WHY LAUGHING IS BETTER THAN SMILING

2007 ◽  
Vol 01 (04) ◽  
pp. 497-519 ◽  
Author(s):  
STEFANO FERRETTI ◽  
MARCO ROCCETTI ◽  
SILVIA MIRRI ◽  
LUDOVICO ANTONIO MURATORI ◽  
PAOLA SALOMONI
Keyword(s):  
Learning Community ◽  
Information Resource ◽  
Learning Materials ◽  
Distributed Intelligence ◽  
Multimedia Contents ◽  
Multimedia Resources ◽  
Original Multimedia ◽  
Open Process ◽  
E Learning ◽  
Better Than

Dialectically sharing knowledge everywhere, every time and, above all, very fast — as it is nowadays possible — has revealed the existence and importance of a common, distributed intelligence growing with the contribution of many individuals (a community). The iterating refinement of any information resource by a wider and wider community of sharers leads to undoubted advantages on the final quality and effectiveness of use of this information. Following this path and focusing on the e-learning field, we present a novel system, termed LAUGH, for the cooperative creation and sharing of SMIL-based multimedia resources. Such a system allows users (typically learners and teachers) to enrich the didactical material made available to the learning community. Specifically, they can add captions/subtitles and alternative annotations to the original multimedia contents by resorting to a Wiki-type interface. This open process promotes students' participation, data decentralization, assemblage from diverse sources, sharing of knowledge as well as an improvement to the efficacy of e-learning materials. Throughout the paper, we will meticulously show that LAUGH extends and improves the functionalities provided by the SMIL standard. This motivates the title of this article.

scholarly journals Does distance e-learning work? A comparison between distance and face-to-face learners using e-learning materials

2003 ◽  
Vol 11 (3) ◽  
Author(s):  
Sara De Freitas ◽  
Gerald P. Roberts
Keyword(s):  
Student Retention ◽  
Teaching And Learning ◽  
Distance Learners ◽  
Final Examination ◽  
Similar Data ◽  
Student Attendance ◽  
Learning Materials ◽  
Face To Face ◽  
E Learning ◽  
Better Than

This study compares continual assessment data, intake numbers, retention numbers and final examination grades of a mixed cohort of face-to-face and distance learners against similar data from previous years where e-learning materials were not used in order to test whether e-learning materials can support the same quality and quantity of teaching and learning for both face-to-face and distance learners. The results for this cohort of learners demonstrate that: (i) distance e-learners score as well and sometimes better than face-to-face learners; (ii) face-to-face student numbers have increased; (iii) overall, student retention and student attendance have been maintained; (iv) final examination results have been maintained or in some cases improved; (v) lecturer workload was high, but not unmanageable, and it is clear how manageability can be improved.DOI:10.1080/0968776030110307

scholarly journals Summarizing Learning Materials Using Graph Based Multi-Document Summarization

2021 ◽  
Vol 16 (5) ◽  
pp. 39-57
Author(s):  
Krishnaveni P ◽  
Balasundaram S R
Keyword(s):  
Learning Systems ◽  
Generation Process ◽  
Learning Context ◽  
Learning Materials ◽  
Document Summarization ◽  
Generation Algorithm ◽  
E Learning ◽  
Teaching Learning ◽  
Better Than ◽  
And Task

The learners and teachers of the teaching-learning process highly depend on online learning systems such as E-learning, which contains huge volumes of electronic contents related to a course. The multi-document summarization (MDS) is useful for summarizing such electronic contents. This article applies the task of MDS in an E-learning context. The objective of this article is threefold: 1) design a generic graph based multi-document summarizer DSGA (Dynamic Summary Generation Algorithm) to produce a variable length (dynamic) summary of academic text based learning materials based on a learner's request; 2) analyze the summary generation process; 3) perform content-based and task-based evaluations on the generated summary. The experimental results show that the DSGA summarizer performs better than the graph-based summarizers LexRank (LR) and Aggregate Similarity (AS). From the task-based evaluation, it is observed that the generated summary helps the learners to understand and comprehend the materials easily.

E-learning on Physical education of Utilizing Multimedia Contents

2010 ◽  
Author(s):  
Chun-Hong Huang ◽  
Yi-Chun Liao ◽  
Chun-Yeh Liu ◽  
Che-Chi Yang ◽  
Yi-Pei Yu
Keyword(s):  
Physical Education ◽  
Multimedia Contents ◽  
E Learning

scholarly journals Evaluating Mathematics e-Learning Materials: Do Evaluators Agree with Distance Learners?

2012 ◽  
Vol 67 ◽  
pp. 189-195 ◽  
Author(s):  
Hasmawati Hassan ◽  
Fatimah Hassan ◽  
Norziani Dahalan @ Omar ◽  
Zuraini Zakaria ◽  
Wan Asna Wan Mohd Nor
Keyword(s):  
Distance Learners ◽  
Learning Materials ◽  
E Learning

scholarly journals Scenario Based E-Learning in Electrical Engineering Education

2017 ◽  
Vol 10 (3) ◽  
pp. 26
Author(s):  
Hamonangan Tambunan ◽  
Amirhud Dalimunte ◽  
Marsangkap Silitonga
Keyword(s):  
Engineering Education ◽  
Communication Technology ◽  
Electrical Engineering ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Information Communication ◽  
Electrical Engineering Education ◽  
E Learning ◽  
Teaching Learning ◽  
Better Than

The scenario based e-learning in Electrical Engineering Education Learning (EEEL) was developed by covering the scope and characteristics of all subjects and the competence unit of graduates in the field of pedagogy, professional, social and personality, with url addresed http://jpte-ft-unimed.edu20.org. The scenario incorporates the concept of Problem Based Learning (PBL) and Contextual Teaching Learning (CTL), by supporting of Information Communication Technology (ICT) to establish the competence of the students, from beginners to become proficient, as the teachers of electrical engineering, and the electrical technicians. Based on the analysis, it obtained the students’ learning motivation, the lecturers’ attitude in teaching, and the students’ learning outcome are tend to be high, and the competence of the students who used the model are better than not use.

scholarly journals DESIGNING COMMUNITY LANGUAGE LEARNING METHOD BASED CLASSROOM ACTIVITIES USING ELEARNING RESOURCES TO TEACH LISTENING SKILLS AT THE TERTIARY LEVEL

2019 ◽  
Vol 6 (1) ◽  
pp. 1-7
Author(s):  
Sujatha P ◽  
Thippu Sulthan H
Keyword(s):  
Language Learning ◽  
Tertiary Level ◽  
Learning Method ◽  
Listening Skills ◽  
Learning Materials ◽  
Classroom Activities ◽  
Current Scenario ◽  
E Learning ◽  
Community Language

In the current scenario, English plays an inevitable role in all the fields. The learners and teachers of this language understood the need of it and have taken certain steps to learn/teach language effectively using different methods to meet the needs of the society. Only recently, after the outlook of ELT scholars moved towards a blend of methods to suit the unique needs of a particular class and students during the post methods era, This paper is an attempt to design classroom activities based on CLL using E-learning materials to teach listening skills.

scholarly journals Age and Gender Differences in Evaluating the Pedagogical Usability of E-Learning Materials

2019 ◽  
Vol 5 (2) ◽  
pp. 169-189
Author(s):  
Liubomir Djalev ◽  
Stanislav Bogdanov
Keyword(s):  
Gender Differences ◽  
Repeated Measures ◽  
Educational Process ◽  
Instructional Designers ◽  
Learning Materials ◽  
Age And Gender ◽  
Independent Variables ◽  
Age And Gender Differences ◽  
E Learning ◽  
And Gender

The purpose of the study is to examine the pedagogical usability of interactive e-learning materials for foreign language practice. It is based upon two studies of the expected between-group and within-group differences among participants in the educational process. The sample consists of two groups – lecturers and students, a total of 100 participants, each evaluating four materials specifically prepared for this study. Two consecutive repeated measures ANOVA were conducted in which the gender/age, the position of the participants in the educational process, and usability dimensions were the independent variables. Results indicated that all independent variables and their interactions have a significant effects on the evaluations of the pedagogical usability. Women tend to assign higher values than men. Аge groups generally differ in their evaluations, although there is a tendency to give similar ratings for the individual dimensions of pedagogical usability. The 31-40 years age group evaluates the materials higher while the lowest evaluations are given by the groups of 21-30 and 50+ year old participants. Students tend to rate the pedagogical usability systemically higher than the lecturers. Usability dimensions also have a significant effect on evaluations. The most prominent feature of the materials, by a great margin, is their Applicability. The findings corroborate previous research which show age and gender differences in web usability do exist. We conclude that these differences exist as much in pedagogical usability as in technical usability. Further investigations are suggested to explore more deeply the differences in the perceived pedagogical value of e-learning materials as this has implications for instructional designers, teachers and learners alike.

scholarly journals E-LEARNING MATERIALS FOR SOCIAL SCIENCE STUDENTS

2014 ◽  
Vol 61 (1) ◽  
pp. 77-87
Author(s):  
Marjan Krašna ◽  
Tomaž Bratina
Keyword(s):  
Large Scale ◽  
Multimedia Learning ◽  
Task Force ◽  
Scale Production ◽  
Learning Materials ◽  
Materials Development ◽  
Successful Teachers ◽  
Different Types ◽  
E Learning ◽  
Video And Audio

Today's student population is rightfully categorized as digital natives. From the beginning of their education, they used ICT. The technological gadgets, internet, and social networks are like a glove to them. Such generation of students require more than just textbooks. In the 2013 University of Maribor establish a task force for e-learning materials development. The goal was to identify the optimal technological, didactical and financial approach to the long process of e-learning materials development. Members of the task force have many workshops presenting different views, acquired experiences from their previous projects, technological constraints, prediction, etc. During these workshops it was decided it would be the best to prepare different types of e-learning materials and test them by the students. From their feedbacks we could set the guidelines for large scale production. At the Faculty of Arts, Faculty of Natural Sciences and Mathematics and Faculty of Education students needs to acquire also the digital competences to become successful teachers. For special didactics study programs different types of e-learning materials were produced with different technological approach. The concept was to upgrade the previous deliverables (PowerPoint slides) and narrate them. Narrated slides would enable students to refresh their lectures and should be used as blended e-learning materials. Narrations were prepared in different format: textual narration, voice narration and video narration. But later it was decided that these types are not enough and a mix of narratives (integrated multimedia learning materials) could be used on individual slides depending on the content of the slide. Students first receive the lecture in the classroom and in the same week they need to study associated e-learning materials and write their review of corresponding e-learning materials. In their review students were required to log the required time for studying the e-learning materials; benefits and drawbacks; potential improvement of e-learning materials; and open text of impression of using e-learning materials. Effectiveness and outcomes were tested with the electronic quizzes. Students were highly motivated with these new types of learning materials and provide us valuable feedback. Most efficient were text narrated learning materials, but the favourite was integrated multimedia learning materials. Video and audio narrations take them more time to study since they were constrained with the speed of speech of the recorded lecturer. Key words: design, distance education, e-learning, learning materials, verification and validation.

scholarly journals Awareness of BA Translation Students of the Arabic Grammatical Aspects and their Translations into English: A Comparative Study

2021 ◽  
Vol 13 (1) ◽  
pp. 167-189
Keyword(s):  
Public Schools ◽  
Choice Test ◽  
English Grammar ◽  
Grammatical Aspect ◽  
Scheffe Test ◽  
E Learning ◽  
Yarmouk University ◽  
One Way Anova ◽  
Study Plan ◽  
Better Than

This paper aims at measuring the extent of some translation students' competence of grammatical aspect compounds (strings) and their adequacy in rendering them in English. It also tries to establish which strings students tend to mistranslate. The researchers designed a multiple-choice test, using Google form, in which a given Arabic text is provided with four alternatives: one correct answer and three distractors. The test was distributed to students from translation departments at Yarmouk University and the German Jordanian University enrolled in the second semester, 2020 via the E-learning systems. Responses of students (202 out of 300 from YU and 63 out of 86 from GJU) were collected in tables. The researchers used One-way ANOVA and Scheffe Test to analyze the data. The paper has concluded that there are no significant differences among students with regard to gender, study plan, level of study, and taking Arabic courses traditionally taught. However, students joining Yarmouk University and the German-Jordan University from international and private schools are better than those coming from public schools. The majority of students do not have problems with the simple present and simple future and their perfective and progressive aspects, nor do they with past perfect. However, they confuse the perfective and progressive aspects of the simple present and the simple past. Keywords: Grammatical aspects, Arabic grammar, English grammar, Translation Yarmouk University, German-Jordanian University.

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