Analysis on the Application of AI Technology in Online Education Under the Public Epidemic Crisis

2020 ◽  
pp. 296-305
Author(s):  
Shuijing Li ◽  
Ming Yan ◽  
Xin Zhang ◽  
Zhe Li
Keyword(s):  
Online Education ◽  
The Public

A history of technological hype

2021 ◽  
Vol 102 (6) ◽  
pp. 8-13
Author(s):  
Victoria E.M. Cain ◽  
Adam Laats
Keyword(s):  
Online Education ◽  
Technological Systems ◽  
The Public ◽  
Education Leaders ◽  
History Of ◽  
The 1950S ◽  
Public Imagination ◽  
Silver Bullet

Education leaders frequently turn to technological solutions to improve schools, often without evidence of their effectiveness. According to Victoria Cain and Adam Laats, this pattern of leaders pouring money into new technological systems and then being disappointed in the results goes back centuries. They describe how, in the early 1800s, Lancastrian schoolrooms captured the public imagination and how, in the 1950s and ‘60s, were seen as a solution to current educational ills. These examples provide a warning to those who see online education as a silver bullet.

Unconventional Delivery

2018 ◽  
pp. 259-273 ◽  
Author(s):  
T. J. Hendrix
Keyword(s):  
Distance Learning ◽  
Service Learning ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
The Public ◽  
Service Learning Projects ◽  
Learning Options ◽  
Learning Projects ◽  
Very High

As university programs compete to retain and increase enrollment, online courses are being created to meet the demands of a rising population of students with preferences for self-paced learning. The 2015 Babson Survey Research Group report tracking online education in the United States shows 70.7% of active degree-granting institutions open to the public have some distance-learning options. In the same report, two- and four-year public institutions offering distance learning course were reported to have “very high” rates of offerings for distance learning, with both showing over 90% of enrolled students taking at least one online course. This chapter examines the need to gap between content and application in online learning through service-learning and outlines a process for implementing service-learning projects with emphasis on e-service-learning. As distance learning continues to grow, the need for innovative pedagogical methods will also grow, which makes service-learning an attractive strategy.

scholarly journals Freedom through Online Education. Are We Safe Online?

2019 ◽  
Vol 8 (7) ◽  
pp. 69
Author(s):  
Kamila Danilovna Shaibakova
Keyword(s):  
Human Rights ◽  
Online Education ◽  
Freedom Of Expression ◽  
Human Rights Protection ◽  
The Public ◽  
Rights Protection ◽  
Transnational Companies ◽  
Social Media Platforms ◽  
State Actor ◽  
The Right

The article shed light on a problem of freedom of expression through Online Education. Nowadays, the intermediaries such as Facebook, Google, Twitter, etc. play crucial role in educating people. Their policies in addition to the governmental regulations could seriously affect the human rights. The extraterritoriality and non-state actor status of transnational companies are also problems when considering violation of human rights as legally transnational corporations cannot violate rights as non-state actors and have no obligation towards people. In addition, fake news and trolley factories became a true problem that claimed to be able to affect even elections. Moreover, they could affect the right to know and receive information which constitutes a part of the general right to freedom of expression. However, as recent examples show, social media platforms knowingly keep fake information despite the public announcement of human rights commitments. In addition, while claiming the dedication to the human rights protection, business still more interested in profit. 

scholarly journals STUDENTS PERSPECTIVE REGARDING ONLINE EDUCATION DURING 2019 PANDEMIC: A CASE STUDY ON THE PUBLIC UNIVERSITIES OF KARACHI

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Zaeema Asrar Mohiuddin, Haider Iqbal
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Developed Countries ◽  
World Health ◽  
View Point ◽  
The Public ◽  
The Developed Countries ◽  
Health Organization ◽  
User Friendly

Online education is recognized and well-known method of learning in the developed countries, however, it is becoming popular in the developing countries like Pakistan. Coronavirus Disease 2019 was officially acknowledged as pandemic on March 11, 2020 by the World Health Organization. Beyond other sectors, education sector has also been affected significantly because of the pandemic. The situation tested the readiness of universities to deal with the crisis. This study is conducted to have the students’ view point regarding online education during Coronavirus Disease 2019 pandemic. Total 300 students of University of Karachi and Federal Urdu University participated in the research. Pre-designed questionnaire is used for the purpose of data analysis. Software used include SPSS and MS-Excel as both the software are easy to use and have user friendly interface. Results reveal that Recorded lectures are the most preferred mode of online learning. Most of the students are with the view point that electricity breakdown is the major technical issue faced during online learning. Moreover, communication gap between instructor and student is the major nontechnical issue faced during online learning. Traditional/ offline Education have been the most preferred mode of learning in usual circumstances.  

scholarly journals Digital divides in education. An analysis of the Romanian public discourse on distance and online education during the COVID-19 pandemic

2020 ◽  
Vol 18 (2) ◽  
pp. 11-39
Author(s):  
Alexandra Hosszu ◽  
Cosima Rughiniș
Keyword(s):  
Online Education ◽  
Inclusive Education ◽  
Public Discourse ◽  
Social Inequalities ◽  
Universal Access ◽  
Multiple Stakeholders ◽  
Face To Face ◽  
The Public ◽  
Positive Side ◽  
Digital Divides

Adapting “face-to-face” education to distance/remote and/or online education in response to the COVID-19 pandemic has been a massive challenge for countries around the world. Online education reignited older debates about inclusive education, such as hoped-for universal access versus current digital divides, prompting the public to reflect about the past, the present, and future of the educational system. This article analyzes the Romanian public discourse, both scientific and non-scientific, on emerging distance and online education in Romania during the COVID-19 pandemic, in order to understand how public communication functioned as feedback for school digitalization. The paper charts the advantages and challenges of distance and online education experienced by various actors (teachers, students, and the members of civil society) or identified through scientific research, focusing on the way online education has spotlighted and reshaped social inequalities. We use thematic content analysis of 152 online articles published from March to June 2020 and eight scientific studies and reports. The results showed that public discourse about distance and online education was largely consistent within and across multiple stakeholders; also, the scientific reports were aligned with the other public opinions expressed and promoted via online channels. The general perspective of the emerging online education during COVID-19 is that it deepens the educational gaps and creates new forms of exclusion. On the positive side, some of the teachers have improved their teaching methods and educational content.

scholarly journals 573. Digital Patient/Caregiver Education: A Tool to Improve COVID-19 Vaccination Rates and Confidence Among the Public

2021 ◽  
Vol 8 (Supplement_1) ◽  
pp. S388-S389
Author(s):  
Amy Larkin ◽  
Allison Armagan
Keyword(s):  
Online Education ◽  
Herd Immunity ◽  
Complete Analysis ◽  
Learning Center ◽  
Vaccination Rates ◽  
The Public ◽  
Caregiver Education ◽  
Strong Indicator ◽  
Before And After ◽  
The Impact

Abstract Background Due to patient hesitancy surrounding the COVID-19 vaccination initiative, the public needs accurate and timely education that encourages partnership with medical professionals. Methods This study assessed the impact of online patient/caregiver education on knowledge, confidence and intent to act. The educational intervention consisted of 4 activities published on a dedicated COVID-19 learning center on WebMD Education portal from April-May, 2021. The activities were comprised of text and integrated visuals, with 3 of the activities being further customized with a patient or healthcare professional (HCP) video commentary. Demographic questions were asked prior to each activity. Knowledge questions were asked both before and after to assess learning gains. Intent to change and confidence questions were asked at the end of each activity. Absolute improvements were calculated for pre/post questions. An initial data pull was conducted on 6/7/2021 for the purpose of this abstract, and data for the complete analysis will be collected until approximately 8/7/21. Results To date, 14,911 learners (3,579) of which responded to the pre/post questions) have participated in the activities, and have demonstrated improvements in knowledge and high levels of confidence and intent to act (Figure). Activity 1: COVID-19 Vaccines: Covering the Basics. Demographics (n=155): 50% male; 41% White, non-Hispanic, 30% Asian; 52% over the age of 54. Activity 2: Understanding the Why, Who, and When of COVID-19 Vaccines. Demographics (n=2,325): 66% female; 51% White, non-Hispanic, 18% Asian; 54% over the age of 54. Activity 3: What to Expect When You Get the COVID-19 Vaccine. Demographics (n=500): 66% female; 49% White, non-Hispanic, 22% Asian; 56% over the age of 54. Activity 4: What Have You Heard about Herd Immunity and COVID-19. Demographics (n=599): 63% female; 53% White, non-Hispanic, 25% Asian; 53% over the age of 54. Conclusion The metrics and outcomes gathered in this assessment are a strong indicator that online patient/caregiver activities on WebMD Education improved knowledge and confidence and prompted intent to act related to COVID-19 vaccines. These findings highlight the potential for well-designed online education to overcome vaccine related challenges of the COVID-19 pandemic. Disclosures All Authors: No reported disclosures

scholarly journals Video edukasi cara mencuci hidung yang benar sebagai salah satu upaya pencegahan Covid-19

2021 ◽  
Vol 2 (2) ◽  
pp. 37-40
Author(s):  
Eka Arie Yuliyani ◽  
Rika Hastuti Setyorini ◽  
Eva Triani ◽  
Indana Eva Ajmala ◽  
Nurul Imaniaty As-syarifiah ◽  
...  
Keyword(s):  
Online Education ◽  
Nasal Cavity ◽  
Health Workers ◽  
Salt Water ◽  
Pharmacological Therapy ◽  
Educational Video ◽  
The Public ◽  
Work From Home ◽  
Entry Points ◽  
The Right

The nasal epithelium and nasopharyngeal mucosa are the main entry points and sites of SARS-CoV-2 replication. Therefore, it is very important to be able to maintain the health of the nasal and oral cavities during this pandemic, namely by nasal washing with salt water and gargling. Nasal washing is a practical, simple, economical, and feasible method to be applied in everyday as well as a non-pharmacological therapy to clean the nasal cavity from various microorganisms including reducing the number of viruses in the nasal cavity, so education about this is considered important to do. Online education is the right choice during this pandemic because people do more work from home and information about various things, including information about health, can be accessed quickly. This is an opportunity for health workers to provide education to the community, one of which is through a nasal washing video where in this video we discuss knowledge about nasal washing, its benefits and especially how to do it properly. In addition, the public can also provide input about this educational video through the google form, so that it can be suggestions for improvements in the future

scholarly journals The quest for context-relevant online education

2019 ◽  
Vol 75 (1) ◽  
Author(s):  
Ignatius G.P. Gous
Keyword(s):  
Online Education ◽  
Learning Strategies ◽  
Online Courses ◽  
Culturally Appropriate ◽  
The Public ◽  
Effective Learning ◽  
The Past ◽  
The Future ◽  
Education Science ◽  
Relevant Education

Is it possible to provide context-relevant education to a diverse and dispersed body of students via online presented courses? Contextual relevance is called for by students and the public alike, as can also be seen in the #fallist movements. More traditional academics and institutions argue for retaining excellence from the past and known knowledge still to be taught. In this conceptual article, education is seen as a mastery of knowledge expanses by integrating Data and Information into Knowledge and Wisdom (D-I-K-W). Departing from the learning sciences, especially mind, brain and education science and its application in culturally appropriate learning, it is argued that including effective learning strategies in online courses, especially application-oriented strategies, can help students to apply knowledge from the past to contexts in the present, thereby attaining context-relevant education. However, the application of learnt material to situations brings forward another dimension, namely, the future, which is Volatile, Uncertain, Complex and Ambiguous (VUCA). In applying and making decisions, it is helpful to attend to the Cynefin framework, attending to the domains of the obvious, the complicated, the complex, the chaotic and the disorder. Excellence from the past and relevance in the present should, therefore, be augmented by abilities aimed at future readiness. Context-relevant online education should therefore attend to the past, the present and the future.

Replications can cause distorted belief in scientific progress

2018 ◽  
Vol 41 ◽  
Author(s):  
Michał Białek
Keyword(s):  
Real World ◽  
Scientific Progress ◽  
The Public ◽  
Psychological Science

AbstractIf we want psychological science to have a meaningful real-world impact, it has to be trusted by the public. Scientific progress is noisy; accordingly, replications sometimes fail even for true findings. We need to communicate the acceptability of uncertainty to the public and our peers, to prevent psychology from being perceived as having nothing to say about reality.

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