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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.
2
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.
3
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.
4
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.
5
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.
6
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.
7
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.
8
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.
9
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.
10
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.
11
Martín Ayala, Juan Luis, Sergio Castaño Castaño, Alba Hernández Santana, Mariacarla Martí González, and Julién Brito Ballester. "Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students." Sustainability 13, no. 16 (August 5, 2021): 8735. http://dx.doi.org/10.3390/su13168735.
Анотація:
The COVID-19 pandemic, and the containment measures adopted by the different governments, led to a boom in online education as a necessary response to the crisis posed against the education system worldwide. This study compares the academic performance of students between face-to-face and online modalities in relation to the exceptional situation between the months of March and June 2020. The academic performance in both modalities of a series of subjects taught in the Psychology Degree at the European University of the Atlantic (Santander, Spain) was taken into account. The results show that student performance during the final exam in the online modality is significantly lower than in the face-to-face modality. However, grades from the continuous evaluation activities are significantly higher online, which somehow compensates the overall grade of the course, with no significant difference in the online mode with respect to the face-to-face mode, even though overall performance is higher in the latter. The conditioning factors and explanatory arguments for these results are also discussed.
12
Park, Seyoung, Dong-Hee Shin, Tae-Yang Kim, and Jae-Eun Shin. "Effects of Modality and Smart Device on Learner's Interaction Experience in Online Learning." Journal of the Korea Contents Association 15, no. 2 (February 28, 2015): 507–19. http://dx.doi.org/10.5392/jkca.2015.15.02.507.
13
Lan, Xiangyuan, Mang Ye, Rui Shao, Bineng Zhong, Deepak Kumar Jain, and Huiyu Zhou. "Online Non-Negative Multi-Modality Feature Template Learning for RGB-Assisted Infrared Tracking." IEEE Access 7 (2019): 67761–71. http://dx.doi.org/10.1109/access.2019.2916895.
14
Jimenez, Edward C. "Project N.E.W. - N.O.R.M.A.L. Navigating Electronic World to Numerous Online Resources of Modality Approaches in Learning." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 1 (February 6, 2021): 70–76. http://dx.doi.org/10.11594/ijmaber.02.01.09.
Анотація:
The advent of the current COVID-19 pandemic almost halted the education process between teachers and students. Nonetheless, the government strived and overcame all the challenges posited by the pandemic and forged forward to continue the learning experience of students. This paper introduces the proposal entitled Project NEW-NORMAL which will provide substantial support in the learning modalities of students and cater the basic needs of teachers and students for the teaching and learning process. Different learning modalities provided various avenues to the learners to the most con-venient and available modes of learning to which they preferred to select and experience. Printed learning modality was one the options where provision of self-learning modules is necessary that could stand without the help of the teachers. Likewise, digitized learning modality offered the utilization of technological platform through social networking sites, media, fora, etc. to download the materials provided by the teachers and the Department. The increased of technological and adversity quotients created a strong hold to face the current situation brought by the pandemic.
15
Strang, Kenneth David. "Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course." International Journal of Virtual and Personal Learning Environments 2, no. 3 (July 2011): 50–63. http://dx.doi.org/10.4018/jvple.2011070104.
Анотація:
Virtual learning is a popular teaching modality, and it has been reported in research that there is no significant difference in academic outcome as compared with face-to-face courses. Not all researchers agree with this assertion and some claim it is more difficult to teach math-oriented subjects online. Given that educational psychology theories are effective for teaching quantitative topics in the face-to-face modality, this study proposes and tests methods for virtual learning. Constructivism learning theory is applied using knowledge management principles to teach an online masters-level research methods course at an Australian university. Asynchronous and synchronous tools are used in the VLE, and contrasted in a controlled experiment. The hypothesis is student grades will be significantly higher when the constructivist instructional method is applied to the synchronous VLE.
16
Mullen, Carol A. "Does modality matter? A comparison of aspiring leaders’ learning online and face-to-face." Journal of Further and Higher Education 44, no. 5 (March 1, 2019): 670–88. http://dx.doi.org/10.1080/0309877x.2019.1576859.
17
Lopes, Ana L. S., and Marili M. S. Vieira. "Meaningful Learning and Effectiveness in Virtual Learning Spaces." European Journal of Education 1, no. 3 (November 29, 2018): 96. http://dx.doi.org/10.26417/ejed.v1i3.p96-103.
Анотація:
Contemporary educational practices impose challenges and necessary changes in teaching and learning processes in which cyberspace and virtual contexts become places of learning. Affection, emotion, perception, and imagination compose the construction of meaningful adult knowledge. Such theoretical assumptions become fundamental for teaching and learning processes in virtual contexts in the online or distance modality. We adopted a qualitative analysis of the data of the postings in the forums and individual records of the students of the Course Methods of Studies for Distance Learning. The affectivity in virtual environments is a resource of great relevance to enhance the processes of teaching and learning. The study revealed that affectivity occurs to the extent that the student’s needs are met, and he can construct knowledge in a meaningful and conscious way.
18
E. Major, Amanda, S. Raj Chaudhury, Betsy M. Gilbertson, and David T. King Jr. "An integrated science course moves online: four concurrent perspectives." Journal of Applied Research in Higher Education 6, no. 2 (September 2, 2014): 248–68. http://dx.doi.org/10.1108/jarhe-02-2013-0006.
Анотація:
Purpose – The purpose of this paper is to understand the lived experiences from the voice of the authors (a science professor, an instructional designer, a distance learning doctoral intern, and a distance learning director) in the process of transitioning a face-to-face science course to online modality at a large, research university. Design/methodology/approach – The method of this qualitative inquiry involves a personal narrative approach in which the authors reflect on their experiences of this process and analyze it through writing. Findings – The findings examine the challenges of moving a traditional course online and reiterate the value of a team approach to ensure its quality. The narrative offers clarity to the different phases of such a project and can enhance decision making among those involved in course design and delivery, as well as administrators incentivizing the conversion of traditional courses to the online modality. Practical implications – Online education has emerged as a viable solution. The challenges and rewards of transitioning face-to-face courses to distance learning modalities are well documented, even for a senior science educator. Social implications – Universities face several modern day challenges, including reductions in state appropriations, lack of available space for classes, challenges of engaging a technologically savvy generation, and preparing students for a global marketplace. Originality/value – To support faculty members’ transition to online education, universities offer instructional design support, where ideas are exchanged with faculty members to ensure pedagogically sound and engaging distance learning. The authors conclude with recommendations for both practice and future research in the area of practice and process improvement for diffusion of online courses at traditional universities, one course at a time. This is important to those beginning to transition course offerings online.
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Bernardo, Nuno, and Emilia Duarte. "Design, education, and the online tech-pandemic." Strategic Design Research Journal 13, no. 3 (December 23, 2020): 577–85. http://dx.doi.org/10.4013/sdrj.2020.133.22.
Анотація:
Amidst the COVID-19, the use of technology in the learning environment was no longer a matter of choice. Forced by circumstance, educators had to adapt in order to see the academic year through. While for some, already used to an online modality, it was business as always, for others was the start of a journey through unfamiliar territory. This study inserts itself in such context. It presents and discusses results gathered through an online questionnaire about the perceptions and personal experiences of design educators in Higher Education (HE) caught in this move from in-class face-to-face onto online teaching. Objectively, it portrays how this shift impacted their ability to teach, the compromises made or alternatives sought, and views towards a more technologically enabled future in HE. From a more extensive reliance on Learning Management Systems (LMS), changes in the learning environment, and perspectives of near-future uses of Virtual Reality (VR) in distance education, this study covers uses of technology but also the identification of pain points influencing the overall experience, as well as positive perceptions and significant changes made to the learning environment.
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Apostolidou, Anna. "On the Paradoxes of Teaching Digital Anthropology Online: Reflexive Pedagogy and the Challenges of Involuntary Online Learning." EDEN Conference Proceedings, no. 1 (October 21, 2020): 376–86. http://dx.doi.org/10.38069/edenconf-2020-rw-0041.
Анотація:
The paper examines the heightened role of reflexive pedagogy and the challenges of participation that came as a result of the sudden transition of conventional higher education into an exclusively online modality during the 2020 covid-19 pandemic. Drawing on the cultural and educational context of Greece, the paper focuses on the case study of an undergraduate course in Digital Anthropology at Panteion University and details the challenges that were met creatively by the students and the instructor. To that end it employs an ethnographic study of the classroom, and discusses students’ testimonies from the weekly online evaluation that was performed during the spring term 2020 along several axes of participation which include: participation in numbers; participation in active dialogue; participation in (collaborative) coursework using multimedia format; participation in ongoing evaluation; silent and invisible participation. The analysis is contextualized in the unprecedented social and educational conditions of the pandemic and its repercussions on the shifting roles and performances of students and instructors.
21
Adriyanto, Andreas Rio, Imam Santosa, Achmad Syarief, and Irfansyah Irfansyah. "DESIGN AND MULTIMEDIA LEARNING PRINCIPLES ON MOOC INDONESIAX." Jurnal Cakrawala Pendidikan 40, no. 1 (February 17, 2021): 92–106. http://dx.doi.org/10.21831/cp.v40i1.34699.
Анотація:
The “Kampus Merdeka” or “Freedom Campus” policy from the Indonesian Ministry of Education gives students the freedom to participate in learning activities outside their study program. Learning resources can be obtained from online-based learning. One online learning resource is MOOC (Massive Online Open Course), which has gained massive participation. Good quality learning materials can help students construct their knowledge. Indonesian MOOC providers have developed their learning materials, but they are still not optimal in quality. This study aims to analyze the implementation of design and multimedia principles on Indonesian MOOC’s learning materials. The research used a quantitative strategy with the data collection method of visual observation of the IndonesiaX materials compared to those of edX, Udemy, and Coursera materials. Data analysis was based on the visual analysis of 9 design principles and 12 multimedia learning principles. In this research, the findings reveal that the design consistency and icon representation principles are yet to have an optimal grade. The same conditions are also found in implementing the multimedia principles of coherence, redundancy, and modality. The findings in this study are expected to be a consideration for MOOC providers in designing better online learning materials.
22
Hagan, Linda M. "Fostering Experiential Learning And Service Through Client Projects In Graduate Business Courses Offered Online." American Journal of Business Education (AJBE) 5, no. 5 (August 20, 2012): 623–32. http://dx.doi.org/10.19030/ajbe.v5i5.7220.
Анотація:
Undergraduate marketing and public relations capstone courses utilize client projects to allow students to apply their knowledge and encourage collaboration. Yet, at the graduate level, especially with courses offered in an online modality, experiential service learning in the form of client project assignments presents unique challenges. However, with an increased emphasis on practical application across the business curricula and growth in distance learning, client projects can provide opportunities for adult learners to hone their skills and encourage teamwork using new collaborative technology. This paper discusses experiential service learning and gives an example of a client project model.
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Dobson, John L. "Learning style preferences and course performance in an undergraduate physiology class." Advances in Physiology Education 33, no. 4 (December 2009): 308–14. http://dx.doi.org/10.1152/advan.00048.2009.
Анотація:
Learning styles may be classified according to the sensory modality that one most prefers to use when internalizing information. The four major sensory modalities are visual, aural or auditory, read/write, and kinesthetic. The purpose of this study was to investigate the relationship between preferred learning style, gender, and course scores in an undergraduate physiology class. Students from the fall 2008 and spring 2009 Applied Human Physiology courses completed an online questionnaire in which they were asked to both provide descriptive information about themselves (e.g., gender and major) and self-assess their preferred sensory modality. A total of 901 students completed the questionnaire, 75% of which were female and 25% were male. The results from a χ2-analysis (χ2 = 9.59, P < 0.05) indicated that females and males had significantly different learning style preferences. Females most preferred visual learning (46%) followed by aural (27%), read/write (23%), and kinesthetic (4%). Males most preferred visual learning (49%) followed by read/write (29%), aural (17%), and kinesthetic (5%). There was also a significant relationship ( P < 0.05 by ANOVA) between preferred sensory modality and course scores. The mean overall course scores were 83.53 ± 8.25, 85.58 ± 8.18, 84.98 ± 7.78, and 76.70 ± 7.92 for those that preferred visual, aural, read/write, and kinesthetic modalities, respectively. These results support the findings of Wehrwein et al. ( 18 ): that female and male physiology students have different sensory modality preferences and that they provide the first step in determining if sensory modality preferences impact final course scores.
24
Portugal, Lisa Marie. "Findings Identifying How Administrative Leaders Might Recruit, Select, Train, Motivate, and Support Online Faculty." International Journal of Online Pedagogy and Course Design 5, no. 4 (October 2015): 27–46. http://dx.doi.org/10.4018/ijopcd.2015100103.
Анотація:
This study is a phenomenological study exploring faculty experiences teaching online coursework in master's programs in education. The study sought to understand and categorize learning factors that might produce stress and job burnout in the online instructional environment. In addition, the demands, expectations, and associated stress-producing factors in the online instructional environment were examined to distinguish best practices for online faculty. Moreover, attributes required by faculty best suited for the expectations and demands in distance learning were classified. Online faculty perspectives with teaching experience in the modality for three or more years generated the study's findings and insights. Stakeholders such as administrators, faculty trainers, faculty mentors, and faculty interested in employment in distance learning may find these insights useful to identify realistic criteria to base future decisions about teaching online, employment practices, hiring standards, and training opportunities. Insights about best practices, standards, and procedures have been articulated to assist in the development of administrative decisions, initial training programs, faculty mentor supports, and on-going faculty training.
25
Valverde-Berrocoso, Jesús, María del Carmen Garrido-Arroyo, Carmen Burgos-Videla, and María Belén Morales-Cevallos. "Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018)." Sustainability 12, no. 12 (June 24, 2020): 5153. http://dx.doi.org/10.3390/su12125153.
Анотація:
The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and different tools were used for the bibliographic management and text-mining. The literature selection was carried out in three first-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the final sample. The analysis of the texts identified three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies.
26
Early, Jody, and Grace A. Lasker. "Strengthening Communities of Inquiry Online and Offline: Exploring the Benefits and Challenges of Including Service-Learning in a Fully Online Women’s Global Health Course." Pedagogy in Health Promotion 4, no. 3 (September 14, 2017): 218–26. http://dx.doi.org/10.1177/2373379917730843.
Анотація:
Online learning is no longer novel in higher education. Decades of research have proven it to be an effective modality for learning when designed and facilitated well to students who are ready and supported to participate in this type of instruction. With demand increasing for online and blended course and program offerings, faculty and practitioners who work in health education and promotion are pressed to adopt new paradigms of teaching and course development that engage the learner and cover professional competencies (many skills-based). While service-learning has become an integral facet of higher education, embraced by many disciplines for its positive influence on student learning and community, service-learning and community-based projects are not commonly part of online learning. Working in and with communities provides students opportunities to experience transformative moments that help them not only develop academically and professionally but also lead to increased social consciousness about the world around them. There is a need for empirical studies that explore the integration of service-learning in fully online health promotion courses. This article presents findings and lessons learned from a pilot project that explored the impact of service-learning on community of inquiry measures (e.g., cognitive presence, teacher presence, and social presence). The authors introduce a new online course model in health promotion that includes service-learning or other forms of community engagement.
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Scott, Michelle, Barry N. Feldman, and Maureen Underwood. "Delivering Professional Development in Suicide Prevention." Pedagogy in Health Promotion 2, no. 4 (July 20, 2016): 266–75. http://dx.doi.org/10.1177/2373379916658667.
Анотація:
Online learning has emerged as a new technology for professional development for secondary school teachers and staff, including administration and nonclinical counselors. It is unknown if suicide prevention can be taught and learned effectively in an online learning modality. A quasi-experimental pre–post design study compared suicide prevention knowledge of 197 secondary public school teachers, administrators, guidance counselors, and staff in a traditional 2-hour in-person training versus a self-paced Web-based online training. Both training modalities led to a statistically significant increase in knowledge; however, knowledge acquisition was significantly greater among individuals in the online training. Age of the participants moderated the relationship across the two training modalities. The majority of participants reported the online training as useful and relevant, and 100% would recommend the online suicide prevention training to others. Online trainings are just as effective in teaching emotionally sensitive content such as suicide prevention as traditional in-person trainings.
28
Cherif, Abour H., Gerald Adams, Jennifer D. Harris, Farahnaz Movahedzadeh, Margaret Martyn, and Stefanos Stefanos. "Front Line Strategies for Improving Student Success in Online Education." Research Journal of Education, no. 59 (September 25, 2019): 167–76. http://dx.doi.org/10.32861/rje.59.167.176.
Анотація:
Faculty teaching both onsite and online courses have unique insights into how each modality can be implemented to be most effective for student learning. In their online classes where students might be more likely to struggle, these faculty are continually looking for methods and strategies to help their students learn the material more effectively. A survey was conducted with 174 faculty that teach both onsite and online to gather ideas on why online courses often have lower success than onsite courses. While overall results of this survey are provided in “Faculty Perspectives on Narrowing the Success Gap Between Online and Onsite Learning” (Cherif et al., 2019), this study leverages the free responses provided in the survey where faculty provided details on their specific strategies to help their online students. These strategies touched on nearly every aspect of online instruction, including course design, resources for students, student characteristics, teaching strategies, student engagement, and assessments. By sharing these strategies, other faculty can consider what might be impactful for their online classes and students, study the impact and continue to improve online education worldwide.
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Fuentes Hernández, Sol Smith, and Anderson Naren Silva Flórez. "Online Teaching During Covid-19: How to Maintain Students Motivated in an EFL Class." Linguistics and Literature Review 6, no. 2 (October 10, 2020): 157–71. http://dx.doi.org/10.32350/llr.v6i2.963.
Анотація:
This study aims to know the e-learning modality that stimulates students' learning process according to twenty-two English teachers in Santander, Colombia, and the correlation between learners' motivation and the challenges and opportunities in an online EFL class. To carry out this study, a mixed research approach was applied. To gather such information, a questionnaire was sent to the participants via email. Once data was scrutinized, it was found that this group of English teachers view synchronous encounters and access to information regardless of the geographical position as elements that can positively impact the students' motivation levels. Furthermore, this sample stated their role is significant, especially when mediating online lessons.
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Gupta, RC, Aparna Garg, and Manisha Sankhla. "To evaluate the Gender Differences in Learning Style Modalities among the Undergraduate Students and their Preferred Mode of Learning." Journal of Mahatma Gandhi University of Medical Sciences and Technology 1, no. 2 (2016): 58–63. http://dx.doi.org/10.5005/jp-journals-10057-0014.
Анотація:
ABSTRACT Background Academic demands of medical students are quite high. Learning styles may be classified into four major sensory modalities—visual, auditory, read-write and kinesthetic, that one most prefers to use when internalizing information. Objectives The purpose of the study was to evaluate the gender differences in learning style modalities among the First Year Undergraduate Students and their Preferred Mode of Learning. Methodology Total 243 first year students of various medical courses (135 MBBS, 56 BDS, and 52 BPT) attending lectures in the Department of Physiology, Mahatma Gandhi Medical College and Hospital, Jaipur, Rajasthan were included for the project. Learning style preference was identified using the visual, auditory, read-write and kinesthetic (VARK) online inventory developed by Fleming, 1992. A questionnaire was filled by the students which included their demographic profile, medical science stream and preferred sensory modality of instruction. Findings Learning style of the students of various medical courses showed a statistically significant difference according to VARK questionnaire (p < 0.0001). Within the group, based on VARK, the preferred Sensory Modality was kinesthetic in MBBS, BDS and BPT students. On the basis Preferred Sensory Mode, kinesthetic was the preferred mode in MBBS, BDS and visual mode amongst BPT students. The most common pattern of learning was bimodal in male and female students of the various medical courses. Conclusion Present findings suggest that kinesthetic was the preferred learning style by both individual preferred sensory modality and VARK inventory tool, and was found to be statistically significant among the students of medical and allied sciences. The gender differences when evaluated for both the individual preferred sensory modality and VARK inventory tool, it was found to have a predilection for the kinesthetic mode in both the male as well as female students. How to cite this article Garg A, Sankhla M, Gupta RC. To evaluate the Gender Differences in Learning Style Modalities among the Undergraduate Students and their Preferred Mode of Learning. J Mahatma Gandhi Univ Med Sci Tech 2016;1(2):58-63.
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Liu, Regina, Anju Relan, and Jason Napolitano. "The Efficiency of Online “Inked” Videos Versus Recorded PowerPoint Lectures on Teaching Pathophysiology to Medical Students in Pre-Clerkship Years: A Pilot Study." Journal of Medical Education and Curricular Development 7 (January 2020): 238212051989703. http://dx.doi.org/10.1177/2382120519897031.
Анотація:
Background: As online learning develops an increasingly important role in medical education, new online teaching modalities are arising all the time. One such teaching modality that is gaining popularity among medical students is the “inked” video, a type of animated video that utilizes a virtual blackboard. Student reviews suggest that the dynamic style of the inked video allows it to teach more efficiently than traditional teaching modalities, but currently there is no quantitative evidence to support or guide the use of this teaching modality. Hypothesis: When compared to the traditional recorded PowerPoint lecture, online inked videos teach the same pathophysiology concepts to pre-clerkship medical students in a shorter amount of time. Method: A randomized, crossover-design study was conducted with second-year medical students at the David Geffen School of Medicine at University of California, Los Angeles (n = 22). Students were randomized to 2 groups. Each group received 2 lessons on 2 different pathophysiology topics: one via a shorter inked video and the other via a longer recorded PowerPoint lecture. Two sets of dependent variables were used to test modality effects: immediate post-tests scores and delayed retention post-test scores. A perceptions survey was also administered to assess student preferences between the 2 teaching modalities. Results: Students performed similarly on immediate and delayed post-tests for the shorter inked videos and the longer recorded PowerPoint lectures ( P > .05). Students reported greater engagement ( P < .05) and greater satisfaction with learning ( P < .05) with the inked videos than the recorded PowerPoint lectures. Conclusions: This study, although limited by its small-scale and single-institution design, provides preliminary evidence that online inked videos may be a more efficient and non-inferior alternative to recorded PowerPoint lectures.
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Sharma, K., G. Deo, S. Timalsina, A. Joshi, N. Shrestha, and H. C. Neupane. "Online Learning in the Face of COVID-19 Pandemic: Assessment of Students’ Satisfaction at Chitwan Medical College of Nepal." Kathmandu University Medical Journal 18, no. 2 (November 17, 2020): 40–47. http://dx.doi.org/10.3126/kumj.v18i2.32943.
Анотація:
Background Online learning can play a vital role in the process of teaching and learning during Corona Virus Disease 2019 (COVID-19) pandemic. However, learners’ satisfaction is extremely important in effective implementation of the online learning, especially at institutions where it is newly adopted.
Objective To assess satisfaction towards online learning and its predictors among students at Chitwan Medical College, Bharatpur.
Method A web-based cross-sectional survey was undertaken among 434 undergraduate and postgraduate students from various academic programs who had participated in the online classes started during this COVID-19 pandemic. A structured questionnaire consisting of 31 items (5-point Likert scale) covering four major student satisfaction domains (learners’ dimensions, technological characteristics, instructors’ characteristics and course management and coordination) was distributed to the students using Google Form.
Result More than half (53.5%) of the students were satisfied with the online learning, while 29.7% gave neutral views. Bivariate analyses found that all four domains scores were positively correlated with each other as well as with the students’ overall satisfaction towards learning. In multivariate analysis, female gender [aOR: 2.72, p = 0.013], WiFi as internet modality for learning [aOR: 3.36, p = 0.001) and learners’ dimension score [aOR: 1.27, p<0.001] were the significant predictors of students’ satisfaction.
Conclusion Although recently adopted, the satisfaction of the students towards online classes appears good, and prioritizing the identified predictors and working on the weak links could assist in enhancing students’ satisfaction and better outcomes.
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McKenna, Kelly, Kalpana Gupta, Leann Kaiser, Tobin Lopes, and Jill Zarestky. "Blended Learning: Balancing the Best of Both Worlds for Adult Learners." Adult Learning 31, no. 4 (December 24, 2019): 139–49. http://dx.doi.org/10.1177/1045159519891997.
Анотація:
Blended, or hybrid, courses have often been touted as the ideal way to facilitate learning as they allow learners to interact in both face-to-face and online settings, thereby experiencing the “best of both worlds.” In practice, that ideal learning setting is more difficult to achieve. While blended courses have the potential to integrate the most beneficial aspects of each modality, such course design requires diligence to successfully navigate a balance and ensure the optimal delivery mode is considered for each learning scenario. In this article, the authors share the most current research on blended learning for adults, including benefits and drawbacks, various blended models, the results of an empirical study comparing two blended designs, and conclude with a practitioner tool to guide decision-making and achieve the appropriate balance of online and face-to-face and ultimately realize the best of both worlds for adult learners.
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Chen, Cindy, Sabrina Landa, Aivanna Padilla, and Jasmine Yur-Austin. "Learners' experience and needs in online environments: adopting agility in teaching." Journal of Research in Innovative Teaching & Learning 14, no. 1 (February 8, 2021): 18–31. http://dx.doi.org/10.1108/jrit-11-2020-0073.
Анотація:
PurposeIn response to coronavirus disease 2019, California State University Long Beach (CSULB) announced mandatory online course conversions on March 12, 2020. The College of Business designed a Student Online Learning Experience Survey to explore learners' experience, needs, expectations and challenges in the online learning environment.Design/methodology/approachThe time-sensitive survey questions were administered using Qualtrics with Institutional Review Board approval. The authors used 5-point Likert scales to rate students' experience and satisfaction and performed statistical analysis. They assessed students' written comments to further corroborate statistical findings.FindingsThe results identify students' satisfaction are highly correlated to content coverage and interaction of online learning technologies. A combination of BeachBoard, Zoom, e-mails and publisher's website is valued most by the learners. Project-based experiential design is ranked #1 by graduate students. Noticeably, the upward trend of satisfaction with online modality from sophomore to senior is probably attributable to learners' maturity and number of years studied at CSU system. Overall, students generally dislike proctoring devices due to concerns of privacy, inequalities, mental stress, etc.Practical implicationsThe evidence-based results offer innovative pedagogical recommendations for business education in higher education.Originality/valueWhile prior studies examine student perceptions and satisfaction within the online education system, the study aims to deeply investigate the students' experience after a large-scale two-week institutional emergency course conversion mandate. This study systematically reviews students' experience with four aspects of online learning: (1) the adequacy of instructional designs; (2) the effectiveness of technology; (3) the appropriateness of the online learning material and (4) the integrity of online assessment and testing tools.
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Singhal, Shivangi, Anubha Kabra, Mohit Sharma, Rajiv Ratn Shah, Tanmoy Chakraborty, and Ponnurangam Kumaraguru. "SpotFake+: A Multimodal Framework for Fake News Detection via Transfer Learning (Student Abstract)." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 10 (April 3, 2020): 13915–16. http://dx.doi.org/10.1609/aaai.v34i10.7230.
Анотація:
In recent years, there has been a substantial rise in the consumption of news via online platforms. The ease of publication and lack of editorial rigour in some of these platforms have further led to the proliferation of fake news. In this paper, we study the problem of detecting fake news on the FakeNewsNet repository, a collection of full length articles along with associated images. We present SpotFake+, a multimodal approach that leverages transfer learning to capture semantic and contextual information from the news articles and its associated images and achieves the better accuracy for fake news detection. To the best of our knowledge, this is the first work that performs a multimodal approach for fake news detection on a dataset that consists of full length articles. It outperforms the performance shown by both single modality and multiple-modality models. We also release the pretrained model for the benefit of the community.
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Doblada, John Cyrus L., and Dennis G. Caballes. "Relationship of Teachers' Technology Skills and Selected Profile: Basis for Redesigning Training for Online Distance Learning Modality." Instabright International Journal of Multidisciplinary Research 3, no. 1 (August 11, 2021): 17–22. http://dx.doi.org/10.52877/instabright.003.01.0044.
Анотація:
The use of ICT as part of teacher’s instruction heightened because of the COVID-19 pandemic. This study analyzed the relationship of teacher’s selected profile such as educational attainment, field of specialization and years in service in association with skills in information processing, content creation, communication and problem-solving. The study utilized correlational research design and questionnaire as instrumentation. Simple random sampling was used to obtain the necessary number of samples from the population. Percentage and frequency distribution and chi-square test was used for analyzing the data collected. The data revealed in terms of content creation shows a significant relationship to educational attainment where it implies that the skills of making content using programs and software varies depending on the educational attainment a teacher achieved. Also, in terms of information processing, the data shows a significant relationship to years in service where it suggests that the skills in processing, collecting and analyzing information using online software and engine varies depending on the experience of the teacher. This study recommends introducing and utilize a variety of technology options in training teachers and consider new and innovative learning methods in training them.
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Fauth, Fernanda, and Juan González-Martínez. "On the Concept of Learning Transfer for Continuous and Online Training: A Literature Review." Education Sciences 11, no. 3 (March 18, 2021): 133. http://dx.doi.org/10.3390/educsci11030133.
Анотація:
This work presents a bibliographic review of research related to the subject of learning transfer. Here, we seek to understand its concept, its dimensions, and the factors that influence its achievement. The review allowed us to verify empirical studies carried out that show which variables can facilitate or hinder transference, as well as the most suitable methodology to favor it and indicate considerations that should be taken into account in order to research learning transference in a continuous teacher training. The purpose of this review was to discuss the concept of learning transfer in order to propose a research on this subject in a context of continuous online training, once a lack of studies focused on this modality was detected. In order to analyze learning transfer in this context, we considered it necessary to confirm if the competences, skills, and knowledge acquired through e-learning could be applied in a pedagogical practice of participating teachers; this, in turn, would allow for the obtainment of guidelines for future educational strategies of continuous online training.
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Portuguez Castro, May, and Marcela Georgina Gómez Zermeño. "Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education." Sustainability 12, no. 10 (May 15, 2020): 4063. http://dx.doi.org/10.3390/su12104063.
Анотація:
Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.
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Cabero-Almenara, Julio, María-del-Carmen Llorente-Cejudo, and Angel Puentes-Puente. "Online students´ satisfaction with blended tearning." Comunicar 18, no. 35 (October 1, 2010): 149–57. http://dx.doi.org/10.3916/c35-2010-03-08.
Анотація:
This paper shows the results obtained from a blended training experience based on internet usage, more specifically, under the Blended Learning (b-learning) modality carried out on first year students of Philosophy and Physics at the Pontifical University of Dominican Republic. The theoretical model in which the experience, that is, b-learning, is sustained will be first presented and described, emphasizing the separation of activities to be done in virtual and attending sessions. Information was gathered for the purpose of this study through three different but complementary instruments: students’ satisfaction questionnaire, interviews with students and interviews with lecturers by e-mail. The results achieved and the level of students’ satisfaction show the significance of the experience as well as some limitations found concerning the need for teacher training and the difficulty of changing the organizational structures are highlighted. Some of the conclusions point to the favorable attitude shown by teachers and students in blended learning, as well as the need for universities to include centers that support teacher training in these formative actions. En este artículo se exponen los resultados obtenidos a través de una experiencia de formación semipresencial apoyada en el uso de las redes, más concretamente, bajo la modalidad blended learning (b-learning) llevada a cabo con los estudiantes de primero de la licenciatura que cursaban la asignatura de Filosofía y Química en la Universidad Pontificia de República Dominicana. Para ello se parte de la presentación y fundamentación del modelo teórico en el cual se sustenta la experiencia, es decir, el b-learning, haciendo especial hincapié en la separación de las actividades a realizar en las sesiones virtuales y presenciales. En el estudio se recogió información a través de tres instrumentos diferentes pero complementarios para nuestro objeto de estudio: cuestionario de satisfacción de los estudiantes, entrevistas a los alumnos y entrevistas mediante correo electrónico a los profesores. Los resultados alcanzados y el nivel de satisfacción de los alumnos nos muestran la significación de la experiencia, así como, al mismo tiempo se apuntan algunas de las limitaciones encontradas referidas a la necesidad de capacitación del profesorado y a la dificultad que supone transformar las estructuras organizativas. Algunas de las conclusiones apuntan hacia la actitud favorable que tanto profesores como estudiantes muestran hacia la formación semipresencial, así como la necesidad de la existencia en la universidad de instituciones que apoyen la formación del profesorado en dichas acciones formativas.
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Valiente, David, Héctor Campello-Vicente, Emilio Velasco-Sánchez, Fernando Rodríguez-Mas, and Nuria Campillo-Davo. "Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory." Mathematics 9, no. 5 (March 6, 2021): 558. http://dx.doi.org/10.3390/math9050558.
Анотація:
University education approaches related to the field of science, technology, engineering and mathematics (STEM), have generally particularized on teaching activity and learning programs which are commonly understood as reoriented lessons that fuse theoretic concepts interweaved with practical activities. In this context, team work has been widely acknowledged as a means to conduct practical and hands-on lessons, and has been revealed to be successful in the achievement of exercise resolution and design tasks. Besides this, methodologies sustained by ICT resources such as online or blended approaches, have also reported numerous benefits for students’ active learning. However, such benefits have to be fully validated within the particular teaching context, which may facilitate student achievement to a greater or lesser extent. In this work, we analyze the impact of attendance modalities on the learning performance of a STEM-related course on “Machines and Mechanisms Theory”, in which practical lessons are tackled through a team work approach. The validity of the results is reinforced by group testing and statistical tests with a sample of 128 participants. Students were arranged in a test group (online attendance) and in a control group (face-to-face attendance) to proceed with team work during the practical lessons. Thus, the efficacy of distance and in situ methodologies is compared. Moreover, additional variables have also been compared according to the historical record of the course, in regards to previous academic years. Finally, students’ insights about the collaborative side of this program, self-knowledge and satisfaction with the proposal have also been reported by a custom questionnaire. The results demonstrate greater performance and satisfaction amongst participants in the face-to-face modality. Such a modality is prooven to be statistically significant for the final achievement of students in detriment to online attendance.
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Li, Man, Feng Li, Jiahui Pan, Dengyong Zhang, Suna Zhao, Jingcong Li, and Fei Wang. "The MindGomoku: An Online P300 BCI Game Based on Bayesian Deep Learning." Sensors 21, no. 5 (February 25, 2021): 1613. http://dx.doi.org/10.3390/s21051613.
Анотація:
In addition to helping develop products that aid the disabled, brain–computer interface (BCI) technology can also become a modality of entertainment for all people. However, most BCI games cannot be widely promoted due to the poor control performance or because they easily cause fatigue. In this paper, we propose a P300 brain–computer-interface game (MindGomoku) to explore a feasible and natural way to play games by using electroencephalogram (EEG) signals in a practical environment. The novelty of this research is reflected in integrating the characteristics of game rules and the BCI system when designing BCI games and paradigms. Moreover, a simplified Bayesian convolutional neural network (SBCNN) algorithm is introduced to achieve high accuracy on limited training samples. To prove the reliability of the proposed algorithm and system control, 10 subjects were selected to participate in two online control experiments. The experimental results showed that all subjects successfully completed the game control with an average accuracy of 90.7% and played the MindGomoku an average of more than 11 min. These findings fully demonstrate the stability and effectiveness of the proposed system. This BCI system not only provides a form of entertainment for users, particularly the disabled, but also provides more possibilities for games.
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González, Luis Fernando Muñoz, and Vieyra Gerardo Quiroz. "Instructional Design in Online Education: a Systemic Approach." European Journal of Education 2, no. 3 (September 25, 2019): 64. http://dx.doi.org/10.26417/ejed.v2i3.p64-73.
Анотація:
Online education is becoming more and more valid, but as a different modality from the face-to-face teaching-learning process, it has special characteristics that must be considered. Online education is much more than uploading material to a repository and using it in a linear manner. Electronic online education platforms, seen as an integral system, offer a large number of technological resources that must be used according to the educational model that is being applied. To achieve good performance, an online education model must be based on a harmonious architecture of the educational, administrative, legal and infrastructure aspects of ICT, that is, an integral model. The educational models created based on the prevailing pedagogical models - behavioral, constructivist, cognitive and connectivist - must be implemented through an instructional design, aligned with the pedagogical objectives and learning strategies, based on the proper use of the technological resources of The electronic platform. Instructional design models, such as ADDIE, ASSURE, Dick and Carey, and others, applied to online education, should take advantage of the resources of the technology platforms and the characteristics of each. These models, as a guide to instructional design processes, can also be enriched with other methodological processes, such as DevOps, which through continuous deliveries enrich and keep the educational content updated. This article proposes strategies for applying the technological resources of online learning platforms, aligned with the instructional design corresponding to the different pedagogical models.
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Jung, Hyunyi, and Corey Brady. "Maintaining rich dialogic interactions in the transition to synchronous online learning." Information and Learning Sciences 121, no. 5/6 (June 29, 2020): 391–400. http://dx.doi.org/10.1108/ils-04-2020-0096.
Анотація:
Purpose The authors present the first author’s recent experience as a design case, capturing approach and principles to transitioning a course from in-person to remote modality while maintaining its collaborative, synchronous and dialogic nature. Design/methodology/approach A mathematical content course for preservice teachers at a mid-Western university was used as a site for this case study. Data include video recordings of synchronous online sessions, students’ written work and their reflections. Using a design case approach, the authors identified new social norms, which were interactively established from the mutual constitution of expectations and commitments between the instructor and students and which gradually became important aspects of the culture of online, whole-class discussions. Findings Dialogic discussions revealed a variety of student-generated methods to solve problems that enabled student-led interactions to become the center of each session. Opportunities for students to reflect on their own ideas and reasoning about mathematics often occurred in the synchronous settings in which they were allowed to express provisional ideas and clarify their thinking to others. Making connections between relevant educational theories and pragmatic instructional decisions of course instructors and designers in the crisis, this study aims to identify principles of instructional design and implementation that became salient in this case, backing them up with evidence from student voices. Originality/value The authors discuss how these principles of instructional design and implementation could make synchronous online instruction manageable for more instructors in future where entire semesters may occur through a virtual medium.
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Luo, Ping, Yuanyuan Li, Li-Ping Tian, and Fang-Xiang Wu. "Enhancing the prediction of disease–gene associations with multimodal deep learning." Bioinformatics 35, no. 19 (March 2, 2019): 3735–42. http://dx.doi.org/10.1093/bioinformatics/btz155.
Анотація:
Abstract Motivation Computationally predicting disease genes helps scientists optimize the in-depth experimental validation and accelerates the identification of real disease-associated genes. Modern high-throughput technologies have generated a vast amount of omics data, and integrating them is expected to improve the accuracy of computational prediction. As an integrative model, multimodal deep belief net (DBN) can capture cross-modality features from heterogeneous datasets to model a complex system. Studies have shown its power in image classification and tumor subtype prediction. However, multimodal DBN has not been used in predicting disease–gene associations. Results In this study, we propose a method to predict disease–gene associations by multimodal DBN (dgMDL). Specifically, latent representations of protein-protein interaction networks and gene ontology terms are first learned by two DBNs independently. Then, a joint DBN is used to learn cross-modality representations from the two sub-models by taking the concatenation of their obtained latent representations as the multimodal input. Finally, disease–gene associations are predicted with the learned cross-modality representations. The proposed method is compared with two state-of-the-art algorithms in terms of 5-fold cross-validation on a set of curated disease–gene associations. dgMDL achieves an AUC of 0.969 which is superior to the competing algorithms. Further analysis of the top-10 unknown disease–gene pairs also demonstrates the ability of dgMDL in predicting new disease–gene associations. Availability and implementation Prediction results and a reference implementation of dgMDL in Python is available on https://github.com/luoping1004/dgMDL. Supplementary information Supplementary data are available at Bioinformatics online.
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Andrews, Katrina, Debra Bath, and Calvin Smith. "Replication of the learning alliance inventory to blended student populations." Journal of Adult and Continuing Education 24, no. 1 (April 18, 2018): 100–116. http://dx.doi.org/10.1177/1477971418771090.
Анотація:
The therapeutic working alliance by Bordin has been demonstrated as a ‘common ground’ variable attributable to change in identified change enterprises, including education. In this context, working alliance (renamed learning alliance) has been empirically demonstrated to predict positive on-campus student outcomes. However, minimal research investigating whether learning alliance predicts blended student outcomes has been conducted. A measure of on-campus student teaching alliance (the learning alliance inventory, LAI; Rogers), which operationalises (measures) learning alliance using three subscales (collaborative bond, teacher competency and student investment) was administered to 199 Australian tertiary students, enrolled in a counselling program delivered in the blended learning modality (online learning coupled with synchronous tutorials and an on-campus intensive). The aim of the study was to investigate if this on-campus measure of learning alliance can validly measure learning alliance in blended student populations as well. Results revealed that learning alliance in the blended student population is best operationalised as a two-factor model (collaborative bond and student investment) only. Thematic analysis of an open question revealed learning alliance in the blended teaching environment is understood as four themes: qualities of the teacher, teacher style, mastery of the technology and unique online factors. These results were interpreted as evidence that the bond factor of the original learning alliance construct as operationalised by Bordin (1979) continues to be important in the blended teaching space, but other factors unique to blended learning are important for online learning alliance, including content relevancy, currency and validity, as well as a transparent and structured course delivery style, flexibility when technology fails and online objectivity. Study limitations, implications and future research recommendations are discussed.
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Jiménez-Rodríguez, Diana, and Oscar Arrogante. "Simulated Video Consultations as a Learning Tool in Undergraduate Nursing: Students’ Perceptions." Healthcare 8, no. 3 (August 20, 2020): 280. http://dx.doi.org/10.3390/healthcare8030280.
Анотація:
Simulated video consultations, a teaching tool based on high-fidelity simulations, were implemented in response to the necessary adaptation of high-fidelity clinical simulation sessions to the online or virtual modality during the university closure due to the COVID-19 confinement. The purpose of our study was to explore the undergraduate nursing students’ satisfaction and perceptions about simulated video consultations using the high-fidelity simulation methodology. A mixed-method was utilized with 93 undergraduate nursing students using a validated satisfaction questionnaire (quantitative data), which included an observations section (qualitative data). Of the total sample, 97.8% of the students expressed a high overall satisfaction with simulated video consultations, highlighting their practical utility and positive learning outcomes. From the students’ comments, two main themes and their related categories emerged: advantages (satisfaction and enjoyment, learning, and calmness during simulated scenarios), and disadvantages (technical issues and technical skills development). Simulated video consultations may be considered as one more high-fidelity simulation teaching option. Nursing students should be trained in this modality of healthcare to face the challenge brought on by its increased use in healthcare services, beyond the specific adaptation of clinical simulation sessions due to the closure of universities during this pandemic.
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Lu, Heng-yang, Chenyou Fan, Xiaoning Song, and Wei Fang. "A novel few-shot learning based multi-modality fusion model for COVID-19 rumor detection from online social media." PeerJ Computer Science 7 (August 20, 2021): e688. http://dx.doi.org/10.7717/peerj-cs.688.
Анотація:
Background Rumor detection is a popular research topic in natural language processing and data mining. Since the outbreak of COVID-19, related rumors have been widely posted and spread on online social media, which have seriously affected people’s daily lives, national economy, social stability, etc. It is both theoretically and practically essential to detect and refute COVID-19 rumors fast and effectively. As COVID-19 was an emergent event that was outbreaking drastically, the related rumor instances were very scarce and distinct at its early stage. This makes the detection task a typical few-shot learning problem. However, traditional rumor detection techniques focused on detecting existed events with enough training instances, so that they fail to detect emergent events such as COVID-19. Therefore, developing a new few-shot rumor detection framework has become critical and emergent to prevent outbreaking rumors at early stages. Methods This article focuses on few-shot rumor detection, especially for detecting COVID-19 rumors from Sina Weibo with only a minimal number of labeled instances. We contribute a Sina Weibo COVID-19 rumor dataset for few-shot rumor detection and propose a few-shot learning-based multi-modality fusion model for few-shot rumor detection. A full microblog consists of the source post and corresponding comments, which are considered as two modalities and fused with the meta-learning methods. Results Experiments of few-shot rumor detection on the collected Weibo dataset and the PHEME public dataset have shown significant improvement and generality of the proposed model.
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Archer, Anya, Isha Berry, Uttam Bajwa, Robyn Kalda, and Erica Di Ruggiero. "Preferred modalities for delivering continuing education to the public health workforce: a scoping review." Health Promotion and Chronic Disease Prevention in Canada 40, no. 4 (April 2020): 116–25. http://dx.doi.org/10.24095/hpcdp.40.4.03.
Анотація:
Introduction Continuing education (CE) can help public health professionals maintain and further develop their knowledge and skills to adapt to the changing public health landscape. This scoping review aims to identify the preferred modalities for delivering CE to public health professionals and to determine how equity has been incorporated into public health training. Methods Using the PRISMA extension for Scoping Reviews as a guide, we searched four databases for peer-reviewed primary research studies that evaluated public health workforce CE modalities. Results The review included 33 studies published between 1 January 2000 and 6 August 2019 from over 11 countries. Most articles broadly described their training audience as public health professionals employed by government or non-governmental organizations. Delivery methods included online, in-person or blended learning (combining online and in-person instruction). Learners strongly preferred self-directed approaches. Organizational support, including protected time for professional development during work hours, was an important enabler of training completion. Commonly cited barriers included course duration and a high number of contact hours. Conclusion Findings suggest that there is no single preferred training modality. We identified three elements that influence modality preference: design, delivery and organizational support. Modality should be determined by participants’ location, needs and previous experiences to ensure the content is relevant and delivered in a way that equips learners to apply the knowledge gained.
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Nobaew, Banphot. "The Comparative Study of Multimedia Technological Applications Enhancing Active Self-learning in Online Course." ECTI Transactions on Computer and Information Technology (ECTI-CIT) 14, no. 1 (March 27, 2020): 20–29. http://dx.doi.org/10.37936/ecti-cit.2020141.92747.
Анотація:
Multimedia and modality-based instruction have been broadly applied to learning and teaching in the twenty-first century; they afford an authentic learning experience. This paradigm shift has pushed learning forward based on computer-based media since the early twenty century. Previous studies showed that using visual and verbal multimodal media can help to increase learning efficiency. However, most investigations seem to focus on a single mode or medium to increase learning efficiency; it is difficult to use these results to claim that one medium can be suited for every type of content since every medium has its own limitation of capability. This paper examines three types of media genres: an unanimated slide presentation, blended info- and motion graphics and an interactive game. These media were applied with an online course of Introduction to Information Technology in Data Communication and Networking for 286 undergraduate students at Mae Fah Luang University, Thailand during 2015. The results show that the students chose to learn from the blended info- and motion graphics and the interactive game more than the unanimated slide presentation; the interactive game is more attractive to the students if it is enjoyable. The most significant media design factors that encouraged and helped the students become better self-learning are content design (87.5%), continuity and color design (80.4%) and sound design (78.6%) respectively. Image, sound, motion, and interactivity are multimodalities that helped to keep learner attention. The most appropriate length for media such as the blended info- and motion graphics learning activities was about 5-10 minutes.
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Gajić, Tijana, and Neda Maenza. "The modality of tandem learning as an aspect of a contemporary trend in foreign language learning: The example of the HelloTalk mobile app." Nastava i vaspitanje 69, no. 3 (2020): 361–75. http://dx.doi.org/10.5937/nasvas2003361g.
Анотація:
The paper highlights contemporary trends in foreign language acquisition which systematically enhance communicative abilities, contributing to the development of language skills in a creative and innovative manner. One of the leading trends is reflected in the modality of mutual learning, which is increasingly used and involves the interaction of two persons willing to teach each other their mother tongue. The paper looks at the possibilities of acquiring a foreign language using the HelloTalk mobile app, based on tandem learning and the communicative approach. The social interactions involved in problem solving through partnership enable each student to expand their zone of further development, making the topic of this paper significant in a pedagogical context. A study carried out with the aim of assessing students' attitudes to the use of this language acquisition tool is presented in the paper. Quantitative and qualitative methods were used. Data were collected using an online survey and also through focus group discussions. The findings suggest that one of the major advantages of learning a foreign language in this way is the partial or total reduction of language barriers, as well as the absence of anxiety and nervousness, which frequently accompany communication in a foreign language. The findings confirm that the HelloTalk mobile app, although appealing in language learning, is not widely used among the student population in Serbia due to students' lack of free time and their insufficient engagement, which is required in tandem learning.