scholarly journals Learning Cultures and Multiculturalism

2014 ◽  
pp. 197-217 ◽  
Author(s):  
Hanna Teräs ◽  
Irja Leppisaari ◽  
Marko Teräs ◽  
Jan Herrington
Keyword(s):  
Learning Environments ◽  
Knowledge Society ◽  
Culture Shock ◽  
Learning Culture ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Cultural Backgrounds ◽  
Online Programs ◽  
Learning Framework ◽  
E Learning

In the rapidly globalizing 21st century knowledge society, multicultural understanding plays a major role. However, what do we mean by “culture” in the educational context, what aspects have or should have an impact on our learning environments, and might some of these assumptions direct the development of our learning environments in an unintended and possibly undesirable way? New learning models that differ from traditional learning approaches might cause a type of a “learning culture shock” for some learners. What are the best ways to avoid and overcome cultural clashes in online learning? This chapter discusses the experiences of two cases from multicultural and multidisciplinary online programs for teacher education and professional development. Both of the programs are based on the principles of authentic e-learning framework described by Herrington, Reeves, and Oliver (2010). The aim of the study was to find out how learners with different cultural backgrounds experience the authentic e-learning process, as well as to find out what impact the authentic e-learning model has on the development of the learning culture.

Blended Learning in HEIs in the Middle East

2022 ◽  
pp. 248-268
Author(s):  
Basil John Thomas ◽  
Ali Al Jarrah ◽  
Nisha Joseph
Keyword(s):  
Middle East ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Systems ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Learning Framework ◽  
Adoption And Implementation ◽  
E Learning ◽  
Learning Platforms

During the pandemic, many universities have different types of BL adoption and implementation guidance provided by individuals or organizations, but this does not include overall institutionalization. Without proper institutionalization, educational institutions will have inconsistent blended learning environments, and the research indicates that clear institutional guidance and policies are essential for a BL model to succeed. However, there are still debates on whether instructors who are enthusiastic about e-learning systems prefer traditional learning platforms to be successful, while they also support the idea that instead of replacement of conventional learning by online learning, it is better to combine these two. The current study analyzes the frameworks for BL adoption and implementation in higher educational institutions in the Middle East from the quality assurance perspective. The aim is to gain a better understanding of HEIs in the Middle East's overall blended learning framework.

Impact of context-awareness on the architecture of learning support systems

2008 ◽  
pp. 306-319 ◽  
Author(s):  
Andreas Schmidt
Keyword(s):  
Professional Training ◽  
Service Oriented Architecture ◽  
Traditional Learning ◽  
Learning Support ◽  
Learning Approaches ◽  
Academic Education ◽  
Real World Problem ◽  
Service Oriented ◽  
E Learning ◽  
Set Up

Recently, the situatedness of learning has come to the center of attention in both research and practice, also a result of the insight that traditional learning methods in the form of large decontextualized courses lead to inert knowledge; i.e., knowledge that can be reproduced, but not applied to real-world problem solving. In order to avoid the inertness, pedagogy tries to set up authentic learning settings, an approach increasingly shared in e-learning domain. If we consider professional training, it is the immediacy of purpose and context that makes it largely different to learning in schools or academic education. This immediacy has the benefit that we actually have an authentic context that we need to preserve. The majority of current e-learning approaches, however, ignores this context and provides decontextualized forms of learning as a multimedia copy of traditional presence seminars. We show how making learning solutions aware of the context actually affects their architecture and present a showcase solution in the form of the Learning in Process service-oriented architecture.

scholarly journals Effects of Flipped Learning Approaches on Students’ Learning Performance in Software Engineering Education

2021 ◽  
Vol 13 (17) ◽  
pp. 9849
Author(s):  
Yen-Ting Lin
Keyword(s):  
Software Engineering ◽  
Engineering Education ◽  
Learning Environments ◽  
Learning Performance ◽  
Traditional Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Software Engineering Education ◽  
Diagnosis Approach

Software engineering education plays an important role in keeping students educated with software technologies, processes, and practices that are needed by industries. Nevertheless, the nature of software engineering learning activities in traditional classrooms is limited in scope and time, making it more difficult to achieve a proper balance between theory and practice and address industrial demands. This makes scant provision for assisting students in keeping their software engineering knowledge current. To support software engineering education, flipped learning is a suitable strategy. Prior studies have shown that students’ perceptions in flipped learning environments are better than those in traditional learning environments. Nevertheless, in flipped learning, students may not have sufficient ability to conduct learning out of class. Therefore, the flipped learning strategy should aim to meet the needs of students to ensure that they get the appropriate support or feedback during the learning process before the class. The aim of this study was to propose a flipped learning diagnosis approach to promote students’ learning out of class in the flipped classroom. To explore students’ learning performance in software engineering courses, three classes of students were invited to learn with three different learning approaches (traditional learning approach, flipped learning approach, and flipped learning diagnosis approach). The results showed that the students who learned with the flipped learning diagnosis approach outperformed those students who learned with the flipped learning approach or the traditional learning approach.

scholarly journals A Deep Learning Framework for Malware Classification

2020 ◽  
Vol 12 (1) ◽  
pp. 90-108
Author(s):  
Mahmoud Kalash ◽  
Mrigank Rochan ◽  
Noman Mohammed ◽  
Neil Bruce ◽  
Yang Wang ◽  
...  
Keyword(s):  
Deep Learning ◽  
State Of The Art ◽  
Learning Algorithms ◽  
Superior Performance ◽  
Traditional Learning ◽  
Security Threats ◽  
Learning Approaches ◽  
Learning Framework ◽  
Malware Classification ◽  
New Strategies

In this article, the authors propose a deep learning framework for malware classification. There has been a huge increase in the volume of malware in recent years which poses serious security threats to financial institutions, businesses, and individuals. In order to combat the proliferation of malware, new strategies are essential to quickly identify and classify malware samples. Nowadays, machine learning approaches are becoming popular for malware classification. However, most of these approaches are based on shallow learning algorithms (e.g. SVM). Recently, convolutional neural networks (CNNs), a deep learning approach, have shown superior performance compared to traditional learning algorithms, especially in tasks such as image classification. Inspired by this, the authors propose a CNN-based architecture to classify malware samples. They convert malware binaries to grayscale images and subsequently train a CNN for classification. Experiments on two challenging malware classification datasets, namely Malimg and Microsoft, demonstrate that their method outperforms competing state-of-the-art algorithms.

Using Virtual Learning Environments to Present Different Learning Blends

2011 ◽  
pp. 219-238
Author(s):  
Robert J. McClelland
Keyword(s):  
Learning Environments ◽  
Action Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Student Experiences ◽  
Learning Approaches ◽  
Digital Collections ◽  
E Learning ◽  
Learning Sets

This work is concerned with the evolution of blended learning supports for university students in moving from early Virtual Learning Environment (VLE) platforms and supports that were designed and facilitated by academics to those platforms designed commercially (particularly Blackboard) and developed using a mixture of commercial, collaborative and e-learning supports. The chapter is an examination of a range of issues including production of learning resources and student learning approaches. It concludes by highlighting the importance of innovation and variety in the learning blend with increased reliance on digital collections and for learning approaches student experiences were evaluated as positive when undergoing problem-based approaches and were seen as stimulated to engage with e-learning materials based on the structure and operation of action learning sets.

Information Competency and E-Learning

2012 ◽  
pp. 373-390 ◽  
Author(s):  
Lesley Farmer
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Information Society ◽  
Relevant Information ◽  
Instructional Designers ◽  
Learning Approaches ◽  
Future Trends ◽  
E Learning ◽  
Technical Issues ◽  
Information Competency

In the information society, learners need to locate and evaluate resources carefully as well as determine how to use relevant information to solve problems and make wise decisions. As more students learn in online environments, resources and support must be available to optimize their success. Information literacy offers a series of processes as a means to deal successfully with information. By melding information literacy and content matter in e-learning environments, instructional designers can create authentic experiences for students to hone their skills. Choosing effective electronic resources, collaboration with librarians, and addressing technical issues are key to successful e-learning for information literacy. Future trends in e-learning approaches are discussed.

Blended Learning in Personalized Assistive Learning Environments

2013 ◽  
Vol 5 (2) ◽  
pp. 39-59 ◽  
Author(s):  
Catherine Marinagi ◽  
Christos Skourlas
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Oral Language ◽  
Distributed Databases ◽  
Traditional Learning ◽  
Disabled Students ◽  
Face To Face ◽  
Bilingual Teaching ◽  
Technological Educational Institute ◽  
E Learning

In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to learn and communicate. The described blended learning experiment integrates face-to-face, synchronous, and asynchronous e-learning, bilingual teaching (oral language and Sign Language) in the mainstream class, teaching in parallel classes, and personalized access to distributed databases of educational material. At the core of PELE, the authors use Multimedu, a web-based tailored made tool for disabled students. This experimental tool includes applications of a traditional Learning Management System (LMS), supporting a multilingual dictionary of terms, multimedia management and social networking. Finally, this paper describes the use of the blended e-learning model in “Database I” course, given at the Technological Educational Institute of Athens, Greece.

Social Aspects and Web 2.0 Challenges in Blended Learning

2012 ◽  
pp. 35-49 ◽  
Author(s):  
Tiziana Guzzo ◽  
Patrizia Grifoni ◽  
Fernando Ferri
Keyword(s):  
Blended Learning ◽  
Web 2.0 ◽  
Knowledge Society ◽  
Multimodal Interfaces ◽  
Traditional Learning ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Collaborative Technologies ◽  
Future Challenges ◽  
E Learning

The term e-learning is revolutionizing learning way and it is having a large impact on knowledge society is rapidly evolving into a Blended Learning method, which blends online learning with more traditional learning. Blended Learning can contribute to enhance learning and teaching opportunities worldwide. The chapter analyses the features that impact the success of the blended learning methods, evaluating their potentialities and characteristics. Moreover, an analysis of future challenges and perspectives represented by the mobile devices, the collaborative technologies of Web 2.0, and of multimodal interfaces, are explored. Finally, a qualitative study that the authors carried out by means of open interviews to Italian teachers in order to analyze their perceptions and experiences of Blended Learning methods is described.

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