An Asynchronous, Personalized Learning Platform―Guided Learning Pathways (GLP)

The authors propose that personalized learning can be brought to traditional and non-traditional learners through asynchronous learning platform that recommends to individual learners the learning materials best suited for him or her. Such a platform would allow learners to advance towards individual learning goals at their own pace, with learning materials catered to each learner’s interests and motivations. This paper describes the authors’ vision and design for a modular, personalized learning platform called Guided Learning Pathways (GLP), and its characteristics and features. We provide detailed descriptions of and propose frameworks for critical modules like the Content Map, Learning Nuggets, and Recommendation Algorithms. A threaded user scenario is provided for each module to help the reader visualize different aspects of GLP. We discuss work done at MIT to support such a platform

Enhancing online reading comprehension in a blended learning context

El propósito de esta síntesis de investigación es explorar los efectos del aprendizaje híbrido en la comprensión lectora de los estudiantes de inglés como lengua extranjera. Dieciocho estudios de diferentes bases de datos fueron seleccionados para el análisis. Los criterios de inclusión y exclusión del estudio incluyeron a) estudios llevados a cabo en aulas EFL, ESL o ESP donde el inglés fuera la lengua meta, b) estudios publicados desde 2013 hasta 2020. Los hallazgos revelaron que el aprendizaje híbrido puede ser considerado práctico para mejorar la comprensión lectora de textos digitales. El estudio también reveló que las estrategias de lectura en línea son cruciales para mejorar la comprensión de textos. Sin embargo, se recomienda a los docentes incluir e integrar plataformas de aprendizaje digital diseñadas específicamente para reforzar las habilidades de lectura y la comprensión en los estudiantes. Finalmente, debido a la falta de estudios del aprendizaje híbrido en Latinoamérica, se sugiere más investigación de los efectos de este enfoque educativo en la comprensión lectora.This research synthesis aims to explore the effects of Blended Learning on students ́ online reading comprehension of English texts. Eighteen studies from different databases were selected for the analysis. The inclusion and exclusion criteria of the study included a) studies carried out in EFL, ESL, or ESP classrooms where English was the target language, b) studies published from 2013 to 2020. Findings exposed that Blended Learning could be considered practical to improve reading comprehension of digital texts. This study also revealed that online reading strategies are crucial to improving the comprehension of digital texts. However, it is recommended for teachers to include and integrate online learning platforms specifically designed to reinforce students’ reading abilities and comprehension. Finally, due to the lack of studies of Blended Learning in Latin America, further research on the effects of this educational approach on reading comprehension is suggested.Licenciado en Ciencias de la Educación en Pedagogía de los Idiomas Nacionales y ExtranjerosCuenc

Mathematic Resilience Ability of Students in Linear Program Material with Blanded Learning in the Era of Pandemic

Mathematical resilience is a multidimensional construct in positive psychology focusing on mental health. The education system in Indonesia changed the 2019 Novel Coronavirus (COVID-19) pandemic. This pandemic event provides an opportunity for academics to take further academic decisions in the future. Good mathematical resilience skills are needed to prepare students to carry out the Tri Dharma of Higher Education. The purpose of this study is to comprehensively examine mathematical resilience skills using a blended learning model during a pandemic. This type of research uses case study research and is descriptive. The research was conducted on fourth-semester students of the 2020-2021 academic year at a private university in Cirebon, West Java, with research subjects consisting of 37 students. The data was obtained from a mathematical resilience questionnaire in linear program lectures using a blended learning model. Collecting data using a questionnaire instrument was analyzed using the formula for the distribution of frequencies and percentages. The results showed that students' mathematical resilience skills using blended learning in the Linear Program courses during the Covid-19 pandemic were good; previous research on the Linear Program courses obtained good results of resilience abilities but in different samples. The existence of the Covid-19 pandemic does not have much effect on mathematical resilience abilities.

Synchronous Communication Technology for Remote Academic Advising at a State University

The use of synchronous communication technology has significantly increased in recent years for communications in online learning and instruction, especially since the COVID-19 pandemic. Synchronous communication technology, such as Zoom, Google Meets, and Microsoft Teams, is widely adopted by academic advisors to continue their advising services as many universities were forced to move their traditional in-person academic advising to remote academic advising (RAA) in an online format. In this context, we explored the knowledge, experiences, and perceptions of students and academic advisors at a state university using synchronous communication technology for RAA during the COVID-19 pandemic. The study includes data collected from 539 sets of data from students and 28 from advisors. Through descriptive data analysis, the study revealed knowledge and a variation of perception gaps among students, in addition to students and academic advisors for RAA. With research results, we discuss the implications for effective RAA, concluding with suggestions for effective uses of synchronous communication technology to conduct RAA for academic advisors

System Design and Architecture of an Online, Adaptive, and Personalized Learning Platform

The authors propose that personalized learning can be brought to traditional and nontraditional learners through a new type of asynchronous learning platform called Guided Learning Pathways (GLP). The GLP platform allows learners to intelligently traverse a vast field of learning resources, emphasizing content only of direct relevance to the learner and presenting it in a way that matches the learner’s pedagogical preference and contextual interests. GLP allows learners to advance towards individual learning goals at their own pace, with learning materials catered to each learner’s interests and motivations. Learning communities would support learners moving through similar topics. This report describes the software system design and architecture required to support Guided Learning Pathways. The authors provide detailed information on eight software applications within GLP, including specific learning benefits and features of each. These applications include content maps, learning nuggets, and nugget recommendation algorithms. A learner scenario helps readers visualize the functionality of the platform. To describe the platform’s software architecture, the authors provide conceptual data models, process flow models, and service group definitions. This report also provides a discussion on the potential social impact of GLP in two areas: higher education institutions and the broader economy

E-Learning

Technology development, mainly for telecommunications and computer systems, was a key factor for the interactivity and, thus, for the expansion of e-learning. This book is divided into two parts, presenting some proposals to deal with e-learning challenges, opening up a way of learning about and discussing new methodologies to increase the interaction level of classes and implementing technical tools for helping students to make better use of e-learning resources. In the first part, the reader may find chapters mentioning the required infrastructure for e-learning models and processes, organizational practices, suggestions, implementation of methods for assessing results, and case studies focused on pedagogical aspects that can be applied generically in different environments. The second part is related to tools that can be adopted by users such as graphical tools for engineering, mobile phone networks, and techniques to build robots, among others. Moreover, part two includes some chapters dedicated specifically to e-learning areas like engineering and architecture

Instructors’ Perceptions and Experiences Re: Creating and Implementing Customized E-Texts in Education Courses

This article presents partial findings from a case study exploring the outcome of an open alternative electronic textbook initiative launched by the College of Education at a large Midwestern university. On the basis of interview data generated by the aforesaid study, this article details the perceptions and experiences of instructors participating in the initiative regarding: (a) their rationale/justification for creating tailored/customized e-texts for their respective courses; (b) the strategies they followed, the challenges they faced, and the benefits they accrued as part of the process of designing, developing, and implementing these e-texts; and (c) how their students responded to the e-texts they created

Active Experiential Learning at a Distance

E-learning became the mode of instruction for students worldwide during the COVID-19 pandemic. Instruction was forced onto numerous online platforms quickly, some seamlessly and some not. For those not well versed in online education, the move of all forms of education, including hands-on, laboratory experiential learning, deprived students of new experiences, skills, and knowledge due to a lack of provisions to perform remotely. Uncertain of the pandemic’s duration as well as the future of hands-on education, these authors investigated new technology, equipment, and experiments that would provide a hands-on laboratory experience performed by students at a distance. In response to the laboratory learning dilemma, these authors compiled a distance laboratory kit with physical equipment and components, detailed supplemental instructions, and online communication software to provide a remote live laboratory learning experience for the summer. The new distance learning format was implemented in the summer semester course with students successfully demonstrating a fundamental understanding of electronics while troubleshooting complications with instructor assistance. The instructors determined that the online communication tools provided a timely response between students and instructors to complete work seamlessly and address feedback for course improvements. While the work was completed in a very challenging environment, the techniques and potential change to the learning environment provides the need to share successful implementation that supports the student’s learning experience. This paper documents the successful implementation of college-level hands-on laboratory experiments with electronics performed at a distance by students during the COVID-19 pandemic. While many laboratory classes transitioned to simulation software for experimentation, this course utilized physical equipment and components to conduct experiments and provide valuable experience, skills, and knowledge in the field of electronics off-campus

Developing and Evaluating a University Recommender System

A challenge for many young adults is to find the right institution to follow higher education. Global university rankings are a commonly used, but inefficient tool, for they do not consider a person's preferences and needs. For example, some persons pursue prestige in their higher education, while others prefer proximity. This paper develops and evaluates a university recommender system, eliciting user preferences as ratings to build predictive models and to generate personalized university ranking lists. In Study 1, we performed offline evaluation on a rating dataset to determine which recommender approaches had the highest predictive value. In Study 2, we selected three algorithms to produce different university recommendation lists in our online tool, asking our users to compare and evaluate them in terms of different metrics (Accuracy, Diversity, Perceived Personalization, Satisfaction, and Novelty). We show that a SVD algorithm scores high on accuracy and perceived personalization, while a KNN algorithm scores better on novelty. We also report findings on preferred university features.publishedVersio