity of distance education in the physical education area, which courses in the area can be given within the scope of distance education, possibility of teaching applied courses via distance education and problems they face in courses in the distance education process which has been put into effect compulsorily due to pandemic. 
 
 The interview form was presented to the opinion of two instructors in the educational sciences area who have carried out qualitative research and then expert opinion was received. The application was conducted by primarily reaching the aforementioned academicians via telephone interview between 1 June-27 July 2020 and conveying the questions via e-mail. The descriptive analysis technique was used in analysis of the data.
 
 In the study 79% of the academicians stressed that applied courses should not be taught via distance education, while 52% stated that all theoretical courses could be taught via distance education. Examining the views of the academicians on the problems they faced in courses in the distance education process; 55% stated that the problems were associated with the system, 36% efficiency of the course, 30% inadequate student participation in the course, 21% inadequate student feedback, 21% evaluation, 19% inexperience about distance education and 17% lack of internet and computer opportunities in hometowns of students. 
 
 Considering the findings of the study integratedly; it is believed that teaching applied courses via distance education is inadequate and inefficient. Also it is possible to state that it may not be appropriate to teach theoretical courses via distance education, except when necessary.
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Wei, Wenzheng, and Ying Jin. "A novel Internet of Things-supported intelligent education management system implemented via collaboration of knowledge and data." Mathematical Biosciences and Engineering 20, no. 7 (2023): 13457–73. http://dx.doi.org/10.3934/mbe.2023600.
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<abstract> <p>The past decade has witnessed great progress in the Internet of Things (IoT), which can provide integrated platforms for data with various formats and to serve different parts of human society. Although IoT-supported education management systems have achieved some successful applications, most existing systems cannot perform intelligent information processing, such as autonomous planning and optimal scheduling. To remedy this gap, this work proposes a novel IoT-supported intelligent education management system that is implemented via collaboration of knowledge and data. First, the macroscopic architecture is designed according to field knowledge of education management, and a clustering-based data analysis algorithm is utilized to visualize real-time classroom characteristics. Then, statistics of learning status are generated, and personalized following plans are accordingly suggested to different specific users. Finally, the functions of the designed smart education management system are tested via computer simulation operations. The obtained results show that the proposal can work well under a real-time data stream and is expected to serve as a typical education management application in smart cities. Through verification, it is found that the integration of general education and professional courses is the ideal starting point for the design of the elements of an optimal course structure for engineering practice majors. In particular, we should strengthen the reform of the following course types: introduction to design, general education, concentrated practice, comprehensive design and peak courses.</p> </abstract>
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Roper, Steven D. "Conducting a Distance Education Course When You Are the Distant One." PS: Political Science & Politics 37, no. 3 (2004): 477–79. http://dx.doi.org/10.1017/s1049096504004718.
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There has been a great deal of discussion in PS: Political Science & Politics concerning the development, use, and evaluation of distance education courses delivered via the Internet (Young 1998; Botsch and Botsch 2001; Pollock and Wilson 2002). While the literature in this new area of teaching instruction varies in terms of its focus and recommendations, one common assumption is that the delivery of the distance education course is accomplished while the faculty member is on campus. For example, Young (1998) does an excellent job of describing how university resources can be utilized in the gradual process of incorporating technology to develop a “cyberclass.” The analysis of Botsch and Botsch (2001) concerning outcomes in online and traditional courses was based on online courses offered during the regular semester as part of the normal teaching load.
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Yi, Yumi, and Rosemary Hyejin Moon. "Sustained Use of Virtual Meeting Platforms for Classes in the Post-Coronavirus Era: The Mediating Effects of Technology Readiness and Social Presence." Sustainability 13, no. 15 (2021): 8203. http://dx.doi.org/10.3390/su13158203.
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In response to the COVID-19 pandemic, educational institutions were forced to turn to online classes that are either recorded or taught live on virtual meeting platforms. Students could, therefore, attend classes from virtually any location using their mobile devices and Internet access. Despite the prolonged pandemic, little attention has been paid to whether offering courses on a virtual meeting platform is sustainable. This study, therefore, explores the antecedents of students’ intentions regarding the sustained use of virtual meeting platforms for academic courses. We investigated the relationship between technology readiness (TR) and perceived social presence (SP) within a virtual communication setting with course satisfaction and sustained use intention. Data were collected via a survey from 525 college students in South Korea who had attended classes using a virtual meeting platform. Serial mediation analysis revealed a pathway in which SP and course satisfaction in series fully mediate the positive relationship between technology readiness and sustainability. This study discusses the implications in relation to the sustainability of virtual technology-based courses as a replacement of live classroom-based courses from a user perspective. Further research is needed to understand users’ negative experiences of attending courses on virtual meeting platforms.
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Aziza, Rosida Nur. "Pelatihan Internet dan Pengenalan E-Commerce Bagi Masyarakat Desa Ciaruteun Ilir Bogor." TERANG 1, no. 1 (2019): 10–20. http://dx.doi.org/10.33322/terang.v1i1.92.
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Ciaruteun Ilir is a village in the District of Cibungbulang, Bogor. It is located approximately 25 kilometres from the capital of the Bogor Regency. The average population, mostly farming, is on the poverty line and has a low level of education. Formal education facilities are still very limited. Therefore, training and courses from the government and other parties are needed to increase the knowledge, broaden their mind, and improve the skills of the population. The courses that are organized are expected to increase the villagers’ income. While broader mind is expected to increase citizens' awareness of the importance of education. The PKM (Program Kemitraan Masyarakat or community service program) team intends to provide training related to Information Technology to the public, especially regarding the introduction of the Internet. The public will be introduced to the Internet and E-Commerce, which is one of the Internet applications that allows buying and selling transactions through the Internet network. The internet will open opportunities for citizens to increase knowledge and learn from various sources. With E-Commerce training, villagers will be equipped with the ability to be able to introduce products from their villages and doing commercial transactions via the Internet.
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Williams, Shirley, and E. J. Highwood. "A Comparison of Social Learning Systems: Crochet Alongs and Moocs." European Journal of Open, Distance and E-Learning 21, no. 2 (2018): 14–26. http://dx.doi.org/10.2478/eurodl-2018-0004.
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Abstract Essentially social learning is a system where the learning occurs with and from others. Internet-based technologies have provided environments within which social learning can take place among very large groups covering various topics, ranging from academic to leisure. In general MOOCs are academic-related courses offered by educational institutions, following a model of formal education, however they also take advantage of the concept of social learning, encouraging participants to learn together and from each other. Crochet Alongs (CALs) are non-formal courses offered outside educational institutions. CALs give crocheters the opportunity to learn more about their craft within an Internet-based social learning system, while working independently on their own instantiation of a pattern released at intervals. Participants offer support to each other via social media, sometimes seeking help in overcoming problems and other times just to share success. There is a considerable body of research into the MOOC phenomena, there is no such body of research into CALs, or other Internet-based craft courses. There are a number of similarities between MOOCs and CALs with some CALs attracting thousands of participants to freely available online courses. Contrasting MOOCs and CALs offers educationalists to explore alternatives approaches to social learning.
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Jakchaikul, Vipa. "Application of Learning Management System for Online Learning Modules." Applied Mechanics and Materials 804 (October 2015): 347–50. http://dx.doi.org/10.4028/www.scientific.net/amm.804.347.
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In the present decade, education is entering to the world of online learning and focusing to a learner as the center of education. To manage learning system successfully, the education courses: Learning management system (LMS) based on the online learning has been developed. In this study, LMS was developed for Programming Language course for the students of Rajamangala University of Technology Phra Nakhon by using the principle of software development life cycle (SDLC) process. Additionally, the development of the program was done via important major phases of planning analysis, design, implement and evaluated by experts in this field. From 60 randomly selected students of the Faculty of Science and Technology, online Programming Language course providing modules based on LMS model via the Internet showed higher efficiency of 85% than the control in the standard usual instruction procedure. All these aspects of system performance evaluated by the students were also at high level and satisfied with the developed lesson described on the web. Therefore, this online learning system is helpful for all learners in the present information technology world. This system would be further applied for other courses with other additional interactive systems.
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F.D.Setyawan, Gregorius Ferdian, Hero Wintolo, and Yuliani Indrianingsih. "PENGEMBANGAN LAYANAN PENYEBARAN INFORMASI AKADEMIK BERBASIS ANDROID." JISKA (Jurnal Informatika Sunan Kalijaga) 2, no. 3 (2018): 151. http://dx.doi.org/10.14421/jiska.2018.23-04.
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E-pengumuman is a multimedia-based information dissemination application that utilizes internet network as data eye media. The use of android mobile apps as a tool for accessing anything connected to the internet helps the customers with information submitted by the app site. Make the Internet as a central storage server to manage data as well as information. Services available on the application can be accessed through student information websites, faculty, and courses. While the news can be accessed via mobile Android. The results of this app testing show that this application can be used as a delivery service and receive information appropriately.
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Gunnarsson, Svante, and Inger Erlander Klein. "Including Sustainable Development in Automatic Control Courses." SEFI Journal of Engineering Education Advancement 1, no. 1 (2024): 5–13. http://dx.doi.org/10.62492/sefijeea.v1i1.9.
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The automatic control subject has several connections to sustainability and can play an important role in the strive towards a more sustainable society. An example of how sustainability is included in a basic course in automatic control is presented, where the links between the degree requirements, sustainability and the subject are illustrated using The Global Goals for Sustainable Development (SDGs). The key idea is to present real world application examples where automatic control is a vital component and there are clear connections to the SDGs. The examples are inspired and illustrated using videos and images taken from the internet. Several times during the course a part of the lecture time is used to show a video, describe how the control subject comes in, and how the use of feedback control via the application can contribute to the fulfillment of the SDG.
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Maio, Maurício de, and Marcus Castro Ferreira. "Experience with the first Internet-based course at the Faculty of Medicine, University of São Paulo." Revista do Hospital das Clínicas 56, no. 3 (2001): 69–74. http://dx.doi.org/10.1590/s0041-87812001000300002.
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PURPOSE: The Internet expands the range and flexibility of teaching options and enhances the ability to process the ever-increasing volume of medical knowledge. The aim of this study is to describe and discuss our experience with transforming a traditional medical training course into an Internet-based course. METHOD: Sixty-nine students were enrolled for a one-month course. They answered pre- and post-course questionnaires and took a multiple-choice test to evaluate the acquired knowledge. RESULTS: Students reported that the primary value for them of this Internet-based course was that they could choose the time of their class attendance (67%). The vast majority (94%) had a private computer and were used to visiting the Internet (75%) before the course. During the course, visits were mainly during the weekends (35%) and on the last week before the test (29%). Thirty-one percent reported that they could learn by reading only from the computer screen, without the necessity of printed material. Students were satisfied with this teaching method as evidenced by the 89% who reported enjoying the experience and the 88% who said they would enroll for another course via the Internet. The most positive aspect was freedom of scheduling, and the most negative was the lack of personal contact with the teacher. From the 80 multiple-choice questions, the mean of correct answers was 45.5, and of incorrect, 34.5. CONCLUSIONS: This study demonstrates that students can successfully learn with distance learning. It provides useful information for developing other Internet-based courses. The importance of this new tool for education in a large country like Brazil seems clear.
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Danielewicz-Betz, Anna, and Tatsuki Kawaguchi. "Gaining Hands-on Experience via Collaborative Learning: Interactive Computer Science Courses." International Journal of Emerging Technologies in Learning (iJET) 10, no. 3 (2015): 34. http://dx.doi.org/10.3991/ijet.v10i3.4510.
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In this paper we report on the practical outcomes of Software Studio (SS) undergraduate course, but also on a graduate Software Engineering for Internet Applications (SEIA) course, both of which are taught collaboratively by IT and non-IT faculty members. In the latter, students are assigned to projects proposed by actual customers and work together in teams to deliver quality results under time and resource constraints. We are interested in the learning results, such as skills acquired, e.g. by analysing the interaction between students and customers to determine how and to what degree the students transform through project based collaborative learning. As for the SEIA course, the primary goal is to allow students to manage a relatively large number of tools with little prior knowledge and having to work out how to obtain detailed information about given features, when required. In other words, students have to understand the key ideas of web application development in order to be able not only to apply technical knowledge, but also to successfully interact with all the stakeholders involved. In the process, we look for the added value of collaborative teaching, aiming at equipping the participants with both technical and non-technical skills required for their prospective jobs.
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Voelkl, E., L. F. Allard, J. Bruley, and D. B. Williams. "(Under)Graduate Teaching Using Internet Access to Electron Microscopes." Microscopy and Microanalysis 3, S2 (1997): 1095–96. http://dx.doi.org/10.1017/s1431927600012368.
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The Lehigh University is presently offering direct access to top of the line electron microscopes at ORNL via the Internet for one graduate and one undergraduate course (Advanced TEM, Electron Microscopy & Microanalysis). The students at Lehigh have the opportunity to themselves control the Hitach HF-2000 FEG TEM. The controls presently include change of magnification and focus, moving the sample and correction for astigmatism. In this way, the students can collect high resolution lattice images of various materials and study e.g., the effects of changing focus on lattice images (contrast reversal). While the students at Lehigh can sit in the class room and run the instrument in broad daylight and communicate freely without disturbing the instrument by phonics, the instrument itself is protected from misuse through several layers of hardware and software.This new way of teaching EM courses has become possible through recent advances in computer hardware (live-time Fourier transforms (FFTs)) and software. A commercial software package TimbuktuPro provides remote access to the computer at the HF-2000 at ORNL which controls the instrument as well as the slow-scan CCD-cameras (Gatan, model 794) attached to the instrument.
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Journal, Baghdad Science. "DIFFICULTIES IN USING THE INTERNET IN THE TEACHING OF SCIENCES." Baghdad Science Journal 4, no. 2 (2007): 263–70. http://dx.doi.org/10.21123/bsj.4.2.263-270.
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The present research aims at recognizing the difficulties and problems which hamper teachers and educators alike when using the internet for educational purposes.It discusses the benefits of the internet as a source of information or publication and as a communicative tool.Arandom sample of (30) teachers working at schools in Baghdad / Second Risafa,was selected.Three of the sample members use the internet for student project plans via internet centers, whereas 16 of them use it for chatting, emailing and research purposes.The rest of the sample have limited knowledge of the internet. The researcher used the interviewing method to gather data from the sample members.The method involved eleven questions which required their replies.The repeated distribution and the percentage were employed to analyze the collected data.Among the conclusions arrived at is that the difficulties confronted by the teachers are their computer and internet illiteracy, particularly in teaching sciences, lack of internet and computer training courses,unavailability of computers, shortage of computer and internet guides and manuals which,even when available,do not match the ongoing progress,lack of technical support,continuing power failure, high cost of computers and internet access systems, anxiety and fear of misusing the internet, which led to negative orientation in internet use,fear of accessing non-educational sites,fear of losing focus when browsing the web, in addition to the teachers’ lack of knowledge of other languages such as the English. The study makes the following recommendations.It recommends that the Ministry of Education should provide computers which are connected to the internet.Computer and internet training courses must also be held to provide teachers with the skills they need to use the internet in teaching science.There should also be curricula prepared which include the use computers and the internet in most subjects, particularly science.Material and technical support should also be provided for schools.
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AL_RIKAB, RAID BAYISH. "DIFFICULTIES IN USING THE INTERNET IN THE TEACHING OF SCIENCES." Baghdad Science Journal 4, no. 2 (2021): 263–70. http://dx.doi.org/10.21123/bsj.2007.4.2.263-270.
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The present research aims at recognizing the difficulties and problems which hamper teachers and educators alike when using the internet for educational purposes.It discusses the benefits of the internet as a source of information or publication and as a communicative tool.Arandom sample of (30) teachers working at schools in Baghdad / Second Risafa,was selected.Three of the sample members use the internet for student project plans via internet centers, whereas 16 of them use it for chatting, emailing and research purposes.The rest of the sample have limited knowledge of the internet. The researcher used the interviewing method to gather data from the sample members.The method involved eleven questions which required their replies.The repeated distribution and the percentage were employed to analyze the collected data.Among the conclusions arrived at is that the difficulties confronted by the teachers are their computer and internet illiteracy, particularly in teaching sciences, lack of internet and computer training courses,unavailability of computers, shortage of computer and internet guides and manuals which,even when available,do not match the ongoing progress,lack of technical support,continuing power failure, high cost of computers and internet access systems, anxiety and fear of misusing the internet, which led to negative orientation in internet use,fear of accessing non-educational sites,fear of losing focus when browsing the web, in addition to the teachers’ lack of knowledge of other languages such as the English. The study makes the following recommendations.It recommends that the Ministry of Education should provide computers which are connected to the internet.Computer and internet training courses must also be held to provide teachers with the skills they need to use the internet in teaching science.There should also be curricula prepared which include the use computers and the internet in most subjects, particularly science.Material and technical support should also be provided for schools.
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Wang, Yuqin, Bing Liang, Wen Ji, Shiwei Wang, and Yiqiang Chen. "An improved algorithm for personalized recommendation on MOOCs." International Journal of Crowd Science 1, no. 3 (2017): 186–96. http://dx.doi.org/10.1108/ijcs-08-2017-0021.
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Purpose In the past few years, millions of people started to acquire knowledge from the Massive Open Online Courses (MOOCs). MOOCs contain massive video courses produced by instructors, and learners all over the world can get access to these courses via the internet. However, faced with massive courses, learners often waste much time finding courses they like. This paper aims to explore the problem that how to make accurate personalized recommendations for MOOC users. Design/methodology/approach This paper proposes a multi-attribute weight algorithm based on collaborative filtering (CF) to select a recommendation set of courses for target MOOC users. Findings The recall of the proposed algorithm in this paper is higher than both the traditional CF and a CF-based algorithm – uncertain neighbors’ collaborative filtering recommendation algorithm. The higher the recall is, the more accurate the recommendation result is. Originality/value This paper reflects the target users’ preferences for the first time by calculating separately the weight of the attributes and the weight of attribute values of the courses.
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Aslan, Sevda. "The Views of University Students Regarding Internet Addiction." Contemporary Educational Researches Journal 6, no. 3 (2016): 88–94. http://dx.doi.org/10.18844/cerj.v6i3.992.
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In this study, it is aimed to determine the views of university students regarding Internet addiction. The study group consisted of 64 4th year students studying at Kırıkkale University Faculty of Arts and Sciences’ department of philosophy and Kırıkkale University Faculty of Health Sciences’ department of child development in Spring 2013-2014 academic year. In this study, University Students’ Views Regarding Internet Addiction Form were developed by the researcher in order to determine the views of university students. These forms consisted of nine open ended questions related to the students’ views about Internet addiction. According the findings of this research; not being able to fulfill the requirements of friendship, which are communication, sharing and responsibility; trying to overcome those via social media; being lonely, they have scarcely any family ties, the adolescent considers entering the courses and doing literature review in the library as a waste of time and therefore obtains insufficient academic information solely from the Internet. Keywords:University students; Internet addiction; student views
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Raman, Arumugam, and Raamani Thannimalai. "Internet of Things: Applications and Challenges at Higher Learning Institutions." International Journal of Instruction, Technology and Social Sciences 1, no. 2 (2020): 1–15. http://dx.doi.org/10.47577/ijitss.v1i.7.
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The Internet of Things (IoT) is an inovative system where internet is connected to the physical world via ubiquitous sensors and is rapidly making its way into higher learning institutions. By modifying how higher institutions gather data, interface with students and automate processes, the IoT has the potential of revolutionizing education. Universities may offer opportunities to magnify content delivery, augment learner and faculty interaction when IoT devices are utilized. Massive open online courses, online software application and education applications make students co-creators and active individuals in acquiring their knowledge and experience. However, many challenges such as Malware, Distributed Denial of Service, data storage, data security, privacy, decentralized network management and connectivity come along with the use of internet:. This conceptual paper offers suggestions to overcome these challenges to address future threats to IoT and provides directions for future research.
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Kaya Keles, Mümine, and Abdullah Emre Keles. "Distance education with Moodle in engineering education: online programming assignments." Tehnički glasnik 12, no. 1 (2018): 27–33. http://dx.doi.org/10.31803/tg-20180130122812.
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The concept of distance education systems is a concept that applies to all levels of education, including universities. The use of distance education systems has increased considerably in universities today. M any faculties in many universities use distance education systems for their courses. The purpose of this paper is to design and develop a system that can be used to upload lecture notes and assignments online via the Internet, to do online exams, to provide a compilation control of all the assignments written, especially in the C programming language, by instructors who are primarily in the Engineering Department, then all instructors in the universities using the Moodle platform. Moreover, the aim of this paper is to design and develop a system in which the students primarily in the Engineering Department using the Moodle platform and then students in all the universities can follow the course contents, upload the assignments, and discuss their questions about the course with their instructors and their friends. As a result of this paper, a scheme is provided to easily compile, run and grade the programming assignments (source codes) given in the Programming courses using the Moodle website collected in a single place.
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Siraj, Syed Muhammad Sajid, Muhammad Freed, and Sana Bint-e-Javaid. "TECHNOLOGY TRENDS IN ENGLISH LANGUAGE TEACHING AT TERTIARY LEVEL IN PAKISTAN." Pakistan Journal of Social Research 04, no. 03 (2022): 57–64. http://dx.doi.org/10.52567/pjsr.v4i03.686.
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Twenty-first century Student at tertiary level carries more than a traditional resource pack in classroom. With the introduction of modern technology, the dynamics of teaching and learning has reshaped. This paper aims to investigate the use of technology in English language teaching and learning at tertiary level in physical classroom. To be more specific, this study was carried out to explore the trends of technology use at tertiary level in English language related courses offered at four private sector universities in Karachi. The data were collected through survey questionnaire via Google forms, from 35 English language teachers, who taught the courses and 134 students enrolled in the courses. Findings reveal that, internet, computers (desktops/laptops), videos and overhead projectors were the most frequently used technology tools out of 21 different types of technology tools on the list with 92%, 78%, 68% and 65% respectively. Whereas, the use of web-based tools such as classwiki, googledocs and e-news were the least practiced for teaching English language. The study concludes that English language teachers at tertiary level were actively using internet and desktop/laptops tools in their classroom while were found to less inclined toward social media based technology forums for teaching purposes. Keywords: Instructional Technology, Educational Technology, Higher Education
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Voevodskaya, Elena A. "Training foreign language teachers to implement blended learning technologies." Yaroslavl Pedagogical Bulletin 4, no. 121 (2021): 57–63. http://dx.doi.org/10.20323/1813-145x-2021-4-121-57-63.
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The article studies the requirements that a future English teacher must meet according to the higher education federal educational state standards in the sphere of the graduate’s readiness to employ information and communication technology in their professional career; the gap between these requirements and educational results is shown. The author comes to the conclusion that it is necessary to include the questions connected with the usage of digital technologies into the course of methodology or design the corresponding elective courses for students. The author analyzes the terms from scientific literature which suppose the Internet usage in the educational process: digitalization, information and communication technologies, e-learning, distant learning, blended learning. The blended learning models are presented in the article; the most efficient blended learning model for bachelor full-time students is described. The article describes the elective course «Educational Internet resources in language teaching» that was based on this research. The article contains the description of the course as well as face-to-face and distant work aimed at the course acquisition; the examples of tasks for students to accomplish at seminars and work independently are given; the optimum correlation between direct input activities and independent learning via the learning management system Moodle or on the Internet in these terms and conditions caused by the coronavirus pandemic is suggested. The advantages of blended learning are considered on the basis of the course piloting at pedagogical university. At the end of the article the conclusion about the necessity to prepare graduates for work at a new digital school is drawn.
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Scorsolini-Comin, Fabio, Felipe José Gameiro, David Forli Inocente, and Alberto Borges Matias. " Avaliação de tecnologias educacionais em cursos a distância Evaluation of educational technologies in distance education courses ." RDBCI: Revista Digital de Biblioteconomia e Ciência da Informação 8, no. 2 (2011): 88. http://dx.doi.org/10.20396/rdbci.v8i2.1935.
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No contexto da sociedade da informação e da necessidade cada vez mais urgente de qualificação profissional para o mercado de trabalho, a educação a distância surge como uma alternativa capaz de fornecer subsídios para a formação profissional, ao possibilitar instrução flexível e de baixo custo, o que vem ocorrendo nos últimos tempos, notadamente para cursos em nível de pós-graduação, via internet. O objetivo deste trabalho foi analisar como as ferramentas tecnológicas de dois cursos a distância são vistas pelos alunos, assim como discutir a atuação de um profissional da informação neste contexto. Esta análise foi feita a partir de um questionário aplicado a alunos de dois cursos de MBA in company a distância. Os resultados mostraram que as ferramentas de ambos os cursos foram bem avaliadas quanto a sua funcionalidade e objetivos pedagógicos, revelando a necessidade de pesquisas mais profundas e de caráter qualitativo. Destaca-se, ainda, a atuação do profissional da informação como imprescindível no desenvolvimento, implementação e administração das tecnologias educacionais avaliadas.AbstractIn the context of information society and the increasingly urgent need of professional qualification for the job market, the distance education appears as an alternative capable of providing subsidies for vocational training enabling a highly flexible, low-cost education, what has been happening lately especially for courses at the postgraduate level via the Internet. The objective of this study was to analyze how the technological tools of two distance courses are seen by students as well as discus the role of a professional information in this context. This analyze was based on a questionnaire administered to students in two courses of a distance MBA in company. The results of the research is that the tools of both courses were well evaluated as its functionality and educational goals, besides the need to research deeper and qualitative in nature. It also noted the role of professional information in the development, implementation and administration of educational technologies.
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Singhose, William, Joshua Vaughan, Kelvin Chen Chih Peng, et al. "Use of Cranes in Education and International Collaborations." Journal of Robotics and Mechatronics 23, no. 5 (2011): 881–92. http://dx.doi.org/10.20965/jrm.2011.p0881.
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This paper describes the use of cranes in system dynamics and control courses and international collaboration. Four different cranes designed and built for educational purposes are presented, and the curriculum developed to use the cranes is summarized. The cranes can be operated remotely from anywhere in the world via the Internet. This feature facilitates both educational activities and research collaboration. Example use of cranes in international collaboration and undergraduate research are described. The paper concludes with a discussion of key challenges and a program assessment.
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Guney, C., O. Akinci, and K. Çamoğlu. "ARTIFICIAL LEARNING-BASED PROCTORING SOLUTION FOR REMOTE ONLINE ASSESSMENTS: “VPROCTOR”." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLVI-4/W5-2021 (December 23, 2021): 235–38. http://dx.doi.org/10.5194/isprs-archives-xlvi-4-w5-2021-235-2021.
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Abstract. Technological developments have paved the way for courses, trainings and assessments to be made online remotely in education and employment. In the meantime, over the years, the demand for online distance learning has increased rapidly. Eventually, it has been seen that this is a necessity and it has become widespread during the COVID-19 pandemic period. As can be seen in the example of massive online open courses, although remote learning is carried out online, perhaps the most important problem is how to evaluate the relevant courses safely and reliably. Thus, remote online proctoring is becoming an increasingly popular and needed issue. In this study, the issue of conducting the examination remotely online via internet-connected video and audio communication will be evaluated. Furthermore, the solution called vProctor was developed to contribute to the elimination of deficiencies in remote online proctoring using artificial learning. Overall, it has been observed that the proposed solution is managed to determine inappropriate behaviors like cheating in the online assessments.
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Norlaila Abdullah Chik, Nur Aili Hanim Hanfiah, Nor Suzylah Sohaimi, and Farahiyah Fadzil. "Covid 19: Implementation of Digital Interactive Teaching and Learning (Ditl) in the ‘Statistics for Social Science’ Course." Journal of Advanced Research in Applied Sciences and Engineering Technology 29, no. 1 (2022): 129–41. http://dx.doi.org/10.37934/araset.29.1.129141.
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The spread of COVID-19 has drastically changed the community's norms or lifestyles, including public or private servants working from home (WFH). WFH also occurs among staff at the school and university. All students and educators were encouraged to continue their teaching and learning sessions online. The lecturers had to continue teaching and learning (T&L) at the university level via e-learning or electronic learning, including calculation courses such as statistics. At UUM, the ‘Statistics for Social Science’ course is one of the courses offered for social science students, and it is a compulsory subject. Most students have studied statistics courses in high school, and some are not interested in the calculation course, particularly when it becomes a compulsory course at the university level. University management introduced various methods to ensure the lecturers and students can fulfil their roles in teaching and learning. Therefore, universities introduced DITL through online workshops and training for lecturers and students. This study aims to examine the effectiveness of DITL on students of the 'Statistics for Social Sciences' course during COVID-19. The methods used are descriptive statistics, Pearson correlations, and regression analysis. The results were found moderately effective based on a mean score of 3.53. The Pearson correlation results show a positive and significant relationship between Course Delivery (lecturers’ delivery, course assessment, and course content) and DITL. The descriptive analysis result of DITL confirms the results. Based on the result of simple regression analysis, it shows that Internet Speed affects the DITL and H null failure to accept. In conclusion, DITL can be continued during the COVID-19 pandemic as it aligns with the advancement of information and communication technology (ICT). Therefore, ICT in teaching and learning has been implemented as well as possible, even during COVID-19.
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Schellhammer, F. "Do radiologists want/need training in cardiopulmonary resuscitation?: Results of an internet questionnaire." Acta Radiologica 44, no. 1 (2003): 56–58. http://dx.doi.org/10.1258/rsmacta.44.1.56.
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Purpose: Prompt and effective cardiopulmonary resuscitation (CPR) decreases morbidity and mortality following cardiopulmonary arrest. Radiologists are frequently confronted with severely ill patients, who may deteriorate at any time. Furthermore, they have to be aware of life-threatening reactions towards contrast media. This study was designed to assess experience and self-estimation of German-speaking radiologists in CPR and cardiac defibrillation (CD). Material and Methods: 650 German-speaking radiologists were audited by a specially designed questionnaire, which was sent via e-mail. The answers were expected to be re-mailed within a 2-month period. Results: The response rate was 12.6%. 72.8% of the responders had performed at least 1 CPR (range 9.5±13.1) and 37% at least 1 CD. 67.9% had had opportunities to attend training courses, which had been utilized by 41.8% of them. The last training of the responders was more than 2 years ago in 69.2% and more than 5 years ago in 37%. Of all responders 75.6% expressed the need for further education. Conclusion: The small response rate indicates the small importance of CPR in the subpopulation surveyed. The vast majority of the responders, however, showed interest in basic and advanced life support and advocated regular updates. It seems reasonable that radiological departments themselves should organize courses in order to cope with their specific situations.
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Sarangi, Pradosh Kumar, Ravi Kant Narayan, Braja Behari Panda, M. V. Kameswar Rao, Swaha Panda, and Chaitanya Mittal. "Subspecialization, Senior Residency, or Private Practice: The Dilemma of Final-Year Radiology Postgraduate Residents in India." Indian Journal of Radiology and Imaging 33, no. 03 (2023): 295–301. http://dx.doi.org/10.1055/s-0043-1761255.
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Abstract Background Radiology is among India's top five speciality choices pursued by meritorious medical graduates. With the advent of the subspecialization degree courses, fellowships, the requirement of senior residency as faculty eligibility criteria, and the lucrative option of private practice, the final-year postgraduates are given opportunities to choose from but with little guidance on what and how to choose. This study aims to analyze the views of the final-year radiology postgraduate residents in India regarding their understanding of how to proceed in their professional life with options available. Materials and Methods A cross-sectional, questionnaire-based study was conducted online via Google forms distributed via email and social media platforms. The questionnaire was prepared after going through previous literature, video blogs, and media available on the Internet and was further validated for content. Results About half (48%) of them wished to pursue higher studies in the form of Doctorate of Medicine (DM) degree courses or fellowships. Almost three-quarters of the participants preferred short-term subspecialization via fellowships over 3-year DM courses (28%). Regarding clinical practice, 61.9% preferred to take up senior residency, while slightly over one-third (35.7%) expressed their will to move on to private practice. Conclusion A relative conundrum was observed in the decision to take up senior residency or private practice or to go for DM but had to pursue a fellowship due to limited choice in topics and seats available in the country for subspecialization.
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Hatim, Ibrahim. "The Satisfaction of Students about how Instructional Design Quality Criteria for E-course in Distance Learning." Multicultural Education 6, no. 5 (2020): 1. https://doi.org/10.5281/zenodo.4281105.
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<em>The goal of this study is to understand the level of satisfaction of students with the quality of instructional design requirements for e-learning courses in distance learning at the Imam Abdul Rahman bin Faisal University, as the current study aimed to develop quality instructional design standards for e-learning courses through the Internet, This is accomplished via the following goals: to identify key areas in which the quality of instructional design for e-learning courses can be controlled through the Internet, and to establish criteria for assessing the quality of instructional design for such courses and to organise them into categories and touchstones to verify that they meet requirements, and to create a list of quality criteria for instructional design and I And the study found a total of results for a group of students pursuing e-learning programmes for Imam Abdul Rahman bin Faisal Associate University. Results of test(t) between the middle classes of respondents (students are experienced in computer skill / experience Medium to Low computer skills) in the measurement of satisfaction, value(v) is a statistical function, testing (v) is a statistic function between middle classes (average high school / low academic rate), Then it cannot be said that the level of satisfaction and satisfaction between students in the e-learning programmes, affiliated with the University of Imam Abdul Rahman bin Faisal and e-low Environmentally, differs significantly between the sexes (male and female), and shows high levels of satisfaction in all vocabulary of the first, second , and third dimensions.</em>
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Ewa, Agnieszka Pichola. "Symulator rzeczywistości – uwagi o procesie nauczania zdalnego." Rocznik Tomistyczny 10 (2021) (December 31, 2021): 223–33. https://doi.org/10.5281/zenodo.5791386.
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Since education, including university co­urses, has been transfered to online sys­tem we have faced the entirely new unprecedented challenge. It is true that computer and the internet based tech­nology has been widely adopted for aca­demic purposes. There have been cour­ses online offered long before the lockdown and there have been conferen­ces held via internet enabling wide au­dience to communicate freely. Nowadays, however, since pandemic restriction have been introduced, only full online classes allow to conduct academic work. We suf­fer because we, teachers and students, are experiencing difficulties in pursuing academic tasks. After a few months we come to the conclusion that online edu­cation and traditional forms of teaching cannot be equated. This paper attempts to identify the main issues which accom­pany the process, such as the absence of social life or depravity of personal rela­tions. In analysis from a philosophical point of view, of philosophy of education of professor Mieczysław Gogacz, we ask what is the essence of the system called online teaching and to what extend it modifies personal dimension and rela­tions proper to the process of educating. We gather both, positive and negative aspects, and show that numerous distur­bing consequences of the online method in a longer perspective may render edu­cation ineffective. We conclude that it has already been observed that remote system has plunged learning and acade­mic life. Hence, in we suggest we sug­gest that classical school of teaching, especially in the field of philosophy, sho­uld be maintained as incomparably re­liable and comprehensive.
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Ezem BU and Okeudo C. "Learning mode preferences of obstetrics and gynaecology students of Imo State University, Owerri." Ibom Medical Journal 6, no. 2 (2013): 24–28. http://dx.doi.org/10.61386/imj.v6i2.107.
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Background:Medical students are required to acquire a lot of knowledge during their course. This information is delivered via many teaching modes. It is desirable to determine which of these modes are most effective in transferring knowledge.Method:This was a questionnaire study of sixty one students doing their obstetrics and gynaecology rotation in Imo state University Teaching hospital Orlu.Results:Only 58 of the students returned the questionnaires. The mean age of the students was 27.4+/-2.43 and they had spent between eight and nine years. Clinics contributed most (26.8%) to the knowledge acquired by students. It was followed by ward rounds and ,books 14.3% each, resident doctors 13% and lectures 12.9%. Internet and theater sessions contributed very little. Although many deficiencies were identified 56 (96.6%) of the students scored the posting at least satisfactory.Conclusion:There is a need to place more emphasis on clinics and ward rounds which are considered very effective by the students. The relatively ineffective lectures could be improved by making all medical teachers undergo teaching courses. Activities like theater sessions which consume a lot of time but impart very little knowledge should be modified while cheaper internet facilities should be provided.
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Huang, Fangfeifei. "The Impact of MOOCs on Traditional Higher Education Systems." Advances in Education, Humanities and Social Science Research 12, no. 1 (2024): 589. https://doi.org/10.56028/aehssr.12.1.589.2024.
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Since the turn of the twenty-first century, the concept of multiple open and free online teaching courses has steadily increased in popularity. Still the theoretical foundations of these courses predate the digital revolution and may be traced back to the 1960s. The rise of major MOOC carriers like Coursera, Udacity, and edX, along with the participation of prestigious U.S. universities, has offered many free and high-quality online courses since 2007. This led Time magazine to call 2012 the "Year of the MOOC." Researchers globally are analyzing how to promote MOOC development and its future impact on higher education. Students born after 1995 in China, who are increasingly interested in MOOCs, are challenging traditional higher education models. The widespread adoption of MOOCs indicates that China's traditional higher education system may undergo significant changes. MOOCs are defined as online courses designed for unlimited participation and open access via the Internet, including traditional materials and interactive forums. However, uncertainties about MOOCs' future growth and openness have been noted. MOOCs impact traditional higher education concepts by challenging existing philosophies and integrating new teaching methods like flipped classrooms and blended learning. Despite these advancements, traditional education in China faces challenges with outdated MOOC designs and low course completion rates. The study suggests that MOOCs can drive substantial reforms in Chinese higher education, such as updating traditional concepts and enhancing teaching methods. Future research should focus on quantitative evaluations of MOOCs' impacts and incorporate international experiences to advance higher education reforms in China.
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Peliza, Rahman, and Muhammad Munawir Pohan. "Online Learning: Problems Experienced by Students in Educational Supervision Courses." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (2022): 3491–98. http://dx.doi.org/10.35445/alishlah.v14i3.1945.
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This study aimed to describe some of the problems students face in online learning in educational supervision courses in the Kerinci Regency. This type of research is classified as a qualitative research type. This study enrolled four fifth semester students, two from class B and two from class D. The data collection techniques used in this study were observation and interviewing. The techniques used in data analysis include data collection, data reduction, presentation and conclusion. Credibility, dependability, and confirmability tests can be used to determine validity. The research phase entails the following activities: theme selection, literature review, formulation of the research objective and difficulty, data collection, data refinement, data processing, data analysis, theoretical dialogue, triangulation of findings, and research conclusions. The research findings indicate that: (1) the internet network is frequently disrupted, resulting in material explained by lecturers via zoom meetings not sounding clear and being misunderstood by students; (2) some students lack access to learning tools such as laptops and androids, which slightly impede the lecture process and group discussions during zoom meetings; and (3) the level of seriousness and activeness of students in participating in online lectures through zoom meetings is still not good.
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Wilson, Matthew S., and Chad T. Miller. "Using Google Maps Web-application to Create Virtual Plant Maps for Use as an Online Study Tool in Plant Identification Courses." HortTechnology 25, no. 2 (2015): 253–56. http://dx.doi.org/10.21273/horttech.25.2.253.
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Virtual plant maps were developed using a web-application for plant identification courses with the goal of providing an additional study resource to students. Each map plots the plants covered for the given weekly plant list, providing photographs of specimens, correct nomenclature, along with additional identification and cultural information. The virtual plant maps provide students an opportunity to review and revisit plants covered in lecture and laboratory sections on their own and at their convenience. An additional advantage of the virtual plant maps is that they can be easily created using a free web-application via any Internet browser, without the need for rigorous understanding of software and webpage design.
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Wiratsiwi, Wendri. "PERSEPSI MAHASISWA PGSD TERHADAP PEMBELAJARAN DARING PADA MATA KULIAH PENDIDIKAN BAHASA DAERAH DI SEKOLAH DASAR." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 12, no. 2 (2022): 147–54. http://dx.doi.org/10.24176/re.v12i2.6052.
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The purpose of this study was to determine the perception of PGSD students of class 2019 on the implementation of online learning during the Covid 19 pandemic in Regional Language courses in elementary schools and to find out the applications used during online lectures, as well as to determine the factors that hindered the implementation of online learning. in the Regional Language course in elementary school.The research method used is descriptive quantitative research with research instruments in the form of questionnaires distributed online via google form. The subjects in this study were PGSD students in the third semester of the class of 2019, totaling 106 students. Data collection used a closed questionnaire method consisting of 4 groups of questions representing aspects of participation in online lectures, the use of online media/online learning applications, the choice of using online learning applications, and barriers to online learning. The research data were analyzed using descriptive quantitative analysis of the percentage technique directly from the google form.The results showed that 94.3% of students took online learning in Regional Language courses at elementary school from home, 88.7% of students used data packages during online lectures, 91.5% of students had moderate internet signal conditions, 96.2 % of students choose cellphones as the media that are often used, 86.8% of students prefer to use google classroom than googlemeet during online learning, 50% of students can understand the material provided, 89.6% of students complain about internet network problems as an obstacle in online learning, and 95, 3% of students expect lectures to be held online and offline during the Covid-19 pandemic.
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Arsyad, Muhammad Naharuddin. "The Implementation Asynchronous Learning Based Youtube in Educational Research Courses." Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya 28, no. 2 (2022): 1–7. http://dx.doi.org/10.33503/paradigma.v28i2.1979.
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The paradigm of the educational research learning process from offline to online via internet requires lecturers' to innovation and creativity in developing learning media. Youtube is a platform that can be developed by lecturers to support online learning. The purpose of this study was to determine student responses about asynchronous learning method with youtube based that develop by lecturers as a learning media for educational research. This research was conducted in an analytical descriptive manner to students participating in an educational research course at IKIP Budi Utomo. The results show that the use of youtube media developed by lecturers can help students to understand educational research lecture materials. However, lecturers need to continue to innovate in the development of learning media for advanced lectures. Judging from the suitability of the material, the majority of student responses answered "appropriately". Regarding the need for further innovation in the development of learning media, 78% of respondents support innovation in the development of YouTube media as a learning medium for educational research subjects and another 22% say that innovation is not necessary. This research can provide an empirical basis on the benefits of youtube developed by lecturers as a learning medium in educational research lectures at universities.
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Szymas, Janusz. "Telepathology in Poland, present status and future aspects." Electronic Journal of Pathology and Histology 6, no. 3 (2000): 02. https://doi.org/10.3233/eph-2000-6_3_02.
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In September 1996 telepathology in Poland started with the activities undertaken in the TEMPUS Joint European Project. The project activities allowed the development of a telepathology laboratory and to prepare courses of telepathology for students of the Medical Faculty, University of Poznan. Three Workshops on telepathology were held in Poznan with international participation from in 1996 until 1999. A World Wide Web microscope has been established. It uses the Internet to connect pathologists for exchange of histopathological data. The telemicroscope localized in Poznan allows a worldwide access to the current cases by using a standard Internet browser. At the same time, a histopathological reference case archive has been established for educational purposes. Several neuropathological cases were digitized and sent via e-mail or transmitted via the ftp protocol to neuropathologcal laboratories located in Lodz (Poland) and Udine (Italy) in order to check the usefulness of this method for the remote consultation. Fifteen neurooncological cases were presented for second opinion to experts in Poland and abroad. In an additional trial, we analyzed the diagnostic accuracy of real time transmission of 52 consecutive neurosurgical cases. Telepathology is also a compartment of the “Internet for Physician” program in Poland. The aim of this project is to construct a telepathology system, which will be available for all Pathological Institutes in Poland and match all international standards, necessary to practice telepathology. Together with other local telepathological activities in Lodz, Lublin, Gliwice and Warsaw, and a growing capacity of national and international Internet networks telepathology in Poland is becoming a reality.
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Saqlain, Najeeb us, Moomal Chandio, and Hina Hussain Kazmi. "EFL Students' Perceptions on the use of Blackboard Technology in English Language Learning." Global Social Sciences Review IX, no. II (2024): 84–98. http://dx.doi.org/10.31703/gssr.2024(ix-ii).09.
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Blackboard is an Internet teaching management platform that allows a virtual learning environment via the Internet. It is the most popular system used by universities and educational institutions worldwide. However, this study is more concerned with foreign language (EFL) students' perceptions of the use of Blackboard in their courses. For this reason, we focused on 100 EFL students as respondents to the online questionnaire who attended the Language Department-College of Science and Humanities at Rumaah-Majmmah University in this research. Whereas, findings from both the survey data were analyzed by using (the SPSS Program) with the Lickert scale method showed participants had positive perceptions of the use of Blackboard technology for educational purposes. The results of students' perceptions proved the usefulness of Blackboard technology in the field of education. Hence, the suggestions of this study could be shared with other educational institutions in the kingdom.
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Ladjar, Maria Andriani Barek, Veramyta M.M. Flora Babang, Ronald Dwi Ardian Fufu, and Jurdan Martin Siahaan. "Evaluation of Implementation of Face-to-Face Lectures Limited to Table Tennis and Aquatic I Courses." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 6, no. 4 (2022): 660–73. http://dx.doi.org/10.33369/jk.v6i4.25013.
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The purpose of this study was to evaluate the implementation of limited face-to-face lectures for Table Tennis and Aquatics I. The study was conducted on students of the Physical Education Study Program FKIP in semester 4 of the even academic year 2021-2022 as the sample used for the Table Tennis course and semester 2 of the even academic year. 2021-2022 which is used as a sample for the Aquatic I course. The research carried out includes a qualitative descriptive type which evaluates the implementation of limited face-to-face lectures for the Table Tennis course with Aquatic I through interviews and filling out questionnaires via Google Form. The results obtained from interviews for Table Tennis courses based on 1) indicators of the evaluation of the learning process concluded that most of the learning process could run well even though it was limited by health protocols 2) indicators of evaluation of the implementation process, it could be concluded that the process of implementing face-to-face lectures was limited to courses Table Tennis is quite good and 3) Based on the indicators of learning outcomes, it can be concluded that the learning outcomes can be achieved, although it must be improved in several supporting factors such as the internet network and the availability of table tennis which needs to be increased. While the results obtained from interviews for Aquatic I Course are based on 1) indicators of evaluation of the learning process, it can be concluded that most of the learning process can run well even though it is limited by health protocols 2) indicators of evaluation of the implementation process, it can be concluded that the process of implementing face-to-face lectures is limited by eyes. Aquatic I lecture is quite good and 3) Based on the indicators of learning outcomes, it can be concluded that learning outcomes can be achieved, although it must be improved in several supporting factors such as the internet network. The results obtained by filling out questionnaires for the Table Tennis Course show that the Table Tennis lectures were carried out well even though they were held face-to-face. The same results were obtained through filling out questionnaires for the Aquatic I Course, indicating that the Aquatic I lecture was carried out well even though it was held face-to-face in a limited manner. In conclusion, during limited face-to-face lectures, both Table Tennis and Aquatic I courses can be carried out well.
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Ananad, Anurag. "Pros and cons of E- learning." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 05 (2024): 1–5. http://dx.doi.org/10.55041/ijsrem33009.
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This is the most important area where majority of the students get confused and have number of doubts. Therefore, it is advised that the student should discuss the topic with the concerned guidesA learning system based on formalised teaching but with the help of electronic resources is known as E-learning. While teaching can be based in or out of the classrooms, the use of A learning system based on formalised teaching but with the help of electronic resources is known as E-learning. While teaching can be based in or out of the classrooms, the use of computers and the Internet forms the major compon INTRODUCTION: E-learning, short for electronic learning, is the process of learning via electronic devices, typically over the internet. It encompasses various forms of educational activities conducted online, including: Online Courses: These are courses delivered entirely over the internet, often through platforms like Coursera, Udemy, or Khan Academy. They can cover a wide range of subjects and are usually self-paced. Virtual Classrooms: These simulate traditional classrooms but take place online. Students and teachers interact in real-time through video conferencing tools like Zoom or Google Meet. Webinars: These are seminars conducted over the web, usually in the form of presentations, workshops, or lectures. Participants can interact with the presenter through chat or Q&A sessions. Mobile Learning: Learning materials are delivered through mobile devices, such as smartphones and tablets, allowing learners to access content anytime, anywhere. Gamification: Educational content is presented in the form of games to engage learners and enhance retention.
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Jena, Dr P. C., and Dr Mahashevta. "Education through VLEs: Drastic Need of the Hour." Journal of Advances in Education and Philosophy 6, no. 2 (2022): 115–17. http://dx.doi.org/10.36348/jaep.2022.v06i02.010.
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experience by including computers and the internet in the learning process. It is a system for delivering learning materials to students via the web. These systems include assessment, student tracking, collaboration and communication tools. They can be accessed both on and off-campus, meaning that they can support students' learning outside the lecture hall 24 hours a day, seven days a week. This enables institutions to teach not only traditional full-time students but also those who cannot regularly visit the campus due to geographic or time restrictions, e.g. those on distance learning courses, doing evening classes, or workers studying part-time and various leaning disabilities as well
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Mabrito, Mark. "Computer Conversations and Writing Apprehension." Business Communication Quarterly 63, no. 1 (2000): 39–49. http://dx.doi.org/10.1177/108056990006300104.
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As participants in a growing number of online business writing courses, students must communicate with each other and the instructor electronically. One group of students may face particular challenges in this environment: those with high degrees of writing apprehension. This study examined the online communications behavior of such students as they communicated with both familiar and unknown audiences via Internet newsgroups. Low-apprehensive writers tend to exhibit simi lar communication strategies in both types of newsgroups. But high-apprehensive writers contributed more, initiated more topics of discussion, and felt more com fortable participating in electronic discussions with unknown audiences than they did when communicating with familiar audiences.
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Avetisyan, Armen. "WAYS TO PREVENT THE NEGATIVE SOCIO-PSYCHOLOGICAL IMPACT OF MISLEADING INFORMATION." Modern Psychology 6, no. 2(13) (2023): 37–45. http://dx.doi.org/10.46991/sbmp/2023.6.2.037.
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In the article, we presented ways to prevent the negative socio-psychological impact of misleading information on a person, a group. We discussed the forms of spreading misleading information via the Internet, the possible negative consequences of their impact on humans, and various social groups. In particular, we presented two main strategies for preventing the destructive socio-psychological impact of misleading information on student youth, emphasizing the role of professional educational programs in the process of studying at the university: the final results that ensure the socio-psychological security of the individual in the specifications, the availability of appropriate courses that ensure their achievement in the curricula.
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Lisnani, Lisnani, and Benidiktus Tanujaya. "RESPON MAHASISWA TERHADAP PERKULIAHAN ONLINE PADA PEMBELAJARAN MATEMATIKA DI MASA PANDEMI COVID-19." Journal of Honai Math 4, no. 1 (2021): 67–84. http://dx.doi.org/10.30862/jhm.v4i1.177.
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The COVID-19 pandemic has significantly changed Indonesia's educational system, including its universities. In all subjects, including mathematics, face-to-face learning systems must be transformed into online learning systems. The purpose of this study is to examine student responses to online lectures delivered during the Covid-19 pandemic. The study employed a descriptive qualitative method, with 30 students enrolled in high-grade mathematics courses. The data collection process included document analysis, observation, and questionnaire-assisted interviews. After that, the data were analyzed using descriptive statistics techniques and presented in diagrams and narration. The results revealed that the online lecture process incorporated a digital platform, including video conferencing via Zoom, cloud meetings, WhatsApp, and the University's Lumen. The majority of students dislike online learning, even though the lectures are delivered like face-to-face lectures. They dislike online courses for two primary reasons: the unstable quality of the internet network and difficulty comprehending subject concepts.