Academic literature on the topic 'Online Learning platform'
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Journal articles on the topic "Online Learning platform"
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Li, Jie. "Design, Implementation, and Evaluation of Online English Learning Platforms." Wireless Communications and Mobile Computing 2021 (May 12, 2021): 1–11. http://dx.doi.org/10.1155/2021/5549782.
Full textAbstract:
With the rapid development of internet technology, various online learning platforms have emerged. The combination of the internet and education is an inevitable trend, and smart online learning platforms based on neural network become popular. This paper introduces how to design online English learning platforms through a neural network. It proposes the construction of a universally designed online English learning platform and the design of an online English learning platform server development architecture. Then, the implementation of online English learning platforms is discussed. Evaluation of the platforms is also very important, which is conducted through two questionnaire surveys. The first survey is general and the second one is more specific. Results of both surveys show that the learners’ demand for online English learning platforms is still growing, especially among the young learners. In addition, this paper reports the results of the feasibility analysis and performance test of online English learning platforms: (1) The well-designed online English learning platform has relatively complete functions and meets the needs of both students and teachers. It includes a series of functional modules such as students’ registration, analysis of students’ profile, courseware and learning resources management, test management, test score analysis, interactive discussion, online monitor and feedback. (2) There are no major defects in the implementation of the online English learning platform in this experiment. (3) The reliability and security of the online English learning platform are relatively high.
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Nadira, Benmedakhene, Derdour Makhlouf, and Mohamed Amroune. "Personalized Online Learning." International Journal of Web-Based Learning and Teaching Technologies 16, no. 6 (2021): 1–15. http://dx.doi.org/10.4018/ijwltt.20211101.oa8.
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The success of MOOC (massive open online courses) is rapidly increasing. Most educational institutions are highly interested in these online platforms, which embrace intellectual and educational objectives and provide various opportunities for lifelong learning. However, many limitations, such as learners' diversity, lack of motivation, affected learners' outcomes, which unfortunately raised the dropout rate. Thus, multiple solutions were afforded on MOOC platforms to tackle these common problems. This paper suggests a model outline of a customizable system Context-Driven Massive Open Online Courses that could be implemented in any learning environment, and that goes hand in hand with learners' context to boost their motivation towards learning, and to help identify their learning needs. The paper introduces CD-MOOC following a learner-based approach by employing two types of users' data; long-term and short-term data assembled form learners' online traces when interacting on the platform. The data help users design their own learning path based on their context and preferences.
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Dauksiene, Estela, Margarita Tereseviciene, and Airina Volungeviciene. "Virtual Learning Environment for Open Online Learning." EDEN Conference Proceedings, no. 1 (June 16, 2019): 460–65. http://dx.doi.org/10.38069/edenconf-2019-ac-0051.
Full textAbstract:
Digital networked society is learning in various platforms, in different ways and at selected time and pace. What are the preferences of members of digital and networked society for the learning platforms? What resources should be used to better fulfil nowadays learner expectations? And how higher education institutions are preparing for that? These are the main research questions of this research. In order to answer the research questions, the theory analysis and quantitative research were performed. The results of the research findings of the preferred learning ways and requirements for virtual learning platform of the online learners who speak Lithuanian are discussed in the paper.
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Maqbulin, Arjunina. "Problems of Online Learning During Pandemic." Inovasi-Jurnal Diklat Keagamaan 15, no. 1 (2021): 1–13. http://dx.doi.org/10.52048/inovasi.v15i1.205.
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Since the present of Corona virus, all aspects of human live are changed. This also happened in education field. Because of this pandemic, students have to do online learning. They can not go to school for the healthy problem reason. This research aimed to find the answer of two research questions. The first is about the students’ problem in having online learning during the pandemic, and the second is the students point of view about the platform used in online learning. The data were collected from the students of MAN 2 Nganjuk, academic year 2020/2021. The method of research used is qualitative. Questionnaire was used to collect the data. Descriptive analysis was used to analyze the data. The result of this research revealed that the main problem faced by students in having online learning during the pandemic is in understanding the material, this problem is agreed by 59% of the respondent. Then, 23% of the respondent complained about many tasks that they have to finish. Further more 10% of the students think that they have problem in economy field about the quota. The next problem faced by the students of MAN 2 Nganjuk is about time, 6% of the respondents complain about this, and 2% of the participants complain about the way to send their task. The next result of this research is students point of view about the platform used in online learning. According to them the favorable platform to be used in online learning, the first is google classroom, this platform is loved by 52% of the respondents. Then, 39% of the respondents choose whatsapp, those are two most favorable platform loved by the students to be used in teaching learning process during the pandemic. In addition these two platforms are also the platforms that are mostly used by teachers in delivering the materials. For teaching learning process during the pandemic time, it is suggested that teachers give more motivation to the students so that they can become active learners and learn from any sources.
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Rusko, Rauno. "Interactive Online Learning." International Journal of Online Pedagogy and Course Design 7, no. 3 (2017): 54–69. http://dx.doi.org/10.4018/ijopcd.2017070104.
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This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.
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Han, Yong, Wenjun Wu, Lijun Zhang, and Yu Liang. "Online Blended Learning in Small Private Online Course." Applied Sciences 11, no. 15 (2021): 7100. http://dx.doi.org/10.3390/app11157100.
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In this work, we studied the online blended learning model of computer network experimentation, focusing mainly on the problem of traditional network experiments being limited by location and time, and explore the applicability of the small private online course (SPOC) advanced teaching concepts to computer network online experiment teaching. Based on the structure of a combination of virtual and real, real and not virtual, an online network experiment platform and management system has been designed and constructed, enabling students to carry out remote online computer network hardware experiments anytime and anywhere, without being restricted by time, space, or content. Using the online network experiment platform, we can organize the experimental modules and knowledge points via the SPOC course concept, by developing online network experimental content, modularizing and fragmenting of the experiments, creating the pre-experimental explanation and experiment preview videos, and evaluating the assignments via peer grading to analyze students’ learning behavior. By exploring online network experimental teaching methods and management models, offering experimental guidance in an interactive manner, and highlighting the openness and sharing characteristics of online experimental teaching platforms, we can improve the utilization rate for teaching resources, and provide ideas for applied scientific research methods.
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Dai, Chienyun. "A Self-determination Online Learning Platform." IEIT Journal of Adaptive and Dynamic Computing 2012, no. 3 (2012): 16. http://dx.doi.org/10.5813/www.ieit-web.org/ijadc/2012.3.4.
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Zhao, Kai, Qingxue Yang, and Xinming Ma. "Exploration of An Open Online Learning Platform Based on Google Cloud Computing." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (2017): 17. http://dx.doi.org/10.3991/ijet.v12i07.7249.
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With the progress of society, traditional online learning platforms have demonstrated the uneven distribution of information resources, and teacher–student communication exhibits a certain delay. At present, cloud computing, which is a new product of information technology, has been favored in many areas because of its superior feedback mechanism and storage space. Therefore, to improve the integration of online learning information resources and facilitate interaction between teachers and students, we designed our own online learning system based on the Google cloud computing platform. We used Google’s cloud computing platform and the Google App Engine to develop a unified and open online learning platform that is capable of storing large amounts of data, integrating considerable amounts of learning resources, and storing them on cloud. Through a test, we determined that the designed online learning platform for sharing information resources and integrating teacher–student exchanges is highly beneficial. The platform helps the classroom learning atmosphere become active, and has a positive effect on teaching methods. The proposed platform can promote further development of online learning.
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Jinadu, Afeez Tunde, Motunrayo K. Oyaremi, and Modinat D. Rufai. "Assessment of the Oyo State Teaching Service Commission Interactive Learning Platforms during COVID-19 Lockdown in Nigeria." Interdisciplinary Journal of Education Research 3, no. 1 (2021): 37–44. http://dx.doi.org/10.51986/ijer-2021.vol3.01.04.
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The study assessed the member response rate to the Oyo state teaching service commission (TESCOM) interactive learning platforms during the COVID-19 lockdown in Nigeria. The study adopted a descriptive survey research design. The sample comprised 3,388 respondents drawn from five online learning platforms (Arts, science, commercial, general and staffroom). Two instruments, Response Rate Factor Questionnaire-Survey monkey (r = 0.83) and participant online direct recording (π = 0.76), were used to collect data at three different intervals. Frequency counts and analysis of variance were used to analyse the data collected. Those online at the time of data collection were 59 (5.2%) for science, 23 (4.3%) for arts, 24 (6.4%) for commercial, 84 (7.4%) for general study and 96 (48.5%) in the staff room platform. A significant difference in member response rate was observed across the learning platforms [F(4,10) = 4.374; p= 0.027< 0.05]. Bonferroni post hoc analysis shown by mean plot revealed that general studies platform had the highest mean score (M=169.0) in terms of members response online followed by staffroom (M=79.0) and lastly commercial platform (M=32.67). It was deduced from the findings that members across the TESCOM interactive learning platforms do not respond online the same way by participating on the respective interactive platform to which they belong. Therefore, TESCOM should ensure that teachers and students actively engage in online learning platforms for better teaching and learning.
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Liu, Zi-Yu, Natalya Lomovtseva, and Elena Korobeynikova. "Online Learning Platforms: Reconstructing Modern Higher Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (2020): 4. http://dx.doi.org/10.3991/ijet.v15i13.14645.
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Online learning platforms play an important role in modern education. However, they may not be sufficiently represented in educational institutions. In this regard, the research objectives are set, namely: organize a comparative analysis of several popular distance learning platforms (Moodle, Open edX and NEO LMS) in accordance with the criteria (system features, content support, content creation, user management, reporting system; conduct consultation with university teachers, during which they will highlight the benefits of distance education systems from the point of view of the teacher; and test students, who use the online platform for learning in order to clarify its impact on academic performance. While consulting with 40 teachers of Russian and Chinese universities (Moscow State University, Higher School of Economics, Peking University, Tsinghua University), the following advantages of distance platforms have been highlighted: greater freedom of access, lower education prices, the possibility of dividing the content of the e-course into modules, flexibility of education, the ability to keep up with modern pace of life, and the ability to define criteria for assessing knowledge. According to the results of testing, after working with the Moodle platform, students (300 people in total) with different academic performance have improved their results. The most significant improvement has occurred among students with “unsatisfactory” grades; more than 50% have improved their results. Analysis of distance learning systems, testing of students and consultation with teachers allow saying that such platforms help to make education more accessible and convenient. Besides, information technologies are introduced in the educational process. That is why it is important to implement such platforms in higher education.
Dissertations / Theses on the topic "Online Learning platform"
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Fourie, Aidan. ""Online Platform for Deep Learning Education"." Master's thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/31381.
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My thesis is going to focus on the development of a standalone, web based, machine learning educational platform. This platform will have a specific focus on neural networks. This tool will have the primary intention to provide a theoretical background to the mathematics of neural networks and thereafter to allow users to train their own networks on regression problems of their own creation. This is so as to provide the user with both theoretical, and first-hand, experience in the applications and functions of artificial intelligence. The primary success metric of this project will be how informative it is to the user. The key deliverable will be a fully functional prototype in additional to a written piece inclusive of a literature review and any other relevant findings and conclusions.
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Wong, Bo Man. "Vocational teachers' experiences of using an online learning platform." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52495/.
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Much research has been carried out to demonstrate how the online platforms can be used to improve teaching and learning processes. However, they have been less explored in relation to vocational education, where the situation is often more complex and the possible solution options tend to be more constrained than in the contexts where these online technologies have been created. The aim of this research is to investigate the experience of teachers' current use of the online platform (Moodle) in vocational teaching by using a multi-method phenomenographic approach. With data collected by a quantitative survey and in-depth interviews, a complete picture has been developed for the phenomenon being investigated. Findings from the survey and interviews have been used to identify different approaches that teachers can adopt in using Moodle for their vocational subjects in Hong Kong Institute of Vocational Education. Through an iterative process of analysis, numerous issues related to vocational teaching with Moodle are revealed in the research process to extend previous knowledge, including: shift in the vocational teachers' role, adjustment of communication with students, necessity of face-to-face coaching, blended learning, control of the learning progress, preparation of the online content, teaching and learning effectiveness, change of student quality and expectations, and amplified support by the media richness. In addition to analyzing the complexity of the phenomenon, the findings of this research highlight the value of sharing teachers' experience; this provides guidance and insights for other vocational teachers to explore the possibilities and opportunities of using the online platforms in their areas of vocational teaching. Complexity and opportunities have been created, not only for both vocational teachers and students, but also for the stakeholders such as course administrators, curriculum developers, faculty members, educational specialists, and organization leaders considering or using online learning platforms for vocational teaching. Recommendations are given in the conclusion for development of staff capacity and capability in vocational teaching with online platforms, particularly with Moodle. Above all, the results of this research substantiate previous ones in showing the importance of teaching with technology, rather than teaching about technology, or technology for teaching.
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Horvath, Judith A. "A Multiple Online Learning Platform Study of the Impact of Learning Style on Academic Performance." NSUWorks, 2003. http://nsuworks.nova.edu/gscis_etd/590.
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This research study investigated the relationship between learning style and academic achievement on multiple online learning platforms. The study was based upon data gathered from students enrolled in online courses at two community colleges in northeastern Pennsylvania. The study utilized the theoretical model of David Kolb's learning style theory, the Kolb Learning Style Instrument (LS13), and a researcher-developed survey. Students volunteering to participate in the study completed the survey and LSI. The learning styles, as identified by David Kolb include: accommodator, assimilator, converge, and diverge. These learning styles were compared to the students' academic performance in the courses. The students' academic achievement was measured by their final course grade. The learning styles and academic achievement of the students were statistically analyzed and correlated to the online learning style platform the colleges utilized. The online learning platforms in this study are the two most widely utilized (Blackboard (Bb) and WebCT).
Descriptive statistics and inferential statistical methods were utilized to test the hypotheses related to this research study. The ANOV A and t-test were two of the methods used to test the interval data. The results of the study suggest there were no statistically significant differences related to achievement based upon learning styles on the Bb platform and the WebCT platform. In addition, there were no statistically significant differences in achievement between the Bb platform and the WebCT platform.
There were also, no statistically significant differences in achievement between the learning styles on the Bb platform or on the WebCT platform. The research study also developed a learning style student profile for the Bb platform and the WebCT platform based upon the results of the statistical analysis and random sample population statistics. Data collected from the researcher-developed survey provided information related to age, gender, prior online course experience, prior computer experience, type of course enrolled in, major course of study, family income level, employment status, and the influence of use of multimedia on academic performance. Males and females were represented in all learning style categories with the exception of the diverger learning style category. There were no male divergers on either the Bb platform or the WebCT platform. Although these variables identified were not the major thrust of this research study, they provided insight into future research studies to be undertaken.
This study expected to find differences based upon course platform and/or learning style, however due to some limitations of the study, no significant differences were found. That is not to say differences are not there, just they were not uncovered by this particular piece of research. The results of the study may not be generalized to the entire learning community nationwide based upon the investigation being conducted only on two community colleges in the northeastern section of Pennsylvania and using only two online learning platforms. Additional studies are recommended to further test the hypotheses using different additional online learning platforms, larger sample sizes, and extend findings with other university populations.
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Shaw, Cole J. (Cole Jim). "System design and architecture of an online, adaptive, and personalized learning platform." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81128.
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Thesis (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 76-82).<br>The author proposes that personalized learning can be brought to traditional and nontraditional learners through a new type of asynchronous learning platform called Guided Learning Pathways (GLP). The GLP platform allows learners to intelligently traverse a vast field of learning resources, emphasizing content only of direct relevance to the learner and presenting it in a way that matches the learner's pedagogical preference and contextual interests. GLP allows learners to advance towards individual learning goals at their own pace, with learning materials catered to each learner's interests and motivations. Learning communities would support learners moving through similar topics. This thesis describes the software system design and architecture required to support Guided Learning Pathways. The author provides detailed information on eight software applications within GLP, including specific learning benefits and features of each. These applications include content maps, learning nuggets, and nugget recommendation algorithms. A learner scenario helps readers visualize the functionality of the platform. To describe the platform's software architecture, the author provides conceptual data models, process flow models, and service group definitions. This thesis also provides a discussion on the potential social impact of GLP in two areas: higher education institutions and the broader economy.<br>by Cole J. Shaw.<br>S.M.in Technology and Policy
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Åsberg, Samira. "Social Networks in Education: A Facebook-Based Educational Platform." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93649.
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Social networking sites are among the most popular daily activities of students these days. Students are mostly using social networking sites for communication and sharing of their experiences. Facebook is an example of a social networking site, which supports additional features such as creating a profile page, creating group pages and supports possibility of implementing different integrated application with Facebook. These features improve the Facebook experience, allowing users to form groups, where they can introduce ideas and concepts, which can be shared and discussed in a structured style. For this thesis we have created a new learning management system by implementing an online educational platform within a Facebook context. This work introduces a new, complementary style of education, where students can improve their knowledge and sociality outside the university in an innovative way. The platform takes advantage of gamification, which introduces game-like elements to concepts such as education and learning management systems, to make them more fun and rewarding. The goal of this thesis is to extend the educational border to an interesting online environment where students can learn, communicate, and examine their knowledge globally in different courses within our application platform in Facebook.
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Landley, Lee MIchelle J. "Parents of At-Risk Students Reluctance to Using Technological Learning Platforms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5214.
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Despite school leaders' attempts to implement technology designed to provide resources for parent and student use at home, many parents of at-risk children are reluctant to use the learning platforms. The purpose of this phenomenological study was to describe the meaning of human experiences as they related to parents' reluctance to using learning management systems (LMSs). Elements from Rogers's innovation diffusion theory, Davis's technology acceptance model, and Epstein's parent involvement model were combined for the study's conceptual framework. The research questions addressed the challenges parents encounter with learning platforms; parents' experiences with teachers and schools with regard to training, orientation, and using learning platforms; and parents' feelings about establishing a learning institute to support their LMS use. Six parent participants from a small suburban school district in Southeastern United States who self-disclosed that they used LMS less than 3 times per week and had a child that scored at the beginning level of the mandatory state test were purposefully selected for this study. Data were collected through semistructured interviews and analyzed via Moustakas's modified van Kaam method, which uncovered 4 major themes. The findings indicated that parents avoided using LMSs for several reasons, which included parents' lack of knowledge regarding accessing and using LMSs, ineffective orientation practices, lack of technical support, and lack of support for training. This research contributes to the existing body of literature and advances social change by illuminating parents' challenges with implemented technology. School leaders may use the findings to devise strategic plans to facilitate training programs for parents.
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Strauss, Trudie. "Moodle and blended learning in teaching German for beginners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96947.
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Thesis (MA)--Stellenbosch University, 2015<br>ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that the best way to improve teaching is the implementation of technology, by means of a Blended Learning approach. However, little thought is given to the practical considerations of this statement. Reflection on whether the Blended Learning approach can be implemented in the already established teaching practice or whether this necessitates a complete change in teaching methods rarely happens. This study aims to determine whether the incorporation of certain aspects of Blended Learning into an already existing teaching methodology results in a significant change in learners’ German performance. Grade 8 beginner German learners took part in this study during the third term of 2014. Two groups were identified: an experimental group and a control group. The experimental group did all homework assignments on the available online learning platform, Moodle, while the control group did homework assignments in the conventional way – on paper. At the end of the third term, learners’ examination results were compared to the results of the examination of the second term. The changes in the results of the two groups were compared to determine whether one group manifested a significantly greater change in results than the other. The outcome of the study is that incorporating only elements of a Blended Learning approach into an already existing teaching system, while keeping the methods of instruction constant and only changing the medium of homework delivery, does not have a significant influence on learners’ performance in German.<br>AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming beskikbaar nie.<br>rs201508
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Franco, Dulce Maria Morais de Amaral. "Aprendizagem e trabalho colaborativo numa plataforma online numa escola básica do 2.º e 3.º ciclos. Um estudo de caso." Doctoral thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/15767.
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Neste estudo, analisa-se a utilização de um Learning Management System (Moodle) nas
atividades pedagógicas de uma escola básica do 2.º e 3.º ciclo, nomeadamente, aquelas que
são potenciadas pelos sistemas de informação baseados em redes de computadores.
A utilização desta plataforma compreendeu duas etapas: 1) integração nas tarefas
pedagógicas e 2) avaliação da efetividade das suas funcionalidades na aprendizagem
colaborativa. Esta fase do estudo envolveu professores e alunos, bem como outros membros
da comunidade educativa.
Utilizou-se uma metodologia de estudo de caso, envolvendo a observação e registo em
contexto, durante a utilização do LMS, a entrevista focus group com professores bem como
a análise documental. A realização de uma ação de formação em contexto foi um elemento
potenciador da utilização da plataforma Moodle na escola.
A apropriação de uma tecnologia pela comunidade escolar envolve um conjunto de
etapas, não necessariamente idênticas para todas as comunidades. No entanto, é possível
identificar nesta comunidade um conjunto de critérios comuns que a condicionam, os
chamados fatores críticos de sucesso. A apropriação ocorre quando a comunidade fagocita a
tecnologia, isto é incorpora-a, absorve-a e integra-a. Este processo é facilitado quando se
observa: (1) professores capacitados no uso da tecnologia; (2) a existência de suporte e
orientação; (3) o apoio do órgão de gestão; (4) um ambiente da escola propício à integração;
(5) o envolvimento/motivação dos intervenientes; (6) participação em projetos/parcerias; (7)a natureza da tecnologia e (8) a disseminação dos trabalhos e recursos dos elementos dessa
comunidade.
Espera-se que este trabalho possa fomentar a reflexão sobre os processos de apropriação
de uma tecnologia numa comunidade escolar e, simultaneamente, contribuir no definir de
metodologias de utilização de LMS, como o Moodle ou de outros sistemas similares; ABSTRACT: This study analyzes the use of a Learning Management System (Moodle) in educational
activities of a Middle School, particularly those that are enhanced by information systems
based on computer networks.
The use of this platform is comprised two steps: 1) integration into pedagogical tasks 2)
evaluating the effectiveness of its features in collaborative learning. This phase of the study
involved teachers and students, as well as other members of the educational community.
We used a case study methodology, involving observation and recording in context,
while using the LMS, the focus group interview with teachers as well as document analysis.
Performing an action of training in an enhancer element was the use of Moodle in school.
The appropriation of technology by the school community involves a set of steps, not
necessarily the same for all communities. However, it is possible to identify a common set
of criteria that condition, called critical success factors. The appropriation occurs when the
community is phagocytosing technology, i.e., it incorporates, it absorbs and integrates it.
This process is facilitated when is observed: (1) teachers trained in the use of technology;
(2) existence of support and guidance; (3) support of the management, (4) the school
environment conducive to integration; (5) engagement / motivation of participants, (6)
participation in projects / partnerships; (7) the nature and technology (8) dissemination of
the work and resources of the members of the community. It is hoped that this work will to encourage reflection on the processes of appropriation
of technology in the school community and simultaneously contribute to define
methodologies use of LMS, such as Moodle or other similar systems.
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Nass, Ole. "Optimizing Online Marketing Efficiency By Analyzing the Mutual Influence of Online Marketing Channels with Respect to Different Devices." Doctoral thesis, Universitat Politècnica de València, 2019. http://hdl.handle.net/10251/122296.
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[ES] ¿Cómo es la atribución en un entorno de omnicanal? Se puede determinar una distinción
importante en contraste con la atribución en un entorno multicanal. Además de proporcionar
el proceso de análisis de marketing, una especificación del proceso estándar intersectorial
para la minería de datos (CRISP¿DM), se utiliza un enfoque de método mixto secuencial para
analizar la cuestión principal de la investigación.
En el primer paso de esta investigación se analizan las características y los requisitos de
atribución eficiente en un entorno omnicanal. A partir de entrevistas semiestructuradas con
expertos y de un proceso de investigación bibliográfica holística estructurada, se identifica
claramente la falta de un enfoque de atribución omnicanal. Los enfoques de atribución
existentes se identifican mediante la realización de un proceso estructurado de revisión de la
literatura. Estos enfoques identificados se evalúan aplicando los resultados de las entrevistas
semiestructuradas con expertos, es decir, los requisitos y características de una atribución
omnicanal eficiente. Ninguno de los enfoques de atribución identificados cumple con la
mayoría de los requisitos de omnicanal analizados.
Al tener la brecha de investigación ¿ la falta de un enfoque de atribución de omnicanales ¿
claramente identificada, se desarrolla un enfoque de atribución de omnicanales en la segunda
parte de esta investigación presentada. Utilizando la metodología MAP, la principal laguna de
investigación se llena proporcionando el Holistic Customer Journey (HCJ): una base de datos
lista para el omni¿canal y un enfoque de atribución de omni¿canal correspondiente. Entre
otras cosas, el enfoque de atribución desarrollado consiste en una clasificación de aprendizaje
automático. Esta investigación presentada es la primera en utilizar información de casi
240.000.000 de conjuntos de datos de interacción, que contienen información entre
dispositivos y entre plataformas. Todas las fuentes de datos subyacentes son proporcionadas
por una de las plataformas inmobiliarias más grandes de Alemania.<br>[CAT] Com és l'atribució en un entorn de omnicanal? Es pot determinar una distinció important en
contrast amb l'atribució en un entorn multicanal. A més de proporcionar el procés d'anàlisi de
màrqueting, una especificació del procés estàndard intersectorial per a la mineria de dades
(CRISP¿DM), s'utilitza un enfocament de mètode mixt seqüencial per analitzar la qüestió
principal de la investigació.
En el primer pas d'aquesta investigació s'analitzen les característiques i els requisits d'atribució
eficient en un entorn omnicanal. A partir d'entrevistes semiestructurades amb experts i d'un
procés de recerca bibliogràfica holística estructurada, s'identifica clarament la falta d'un
enfocament d'atribució omnicanal. Els enfocaments d'atribució existents s'identifiquen
mitjançant la realització d'un procés estructurat de revisió de la literatura. Aquests
enfocaments identificats s'avaluen aplicant els resultats de les entrevistes semiestructurades
amb experts, és a dir, els requisits i característiques d'una atribució omnicanal eficient. Cap
dels enfocaments d'atribució identificats compleix amb la majoria dels requisits de omnicanal
analitzats.
En tenir la bretxa de recerca ¿ la manca d'un enfocament d'atribució de omnicanales ¿
clarament identificada, es desenvolupa un enfocament d'atribució de omnicanales a la segona
part d'aquesta investigació presentada. Utilitzant la metodologia MAP, la principal llacuna de
recerca s'omple proporcionant el Holistic Customer Journey (HCJ): una base de dades a punt
per al omni¿canal i un enfocament d'atribució de omni¿canal corresponent. Entre altres coses,
l'enfocament d'atribució desenvolupat consisteix en una classificació d'aprenentatge
automàtic. Aquesta investigació presentada és la primera a utilitzar informació de gairebé
240.000.000 de conjunts de dades d'interacció, que contenen informació entre dispositius i
entre plataformes. Totes les fonts de dades subjacents són proporcionades per una de les
plataformes immobiliàries més grans d'Alemanya.<br>[EN] What does attribution in an omni¿channel environment look like? A major distinction can be
determined in contrast to attribution in a multi¿channel environment. Besides providing the
Marketing Analytics Process, a specification of the Cross¿industry standard process for data
mining (CRISP¿DM), a sequential mixed method approach is utilized to analyze the main
research question.
Within the first step of this presented research characteristics, and requirements of efficient
attribution in an omni¿channel environment are analyzed. Based on semi¿structured expert
interviews and a holistic structured literature research process, the lack of an omni¿channel
attribution approach is clearly identified. Existing attribution approaches are identified by
conducting the structured literature review process. Those identified approaches are
evaluated by applying the results of the semi¿structured expert interviews - the requirements
and characteristics of efficient omni¿channel attribution. None of the identified attribution
approaches fulfill a majority of the analyzed omni¿channel requirements.
By having the research gap - the lack of an omni¿channel attribution approach - clearly
identifed, an omni¿channel attribution approach is developed in the second part of this
presented research. Utilizing the MAP methodology, the main research gap is filled by
providing the Holistic Customer Journey (HCJ): an omni¿channel ready data foundation and a
corresponding omni¿channel attribution approach. Among other things the developed
attribution approach consists of a machine learning classification. This presented research is
the first to utilize information from almost 240.000.000 interaction data sets, containing crossdevice
and cross¿platform information. All underlying data sources are provided by one of
Germany's largest real¿estate platforms.<br>Nass, O. (2019). Optimizing Online Marketing Efficiency By Analyzing the Mutual Influence of Online Marketing Channels with Respect to Different Devices [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/122296<br>TESIS
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Ghourabi, Samira. "L’appropriation des référentiels normatifs dans les environnements d’apprentissage en ligne : evaluation de l’usage de la plate forme Moodle de l’Université Virtuelle de Tunis." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30003.
Full textAbstract:
Avec le développement fulgurant des Technologies de l’Information et de la Communication, les méthodes classiques de diffuser, d’accéder et de partager l’information ont été repensées.Actuellement, les TIC dédiées à l’éducation sont en plein essor, permettant à l’être humain des nouvelles manières pour se former en toute autonomie et pour tracer son propre parcours d’apprentissage. L’e-Learning, comme nouvelle forme d’apprentissage facilite, à la fois, l’accès à des ressources pédagogiques et l’échange et la collaboration à distance. Afin de remédier les contraintes liées à l’interopérabilité des dispositifs e-Learning et de garantir la qualité de l’apprentissage, l’application des référentiels normatifs doit toucher tous les aspects d’un dispositif d’apprentissage (les profils des apprenants, les méthodes de suivi et d’évaluation, les outils et les fonctionnalités de communication...). Le travail proposé dans cette thèse a pour but d’examiner l’état d’application de référentiels normatifs dans l’Université Virtuelle de Tunis. A travers une étude de terrain, nous avons étudié d’une part, la réceptivité de l’UVT aux intérêts des référentiels normatifs dédiés à l’éducation, et d’autre part, nous avons repéré les outils de communication intégrés dans la plateforme Moodle permettant au tuteur d’assurer le suivi, l’évaluation et le soutien<br>With the significant growth of Information and Communication Technologies, the traditional methods of disseminating, accessing and sharing information have been reshaped.Currently, the ICT dedicated to education are thriving, enabling learner human new ways to train independently and draw their own learning paths. The e-Learning is a new form of learning facilitates both, access to educational resources, sharing and remote collaboration.To overcome the difficulties related to interoperability of e-Learning systems and guarantee the quality of learning, the application of normative references must apply to all aspects of a learning device (learner’s profiles, methods of monitoring and evaluation, communication tools and capabilities ...). The work proposed in this thesis aims to examine the state of reference standards application in the Virtual University of Tunis. Through a case study, we examined on the one hand, the receptivity of the VUT on regarding the interests of normative references dedicated to education, on the other hand; we identified the communication tools integrated in the platform Moodle allowing the tutor to follow up, evaluation and support
Books on the topic "Online Learning platform"
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Inc, ebrary, ed. Moodle 1.9 for second language teaching: Engaging online language-learning activities using the Moodle platform. Packt Pub., 2009.
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Inc, ebrary, ed. Moodle 1.9 math: Integrate interactive math presentations, incorporate Flash games, build feature-rich quizzes, set online tests, and monitor student progress using the Moodle e-learning platform. Packt Pub., 2009.
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Bujdosó, Zoltán, Zsuzsanna Busa, Zoltán Futó, and Laszlo F. Mucsics. Handbook on the effective use of virtual learning platform and ICT tools for online courses. Universitat Jaume I, 2016. http://dx.doi.org/10.6035/in2rural.2016.07.
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Huss, Oksana, and Oleksandra Keudel. Open budget: Learning from the Open School Platform in Donetsk oblast, Ukraine. Bononia University Press, 2021. http://dx.doi.org/10.30682/oblospd01.
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The case study developed as part of IIEP‐UNESCO Research Project ‘Open Government: Learning From Experience’ analyses how an open government approach is being applied in Ukraine to resolve the critical issue of non‐transparent school financing through parents’ donations that undermines trust among key educational stakeholders. Developed in 2016, the Open School Platform (OS) is an online tool that allows parents to visualise the school’s budget, needs and expenditures in an easy‐ to‐read format. The study shows that OS has contributed to: improved trust among key stakeholders, improved communication and collaboration between school personnel and local public authorities, and more effective planning. But it also confirms that the use of ICT can lead to inequalities in poor rural communities having low levels of Internet access or computer literacy. It concludes on the importance of open government for shifting to a new paradigm of cooperation and partnership. And it recommends providing access to information in line with the Open Data Charter; ensuring a legal framework for citizen participation; using handy and accessible technological solutions; and following a ‘learning‐by‐doing’ approach to build up social capital for constructive interaction with authorities.
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Waterhouse, Hannah, Melanie Burton, and Julia Neal. E-learning as a medium for communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0031.
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This chapter explores the use of e-learning as a format for training communication skills within a degree level module in non-malignant palliative care. It discusses the need for such training before evaluating the benefits e-learning has to offer as a learning tool in the healthcare context. It describes how a ‘blended learning’ approach was taken with one study day combined with online interactive learning materials. Online exercises such as ‘drag and drop’ were used to facilitate students’ learning, together with the use of videos, external online links, and reflective diaries. The development of a summative assignment is discussed and its need to assess students’ use of these skills in clinical practice. Finally, the future developments of the e-learning platform to further enrich the students’ learning experience are presented. These include the use of online forums, both synchronous and asynchronous, which encourage peer-to-peer and peer-to-tutor communication.
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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.
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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.
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Cawthon, Stephanie W., and Jessica I. Mitchell. Online Learning and Deaf Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0025.
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Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.
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Johnson, Aaron. Online Teaching with Zoom: A Guide for Teaching and Learning with Videoconference Platforms. Aaron Johnson, 2020.
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van, José. Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190889760.003.0007.
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This chapter investigates how platformization is affecting the idea of education as a common good on both sides of the Atlantic. The growth of online educational platforms has been explosive, in both primary and higher education. Most of these educational platforms are corporately owned, propelled by algorithmic architectures and business models. They have quickly gained millions of users and are altering learning processes and teaching practices; they boost the distribution of online course material, hence impacting curriculums; they influence the administration of schools and universities; and, as some argue, they change the governance of (public) education as a whole. The chapter explores how, powered by the Big Five, these educational platforms are pushing a new concept of learning that questions values that are fundamental to publicly funded education: Bildung, a knowledge-based curriculum, autonomy for teachers, collective affordability, and education as a vehicle for socioeconomic equality.
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Láruson, Áki Jarl, and Floyd Allan Reed. Population Genetics with R. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198829539.001.0001.
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Population genetics is an inherently quantitative discipline. Because the focus of population genetics studies is usually on abstract concepts like the frequencies of genetic variants over time, it can at first glance be difficult to conceptualize and appropriately visualize. As more and more quantitative models and methods have become established in the discipline, it has become necessary for people just entering the field to quickly develop a good understanding of the many layers of complex approaches, so as to correctly interpret even basic results. An unfortunate side effect of the widespread implementation of ready-to-use quantitative software packages is that some facets of analysis can become rote, which at best might lead to implementation without the full understanding of the user and at worst, inappropriate application leading to misguided conclusions. In this book a “learning by doing” approach is employed to encourage readers to begin developing an intuitive understanding of population genetics concepts. The analytical software R, which has increasingly been the program of choice for early exposure to basic statistical programming, is freely available online, has cross-platform compatibility (Windows, Mac, and Linux all support distributions of R), and offers the potential for hands-on implementation by the students, in addition to using pre-packaged functions.
Book chapters on the topic "Online Learning platform"
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Lu, Mei Ying, Chun Lai Chai, and Yu Shen. "French Learning Online Platform: French Livehand." In Lecture Notes in Electrical Engineering. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1839-5_79.
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Bisong, Ekaba. "Batch vs. Online Learning." In Building Machine Learning and Deep Learning Models on Google Cloud Platform. Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-4470-8_15.
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Pal, Rituparna, and Satyajit Chakrabati. "A Gamification Model for Online Learning Platform." In Advances in Intelligent Systems and Computing. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4367-2_78.
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Psoinos, Dionysios I. "Beyond the Online Teaching and Learning Platform." In SpringerBriefs in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79919-9_2.
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Zain, Farah M., Saidatul M. Sahimi, Effariza Hanafi, Ahmad Hanizar A. Halim, and Abd Karim Alias. "A Study of Students’ Interaction in Edmodo Social Learning Platform." In Envisioning the Future of Online Learning. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0954-9_13.
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Tseng, Hsiao-Chien, Chieh-Feng Chiang, Jun-Ming Su, Jui-Long Hung, and Brett E. Shelton. "Building an Online Adaptive Learning and Recommendation Platform." In Emerging Technologies for Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52836-6_45.
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Bandyopadhyay, Somprakash, Arina Bardhan, Priyadarshini Dey, and Sneha Bhattacharyya. "Online Blended Learning Platform for Rural Adult Learners." In Bridging the Education Divide Using Social Technologies. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6738-8_9.
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Bandyopadhyay, Somprakash, Arina Bardhan, Priyadarshini Dey, and Sneha Bhattacharyya. "Online Blended Learning Platform for Educating Underprivileged Children." In Bridging the Education Divide Using Social Technologies. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6738-8_8.
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Bandyopadhyay, Somprakash, Arina Bardhan, Priyadarshini Dey, and Sneha Bhattacharyya. "Implementation Challenges of the Online Blended Learning Platform." In Bridging the Education Divide Using Social Technologies. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6738-8_10.
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Chazan, Daniel, Patricio Herbst, Dana Grosser-Clarkson, Elizabeth Fleming, Janet Walkoe, and Emina Alibegović. "Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform." In Distance Learning, E-Learning and Blended Learning in Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90790-1_12.
Full textConference papers on the topic "Online Learning platform"
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Wang, Guizhen. "An Online Learning Platform for College Students." In 2017 International Conference on Education Science and Economic Management (ICESEM 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icesem-17.2017.50.
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Oh, Hyeontaek, Sanghong Ahn, JunKyun Choi, and Jinhong Yang. "WebRTC based remote collaborative online learning platform." In EuroSys '15: Tenth EuroSys Conference 2015. ACM, 2015. http://dx.doi.org/10.1145/2749215.2749222.
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LEE, WILLIAM Y. M., and H. ARNO JACOBSEN. "PLATO - PLATFORM FOR LEARNING AND TEACHING ONLINE." In Proceedings of the First International Conference on Web-Based Learning in China (ICWL 2002). WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812776747_0017.
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Panchoo, Shireen. "Learning Space: Assessment of Prescribed Activities of Online Learners." In 2017 International Conference on Platform Technology and Service (PlatCon). IEEE, 2017. http://dx.doi.org/10.1109/platcon.2017.7883715.
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Ouwerkerk, Udo, Johannetta Gordijn, Peter Kiela, and Martijn Stellingwerff. "PILOT INTEGRATING VISUAL PLATFORM IN ONLINE COURSES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0888.
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Awada, Alex Imad, and Irina Mocanu. "AN E-LEARNING PLATFORM ADAPTED TO THE ONLINE LEARNING SYSTEM." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1501.
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Dahdouh, Karim, Lahcen Oughdir, Ahmed Dakkak, and Abdelali Ibriz. "Smart Courses Recommender System for Online Learning Platform." In 2018 IEEE 5th International Congress on Information Science and Technology (CiSt). IEEE, 2018. http://dx.doi.org/10.1109/cist.2018.8596516.
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Jin, Shan. "Design of an online learning platform with Moodle." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295395.
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Wang, Xiaogang, and Fan Yan. "Design of Online Learning Platform for 'Computer Courses'." In 3rd International Conference on Science and Social Research (ICSSR 2014). Atlantis Press, 2014. http://dx.doi.org/10.2991/icssr-14.2014.92.
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Wallenius, Liisa, Teija Lehto, Taija Votkin, and Marjaana Halsas. "ONLINE PLATFORM FOR DIGITAL MULTI-DISCIPLINARY LANGUAGE LEARNING." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0129.
Full textReports on the topic "Online Learning platform"
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Woods, Mel, Saskia Coulson, Raquel Ajates, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.
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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course were: * Discover what citizen science and citizen observatories are * Engage with the general process of a citizen science project, the tools used and where they can be accessed * Collect and analyse data on relevant issues such as environmental challenges and disaster management, and discuss the results of their findings * Explore projects happening around the world, what the aims of these projects are and how learners could get involved * Model the steps to create their own citizen science project * Evaluate the potential of citizen science in bringing about change This course also provided five open-source, downloadable tools which have been tested in previous citizen science projects and created for the use of a wider range of projects. These tools are listed below and available in the research repository: * Empathy timeline tool * Community-level indicators tool * Data postcards tool * Future newspaper tool * Co-evaluation tool