8,191 research outputs found
Integrating Technology With Student-Centered Learning
Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications
The Design of Adaptive Learning Model to Support the Application of Blended Learning
The adaptive e-learning model is a learning model that developed in blended learning in the Information Systems Project Management (ISPM) course. The development was to improve the quality of the school teachers of Informatics and Computer Management (STMIK) Nurdin Hamzah. The initial study results on the instructors by using the question lattice instrument were in four categories. They were (1) learning organizing strategies, (2) learning delivery strategies, (3) learning management strategies, and (4) learning evaluation in conventional teaching. These showed that the teaching position was in enough category. It needs to increase the teachersâ category by developing a teaching model based on adaptive e-learning to create sustainable learning. This model was expected to increase the teachersâ category and the studentsâ ability to understand the ISPM course. A study on this model used a descriptive methodology to get studentsâ responses to the developed adaptive e-learning model. The implementation of this model showed that the studentsâ responses were very good, and the teachersâ category had also changed from enough to good. It is expected educational institutions can develop this model as a solution during the pandemic.
Recommended from our members
Experts on e-learning: insights gained from listening to the student voice!
The Student Experience of e-Learning Laboratory (SEEL) project at the University of Greenwich was designed to explore and then implement a number of approaches to investigate learnersâ experiences of using technology to support their learning. In this paper members of the SEEL team present initial findings from a University-wide survey of nearly a 1000 students. A selection of 90 âcameosâ, drawn from the survey data, offer further insights into personal perceptions of e-learning and illustrate the diversity of students experiences. The cameos provide a more coherent picture of individual student experience based on the
totality of each personâs responses to the questionnaire. Finally, extracts from follow-up case studies, based
on interviews with a small number of students, allow us to âhearâ the student voice more clearly. Issues arising from an analysis of the data include student preferences for communication and social networking tools, views on the âsmartnessâ of their tutorsâ uses of technology and perceptions of the value of e-learning. A primary finding and the focus of this paper, is that students effectively arrive at their own individualised selection, configuration and use of technologies and software that meets their perceived needs. This âpersonalisationâ does not imply that such configurations are the most efficient, nor does it automatically suggest that effective learning is occurring. SEEL reminds us that learners are individuals, who approach
learning both with and without technology in their own distinctive ways. Hearing, understanding and responding to the student voice is fundamental in maximising learning effectiveness. Institutions should consider actively developing the capacity of academic staff to advise students on the usefulness of particular online tools and resources in support of learning and consider the potential benefits
of building on what students already use in their everyday lives. Given the widespread perception that students tend to be âdigital nativesâ and academic staff âdigital immigrantsâ (Prensky, 2001), this could represent a considerable cultural challenge
Learning Objects, Learning Objectives and Learning Design.
Educational research and development into e-learning mainly focuses on the inclusion of new technological features without taking into account psycho-pedagogical concerns that are likely to improve a learner's cognitive process in this new educational category. This paper presents an instructional model that combines objectivist and constructivist learning theories. The model is based on the concept of a learning objective which is composed of a set of learning objects. A software tool, called the Instruction Aid System (IAS), has been developed to guide instructors through the development of learning objectives and the execution of the analysis and design phases of the proposed instructional model. Additionally, a blended approach to the learning process in Web-based distance education is also presented. This approach combines various event-based activities: self-paced learning, live e-learning and the use of face-to-face contact in classrooms
A FRAMEWORK FOR INTELLIGENT VOICE-ENABLED E-EDUCATION SYSTEMS
Although the Internet has received significant attention in recent years, voice is still the most convenient and natural way of communicating between human to human or
human to computer. In voice applications, users may have different needs which will require the ability of the system to reason, make decisions, be flexible and adapt to
requests during interaction. These needs have placed new requirements in voice application development such as use of advanced models, techniques and methodologies which take into account the needs of different users and environments. The ability of a system to behave close to human reasoning is often mentioned as one of the major requirements for the development of voice applications.
In this paper, we present a framework for an intelligent voice-enabled e-Education application and an adaptation of the framework for the development of a prototype Course Registration and Examination (CourseRegExamOnline) module. This study is a preliminary report of an ongoing e-Education project containing the following modules: enrollment, course registration and examination, enquiries/information, messaging/collaboration, e-Learning and library.
The CourseRegExamOnline module was developed using VoiceXML for the voice user interface(VUI), PHP for the web user interface (WUI), Apache as the middle-ware and MySQL database as back-end. The system would offer dual access modes using the VUI and WUI.
The framework would serve as a reference model for developing voice-based e-Education applications. The e-Education system when fully developed would meet the
needs of students who are normal users and those with certain forms of disabilities such as visual impairment, repetitive strain injury (RSI), etc, that make reading and
writing difficult
Music Learning with Massive Open Online Courses
Steels, Luc et al.-- Editors: Luc SteelsMassive Open Online Courses, known as MOOCs, have arisen as the logical consequence of marrying long-distance education with the web and social media. MOOCs were confidently predicted by advanced thinkers decades ago. They are undoubtedly here to stay, and provide a valuable resource for learners and teachers alike.
This book focuses on music as a domain of knowledge, and has three objectives: to introduce the phenomenon of MOOCs; to present ongoing research into making MOOCs more effective and better adapted to the needs of teachers and learners; and finally to present the first steps towards 'social MOOCsâ, which support the creation of learning communities in which interactions between learners go beyond correcting each other's assignments. Social MOOCs try to mimic settings for humanistic learning, such as workshops, small choirs, or groups participating in a Hackathon, in which students aided by somebody acting as a tutor learn by solving problems and helping each other.
The papers in this book all discuss steps towards social MOOCs; their foundational pedagogy, platforms to create learning communities, methods for assessment and social feedback and concrete experiments. These papers are organized into five sections: background; the role of feedback; platforms for learning communities; experiences with social MOOCs; and looking backwards and looking forward.
Technology is not a panacea for the enormous challenges facing today's educators and learners, but this book will be of interest to all those striving to find more effective and humane learning opportunities for a larger group of students.Funded by the European Commission's OpenAIRE2020 project.Peer reviewe
FORGE: An eLearning Framework for Remote Laboratory Experimentation on FIRE Testbed Infrastructure
The Forging Online Education through FIRE (FORGE) initiative provides educators and learners in higher education with access to world-class FIRE testbed infrastructure. FORGE supports experimentally driven research in an eLearning environment by complementing traditional classroom and online courses with interactive remote laboratory experiments. The project has achieved its objectives by defining and implementing a framework called FORGEBox. This framework offers the methodology, environment, tools and resources to support the creation of HTML-based online educational material capable accessing virtualized and physical FIRE testbed infrastruc- ture easily. FORGEBox also captures valuable quantitative and qualitative learning analytic information using questionnaires and Learning Analytics that can help optimise and support student learning. To date, FORGE has produced courses covering a wide range of networking and communication domains. These are freely available from FORGEBox.eu and have resulted in over 24,000 experiments undertaken by more than 1,800 students across
10 countries worldwide. This work has shown that the use of remote high- performance testbed facilities for hands-on remote experimentation can have a valuable impact on the learning experience for both educators and learners. Additionally, certain challenges in developing FIRE-based courseware have been identified, which has led to a set of recommendations in order to support the use of FIRE facilities for teaching and learning purposes
Designing MOOC:a shared view on didactical principles
The innovative impact of the paper can be highlighted by the following statements:
1. Applying the Group Concept Mapping, a non-traditional and power research methodology for objectively identifying the shared vision of a group of experts on MOOC didactical principles.
2. Defining MOOC didactical principles and their operationalisations in more concrete guidelines.
3. Formulating suggestions for combining xMOOC and cMOOC.Supported by European Commission, DG EAC, under the Erasmus+ Programm
- âŠ