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Journal articles on the topic 'Teaching on-line courses'
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1
Farrior, E. S., and M. L. Gallagher. "Teaching Graudate Nutrition Courses on Line." Journal of the American Dietetic Association 99, no. 9 (1999): A80. http://dx.doi.org/10.1016/s0002-8223(99)00671-9.
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Smith, Glenn Gordon, David Ferguson, and Mieke Caris. "Teaching on-Line versus Face-to-Face." Journal of Educational Technology Systems 30, no. 4 (2002): 337–64. http://dx.doi.org/10.2190/ffwx-tjje-5afq-gmft.
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This study investigates and describes the current instructor experience of teaching college courses over the Web (versus in face-to-face formats) in terms of the teaching strategies, social issues, and emergent issues such as media effects. We interviewed 22 college instructors who had taught in both formats. Four of the interviews were made by telephone and eighteen by e-mail. Interview fragments were categorized and counted for frequency to highlight emerging trends. Results indicate that Web-based classes have a profoundly different communication style than face-to-face classes. This has far-reaching consequences for on-line classes in terms of greater equality between students and instructors, greater explicitness of written instructions required, greater workloads for instructors and deeper thinking manifested in discussions, initial feelings of anonymity giving way later to emerging on-line identities. Authors propose a model with two competing systems, isolation effects versus community effects.
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Muste, Delia. "Opinions of primary education teachers on the advantages and disadvantages of on-line teaching." Educatia 21, no. 19 (December 19, 2020): 143–47. http://dx.doi.org/10.24193/ed21.2020.19.18.
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"In Romania, schools were closed, courses were suspended on March 11, 2020. The Ministry of Education and Research sent teachers the recommendation to conduct online courses at home. Over the following weeks, this recommendation was supplemented by others, the Ministry recommend that teachers take online courses, without making them compulsory. On March 20, 2020, the Ministry of Education approved the Methodology on the distance continuation of the educational process in quarantine conditions that establishes the way to continue the educational process in primary, secondary and high school institutions in quarantine conditions. The methodology establishes the obligation to conduct distance learning courses through various online platforms (eg Viber, Whatsapp, Facebook, Google Classroom, Zoom, etc.) and allows the assessment of students during this period and the registration of grades in the catalog. The large number of platforms available online for conducting such courses, as well as the lack of a national or local decision on the use of a single platform, has generated quite a bit of confusion among teachers and especially among students. We wanted to find out the opinions of primary school teachers regarding the advantages and disadvantages they perceive regarding online teaching, through interviews with them."
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Marsh, Michael T. "An On-Line Virtual Environment For Teaching Statistical Sampling And Analysis." American Journal of Business Education (AJBE) 2, no. 1 (2009): 79–90. http://dx.doi.org/10.19030/ajbe.v2i1.4024.
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Regardless of the related discipline, students in statistics courses invariably have difficulty understanding the connection between the numerical values calculated for end-of-the-chapter exercises and their usefulness in decision making. This disconnect is, in part, due to the lack of time and opportunity to actually design the experiments and collect the data. The prototypes proposed in this project were developed to allow students to design experiments and collect data in relevant settings without the impediments to real data collection. The virtual environments attempt to replicate real situations of interest in which students can design and run experiments, devise alternative sampling strategies, analyze the results of experiments, and relate the result to the original experiment. The setting and underlying data set detailed in this paper were developed to allow students to experience a wide range of statistical concepts typically found in introductory statistic courses, such as basic descriptive statistics, estimation, hypothesis testing, ANOVA, and regression. Assessments of student knowledge after using this approach have shown marked increases in students understanding of statistical concepts, especially confidence intervals and hypothesis testing. Specific details about the data set are provided as are suggestions for using it in an introductory statistics class. Potential uses and examples for a variety of disciplines are also included.
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Tu, Jui-Che, Xu Zhang, and Xiu-Yue Zhang. "Basic Courses of Design Major Based on the ADDIE Model: Shed Light on Response to Social Trends and Needs." Sustainability 13, no. 8 (2021): 4414. http://dx.doi.org/10.3390/su13084414.
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Social innovation leads to more diverse methods for design education, which helps design education response to social trends and needs. Social change has brought about the transformation of teaching objects for design education courses, which can provide the public with more opportunities to recognise and understand design. Through the introduction of the ADDIE (analysis, design, development, implementation, evaluation) model in teaching design pattern through social innovation, this paper explores the system design construction of a design education course. Using the teaching practice for the course “Three-dimensional Composition” in the product design major at Tianjin University of Technology as an example and relying on a process of analysing, designing, developing, implementing and evaluating, this paper launches a design plan for design education courses. Students’ learning satisfaction is used to measure the course design, and the latest course works of applied research results in 2020 will be displayed to show students’ self-confidence and satisfaction after class. The research described in this paper attempts to construct the teaching design of design courses based on the ADDIE model. It is intended to analyse the multi-dimensional connection of design education: meeting the expectations of college students seeking to acquire design knowledge and social experience, cultivating students’ interest, and enhancing their design achievement and confidence. Moreover, this paper seeks to shed light on ways to reform design course teaching so that the design education results are more in line with the needs and expectations of the times and society.
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Yang, Guang Chun. "Exploration and Practice of Teaching Mode for Mechanism Professional Course Based on the Engineering Process." Advanced Materials Research 926-930 (May 2014): 4693–96. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4693.
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The article analyzes main characteristics of the mechanism specialized courses, and summarizes existing the main problems in the teaching process at present. Combining the personnel training target of the mechanical engineering, what leads based on basic theory and principal line is the main project is put forward to construct the new course teaching mode, to cultivate students' ability of engineering application analysis ability and the team cooperation, and have the clear and reasonable design idea in the curriculum.
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McRoy, Jay. "“Click Here”: Teaching Composition through the Creation of on-Line Magazines." Journal of Educational Technology Systems 29, no. 3 (2001): 207–18. http://dx.doi.org/10.2190/57mb-trfq-uyb3-9r0u.
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In recent years, I have taught a number of writing and literature courses in which my students, as part of their final grade in the class, contributed to the creation of on-line magazines. In the process, the students transformed their various compositions into hypertext documents linked to both a main “home” page and a variety of external locations that, in turn, positioned their writing within a community (or network) of electronic texts. Using my experiences of this project as a touchstone, I examine the potential benefits and pitfalls of teaching writing through the creation of on-line magazines. Specifically, I address the ways in which the creation of on-line magazines impacts how instructors envision their curriculum, as well as the extent to which these electronic publications problematize traditional conceptions of what it means to “create,” “read,” and “analyze” a text.
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Oguisso, Taka, and Genival Fernandes de Freitas. "Nursing history: reflections on teaching and research at undergraduate level." Revista Latino-Americana de Enfermagem 15, no. 1 (2007): 174–76. http://dx.doi.org/10.1590/s0104-11692007000100026.
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This study aims to contribute to the discussion on the development of a specific research line on Nursing History. It concludes by addressing the current situation of nursing teaching in undergraduate courses, its persisting difficulties and growing possibilities of this yet so little explored field.
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Rohlíková, Lucie, and Jana Vejvodová. "Blended Learning in Education of Faculty Members." International Journal of Knowledge Society Research 5, no. 3 (2014): 25–34. http://dx.doi.org/10.4018/ijksr.2014070103.
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One of the paths that lead to excellence in teaching in higher education involves training of faculty members in higher education pedagogy. This study gives a summary of individual surveys and hands-on experience acquired through implementation of methodology courses for faculty members. At the University of West Bohemia in Pilsen and at other higher education institutions throughout the Czech Republic, these courses have been taking place since 2004. The paper describes organizational models of faculty training programmes, which were inspired by international trends and proven by application in practice. These models benefit from combining face-to-face and on-line learning techniques (blended learning). In terms of their content, the above courses were devoted to the methodology of distance and on-line education and conceived as courses in higher education pedagogy for beginning teachers in higher education. The paper also provides a description of “Constructivism in a Nutshell” course.
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Qing, Xinfei, Min Tian, and Jie Zhou. "The Construction and Application of the In-class Flipped Teaching Model Based on Micro-classes in Junior High School Information Technology Courses." Lifelong Education 9, no. 6 (2020): 42. http://dx.doi.org/10.18282/le.v9i6.1292.
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the in-class flipped teaching model concentrates the teaching links of flipped class in the classroom, and completes the process of knowledge construction to internalization in class. This restructuring of teaching structure is more in line with the current education situation in China, but compared with the flipped classroom, China has less theoretical research and practical exploration of the flipped teaching model in class. Therefore, through the research on the current situation of flipped classroom teaching models at home and abroad, combined with the characteristics of junior high school information technology courses, a micro-class-based in-class flipped teaching model was constructed and implemented in junior high school information technology courses. The survey results were obtained to assist related theories and practical exploration.
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Revilla-Cuesta, Víctor, Marta Skaf, Juan Manuel Varona, and Vanesa Ortega-López. "The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?" International Journal of Environmental Research and Public Health 18, no. 4 (2021): 2127. http://dx.doi.org/10.3390/ijerph18042127.
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The major impacts of the COVID-19 pandemic are still affecting all social dimensions. Its specific impact on education is extensive and quite evident in the adaptation from Face-to-Face (F2F) teaching to online methodologies throughout the first wave of the pandemic and the strict rules on lockdown. As lesson formats changed radically, the relevance of evaluating student on-line learning processes in university degrees throughout this period became clear. For this purpose, the perceptions of engineering students towards five specific course units forming part of engineering degree courses at the University of Burgos, Spain, were evaluated to assess the quality of the online teaching they received. Comparisons were also drawn with their perceptions of the F2F teaching of the course units prior to the outbreak of the pandemic. According to the students’ perceptions, the teachers possessed the technical knowledge, the social skills, and the personal capabilities (empathy and understanding of the at times troubled situation of each student) for a very abrupt adaptation of their courses to an online methodology. The shortcomings of the online teaching were related to its particularities and each teacher’s personality traits. Overall, engineering teachers appeared well prepared for a situation of these characteristics and, if similar online teaching scenarios were ever repeated, the quality of engineering teaching appears to be guaranteed.
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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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Mursid, Sarizan, and Nor ‘Ainaa Syuhada. "EFFECTIVENESS OF COOPERATIVE LEARNING METHOD ON STUDENTS REPEATING COURSES OF MATHEMATICAL COMPUTING ACHIEVEMENT." International Journal of Modern Education 3, no. 8 (2021): 63–70. http://dx.doi.org/10.35631/ijmoe.38006.
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The cooperative learning method is a learning method that is said to be efficient and in line with the transformation of the education system nowadays. This method is a student-centered learning method that emphasizing social interaction and collaboration between students in order to achieve the learning outcomes. From the preliminary observations, it was found that the level of student achievement in the Mathematical Computing course at Muadzam Shah Polytechnic is quite alarming with the failure percentage up to 36.75%. Therefore, as a teaching and learning strategy to overcome this problem, cooperative learning methods are implemented on students who repeat the Mathematical Computing courses. This study aims to examine the effectiveness of cooperative learning methods on student achievement in this course. This study uses a quasi-experimental method consisting of two groups of respondents: each consisting of 20 students from the control group and the experimental group. A pre-test was given to test student achievement before treatment and a post-test were given to test the effectiveness of the treatment given. The analysis was made based on the percentage of student achievement for the experimental group and the control group. The findings of the study show that cooperative learning methods have been successful in improving student achievement in the course. This shows that cooperative learning methods in teaching and learning are effective and suitable to be used as an approach in the teaching and learning process of Mathematical Computing courses.
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Wong, Wing-Kwong. "Lessons from adopting a maker approach to teaching operating systems with Raspberry Pi." Interactive Technology and Smart Education 15, no. 2 (2018): 119–31. http://dx.doi.org/10.1108/itse-12-2017-0064.
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Purpose This paper aims to propose a maker’s approach to teaching an operating systems (OSs) course in which students apply knowledge of OSs to making a toy robot by focusing on input/outputs, hardware devices and system programming. Design/methodology/approach Classroom action research is involved in this study. Findings After the course was taught in this maker’s approach in two consecutive school years, some observations were reported. Students were enthusiastic in doing a series of assignments leading to the completion of a toy robot that follows a black line on the ground. In addition to enjoying the learning process by making tangible products, the students were excited to be able to demonstrate the skills and knowledge they learned with the robots they made. Research limitations/implications The research results were based mainly on the instructor’s observations during the lectures and labs. Practical implications Lessons from this study can inspire other instructors to turn traditional engineering courses into maker courses to attract students who enjoy making. Industry should welcome engineering graduates to join the companies with more hands-on experiences they have gained from maker courses. Social implications Although the maker movement has attracted much attention in K12 education, there is little research that studies how this maker spirit can be incorporated in traditional engineering courses that focus mainly on theories or software. Originality/value Including electronics and mechanical components in programming assignments would bring surprising effects on students’ motivation in learning.
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Camacho, Alessandra Conceição Leite Funchal. "Analysis of National Publications About Education On-line in the Nursing: study of literature review." Revista de Enfermagem UFPE on line 3, no. 4 (2009): 1087. http://dx.doi.org/10.5205/reuol.581-3802-1-rv.0304200938.
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Objective: to examine the publications in education on-line in nursing through references in major databases from 2005 to 2009. Methods: literature review study conducted in the databases from Virtual Health Library from 2009/19/02 to 2009/24/04. For analysis of the information was held to organize the content found on the year, type of publication and methodological approach, the core content/production of knowledge and recommendations of the authors. Results: in 20 selected references were reviewed and 12 in the database Scielo, 06 in the BDENF and 14 in the Lilacs. It is tonic in the discussions of the authors studied: the development of training courses for nurses and midwives as well as courses in graduate programs via education on-line. Furthermore, it is necessary that the educational institutions and implement health education on-line investments in technological capabilities and infrastructure for teachers and learners. Conclusion: we note an evolution of education on-line in nursing in Brazil in which the possibilities of teaching in virtual environment for learning is everlasting and take into account some constraints relevant to interactivity as the availability of training courses and disciplines in undergraduate courses. Descriptors: education; education on-line; nursing.
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Salmi, Khalid, Hamid Magrez, Hanane Sefraoui, and Abdelhak Ziyyat. "Development of a Mobile Application for Teaching Transmission Line Theory." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 02 (2019): 78. http://dx.doi.org/10.3991/ijim.v13i02.10000.
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<p>The teaching of transmission line theory in electrical engineering courses must be tailored to an audience which is increasingly reluctant to adhere to abstract disciplines. In our opinion, the best solution to make transmission line courses more attractive is to offer practical applications and intensively use of mathematical computer-aided teaching tools to overcome, at the beginning, the difficulties linked to the theory. Indeed, transmission line theory comes alive when the travelling waves are animated on a screen (smartphone, tablets, laptop, etc.). Fundamental concepts such as “progressive wave”, “reflected wave” and “load matching” could be easily demonstrated in the classroom or at home. Transmission line simulations are applied to problems using connections to shunt, open, matched and unmatched loads, and show how the signal waveforms arise from one end to another. The proposed Android-based animations are used with a sinusoidal generator to illustrate the evolution to the sinusoidal steady state and allow learners to easily handle the corresponding Smith chart. Students are encouraged to run those applications at home as a computational laboratory to verify their solutions to homework problems. <br />This article introduces simple Android-based virtual tools for the investigation and visualization in real time of waves traveling along a terminated finite-length transmission line, without and with faults between the source and the load. The package can be used as an educational tool in various lectures or homework to aid teaching high frequency electronics and transmission lines theory.</p>
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Shamsaei, Maryam. "Evaluation of Problem-based Learning Method for Teaching Islamic Education Courses to Students of Shiraz University of Medical Sciences." Dinamika Ilmu 20, no. 2 (2020): 241–53. http://dx.doi.org/10.21093/di.v20i2.2488.
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Emphasis on teaching religious education in the university and raising the level of religious awareness of students in parallel with specialized education, raises attention to the important point that the set of Islamic education courses was in line with the demands and desires of students? The aim of this study is to an increase of the analytic mood among the students and faculty members of the department of Islamic education by the teaching method of Problem-based learning. The present study was performed cross-sectionally on students of Shiraz University of Medical Sciences in Islamic education courses that they had taken as a general course. One of the strengths of this method is the student-centered and process-oriented instead of text-centric and moving from central memorization to research-oriented.
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Vaughn, Stephanie A., Marsha Orr, and Nik Gorman. "Student’s Perceptions of Social Presence in an On-Line Course Using Student Presentation Software." International Journal for Innovation Education and Research 3, no. 7 (2015): 60–70. http://dx.doi.org/10.31686/ijier.vol3.iss7.395.
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On-line education offers flexibility for today’s learner; however, they may perceive a lack of presence and engagement in this environment. Using the Community of Inquiry Model (COI) comprised of teacher, cognitive, and social presence, the authors examined perceptions of social presence among nursing students enrolled in five on-line courses. They also explored whether the use of oral/video software as a teaching strategy enhanced social presence. A SocialPresence Scale developed by Gunawardena and adapted by Cobb was used to survey students. Findings revealed a significant relationship between social presence and instructor satisfaction; and the number of different interactive teaching techniques employed by the instructor, such as introductions with texts and pictures. The use of oral/video software, YouSeeYou®, was also noted to foster social presence among the respondents. As the components of the COI Model are interdependent, it was found that all three are needed to support student learning goals.
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Sadri, Houman A. "Information Fluency, Technology Application, and Teaching a Middle East Politics Course." Middle East Studies Association Bulletin 41, no. 1 (2007): 16–23. http://dx.doi.org/10.1017/s0026318400051026.
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In teaching Middle East Politics (MEP) courses, instructors speak of many challenges, particularly students' typical uninformed and misleading preconceived notions about the region. Based on extensive experience in teaching MEP classes, my observations suggest that using Information Fluency (IF) principles, along with the application of internet technology, significantly improves course effectiveness for both students and faculty. The following essay is based on a study of the results of teaching MEP using an IF-inspired assignment in both the face-to-face and on-line course formats. To enhance the classroom environment, I use WebCT technology to deliver, supplement, and assess my MEP classes. Along with this discussion, I have appended relevant information from the syllabus for my course, CPO 3403 Politics of the Middle East. The complete syllabus can be accessed from my website: http://www.cas.ucf.edu/politicalscience/main.php?URL=sadri.
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Hanh, Nguyen Van, Nguyen Tien Long, Nguyen Thi Duyen, Phan Thi Thanh Canh, Nguyen Thanh Long, and Mai Duc Thang. "Teaching Engineering Ethics Through a Psychology Course." International Journal of Engineering Pedagogy (iJEP) 11, no. 1 (2021): 16. http://dx.doi.org/10.3991/ijep.v11i1.14999.
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While ethics instruction is now widespread, studies are still looking for different ways to integrate ethics in engineering programs. In this article, we propose a novel approach by teaching engineering ethics through a psychology course. Starting with the relevant literature studies, we have argued that the phenomeno-logical experience of ethics is a source to explain psychological truths, while en-gineering ethics can be better taught from psychological / behavioral perspectives. A pedagogical approach of experiential learning has been applied to integrate engineering ethics into the psychology course. The empirical study with 400 stu-dents in psychology courses show that teaching engineering ethics through a psychology course has a significant effect on improving the knowledge of engi-neering ethics for students. The relationship between the two pre- and post-test scores was a strong positive linear relationship. A regression equation with a slope of a straight line of 0.57 and a constant of 1.52 has been provided to predict the improvement of post-test scores through pre-test scores. This study proposes the formation of a "psychology and ethics" module in technical schools.
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Esa, Mohd Sohaimi, Romzi Ationg, Irma Wani Othman, et al. "THE EVOLUTION OF UNIVERSITY CORE COURSE: FROM THE HISTORY OF NATION BUILDING OF MALAYSIA TO THE APPRECIATION OF ETHICS AND CIVILIZATION." International Journal of Education, Psychology and Counseling 6, no. 39 (2021): 166–81. http://dx.doi.org/10.35631/ijepc.6390011.
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University core courses are the foundation courses prescribed by the university. Students are required to take and must pass this course. At the Universiti Malaysia Sabah (UMS), one of the university's core courses in the History of the Nation Building of Malaysia, a course that was introduced in parallel with the establishment of UMS in 1994. This course is being offered by the Centre for the Promotion of Knowledge and Language Learning (CPKLL) for undergraduate students in UMS. In 2004, this course renamed the History of the Nation Building of Malaysia and later replaced by a newly introduced course namely Ethnic Relations in 2008. Subsequently, this core course has renamed the Appreciation of Ethics and Civilization in 2020. This paper discusses the evolution of the core courses by focusing on the synopsis, objectives, and content of these three courses, as well as the teaching and learning methods. The discussion is largely a descriptive narrative and descriptive-analytical based on the analysis of primary and secondary texts, as well as the experience and observations of the author in conducting the core course. Thus, the study found that the university's core courses are dynamic and flexible, as well as in line with current needs and requirements in an effort to meet the components of Malaysian nationhood.
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Wang, Li Na, and Mei Fang Du. "Self-Learning and Problem-Based Learning in Database Design." Advanced Materials Research 962-965 (June 2014): 3041–44. http://dx.doi.org/10.4028/www.scientific.net/amr.962-965.3041.
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Along with the new-time society to change the talent demand and teaching the concept of change, the teaching method to students as the main line of imperative, it is to train the students' ability of learning and autonomous learning based on. Based on the introduction of a variety of teaching methods, emphasis on independent learning and learning to promote effective in database design courses.
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Mohd Ghazali, Amiera Slyazreen, Siti Fadzilah Mat Noor, and Hazura Mohamed. "E-HOSPITALITY AND TOURISM COURSE BASED ON STUDENTS' LEARNING STYLES." Asia-Pacific Journal of Information Technology and Multimedia 10, no. 01 (2021): 100–117. http://dx.doi.org/10.17576/apjitm-2021-1001-09.
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Information processing in learning theory involves students' ability to receive and understand the information obtained. Students' ability to identify learning methods that are appropriate to the learning style plays an important role in continuously improving the quality of teaching and learning. The need to diversify learning methods today is seen as a step to refine the learning approach in line with the latest technology development. Different student learning styles affect the quality of learning and motivation for a course, especially hospitality and tourism courses. This course is given less emphasis on the theoretical aspect and only focuses on practical needs. Thus, this study examines the adaptation of student learning style based on the Felder-Silverman learning style model. Student learning styles identified through a survey study of 80 students of Hospitality and Tourism courses were used as the basis for developing the e-Hospitality and Tourism model. The resulting e-Hospitality and Tourism model can be used as a guide in technical and vocational e-Learning.
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Li, Jing, and Zhou Ye. "Course Recommendations in Online Education Based on Collaborative Filtering Recommendation Algorithm." Complexity 2020 (December 24, 2020): 1–10. http://dx.doi.org/10.1155/2020/6619249.
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In this paper, a personalized online education platform based on a collaborative filtering algorithm is designed by applying the recommendation algorithm in the recommendation system to the online education platform using a cross-platform compatible HTML5 and high-performance framework hybrid programming approach. The server-side development adopts a mature B/S architecture and the popular development model, while the mobile terminal uses HTML5 and framework to implement the function of recommending personalized courses for users using collaborative filtering and recommendation algorithms. By improving the traditional recommendation algorithm based on collaborative filtering, the course recommendation results are more in line with users' interests, which greatly improves the accuracy and efficiency of the recommendation. On this basis, online teaching on this platform is divided into two modes: one mode is the original teacher uploads recorded teaching videos and students can learn by purchasing online or offline download; the other mode is interactive online live teaching. Each course is a separate online classroom; the teacher will publish online class information in advance, and students can purchase to get classroom number and password information online.
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Krasnova, Lyubov, and Viktor Shurygin. "Blended Learning of Physics in the Context of the Professional Development of Teachers." International Journal of Emerging Technologies in Learning (iJET) 14, no. 23 (2019): 17. http://dx.doi.org/10.3991/ijet.v14i23.11084.
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In line with the improvement of traditional teaching methods, the new ones are intensively introduced at all levels of education. Usually, these are the methods tied with e-learning. Essentially, teachers must be able and ready to create an innovation-driven learning environment contributing to the effective individualization of the learning process. At the same time, each student should achieve the highest possible outcomes standing behind the personality development. This paper introduces the refresher courses designed for the physics teachers. These courses are based on the blended learning technology combining traditional full-time education with the elements of distance learning supported by LMS Moodle. The courses were tested at the Elabuga Institute of Kazan Federal University in 2016-2018. This paper describes the module-based course structure and methods for applying the e-learning modules. The distinctive feature of the course is that the content of the learning modules was designed to deliver different methods for teaching physics and to improve the general cultural competence of a teacher. The analysis of polling results (poll included 89 physics teachers) allowed assessing the efficiency of designed courses in the context of teacher’s professional development, his/her readiness to work in modern learning environment. The research outcomes will be also useful for foreign educational establishments implementing the teacher professional development programs.
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Mukhamedova, G. "Online Testing in Teaching Mathematics: Problems and Opportunities of Distance Learning." Bulletin of Science and Practice 6, no. 12 (2020): 415–20. http://dx.doi.org/10.33619/2414-2948/61/48.
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Teaching mathematics in distance education has uncovered many problems and possibilities. The objective of this paper was to expose the obstacles and potentials of distance education based on the practices of Universitas Terbuka in offering mathematics courses. Modern technology of on-line testing is becoming more widely used in teaching mathematics. The advantages and disadvantages of this method of teaching and knowledge control are discussed. The analysis of the vulnerabilities of the testing procedure is given.
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Hansen, Nancy E., and John Gladfelter. "Teaching Graduate Psychology Seminars Using Electronic Mail: Creative Distance Education." Teaching of Psychology 23, no. 4 (1996): 252–56. http://dx.doi.org/10.1207/s15328023top2304_16.
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This article describes the use of on-line seminars as part of the curriculum of a freestanding distance education graduate program in psychology for middle-aged adults. Structural, pedagogical, technical, and contextual issues are addressed, along with an evaluation of these courses. We discuss applications of this technology for residential institutions and conclude that exciting, interactive, graduate-level educational experiences can be created using simple e-mail systems.
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Brann, Darrell W., and Shawnee Sloop. "Curriculum development and technology incorporation in teaching neuroscience to graduate students in a medical school environment." Advances in Physiology Education 30, no. 1 (2006): 38–45. http://dx.doi.org/10.1152/advan.00068.2005.
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Today's neuroscience faculty member wears multiple hats and requires diverse skills to succeed in the competitive environment in which they find themselves. A common refrain from graduates is that there is a need for better training in the diverse, multiple skills that they will need to succeed in obtaining a faculty position and excelling in that position once it is obtained. Our university recently developed a new neuroscience graduate program that allowed us to create a curriculum and core courses de novo and that could be tailored to provide training in diverse skills used by everyday neuroscience faculty members. The current article details our rationale, design, and implementation of this new curriculum and its two major core courses. The genesis of the new curriculum also provided an opportune time to introduce and test new teaching technology in the two neuroscience core courses. The technology incorporated included on-line WebCT course sites, computer performance system, and the Tegrity system. Herein, we elaborate on our experiences with the use of this technology in the small class graduate course setting and provide insight on student feedback on the perceived effectiveness of the technology. The mechanisms and considerations that are needed for incorporation of such technology are also discussed. While no single curriculum or technology incorporation scheme will be applicable to all programs, it is hoped that our experiences in curriculum design and technology incorporation will be beneficial to other universities as they consider refining existing programs or beginning new ones.
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Karagozoglu, Nazike. "Evaluation of the social studies course on Education Information Network (EBA) in accordance with the opinions of pre-service teachers." Cypriot Journal of Educational Sciences 16, no. 3 (2021): 1244–56. http://dx.doi.org/10.18844/cjes.v16i3.5844.
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The Fatih Project has been one of the big steps in the field of education in Turkey, which aims to reflect the developments in technology and communication to education. The Education Information Network (EBA), which was created in 2011 within the scope of the project, was put into service as an online platform for integrating technology with education. With the introduction of distance education in line with health and safety measures during the COVID -19 outbreak, the usage area and importance of the EBA has increased. Various courses and teaching materials suitable for all education levels was provided through this platform. The aim of the current study is to reveal the opinions of pre-service teachers about the social studies course delivered on the EBA during the pandemic process. Case study, one of the qualitative research models, was used in the current study. 25 pre-service social studies teachers who voluntarily participated in the study watched a total of 75 lessons delivered from July to October for 5th, 6th, 7th grade students and evaluated those lessons in terms of attention-drawing, motivation, teaching methods and techniques, teaching materials, evaluation and communication elements. "Course Evaluation Form" was used as data collection tool. Content analysis was carried out on the evaluations made by the teachers. According to the pre-service teachers, the attention-drawing phase of the social studies lessons delivered through the EBA was neglected in most of the lessons, and the teaching method was limited to the method of lecture, question-answer, and case method. In addition, it was determined that while the evaluation phase of the courses was insufficient, the use of teaching materials was sufficient. Some characteristics of the teachers who teach the lessons such as the tone of voice and body language were generally found to be sufficient.
 
 Keywords: Education Information Network, social studies, teachers’ opinions
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Alkadi, Abdu, and Taha Hezam. "A Look into Literature Courses in Pre-Service Teacher Training." TESOL and Technology Studies 2, no. 2 (2021): 1–15. http://dx.doi.org/10.48185/tts.v2i2.218.
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This paper explored the load of literature courses in the teacher-training program at the collegiate level in Yemen. It dwells on teacher candidates’ perceptions of the current status quo of literature teaching based on the learner-centered approach and humanistic curriculum. Data were elicited through an opinion poll from a sample of senior prospective teachers (n=112) who have undertaken courses in verse, fiction, and prose embedded in the program. Findings ensued from this analysis show that the participants had a wealth of difficulties that hamper achieving the objectives of embedding literature in the program, and most of such difficulties stem from teaching inadequacies in the given context. The study brings to the foreground some insightful ideas into curriculum reform. It generally informs the curriculum designers to readdress the existing program with an eye on the underestimated literature courses. It recommends that the overhaul of the existing syllabus should be fashioned to a new purpose, a new footing and a new perspective in line with the worldwide, extemporized changes in terms of curriculum development. A balanced approach to literature instruction to link the school curriculum with what is taught at the tertiary level would be a stepping-point to an improved literature teaching scenario.
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Horne, Jason, and Dr Pat Williams. "CRITERION DEVELOPMENT FOR DELIVERING WEB-BASED PLANT IDENTIFICATION COURSES AT MURRAY STATE UNIVERSITY." HortScience 40, no. 3 (2005): 884b—884. http://dx.doi.org/10.21273/hortsci.40.3.884b.
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Murray State University is developing an on-line delivery for the four plant identification courses offered in the horticulture option program. Reasons for developing this are to provide more efficient use of limited faculty time, to utilize new technologies in the delivering of courses, and to provide an interactive teaching assistance to students outside of class. The American Society for Horticultural Sciences (ASHS) was contacted for a listing of universities in the United States that offered horticulture programs. E-mails were sent to 109 universities and 44 surveys were received for a 40.4% return rate. None of the responding universities were using new technologies in the form proposed by MSU. Of the respondents, 27.3% were interested in a course of this type and thought it was a good idea to pursue whereas 11.4% were not interested in developing a course and 15.9% said a course of this kind would not have applications in their universities. Currently 25% are using computer-aided delivery for their horticulture courses. Macromedia Dreamweaver MX is being used for its versatile and accessible format over current Blackboard PowerPoint options.
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Zhu, Kun Xue. "Study on Martial Arts Teaching System Reform Based on ICT Method." Applied Mechanics and Materials 380-384 (August 2013): 2099–103. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.2099.
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with the implementation of new teaching reform, universities begin to reform the teaching mode. Sports has also been included in the reform on important curriculum system. Martial art courses have many functions which are welcomed by students, such as, self-defense, physical fitness and so on. But according to the investigation that martial arts curriculum resources are limited, many students cant successfully choose it. Even if students have selected, the teaching effect is not good due to the large number of students. In order to realize the teaching goal of students as the main body, students emotion as the main line, the paper relies on the latest information technology ICT method to study the reform of Martial Arts teaching system, and based on the ICT network integrated information service, it has made experimental verification on the system integration and equipment leasing of Martial Arts teaching system. On the basis of the requirement in "sports and healthy curriculum standard", it has made the teaching goal for students mastering certain difficulty training routines and the mutual practice, which achieves the comprehensive reform of Martial Arts teaching system, and provides a theoretical reference for the study of sports teaching new reform scheme.
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Haffie, Thomas L., Yvonne M. Reitmeier, and David B. Walden. "Characterization of university-level introductory genetics courses in Canada." Genome 43, no. 1 (2000): 152–59. http://dx.doi.org/10.1139/g99-115.
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We conducted survey research with the intent to characterize post-secondary introductory genetics (IG) education in Canada during the 1996-1997 academic year. At least a minimum data set was obtained from 47 institutions through responses to a mailed questionnaire and on-line resources. The total reported enrollment (TRE) for IG was 10 500. Over half of the TRE used one particular text. A core curriculum of topics was identified as those given more than 30 min of lecture time in at least half of reporting institutions. Slightly more than half of the TRE had laboratory exercises associated with their IG course. Laboratory exercises tended to emphasize classical transmission genetics with very few exercises in molecular genetics. For the determination of academic equivalency between institutions, particular attention should be given to the breadth and duration of the tutorial and (or) laboratory components. The majority of personnel teaching IG were trained in Canada within the previous 15 years. We suggest mechanisms by which the Genetics Society of Canada could work to promote genetical literacy. Key words: teaching, education, curriculum.
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Jamal, Nur Faezah, Nor Mariyah Abdul Ghafar, Isma Liana Ismail, Mohd Zaki Awang Chek, and Mohd Sapuan Baharuddin. "LEARNING MATHEMATICAL STATISTICS IN MASSIVE OPEN ONLINE COURSES (MOOCs)." International Journal of Modern Education 2, no. 5 (2020): 38–45. http://dx.doi.org/10.35631/ijmoe.25005.
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E-learning using Massive Open Online Courses (MOOCs) has attracted a great deal of attention among higher education providers. The use of MOOCs is one of the great ideas supported by the Malaysian Ministry of Education in making the standard of our country’s education system in line with global education. Today, there were a growing number of MOOCs that continually becoming available on commercial platforms such as Openlearning.com and MOOCs Universiti Teknologi MARA (UiTM). Like many other subjects, Mathematical Statistics is a challenging subject for teaching and learning. Certain skills in this subject require ongoing guidance on how to provide the best teaching. Hence, MOOCs for Mathematical Statistics has been created to provide knowledge and skills to teach mathematics and statistical modeling briefly, conveniently, and effectively. This study focuses on providing a general design for assessing learners who study Mathematical Statistics through MOOCs platform. The platform is developed in such a way that learners can discuss and reflect. The design of MOOCs is governed by the Guidelines for Development and Delivery of Malaysia MOOCs. With the development of these MOOCs, it is hoped that it could help learners to understand Mathematical Statistics in a more effective and efficient way.
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Kelly, Karen L., and John R. Schorger. "Putting the DISTANCE in Distance Education: An International Experience in Rural Special Education Personnel Preparation." Rural Special Education Quarterly 22, no. 1 (2003): 3–9. http://dx.doi.org/10.1177/875687050302200102.
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Delivery of special education courses via distance education presents unique challenges, particularly when the distance between the instructors and students spans the globe. In this program description, two professors, teaching on the island of Cyprus, delivered courses to graduate students in northern New Mexico and southern Colorado. This article provides an overview of ACCESS (A Colorado Consortium for Equity in Special Education Services), a rural special education personnel preparation program primarily delivered via distance education. The authors report evaluation data and address specific challenges to effective instruction when delivering on-line courses, including the establishment of a dynamic community of learners.
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Burrell, Darrell Norman, Ashley Courtney-Dattola, Sharon L. Burton, Calvin Nobles, Delores Springs, and Maurice E. Dawson. "Improving the Quality of “The Internet of Things” Instruction in Technology Management, Cybersecurity, and Computer Science." International Journal of Information and Communication Technology Education 16, no. 2 (2020): 59–70. http://dx.doi.org/10.4018/ijicte.2020040105.
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Many universities require end of course evaluations for all courses taught as tool for academic accreditation purposes. The reality is that often many academic departments either do not do anything or have no idea what to do when evaluations continue to be poor. As a result, students have fought back against this process to create their own on-line rating program, Rate My Professor.com, which allows students to give other students insights into who is a quality professor and who is not. This paper explores this use of mock teaching simulations, which are also called Micro-teaching approaches, as a quality management tool to improve the way students are taught in Technology Management, Cybersecurity, and Computer Science degree and certificate programs.
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Richter, Borka. "Reflections on Choosing a Prescribed Book for a University Business Presentation Skills Course : Why TED Talks Storytelling: 23 Storytelling Techniques from the Best TED Talks by Akash Karia Fits the Need." Freeside Europe Online Academic Journal, no. 11 (2020): 1–7. http://dx.doi.org/10.51313/freeside-2020-2-12.
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The choice of course material is always bound to the needs and abilities of the students who will be using them. English Studies in the first quarter of the 21st century has to walk a fine line between the traditional, idealised idea of a teaching and research university offering a liberal education and the more employment-oriented, marketized idea of a university equipping students with competences for life after their studies. Offering business soft skills courses within a B.A. in English allows students to develop transferable skills whilst improving their EFL proficiency. TED Talks Storytelling by Akash Karia is reviewed against this backdrop for a course on oral business presentation skills and recommended as a suitable choice for a prescribed book.
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Benjamin, Richardean. "Technology in Nursing Education." International Journal of Human Caring 12, no. 2 (2008): 57–64. http://dx.doi.org/10.20467/1091-5710.12.2.57.
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Offering on-line and web-enhanced courses provides educational advancement to nursing students who have limited or no access to traditional educational institutions in terms of on campus classes during fixed course times. Two educational institutions describe strategies used to increase access for two student populations through various distance education formats. Critical to success of this endeavor is support to students and faculty. Student satisfaction is directly related to faculty caring behaviors such as respect, frequent timely feedback, personal connection, and empathy. Strategies described reinforce the need to provide faculty support for learning the technology while maintaining sound teaching and learning principles.
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Suratman, Dede. "PENGEMBANGAN BAHAN AJAR INTERAKTIF UNTUK PEROLEHAN KETERAMPILAN MENENTUKAN LUAS DAERAH YANG DIBATASI DUA FUNGSI." Jurnal Pendidikan Matematika dan IPA 10, no. 2 (2019): 55. http://dx.doi.org/10.26418/jpmipa.v10i2.31026.
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AbstractTeaching materials are an important factor in the success of the learning process. This study aims to develop interactive electronic teaching materials for Calculus courses, especially the area of the region bounded above by function f, below by function g, on the left by the line x = a, and the right by the line x = b, it is based on the needs of students and lecturers related to interactive materials. The method used is Research and Development methods with ADDIE procedures, that is, Analysis, Design, Development, Implementation, and Evaluation. In this paper, just until the implementation stage. The developed teaching materials consist of fully developed text, audio, and video media. Supporting software used are 3D Flipbook, Video Scribe, and Geogebra. Base on data analyss, the interactive electronic teaching materials can improve student skill to find the area of the region bounded by two functions. Key Words: Development, Teaching Material, Intractive, Area of Region
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Malusá, Silvana, Mirna Tonus, Igor Aparecido Dallaqua Pedrini, Carla Barbosa Alves, and Ricardo Ferreira de Carvalho. "DOCÊNCIA UNIVERSITÁRIA ON-LINE: concepções para um novo estilo de pedagogia." Cadernos de Pesquisa 21, no. 2 (2014): 14. http://dx.doi.org/10.18764/2178-2229.v21.n2.p.14-25.
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A oferta de disciplinas on-line cresce vertiginosamente nas Instituições de Ensino Superior (IES) e osprofessores cada vez mais, se veem desafiado a modificar sua prática pedagógica para acompanharem a tendênciavigente à modalidade de ensino não presencial. Diante desse problema, o objetivo deste trabalho – de natureza aplicadae exploratória e de abordagem qualitativa – é registrar as concepções de docentes universitários, atuantes emcursos de Pedagogia à Distância. Toma como foco compreender, sob a ótica desses docentes, o que é docência online,visando registrar e discutir as características necessárias para essa prática. Quanto aos resultados da pesquisa,verificou-se que as principais características podem ser agrupadas como sendo aquelas que: são capazes de entendero momento em que o aluno se encontra na relação ensino-aprendizagem fazendo as adaptações necessárias à comunicaçãocom ele; que sabem distinguir os limites entre o ensino presencial e os do ambiente on-line; são conhecedoresdas ferramentas no Ambiente Virtual de Aprendizagem (AVA), bem como sabem planejar e mediá-las de acordocom a variação de estudantes e conteúdos; apresentam sempre um feedback sobre as atividades e solicitações dosaprendizes e, por fim, pensam os processos avaliativos específicos e têm abertura para o trabalho em equipe, ouseja, com outros profissionais envolvidos com o processo, que vão desde os produtores dos conteúdos até os tutores.Palavras-chave: Docência Universitária On-Line. Tecnologias da Informação e Comunicação (TIC). AmbientesVirtuais de Aprendizagem (AVA). ONLINE TEACHING AT HIGHER EDUCATION: conceptions for a new style of pedagogyAbstract: The offer of online courses soars on Higher Education Institutions (HEI) and teachers find themselveschallenged, increasingly, to modify their pedagogical practice to follow up the trend towards online teaching modality.Faced with of this problem, the aim of this study - from applied and exploratory nature and qualitative approach - isto register the conceptions of university teachers in Pedagogy courses at Distance Learning. It takes as its focus theunderstanding, in the vision of these teachers, what is online teaching, aiming at record and discuss the necessaryfeatures for this practice. Regarding the results of the survey, it has been found that the main features can be groupedas being those that: are able to understand the moment of the student in the teaching-learning process making therequired adjustments to the communication with him; Student knows how to distinguish the limits between classroomlearning and the online environment; are knowledgeable in tools on Virtual Learning Environment (VLE) as well as toplan and mediate them, according to the variance of students and content; always submit feedback about activitiesand requests of apprentices and ultimately think particular evaluative processes and have opening for teamwork, ie, toother professionals involved with the process ranging from content producers to tutors.Keywords: University teaching online. Information and Communication Technologies (ICT). Virtual Learning Environments(VLE). ENSEÑANZA UNIVERSITARIA EN LÍNEA: conceptos para un nuevo estilo de lapedagogía Resumen: La oferta de cursos en línea crece dramáticamente en las Instituciones de Educación Superior (IES) y losmaestros se ven desafiados, cada vez más, a modificar su práctica pedagógica para dar seguimiento a la tendenciaa la modalidad de enseñanza en línea. Frente a este problema, el objetivo de este estudio - de naturaleza aplicaday exploratoria y abordaje cualitativo - es registrar las concepciones de los profesores universitarios en los cursos dePedagogía en Educación a Distancia. Toma como foco entender, bajo la óptica de estos maestros, lo que es la enseñanzaen línea, con el objetivo de registrar y analizar las características necesarias para esta práctica. Con respectoa los resultados de la encuesta, se ha encontrado que las principales características se pueden agrupar como aquellasque: son capaces de entender el momento del estudiante en el proceso de enseñanza-aprendizaje haciendo losajustes necesarios en la comunicación con él; saber distinguir los límites entre el aprendizaje en el aula y el ambienteen línea; son conocedores de las herramientas en Entorno Virtual de Aprendizaje (EVA), así como para planificar ymediar en ellos de acuerdo a la variación de estudiantes y contenidos; siempre envían comentarios sobre las actividadesy solicitudes de aprendices y en última instancia piensan particulares procesos evaluativos y tienen aperturapara el trabajo en equipo, es decir, a otros profesionales que intervienen en el proceso que van desde productores decontenido a los tutores.Palabras clave: La enseñanza universitaria en línea. Tecnologías de la información y comunicación (TIC). Entornosde aprendizaje virtual (EAV).
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Palabıyık, Mustafa Serdar. "International law for survival: teaching international law in the late Ottoman Empire (1859–1922)." Bulletin of the School of Oriental and African Studies 78, no. 2 (2014): 271–92. http://dx.doi.org/10.1017/s0041977x14001037.
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AbstractThis article analyses the teaching of international law in the late Ottoman Empire. It argues that the Ottomans were interested in teaching European international law to equip Ottoman bureaucrats with the skills necessary for evaluating and regulating the complex interrelation between the Ottoman Empire and the European states, to defend the vital interests of the Empire against European legal penetration via extraterritoriality, and to understand the legal basis of the European system of which the Empire had officially been accepted as a part by the European Great Powers since the conclusion of the Treaty of Paris in 1856. The article focuses on the courses, scholars and textbooks in the field of international law in the Ottoman Empire during three periods. The preliminary period (1859–76), witnessed the emergence of the first courses, scholars and literature on international law; in the Hamidian period (1876–1908) these courses were stabilized and systematized in line with higher education reforms in the Ottoman Empire; and finally, in the post-Hamidian period, the opening of new schools of law in the countryside and the reformation of existing schools allowed the teaching and literature of international law to flourish.
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Nekoueizadeh, Marziyeh, and Taher Bahrani. "Expansion Of Virtual E-Assessment Via Framework In Web-Based Courses." JOURNAL OF ADVANCES IN LINGUISTICS 3, no. 1 (2014): 136–49. http://dx.doi.org/10.24297/jal.v3i1.5222.
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It is generally believed that assessment has important impact on instruction and learning (Gibbs, 1999; Scouller, 1998). The existence of gaps between educational system and the real world of work cause to materialize e-assessment as an essential component of teaching contexts. In fact, virtual and practical e- assessment provides feedbacks for students to meet what they need for regulation of good performance in the authentic environments. The expansion of virtual e-assessment is one of the controversial issues among training administrators to generate valid and reliable assessments results in higher education contexts by undertaking purposes such as providing a basis for evaluating the quality of instructional context and serving feedback loops for learners by associating themselves in self-assessment to actualize their desires. In the same line, the present paper has an attempt to discuss a conceptual framework for implementation of reliable and valid e-assessment in web-based courses by highlighting viewpoints of different scholars with regard to the role of e-assessment as an integral part of teaching and learning process.
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Creel, Timothy, and Veronica Paz. "Teaching Sustainability in an Accounting Classroom." Discourse and Communication for Sustainable Education 9, no. 1 (2018): 79–85. http://dx.doi.org/10.2478/dcse-2018-0006.
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Abstract Sustainability has become an important issue in the world today for both business and society. As accounting faculty members, it is important that we add aspects of sustainability into accounting classrooms to help prepare students for what they will see in the workplace. The article aims to discuss areas for faculty to share with students the importance of sustainability. The methods of discussing sustainability in the classroom come from the teaching experiences of the authors. Cost, managerial, and intermediate accounting courses, as well as auditing at both the undergraduate and graduate levels, serve as conduits for sustainability concepts. Examples include discussing the triple bottom line, examining CSR reports and assurance services for them, talking about required environmental reporting and integrated reporting, and examining green balanced scorecards. The hope is that faculty can help students learn not only accounting but how to be better citizens with a global perspective on sustainability.
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Ratanova, Olga V. "Methods for creating automated tools of teaching of programming." Journal of Applied Informatics 16, no. 91 (2021): 14–21. http://dx.doi.org/10.37791/2687-0649-2021-16-1-14-21.
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The article discusses the issues of automated teaching of programming. Programming is one of the fastest growing and promising industries in the modern world. Based on information from recruitment agencies, there is now a shortage of highly specialized programmers, and it will only increase. Currently, employers have increased requirements for the qualification of programmers. Therefore, teaching programming in courses or advanced training of programmers is especially relevant. Automation makes learning more affordable. The role of automated learning on-line is increasing at this time. The article analyzes the principles of construction and typical elements of existing training courses. And it also analyzes methods of increasing the efficiency automated learning that can be done online. Creating circumstances under which the student received the necessary practical skills is an actual issue with such training. These are the skills of writing and debugging correct code in a programming language in the absence or with minimal presence of a teacher. Checking the code by the teacher, searching for errors and identifying inefficient code is an important point in full-time programming training. At this point, the student receives quick feedback from the teacher. Training tasks should be created so that code validation can be performed automatically. The article suggests changes and additions that will increase the effectiveness of existing automated courses of teaching of programming. The analysis of existing software code verification systems was performed. And the verification methods that are applicable in training were identified. Automatic verification of program code can take learning to a new higher level.
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Garner, Rosemarie, and Elizabeth Rouse. "Social presence – connecting pre-service teachers as learners using a blended learning model." Student Success 7, no. 1 (2016): 25–36. http://dx.doi.org/10.5204/ssj.v7i1.299.
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The national reform agenda for early childhood education and care across Australia has led to an increased demand for qualified early childhood teachers. In response, universities have developed innovative approaches in delivering early childhood teacher education courses designed to support existing diploma qualified educators to gain their teaching qualifications. One such course at a major Australian University incorporated a flexible multi-modal option of study which included community-based, on line e-learning and face-to-face intensive tutorials. This paper reports on a study examining the outcomes for students undertaking their studies using this course delivery mode. The study sought to examine the students’ perceptions of the efficacy of the teaching and learning approach in meeting their learning needs, and the factors that were most influential in informing these perceptions. The findings indicated that it was the inclusion of contact and a social presence in the online learning environment which was most influential.
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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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Shi, Yuanyuan. "The Three Levels of Education in Site Design Course of Architecture." Journal of World Architecture 5, no. 3 (2021): 18–23. http://dx.doi.org/10.26689/jwa.v5i3.2178.
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“Professional Guiding Standards for Advanced Education Architecture in University Undergraduate Students” (2013 edition) indicates that the education system of architecture should include a section on “environment and site.” It should involve six learning components which are concepts of site and environment, site terrain classifications, environment of two tendencies, elements involved in the sites, elements of environmental impact, and site design.[1] As site design (drawing) has become a significant topic in the examination of registered architects, many domestic architecture colleges have set up site design courses as independent ones. After more than ten years of exploration and research in developing the education system of site design courses, teaching experiences and achievements have been acquired. Site design courses have been gradually integrated with general plan design, registered architect examination, and architectural programming. Teachers have specified relevant learning goals in the regular daily curriculum in addition to the basic and vocational education of architecture. In this way, the site design course would be more in line with the educational goals of architecture. This paper aims to analyze the education of site design courses in hope of developing the future architectural education.
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Et. al., Hira Saeed,. "INFORMATION AND COMMUNICATION TECHNOLOGY IN HIGHER EDUCATION: ONLINE EXPERIENCE OF FACULTY." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 2 (2021): 1117–22. http://dx.doi.org/10.17762/itii.v9i2.460.
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Online teaching is a major concern in today's teaching process, and it is necessary to determine the impact of Information and Communication Technology (ICT) on online teaching. Currently, online teaching plays a vital role in guiding educators; students must be updated about the use innovation in the right way. Teachers must teach students about the correct use of technology. The purpose of the research were to study the on line experience of faculty with ICT to overcome the challenges in teaching learning process. The research was quantitative in nature whereas survey methods and quantitative questionnaire were utilized in current research. The random sampling technique was used to target the sample. The target population were the teachers who had experienced online courses and sample size (n=100) teachers. Descriptive analysis were utilized by the researchers to analyze the collected data. The results of the research depicted that there is major role played in online teaching with Information and Communication Technology. Moreover online teaching, increase the use ICT for online courses, which relieved the teacher. The advantage of online teaching in this way is that students were not bound to place and time. COVID-19 stipulates that all instruction frameworks must be converted to online mode. It is recommended that appropriate training for teachers is mandatory, which will help them to implement ICT.
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Bernadetha Nadeak, Elferida Sormin, E. Handayani Tyas ,. Sunarto, Lamhot Naibaho,. "Lecturers’ Cultural Sensitivity on Using Social Media - Facebook and Instagram." Psychology and Education Journal 58, no. 2 (2021): 5974–80. http://dx.doi.org/10.17762/pae.v58i2.3073.
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This study aims to identify lecturers' cultural sensitivity to using social media - Facebook and Instagram. This study was done at Universitas Kristen Indonesia. The data collection method used in this study is the quantitative method. A total of 345 lecturers were participated in answering the questionnaire. The data of this study were analyzed using SPSS Statistics and descriptive statistical analysis. This study shows that the diverse findings for the sensitivity of cultural diversity based on ethnicity, gender, level of education, the field of teaching, teaching experience, and teaching experience of students of various nationalities and cultures. The findings of this study have implications for educational knowledge and professional practice, especially for lecturers, and the academic community, higher education that offers to teach courses to play a role and take responsibility for the need to provide prospective teachers’ candidate to have a high level of cultural diversity sensitivity in line with the reality of student diversity in higher educations today on them using social media - Facebook and Instagram.
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Bollig, Georg, Stefan Meyer, Boris Knopf, Marina Schmidt, and Eithne Hayes Bauer. "First Experiences with Online Last Aid Courses for Public Palliative Care Education during the COVID-19 Pandemic." Healthcare 9, no. 2 (2021): 172. http://dx.doi.org/10.3390/healthcare9020172.
Full textAbstract:
The Last Aid course aims to teach public palliative care by increasing public awareness and empowering people about the role of the individual in the death of loved ones. The Covid-19 pandemic, however, has altered educational methods prohibiting classroom settings. Therefore, an online course was created to enable continued and safe public palliative care education. A mixed-methods study was performed to examine the feasibility of delivering the Last Aid course online. Data collection included participant questionnaires with qualitative and quantitative data, observations and a focus group discussion. Data were analyzed using descriptive analysis and qualitative description. In total, 15 online Last Aid courses were held, 174 participants took part in the study and 92 completed questionnaires were included. Findings revealed overall course satisfaction for the online courses in line with previous findings for classroom teaching. The online platform enabled course participation from people previously unable or unwilling to attend, namely caregivers to dying relatives and younger people. Instructors displayed an ability to teach online. However, some instructors expressed frustration over reduced interaction and technical challenges, which was echoed by participant ratings showing that many lacked social networking with fellow participants. Nonetheless, this pilot study demonstrates the feasibility of the online Last Aid course. Attention must be given to increasing both participant-to-participant and instructor-to-participant interaction. More research on the long-term effects of Last Aid courses is needed.