Agent for Automating Educational Institutes as a Single Entity: Schools' Coordination System

Services and processes require much effort for executing in manual ways. Customized-Service Oriented Architecture is currently a very large source for automating services of different organizations. Educational Institutes and Schools, which are the part of the original nature of man to live, cooperate and grow with others. Transfer of parents becomes a major problem for children education. School's services required a system which can connect all branches on different places to remove transferring problem for a person. SCS (School Coordination System) is a CSOA based application which can provide different services (letter transaction, lecture plane, transfer of student from one branch to other branch with in no time). So student gets feel free after migrating the school. SCS will also provide a medium between parents and school to check the progress of his chil

An investigation of signature pedagogy in art teacher education through online learning: design of small private online course in tertiary education

The study will consist of three stages, which are described in detail in the methodology section below. Hypotheses are presented for phase 3 (please, see the description of the phases in the methodology section): H1 (alternative hypothesis): Statistically significant differences of quality appear between students using online learning courses based on signature pedagogy in art teacher education and those who do not. H0 (null hypothesis): There is no statistically significant difference in quality between students using online learning courses based on signature pedagogy in art teacher education and those who do not. H2 (alternative hypothesis): Statistically significant differences of quality appear between students using online learning courses in the format of SPOC in MOODLE in art teacher education and those who use MOODLE in b-learning way. H0 (null hypothesis): There is no statistically significant difference in quality between students using online learning courses in the format of SPOC in MOODLE in art teacher education and those who use MOODLE in b-learning way

Technology educational affordance: Bridging the gap between patterns of interaction and technology usage

This paper reports on an empirical and descriptive investigation into how teachers and learners use technology in three prototypical learning activities in a higher educational online learning environment. Additionally, the relationship between the educational uses of technology and the overall educational patterns of interaction between teachers and learners, and among learners themselves was analysed. Detailed teacher and learner self-reports about their teaching and learning activity; the asynchronous written messages teachers and learners sent as educational interaction in the online llearning environment; and documents produced by students were all obtained. The results from the three learning activities indicated six overall educational uses of technology in an online learning environment. Moreover, the results also indicated differences in technology usage in some different patterns of educational interaction in each learning activity. In conclusion, we argue that the notion of technology educational affordance is useful as an effective bridge between the real use of technology and instructional aims. Therefore the distribution of educational uses of technology is not only related to some attributes of both technology and instruction but also to its interaction

Virtual worlds in distance learning

Virtual worlds are considered an additional proposal within the e-learning model. Online platforms have not been enough resources to be successful in the teaching and learning processes, therefore, it is necessary to search more options that contribute to their improvement. Virtual worlds, through inverse and visual experiences for the student, offer new panoramas that allow living situations and solving problems in different areas, such as mathematics. This article analyzes the opinion of higher-level students regarding the use of virtual worlds in their distance classes. Likewise, the virtual worlds provide help in improving teacher-student and student-student relationships. Some cases of educational institutions that integrated the use of virtual worlds into their classes are shown. A Likert-type scale questionnaire has been applied to a sample of 65 higher-level students. Its reliability was validated by means of Cronbach's alpha coefficients and Pearson's. It was found that students consider that the use of virtual worlds would improve class work and relationships between their peers and their teachers. It is remarkably undoubted that virtual worlds within education path are considered an excellent tool for e-learning. However, although the interest on the part of students is high, it is necessary to carry out more researching and developing procedures on the virtual worlds as an alternative to support learning.

Independent e-learning offers in Tourism and Hospitality. In search of a map and possible quality indicators

E-learning offers in the tourism and hospitality sector have been investigated, recently and four main types of courses have been identified, according to their provider: Academic,Destination Management Organizations, Corporate, and Independent. While for other types several studies are available, there is a lack of research when it comes to the online independent courses. This study focuses on e-learning courses issued by independent providers: they include training offers of very different nature, e.g.: language trainings for waiters, food and wine matching courses, sustainability communication training, cookingfor celiac people, etc. The results of this exploratory study provide an initial map of such educational offers; it discusses also some inferential indicators of satisfaction expressed by the users on social media, which may provideuseful insights for the identification of possible quality indicators of tourism-related online independent courses

The Impact of E-Learning in Students' Ability in Translation from English into Arabic at Irbid National University in Jordan

The current study  aims at examining the impact of Internet and E-Learning methods in improving students' ability  in translation from English into Arabic. The sample was chosen from the English Department at  Irbid National University (INU) in Jordan. The random sample consisted of 40 translation students. It was divided into two similar Groups, Experimental and Control. T-test 'for independent samples' was used to compare between the two Groups at pre and posttests. The results revealed the higher level in translation for the benefit of Experimental Group. It revealed also statistical differences between pre and post tests for the Experimental Group. No differences were found according to the Control Group.  Recommendations and suitable suggestions were made for future research  and others who are concerned in such research. Key words: translation, Irbid National University (INU), students' ability, e-Learning, Internet's methods

Estilos de Coaprendizagem para uma coletividade aberta de pesquisa

O presente artigo aborda a teoria dos estilos de aprendizagem e suas possibilidades para uma coletividade aberta de pesquisa numa dinâmica de coaprendizagem entre os sujeitos. Toda esta discussão é contextualizada no âmbito da sociedade em rede, em que as tecnologias da informação e da comunicação assumem particular centralidade em diversas dimensões do quotidiano. OBJETIVOS DE COAPRENDIZAGEM Os principais objetivos desta reflexão são identificar os elementos e características da teoria dos Estilos de Aprendizagem; identificar questões importantes relacionadas com Estilos de Aprendizagem e Coletividade; compreender a relação entre Estilos de Aprendizagem e Coletividade Aberta de Pesquisa; e conceituar os Estilos de Coaprendizagem. POSSIBILIDADES DE REUTILIZAÇÃO Este artigo educacional aberto pode ser reutilizado na introdução conceitual da teoria dos estilos de aprendizagem, dos estilos de coaprendizagem e da relação entre aprendizagem e coletividade aberta de pesquisa por aprendentes, educadores e investigadore

Distance learning for aesthetic education - Informed professional development and life-long learning of student teachers

© 2018 ACM. The article analyses the possibilities of distance learning as a special, controlled and managed tool to achieve the set of the subject-oriented approach pedagogical objectives. Using of online learning allowed avoiding level conditional limitation of education and providing learning opportunities for students, regardless of their location, age, social affiliation. The methodological basis of the research is the subject-oriented approach making practice-oriented research tactics. The basic principles of the subject-oriented approach are the focus on self-education, self-actualization and creative self-realization of the individual. All learners studied with distance format which provided them a wide range of educational opportunities such as the variability of the course content, the free choice of the forms of individual and group training. In the process of conducting the study addressed the task activation of the subject in the process of individualization of learning content. A wide range of educational resources allows taking into account all the educational needs and creating individual development path. The introduction of distance learning format in the process of aesthetic education in the system of continuous education of the Kazan University has allowed to implement the basic principles of the subject-oriented approach, and on this basis may be considered a promising direction for further research in this area

Exploration of the Promoting of the Non-Tenure Track Position as a Means of Enhancing Teaching and Professional Effectiveness in Higher Education: A Reflective Case Analysis of Non-Tenure Track Position Model in a Private University

The study promoted a non-tenure track position as a means of enhancing teaching and professional effectiveness in higher education using reflective case analysis of non-tenure track position model in a private university. Areas explored included: defining non-tenure track position, performance and the mistreatment of the non-tenured faculty, growth of non-tenure compared with a tenure-track position, what tenure-track position offers, how non-tenure and tenure track positions enhance teaching, scholarship, service and professional effectiveness, and personal reflections of non-tenured track professor at a private university in Southern California, USA. The study found that non-tenured faculty is as productive as the tenured faculty