Tablet-Based Synchronous Learning System with Floor-Controlled Multimedia Interaction for Students

2016 ◽  
pp. 98-101
Author(s):  
Jang Ho Lee
Keyword(s):  
Learning System ◽  
Synchronous Learning

scholarly journals Students’ Perception toward the Implementation of Synchronous Learning during COVID-19 Pandemic in English Language Teaching (ELT)

E-Structural ◽  
2021 ◽  
Vol 4 (01) ◽  
pp. 1-16
Author(s):  
Tira Nur Fitria
Keyword(s):  
Online Learning ◽  
English Language ◽  
English Language Teaching ◽  
Learning System ◽  
Live Streaming ◽  
Technical Problems ◽  
Face To Face ◽  
Synchronous Learning ◽  
Zoom In ◽  
Face To Face Learning

Abstract. During COVID-19 pandemic, educators implement online learning in the education process. Basic interactive models of online learning available, such as synchronous learning, as a face-to-face learning process through online media. This research investigates the students’ perception toward the implementation of synchronous learning in ELT especially TOEFL. This research is qualitative. The results show that: 1) 51 % of students use Zoom and Live YouTube in learning TOEFL. 2) 89.7 % of students use mobile phones in online learning. 3) 49.7 % of students agree that Zoom has complete features. 4) 83.2 % of students agree that operating Zoom’s features is very easy. 5) 74.2 % of students agree that Zoom is easy-used. 6) 72.9 % of students agree that using Zoom in learning TOEFL is effective. 7) 73 % of students agree that using Live YouTube in learning TOEFL also effective. 8) 63.9 % agree that in Zoom, they can participate by face-to-face interactions (e.g. question-answer even discussion with lecturer and classmates. 9) 95.5 % of students agree that using YouTube, videos can be seen anytime and anywhere because videos are stored on the lecturer’s channel. In the understanding level of TOEFL, 83.2 % of students really understand in the listening section, 89.7 % of students understand the reading section, and 81.3 % of students understand the Structure and Written Expression section. Several problems affect learning TOEFL with Zoom and YouTube. Students have a problem with an internet connection. The other problems are internet quota, technical problems of the device (e.g battery, device dead suddenly, audio quality, device’s video/audio, and others), device’s type used, and surrounding conditions (e.g light conditions, sounds, or other disturbances). In the next learning system, 80.6 % of students agree that the next learning system implements face-to-face learning and still uses Zoom and YouTube Live Streaming. Keywords: ELT, synchronous learning, TOEFL, YouTube, Zoom Abstrak. Selama pandemi COVID-19, para pendidik menerapkan pembelajaran online dalam proses pendidikan. Model pembelajaran online interaktif dasar yang tersedia, seperti pembelajaran sinkron, sebagai proses pembelajaran tatap muka melalui media online. Penelitian ini mengkaji persepsi siswa terhadap penerapan pembelajaran sinkron di ELT khususnya TOEFL. Penelitian ini bersifat kualitatif. Hasil penelitian menunjukkan bahwa: 1) 51% siswa menggunakan Zoom dan Live YouTube dalam pembelajaran TOEFL. 2) 89,7% siswa menggunakan ponsel dalam pembelajaran online. 3) 49,7% siswa setuju bahwa Zoom memiliki fitur yang lengkap. 4) 83,2% siswa setuju bahwa mengoperasikan fitur Zoom sangat mudah. 5) 74,2% siswa setuju bahwa Zoom mudah digunakan. 6) 72,9% siswa setuju bahwa menggunakan Zoom in learning TOEFL efektif. 7) 73% siswa setuju bahwa menggunakan Live YouTube dalam pembelajaran TOEFL juga efektif. 8) 63,9% setuju bahwa dengan Zoom, mereka dapat berpartisipasi dengan interaksi tatap muka (misalnya tanya jawab bahkan diskusi dengan dosen dan teman sekelas. 9) 95,5% mahasiswa setuju bahwa dengan menggunakan YouTube, video dapat dilihat kapan saja dan di mana saja karena video disimpan di saluran dosen. Pada tingkat pemahaman TOEFL, 83,2% siswa sangat memahami bagian menyimak, 89,7% siswa memahami bagian membaca, dan 81,3% siswa memahami bagian Struktur dan Ekspresi Tertulis. Beberapa masalah memengaruhi pembelajaran TOEFL dengan Zoom dan YouTube. Siswa memiliki masalah dengan koneksi internet. Masalah lainnya adalah kuota internet, masalah teknis perangkat (misal baterai, perangkat mati mendadak, kualitas audio, video/audio perangkat, dan lain-lain), jenis perangkat yang digunakan, dan kondisi sekitarnya (misal kondisi cahaya, suara, atau gangguan lainnya). Pada sistem pembelajaran selanjutnya, 80,6% siswa setuju bahwa sistem pembelajaran selanjutnya menerapkan pembelajaran tatap muka dan masih menggunakan Zoom dan YouTube Live Streaming.Kata kunci: ELT, pembelajaran sinkronus, TOEFL, YouTube, Zoom

scholarly journals Combination of Synchronous and Asynchronous Models in Online Learning

2021 ◽  
Vol 5 (2) ◽  
pp. 198-217
Author(s):  
Intan Nuyulis Naeni Puspitasari
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Learning System ◽  
Primary Data ◽  
Asynchronous Learning ◽  
Main Question ◽  
Learning Spaces ◽  
Synchronous Learning ◽  
Self Study ◽  
Quality Learning

The implementation of an online learning system due to the Covid-19 pandemic has become a portrait of learning today and the future. Since March 2020 online learning implemented at the IAIN Kediri demands the readiness of lecturers and students to adapt to learning. The researcher as one of the lecturers who is directly involved in online learning has implemented a combination of synchronous and asynchronous learning settings through several learning media. This article is a self-study with a qualitative approach to the researcher's experience in carrying out online learning for one semester. The main question of this research is how do lecturers optimize the student learning experience in online learning using a combination of synchronous and asynchronous models?. A preliminary survey of students at the beginning of the semester and a reflection at the end of the semester researchers used as primary data sources to gain their insight into the online learning experience. Researchers found that this combination of synchronous and asynchronous models was proven to be more able to help students to be directly involved in learning activities and to feel a connection with their peers and lecturers. So that lecturers need to balance the flexibility provided by online space with the synchronous learning environment, according to the abilities and needs of students, as well as providing meaningful and quality learning spaces to achieve planned learning objectives.

scholarly journals Comparison of Online Learning Effectiveness in the Ele During Covid-19 in Malaysia and Indonesia

2020 ◽  
Vol 12 (2) ◽  
pp. 103
Author(s):  
Tiyas Saputri ◽  
Aslam Khan Bin Samahs Khan ◽  
Mohammad Abdul Kafi
Keyword(s):  
Online Learning ◽  
Language Education ◽  
Learning System ◽  
Phone Call ◽  
Asynchronous Learning ◽  
Learning Effectiveness ◽  
Learning Tool ◽  
Learning And Teaching ◽  
Synchronous Learning ◽  
Malaysian Students

The Covid-19 pandemic has an impact on education. It has changed the learning system, from conventional interaction into digital interaction. The lecturers and students in Malaysia and Indonesia are required to master online learning to conduct the teaching and learning processes. However, not many lecturers apply it maximally. This study aims to find out the comparison of online learning effectiveness in English Language Education (ELE) in Malaysia and in Indonesia. This quantitative research used a questionnaire survey to collect data. The data were analyzed descriptively with tabulations and distributions of empirical data. The result reveals that 75% of Malaysian lecturers and 83% of Indonesian lecturers prefer to use synchronous learning; 25% of Malaysian lecturers and 17% of Indonesian lecturers prefer to use asynchronous learning; 65% of Malaysian students and 71% of Indonesian students prefer to use synchronous learning; 35% of Malaysian students and 29% of Indonesian students prefer to use asynchronous learning. For synchronous learning, 58% of the total respondents in Malaysia like virtual meeting as an online learning tool. In Indonesia, 59% of the total respondents like phone call as an online learning tool. For asynchronous learning, 54% of the total respondents in Malaysia and Indonesia like blog as an online learning tool. Online learning has good effects on the English learning skills, especially listening. Academics in both countries agree that online learning is beneficial in the ELE learning and teaching process. It can be generally concluded that the use of online learning and teaching is effective in ELE.

An Adaptive and Learning System for Feedback-Controlled Evoked Response Studies

1981 ◽  
Vol 20 (03) ◽  
pp. 169-173
Author(s):  
J. Wagner ◽  
G. Pfurtscheixer
Keyword(s):  
Brain Activity ◽  
Evoked Response ◽  
Learning System ◽  
Time Interval ◽  
Electrical Brain Activity ◽  
Long Time ◽  
The Subject ◽  
Eeg Power ◽  
Stimulation System ◽  
Background Eeg

The shape, latency and amplitude of changes in electrical brain activity related to a stimulus (Evoked Potential) depend both on the stimulus parameters and on the background EEG at the time of stimulation. An adaptive, learnable stimulation system is introduced, whereby the subject is stimulated (e.g. with light), whenever the EEG power is subthreshold and minimal. Additionally, the system is conceived in such a way that a certain number of stimuli could be given within a particular time interval. Related to this time criterion, the threshold specific for each subject is calculated at the beginning of the experiment (preprocessing) and adapted to the EEG power during the processing mode because of long-time fluctuations and trends in the EEG. The process of adaptation is directed by a table which contains the necessary correction numbers for the threshold. Experiences of the stimulation system are reflected in an automatic correction of this table. Because the corrected and improved table is stored after each experiment and is used as the starting table for the next experiment, the system >learns<. The system introduced here can be used both for evoked response studies and for alpha-feedback experiments.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

Sign in / Sign up

Export Citation Format

Share Document