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Статті в журналах з теми "Online learning modality":
1
Capacio, Leadean Jay A., Gilbert A. Celesio, and Genesis B. Naparan. "Teachers’ Experiences in Online Teaching and Learning Modality." EduLine: Journal of Education and Learning Innovation 1, no. 1 (March 24, 2021): 59–75. http://dx.doi.org/10.35877/454ri.eduline399.
Анотація:
This study explores Teachers' Experiences in Online Teaching and Learning Modality. The participants were selected private school elementary teachers in Pagadian City offering Online Modality in School Year 2020-2021. The study was based on the interpretivist paradigm since the researcher used social skills to construct knowledge and meaning. Case study was utilized. Teachers' experiences include perception, way of delivering instruction using online platforms, struggles, adjustments, and suggestions for improvement. The study is supported with data from multiple sources: Interview Guide Questions, Principals’ Evaluation Form, and Researcher’s Checklist. Participants perceived online modality as agent of continuity of learning, and challenging. It showed that Zoom teleconferencing is the preferable online platform to use. The participants’ struggles were power interruption, poor internet connectivity, computer technology operations, imposition of classroom management, lack of preparation, and getting used to another personal work-schedule. The participants' adjustments pointed to acceptance of situation, self-exploration, asking teaching materials, and knowledge-skill support from the school. The participants and principals' responses led to attending trainings regarding Online Teaching Methodology in general. Based on the findings, the researcher recommends to the outmost possibility that there may be ICT trainings, provision of upgraded internet connectivity and gadgets, reducing workload and class size.
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Gill, Peter, Lauren Kitney, Daniel Kozan, and Melanie Lewis. "Online learning in paediatrics: a student-led web-based learning modality." Clinical Teacher 7, no. 1 (March 2010): 53–57. http://dx.doi.org/10.1111/j.1743-498x.2009.00337.x.
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Li, Kang, Lequan Yu, Shujun Wang, and Pheng-Ann Heng. "Towards Cross-Modality Medical Image Segmentation with Online Mutual Knowledge Distillation." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 01 (April 3, 2020): 775–83. http://dx.doi.org/10.1609/aaai.v34i01.5421.
Анотація:
The success of deep convolutional neural networks is partially attributed to the massive amount of annotated training data. However, in practice, medical data annotations are usually expensive and time-consuming to be obtained. Considering multi-modality data with the same anatomic structures are widely available in clinic routine, in this paper, we aim to exploit the prior knowledge (e.g., shape priors) learned from one modality (aka., assistant modality) to improve the segmentation performance on another modality (aka., target modality) to make up annotation scarcity. To alleviate the learning difficulties caused by modality-specific appearance discrepancy, we first present an Image Alignment Module (IAM) to narrow the appearance gap between assistant and target modality data. We then propose a novel Mutual Knowledge Distillation (MKD) scheme to thoroughly exploit the modality-shared knowledge to facilitate the target-modality segmentation. To be specific, we formulate our framework as an integration of two individual segmentors. Each segmentor not only explicitly extracts one modality knowledge from corresponding annotations, but also implicitly explores another modality knowledge from its counterpart in mutual-guided manner. The ensemble of two segmentors would further integrate the knowledge from both modalities and generate reliable segmentation results on target modality. Experimental results on the public multi-class cardiac segmentation data, i.e., MM-WHS 2017, show that our method achieves large improvements on CT segmentation by utilizing additional MRI data and outperforms other state-of-the-art multi-modality learning methods.
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Mahou-Lago, Xosé-Mª, Mónica López Viso, and Enrique José Varela-Álvarez. "Master’s degrees in the Spanish university system: assessing the virtualization of online courses." Aula de Encuentro 22, no. 1 (June 30, 2020): 34–56. http://dx.doi.org/10.17561/ae.v22n1.2.
Анотація:
This paper presents the results of a study on the academic management of online master’s degrees taught at Spanish attendance-based state universities. The study focused on the analysis of the distance learning modality to establish a typology of courses and their degree of virtualization. To gather data, a heuristic test was designed consisting of four fundamental dimensions: type of online learning platform, course description regarding the learning modality, simultaneity with other modalities, and the degree of virtualization. The results show that due to the lack of conceptual clarification, more than 60% of the masters offer a blended modality because they require the physical presence of the student at some point in the learning process.
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Boghikian-Whitby, Seta, and Yehia Mortagy. "Student Preferences and Performance in Online and Face-to-Face Classes Using Myers-Briggs Indicator: A Longitudinal Quasi-Experimental Study." Issues in Informing Science and Information Technology 13 (2016): 089–109. http://dx.doi.org/10.28945/3444.
Анотація:
This longitudinal, quasi-experimental study investigated students’ cognitive personality type using the Myers-Briggs personality Type Indicator (MBTI) in Internet-based Online and Face-to-Face (F2F) modalities. A total of 1154 students enrolled in 28 Online and 32 F2F sections taught concurrently over a period of fourteen years. The study measured whether the sample is similar to the national average percentage frequency of all 16 different personality types; whether specific personality type students preferred a specific modality of instructions and if this preference changed over time; whether learning occurred in both class modalities; and whether specific personality type students learned more from a specific modality. Data was analyzed using regression, t-test, frequency, and Chi-Squared. The study concluded that data used in the study was similar to the national statistics; that no major differences in preference occurred over time; and that learning did occur in all modalities, with more statistically significant learning found in the Online modality versus F2F for Sensing, Thinking, and Perceiving types. Finally, Sensing and Thinking (ST) and Sensing and Perceiving (SP) group types learned significantly more in Online modality versus F2F.
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Mahamad, Saipunidzam, Ahmad Sobri Hashim, and . "Online Education: the Academic Impact and Learning Effects." International Journal of Engineering & Technology 7, no. 3.7 (July 4, 2018): 80. http://dx.doi.org/10.14419/ijet.v7i3.7.16217.
Анотація:
Online education is a new way of learning which simplified many factors that affect student intake in higher institution. It gives opportunity to increase the level of education with or without going to the institution. Even though, there is an abundance of research pertaining to online education but very few of these research studies focus on the academic impact and learning effects of this modality on students. These paper present a review on academic impact and learning effects of online education. Educators and learners are benefited to explore beyond traditional classroom in many ways including development of technologies, social contribution and pedagogical.
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Wang, Xiaoran, Xiao-Yu Liu, Shuwei Jia, Runsheng Jiao, Yunhong Zhang, Liyong Tang, Xiaoli Ni, et al. "TESOT: a teaching modality targeting the learning obstacles in global medical education." Advances in Physiology Education 45, no. 2 (June 1, 2021): 333–41. http://dx.doi.org/10.1152/advan.00191.2020.
Анотація:
In higher education, it is a great challenge for instructors to teach international medical students (IMSs) efficiently. These students usually have different learning obstacles and learning style preferences from domestic students. Thus it is necessary to use teaching modalities targeting the specific characteristics of IMSs. Accordingly, we have developed a teaching modality composed of classical teacher-centered approach (TCA), enriched with components of student-centered approach (SCA) and online interactions targeting the learning characteristics of IMSs, which we defined as TESOT (an acronym made of the underlined words' initials). Aside from the online interactions that provide both answers to questions raised by students and guidance throughout a course, this modality contains additional in-classroom components (i.e., pre-lecture quiz, student-led summary, and post-lecture quiz). The effectiveness of this modality was tested in the nervous system module of the Physiology course for IMSs. The final exam scores in the nervous system module in the year taught with TESOT were higher than those earned by students taught with a classical TCA modality in preceding 2 yr. The improvement of teaching effectiveness is attributable to increasing communication, bridging course contexts, and meeting diverse learning style preferences. These results indicate that TESOT as an effective teaching modality is useful for enhancing efficiency of teaching IMSs.
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Goñi, Julian, Catalina Cortázar, Danilo Alvares, Uranía Donoso, and Constanza Miranda. "Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education." Sustainability 12, no. 24 (December 14, 2020): 10444. http://dx.doi.org/10.3390/su122410444.
Анотація:
Teamwork has been systematically studied in engineering education as an educational method and a learning outcome. Based on the recent advances in socially-shared regulation as a framework for teamwork processes, this study explores the impact of the transition to online learning. The purpose of this study is to understand if face-to-face and online team dynamics differ concerning the prevalence of personal goals, team challenges, and individual/social strategies. The Adaptive Instrument for Regulation of Emotions (AIRE) Questionnaire was used to compare two semesters in project-based learning engineering courses that were face-to-face (2019) and then converted to an online modality (2020) due to the COVID-19 crisis. Our results show that both modalities report mostly the same prevalence of goals, challenges, and strategies. However, online students tend to manifest a significantly lower prevalence of specific challenges and strategies, suggesting that online teamwork may have involved less group deliberation. These results provide evidence for the "equivalency theory" between online and face-to-face learning in a context where all systemic levels transitioned to a digital modality. These findings raise the question of whether online teaching encourages the emergence of team conflict and deliberation needed for creative thinking.
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Carrol, Norman, and Molly Burke. "Learning Effectiveness Using Different Teaching Modalities." American Journal of Business Education (AJBE) 3, no. 12 (December 1, 2010): 65–76. http://dx.doi.org/10.19030/ajbe.v3i12.966.
Анотація:
There is much discussion about whether online instruction is as effective as face-to-face instruction. To address this question, a comparative study was made of two sections of an MBA organizational theory course, one taught online and the other face-to-face. The content covered by both sections was the same with similar assignments and a common final examination. There was little difference between the sections on the results of the final examination or the student course evaluations. This study suggests that neither modality is more effective than the other with regard to student achievement or their perceptions of course effectiveness.
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Kasman, Kasman, and Zohri Hamdani. "THE EFFECT OF ZOOM APP TOWARDS STUDENTS' INTEREST IN LEARNING ON ONLINE LEARNING." Dinasti International Journal of Education Management And Social Science 2, no. 3 (February 10, 2021): 404–8. http://dx.doi.org/10.31933/dijemss.v2i3.752.
Анотація:
This study was to know the effect of zoom app towards students' interest in learning. The population used in this study were 496 students majoring in Islamic Religious Education of STAIN Mandailing Natal. There were 38 students of the Department of Islamic Education to be sampled in this study. Data collection techniques that researchers use include questionnaires, pretest, posttest, and interviews The analysis data used the SPSS 16 program to determine the data tabulation and qualitative descriptive. The result of this study shown that there is an increased students' interest in learning by using zoom app as a learning modality during a pandemic. The use of it is proven to have a significant effect on students' enthusiasm for learning so that there is an increasing in students' interest in learning.
Дисертації з теми "Online learning modality":
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Amarir, Amine. "Pre-assessment of the Impact of Design Challenge Fabrication Modality on Engineering Self-Efficacy." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/103906.
Анотація:
The introduction of project-based learning into university engineering programs has been shown to positively benefit students that prefer a hands-on experience and give future employers assurance that recent graduates have the tools to handle real-world problems as opposed to theoretical situations. Enhancing the engineering self-efficacy of students, recent graduates and seasoned engineers is made possible through the solution of complex, open-ended problems typically found in engineering design. A high engineering self-efficacy, in turn, positively reflects a person's perception of their complex problem-solving capacity which is critical throughout the design process. The decision to either work virtually with a team or onsite with group members nearby may also further influence self-efficacy and, ultimately, the designer's success. This raises the question explored in this study: Will a design challenge impact engineering self-efficacy equally for online and in-person participants? Two groups engaged in a design challenge to develop a mechanism meant for drone applications, where one group designed and tested their solution in-person, while the other group sent design plans to a third-party for fabrication and testing. Participants filled out a prototype engineering self-efficacy scale before and after the challenge, revealing a significant difference between these two modalities. The small sample size is noted as the cause for inaccuracies and surprising findings. Guidelines for methodology implementation in a larger scale study are included.Master of Science
In project-based learning courses, students work in groups to make a prototype or other solution to a stated problem, which are helpful for building student confidence in problem-solving, critical thinking and, especially, engineering skills. This confidence translates to believing that carrying out a specific task will lead to success with little-to-no feelings of fear or failure. This generally describes "self-efficacy," and it can apply to any profession. Traditionally, hands-on projects are done in person, where an exchange of ideas is clear and any problems can be handled immediately. However, with schools closed due to the COVID-19 pandemic, these courses had to shift online, leading some to believe that students would not receive the same level and quality of engineering education. Online learning has been around for over 30 years and studies show that students learn just as much, if not more and better, online than sitting in a classroom. Can the same be said for taking part in an engineering project over the internet? Two groups designed a prototype drone attachment, where members of one group worked side-by-side to build and test their solution, while members of the other group worked online and sent files and assembly instructions to a third party. Each participant also filled out a questionnaire before and after the challenge to track their engineering self-efficacy. The limited data led to the conclusion that there is a noticeable difference between the two project completion methods, most likely caused by a low number of participants. The lessons learned from this study were used to create guidelines for a larger-scale study.
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Strawser, Michael G. "A MODEL MODALITY: ASSESSING THE EDUCATIONAL INTEGRITY OF THE BLENDED BASIC COURSE." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/34.
Анотація:
The creation of a hybrid/blended basic course aligns with university goals and may increase viable curricular options for student success. If universities offer hybrid courses, they ought to do so based on data-driven evidence confirming that face-to-face (F2F) and hybrid courses are comparable. Thus, the purpose of this study was to assess the learning outcome achievement of students enrolled in a blended (hybrid) version of the basic course. More specifically, a comparative analysis of student affective, cognitive, and behavioral learning outcome achievement in face-to-face sections and hybrid sections was conducted. This study also examined affect for course delivery format for students enrolled in traditional F2F compared to hybrid sections. Ultimately, two important conclusions were drawn from this analysis. First, hybrid courses are a viable instructional modality for delivering the basic communication course. Second, students are satisfied with aspects of both F2F and blended course modalities. More specifically, each course delivery format has strengths and weaknesses and instructors, students, and university administrators share responsibility for course and student success.
3
Osae-Kwapong, Eliza Osae-Kwapong. "The Transition: Developmental Math to College Level Math." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1525210857966803.
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Wolf, Christian Marc, and chris@adaptive-learning net. "Construction of an Adaptive E-learning Environment to Address Learning Styles and an Investigation of the Effect of Media Choice." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080625.093019.
Анотація:
This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through a computer programming course. Despite the benefits of individualised instruction and a growing worldwide e-learning market, there is a paucity of guidance on how to effectively accommodate learning styles in an online environment. Several existing learning-style adaptive environments base their behaviour on an initial assessment of the learner's profile, which is then assumed to remain stable. Consequently, these environments rarely offer the learner choices between different versions of content. However, these choices could cater for flexible learning styles, promote cognitive flexibility, and increase learner control. The first research question underlying the project asked how learning styles could be accommodated in an adaptive e-learning environment. The second question asked whether a dynamically adaptive environment that provides the learner with a choice of media experiences is more beneficial than a statically adapted environment. To answer these questions, an adaptive e-learning environment named iWeaver was created and experimentally evaluated. iWeaver was based on an introductory course in Java programming and offered learning content as style-specific media experiences, assisted by additional learning tools. These experiences and tools were based on the perceptual and information processing dimension of an adapted version of the Dunn and Dunn learning styles model. An experimental evaluation of iWeaver was conducted with 63 multimedia students. The analysis investigated the effect of having a choice of multiple media experiences (compared to having just one static media experience) on learning gain, enjoyment, perceived progress, and motivation. In addition to these quantitative measurements, learners provided qualitative feedback at the end of each lesson. Data from 27 participants were sufficiently complete to be analysed. For the data analysis, participants were divided into two groups of high and low interest in programming and Java, then into two groups of high and low experience with computers and the Internet. Both group comparisons revealed statistically significant differences for the effect of choice. Having a choice of media experiences proved beneficial for learners with low experience but detrimental for learners with high experience or interest. These findings suggest that the effect of choice appears to be strongly influenced by the learner's background. It is hypothesised that encouraging a more active learner role in educational systems would expand the positive influence of choice to a wider range of learners. The study has contributed some weight to the argument that for certain groups of learners, it is more beneficial to view learning style as a flexible, rather than a stable construct. As a practical implication, it seems advisable to collect data on prior experience, interest, and the initial learning style distribution of the target audience before developing environments comparable to iWeaver. [See http://www.adaptive-learning.net/research/media.htm for media files associated with this thesis.]
Частини книг з теми "Online learning modality":
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Sun, Mingyu, Yea-Fen Chen, and Andrew Olson. "Developing and Implementing an Online Chinese Program." In Computer-Assisted Foreign Language Teaching and Learning, 160–87. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch010.
Анотація:
The virtual language classroom is becoming more commonplace, and for many instructors it is even a requirement. This chapter aims to present a virtual language classroom case study and to propose a prototype for instructors to develop and implement fully online entry-level language classes, as well as to provide guidelines and recommendations for their reference as they redesign traditional face-to-face language courses to fit the online modality. As the case study progressed, the authors discovered that this new modality of online language instruction poses many challenges. Their research aims to answer questions, such as: 1) is the online instruction in the case study comparable to the face-to-face class? and 2) how can one best balance synchronous and asynchronous components in an entry-level online language (Chinese in specific) course?
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Carlson, Kristen. "Supporting Students Through Online Learning." In Handbook of Research on Inequities in Online Education During Global Crises, 148–62. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6533-9.ch008.
Анотація:
With the onset of a pandemic, there were opportunities and challenges for supporting learners. Schools and universities were physically closed while interaction shifted to a distance learning modality. In some instances, courses became asynchronous, while other courses met synchronously using video conferencing. Educators were adaptable when the pandemic occurred, quickly setting up home offices to meet their learners' needs. This occurrence showed that it was in educators' best interest to understand distance best practices. Distance learning has been utilized at institutions in the United States for the past two decades. However, it has not been widely adopted as mainstream because of the inequities that arise for learners. This chapter will address solutions for systematically addressing inequity from the educator's perspective, maintaining academic rigor, building a community of learners, creating a workflow for educators to interact with learners, and how to amplify learner engagement in the online learning environment.
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Michael, Timothy B., and Melissa A. Williams. "Bandwidth and Online Course Design." In eLearning Engagement in a Transformative Social Learning Environment, 157–78. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6956-6.ch008.
Анотація:
This chapter is designed to provide resources and answer questions on two levels. In the first part, the authors present a menu of considerations and challenges that they have experienced when shifting an accredited undergraduate program to a parallel online modality over the past several years. In addition, they offer suggestions for working within the BlackBoard learning environment and give a glossary of commonly encountered online instruction terms. They identify some commonalities between online and traditional instruction that can serve to make newcomers more comfortable adding online teaching to their skill set.
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Freire, Carla, Catarina Mangas, Rogério Costa, and Adriana Lage Costa. "The Potential of Distance Education for the Inclusion of Students in Higher Education." In Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning, 379–401. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4769-4.ch016.
Анотація:
We live in a changing world, where the role of educational institutions is being transformed. The available technologies allow new conditions to access learning; however, as they evolve very fast, sometimes it is challenging to track this evolution regarding the changes that entail to all of us, which may contribute to a digital divide if it is not well addressed. This chapter intends to present distance education as a reliable modality to include students in higher education. For that, it presents the universal design for learning and its crucial role to make inclusive virtual learning environments. Like every modality that exists, there are some challenges that need to be addressed, as well as some benefits that allow to see the potential of this modality to learning, overcoming some adversities that may occur, like the lack of time to go to face-to-face education or even the need of social isolation by risk of getting a disease.
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Schuttler, Richard, and Jake Burdick. "Creating a Unified System of Assessment." In Online Assessment and Measurement, 165–81. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-720-1.ch008.
Анотація:
The approach to curriculum design and development are essential elements to consider when creating a unified system of learning assessment. Although there are differences between facilitating curriculum online and in the classroom, the modalities do not need to be treated as separate paradigms when establishing assessments. By creating an approach not governed by delivery, education can be made more effective in all modalities. When academic programs are designed in a sound and systematic approach, learning assessment is a natural function of curriculum deployment. Assessing learning without assessing its associated curriculum design is essentially the act of looking at an effect without mentioning its causes. This chapter suggests that the goal of any institution in developing curriculum should be to create an assessment methodology that is integrated throughout its curriculum in a conscious manner, not specific to a modality.
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Gaimaro, Amy. "Promoting Engagement with Online Presentations." In Advances in Multimedia and Interactive Technologies, 322–36. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8696-0.ch009.
Анотація:
Educators delivering online presentations face many challenges when teaching in this modality. Lack of student engagement is one such challenge. Students can study online with lackluster learning experiences when participating in a predominately text-based course. Applying multiple instructional strategies to address students' diverse learning styles can provide students with a more engaged online learning experience. Another challenge many educators face, is the need for support and guidance to facilitate effective online learning. More specifically, educators of the twenty-first century are seeking the know-how to move traditional text-based materials into online, media-rich course content. This chapter will examine some of the challenges of delivering quality online presentations. In conclusion, the author will provide examples of strategies for delivering effective online presentations within the virtual college classroom.
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Hansen, Bethanie L. "Teaching the Course." In Teaching Music Appreciation Online, 245–69. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190698379.003.0012.
Анотація:
This chapter provides a framework and guides for teaching the online music appreciation class in ways that suit the online modality and a variety of learners. Because it is much more challenging to build community and connect with others in an online classroom when compared to face-to-face learning, and community is essential to learning, a framework for teaching online that includes aspects most likely to promote community among learners and between students and their instructor is needed. Readers will find helpful guidance to develop a robust community of inquiry within the online music appreciation classroom, along with communication strategies and routines typical of online teaching. The chapter ends with a brief summary of important points and an infographic designed to visually highlight essential elements for teaching online music appreciation, including teaching, social, and cognitive presence; guidelines for online communication while teaching a class; time management tips; and weekly routine suggestions.
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H.E. Gay, Glenda. "Together Apart during the COVID-19 Pandemic: Assessing Students’ Readiness for Online Assessments Using an E-Learning System." In E-Learning and Digital Education in the Twenty-First Century - Challenges and Prospects [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.95097.
Анотація:
Electronic learning (e-learning) is an indispensable management system that supports face-to-face, blended, or fully online courses. In January 2020, 258 students in a second-year management course at a regional university were evaluated on their preparedness for online lectures via e-learning. However, by mid-semester, the COVID-19 pandemic halted face-to-face teaching, pushed final assessments to an online modality, and forced some governments to quickly repatriate their students. This chapter evaluates students’ level of e-learning readiness (e-readiness) and whether it had any effect on their performance in the final assessment. The results show that six percent of the cohort had returned to their home country, six percent had no privacy to take their final online assessments, while 31% depended on Wi-Fi. However, although two-thirds of the cohort preferred the online modality, only a third had acceptable levels of e-readiness. E-ready students felt the disruption in their study routine most, while those who were not e-ready found more time to study after the curfew restrictions were in place. E-ready students attempted their final online assessment earlier than those who were not yet e-ready, but the two groups had similar assessment grades. Evaluating students’ level of e-readiness is vital in providing support for those who have challenges with online learning.
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Banerjee, Srikanta, and Jill A. Firtell. "Addressing Critical Multiculturalism in Online Education Using a Poly-Framework Approach." In Cultivating Diverse Online Classrooms Through Effective Instructional Design, 255–79. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3120-3.ch013.
Анотація:
Given the increasing number of available e-learning platforms, individuals are now able to pursue degrees and courses through an online modality. As a result, education has proliferated to include individuals from varying cultural groups, age distributions, and occupational qualifications. With the inclusion of a wide variety of groups, multicultural considerations are critical. However, from a multiculturalist and poststructaralist perspective, conventional models of multiculturalism are considered essentialist and often fastened by tradition rather than dynamic and continuously evolving practices. In this paper, the authors will apply multiculturalism to online education; present a critical perspective; and finally demonstrate a novel, dynamic and adaptable model that uses a poststructuralist viewpoint in order to meet the multicultural needs of the online student of today and possibly tomorrow. This model is derived from the key strengths of the Social Ecological Model, Hofstede's cultural dimensions theory, and Kolb's learning styles.
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Munene, Ishmael I., Flower Darby, and John Doherty. "Blended for Student Engagement and Retention." In Models for Improving and Optimizing Online and Blended Learning in Higher Education, 129–46. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6280-3.ch007.
Анотація:
Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.
Тези доповідей конференцій з теми "Online learning modality":
1
Pinto-Llorente, Ana M., M. Cruz Sánchez-Gómez, and Francisco J. García-Peñalvo. "The Use of Online Quizzes in Blended Learning Modality." In TEEM 2017: 5th International Conference Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3144826.3145430.
2
Boghikian-Whitby, Seta, and Yehia Mortagy. "Student Preferences and Performance in Online and Face-to-Face Classes Using Myers-Briggs Indicator: A Longitudinal Quasi-Experimental Study_." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3437.
Анотація:
[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This longitudinal, quasi-experimental study investigated students’ cognitive personality type using the Myers-Briggs personality Type Indicator (MBTI) in Internet-based Online and Face-to-Face (F2F) modalities. A total of 1154 students enrolled in 28 Online and 32 F2F sections taught concurrently over a period of fourteen years. The study measured whether the sample is similar to the national average percentage frequency of all 16 different personality types; whether specific personality type students preferred a specific modality of instructions and if this preference changed over time; whether learning occurred in both class modalities; and whether specific personality type students learned more from a specific modality. Data was analyzed using regression, t-test, frequency, and Chi-Squared. The study concluded that data used in the study was similar to the national statistics; that no major differences in preference occurred over time; and that learning did occur in all modalities, with more statistically significant learning found in the Online modality versus F2F for Sensing, Thinking, and Perceiving types. Finally, Sensing and Thinking (ST) and Sensing and Perceiving (SP) group types learned significantly more in Online modality versus F2F.
3
Scanlan, Anna M., Declan Kennedy, and Tommie V. McCarthy. "Development and Evaluation of Online Approaches for Improved Kinaesthetic Learning in Science." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13146.
Анотація:
Kinaesthetic learning is expressed when physical actions are used to connect concept development to reality, for example through model building, trial and error practice, or role-play interactions. Learning through a kinaesthetic modality is highly effective and complementary to other learning modalities. Recent advances in gamification for education have increased access to science simulations and learning online. However, the transfer of offline kinaesthetic techniques to online learning remains under-researched and poorly implemented on affordable, scalable platforms. Here we describe an accessible approach for educators on how to incorporate online kinaesthetic aspects into lessons through use of a scalable and affordable framework developed called the ‘Kinaesthetic Learning System’ (KLS). This framework should be of particular use for learning complex molecular life science topics but can be adapted and modified independently by the educator to address different knowledge levels and for expansion to other disciplines.
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Pardo-Ballester, Cristina. "A longitudinal study on language learning vocabulary in L2 Spanish." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8062.
Анотація:
Some learners perform better on listening tests that include visual input instead of only audio (Wagner, 2008) while others have found no difference in the performance of participants in the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in listening comprehension (LC). This study examines the effect of input modality on the learning of new vocabulary with intermediate L2 learners. The study gave four versions of the same text: a baseline in audio format, a baseline in video format, a redundancy-enhanced version in audio format and a redundancy-enhanced version in video format. Three hundred sixty two intermediate learners of Spanish participated in this study over a period of three consecutive semesters. Results about input modality indicated audio or video does not seem to matter in responding correctly to the vocabulary items. However, the redundancy-enhanced version in audio and video formats helped learners to respond correctly to vocabulary items when enrolled in face2face-blended courses compared to online-hybrid courses.
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Barana, Alice, Michele Fioravera, and Marina Marchisio. "Teacher training: a model for introducing innovative digital methodologies for learning Mathematics." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5303.
Анотація:
This paper shows a model of teacher training developed by the XXX of the ZZZ, aimed at introducing teachers to the use of innovative methodologies for learning Mathematics and for developing disciplinary and cross-cutting competences. The learning methodologies proposed are mainly based on Problem Posing and Problem Solving, the use of an Advanced Computing Environment, of a Virtual Learning Environment and of an Automated Assessment System. The training model, designed in blended modality, mainly relies on the creation of an online community of practice, where teachers, supported by tutors, collaborate in the creation of interactive learning materials for their classes. They acquire competences not only in the use of learning technologies, but also on sharing and collaborating in virtual environments; they learn how to develop self-tailored didactic methodologies. The key strengths of this model are highlighted and the results, achieved after the experimentation in several projects, are discussed, showing the effectiveness of the model.
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Xu, Hongteng, Dixin Luo, and Lawrence Carin. "Online Continuous-Time Tensor Factorization Based on Pairwise Interactive Point Processes." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/403.
Анотація:
A continuous-time tensor factorization method is developed for event sequences containing multiple "modalities." Each data element is a point in a tensor, whose dimensions are associated with the discrete alphabet of the modalities. Each tensor data element has an associated time of occurence and a feature vector. We model such data based on pairwise interactive point processes, and the proposed framework connects pairwise tensor factorization with a feature-embedded point process. The model accounts for interactions within each modality, interactions across different modalities, and continuous-time dynamics of the interactions. Model learning is formulated as a convex optimization problem, based on online alternating direction method of multipliers. Compared to existing state-of-the-art methods, our approach captures the latent structure of the tensor and its evolution over time, obtaining superior results on real-world datasets.
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Biasi, Valeria, and Anna Maria Ciraci. "The qualification of e-learning for higher education through the development of affective usability, self-evaluation test and virtual laboratory." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8006.
Анотація:
This contribution presents some aspects of the Department Interdisciplinary Research Project (PRID) of Roma Tre University. The main aim of the project is to define an innovative e-learning integrated didactic model that can promote the acquisition and development of skills for Lifelong Learning (European Parliament & European Council, 2008). To this end, the implementation of the following essential variables and components of the Integrated Model is a priority: 1) the learners’ motivational involvement; 2) the quality of the experience of immersion within a virtual environment; 3) evaluation and self-evaluation practices. Considering the original model successfully experimented in the Degree Course in Education Sciences at “Roma Tre” University (Domenici, 2016) and particularly focused on evaluation and self-evaluation processes, we propose an implementation of so-called affective usability of the e-learning platform by creating relaxing, stimulating and aesthetic online environments, promoting a greater immersive capacity. To this must be added the students’ use of advanced ICT programs enabling them to experience scientific demonstrations and experiments in order to acquire a scientific mentality through the use of Context Simulation Tests and Virtual Didactic Laboratories (VDLs). The effectiveness of implementing the FAD e-learning system in acquiring the scientific thinking modality will be empirically assess.
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Garcés Mancero, Flor Emperatriz, Magaly Margarita Narváez Ríos, Luis Germánico Gutiérrez Albán, and Víctor Danilo Lazo Alvarado. "VIRTUAL LEARNING APPLYING EDUCATIONAL STRATEGIES IN TIMES OF COVID-19; CASE OF TECHNOLOGY IN MILITARY SCIENCES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end094.
Анотація:
The educational system in times of pandemic has had to transform itself urgently and unexpectedly to a virtual modality. This paper presents an exploratory study on the main difficulties encountered in the Soldiers Training School "Vencedores del Cenepa", where the objective of this work was to expose some strategies mediated by ICTs, for the virtualization of the teaching-learning process; When the didactic and functional methodology was applied in virtual education, I necessarily involve externalizing the demands of the teachings where they are enrolled; in this online educational process-COVID 19; the students of the institution consider their class grade as a basic educational tool, where the student himself, Virtual learning behaves as an extension of the face-to-face classroom, mainly supported by technologies that allow, even remotely, activities that challenge students to produce a collective text, electronic portfolio, infographic or video that address a topic, can be worked collaboratively. in particular related to the topic of the class, they are generally more accepted by students than exercises or questionnaires whose objective is to record the content of a discipline; Therefore, we must see the opportunity that shortens the distances and enriches the teachers' process, maintaining their structure and development of methods according to reality; where the development of study programs is allowed, strengthens relationships and instills collaboration among all actors.
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Santana, Aldrin, Jeovani Costa, and Simey Castro. "Considerações relevantes para o ensino online durante a pandemia de Covid-19 nas escolas públicas do Amapá." In Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/webmedia_estendido.2020.13080.
Анотація:
Th is work has the theme: Relevant considerations for inline teaching during the COVID-19 pandemic in Public Schools in Amapá. It may be considered that the online teaching has been a challenge for the teacher and for the student, because the difficulties a re innumerable: Internet access, cellphone or computer. The fact is that no one was prepared for this situation, nor the Amapá Secretariat of Education, as well as school managers, teachers students and their families. Everyone had to use creativity to develop students’ learning process. Th us, this new modality requires reflection on the consideration of relevance that can contribute to education quality. Th ese considerations highlight the importance and the family compromise at this moment to encourage the children to attend classes; teachers can create alternatives at websites, groups at social media and messengers’ apps; schools to offer tools to teachers and students in this interaction and the State Secretariat of Education providing support to enable the necessary conditions to minimize the impact suffered in relation to the students’ content and learning. Due to a certain part of the students not having access to the Internet, one of the alternatives found was delivering the activities on printed material. Our objective is knowing the difficulties presented during this period of pandemic in online education for the actors of the process and the expected solutions by the Educational System with the schools. Th e methodology used to carry out the work is based on bibliographic research. Therefore, it was found that innovation and creativity was means that the school was able to involve students so that they did not distance themselves, not necessarily using the technology, but making them part of the process and promoting reflection about their maturity in distance learning. From the above, it is concluded the importance of the Amapá State Secretariat of Education, of the school, of the teacher and the family to develop the potential of each student and to prepare them for the development of their knowledge and learning.