Case in Point: The History of a New Learning Environment

The Covid-19 pandemic has resulted in the closure of schools at every level, globally, forcing education to move online. Meeting the needs of students online for Science Lab classes, in particular, is a challenge since the physical labs are not available to the teachers or students. OLabs is a virtual Science Lab providing a complete learning environment of theory, experimental procedures, videos, animations, simulations, and assessments that capture real lab experiences with the relevant pedagogy. This study looks at the acquisition and behaviors of users, on the OLabs platform, during pre and Covid-19 times. Using Google Analytics, we observe that, during the pandemic time, users increasingly adopted OLabs as a new learning pedagogy for performing experiments as indicated by parameters like the number of users; the number of unique pages viewed per session; time spent on viewing content; bounce rate; and preference for content types such as theory, simulations, videos, and animations.

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Rancang Bangun Game Dreamcatcher : War Of Surabaya Dengan Permodelan Scrum

INTEGER: Journal of Information Technology ◽

10.31284/j.integer.2018.v3i2.309 ◽

2018 ◽

Vol 3 (2) ◽

Author(s):

Boby Ferdianza

Keyword(s):

Teaching And Learning ◽

Science Learning ◽

Educational Game ◽

Learning History ◽

The Past ◽

Teaching History ◽

New Learning ◽

History Of ◽

Main Factors ◽

Games Teaching

History belongs to a compulsory element in the teaching and learning at school. It can help students to know and more appreciate the past events. The number of history materials taught at school sometimes causes difficulty for students to learn. The lack of facilities and learning media which can attract student’s interest becomes the main factors of student’s difficulty in learning Social Science. Learning medium is very vital to determine what materials students can learn. One of solutions to solve difficulty in learning history is by creating new learning medium in the form of educational game as it can arouse student’s ability in thinking. One of the games teaching history particularly the history of Surabaya is Dreamcatcher: War of Surabaya. This game was designed based on historical events in Surabaya composed in an attractive story. It is completed with quiz to improve student’s memory. Game “Dreamcatcher: War of Surabaya” can be played with android platform and it is considered successful in teaching the history of Surabaya as it could improve students’ abilities on Surabaya history by 113.7% based on the results of pre-and post-tests.

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Virtual Academic Advising in Challenging Times

The Impact Of COVID19 On The International Education System ◽

10.51432/978-1-8381524-0-6_14 ◽

2020 ◽

pp. 184-196

Author(s):

Georgina Argüello

Keyword(s):

Distance Education ◽

Learning Environment ◽

Academic Advising ◽

Colleges And Universities ◽

Academic Advisors ◽

Education Students ◽

Technology Tools ◽

New Learning ◽

Technology Applications ◽

Definition Of

With the rapid shift to remote learning because of the pandemic, the academic advisors of colleges and universities had to adapt and change some of the ways they were advising the traditional higher education students. In this new normal, where social distance needs to be present and non-traditional education takes precedence in the learning environment, academic advisors had to rapidly adjust and use different technology tools of virtual advising. Over the past few years, colleges and universities that offer distance education programs have been struggling in engaging and retaining their non-traditional online learners. However, with the pandemic, these institutions may encounter the challenge of not only retaining the non-traditional students but also, the new distance learners. Therefore, academic advisors will need to use creative ways of providing advising services in this new learning environment. Many studies have demonstrated that virtual advising has been helpful to aid the distance education students. Virtual advising uses different technology applications and platforms. Using it correctly can help students and advisors with the registration cycles and with any other concerns the students may have. In this chapter, the author explains academic advising and the role of an advisor, the definition of virtual advising, the importance of combining the different approaches of academic advising into virtual advising, and the different technology tools that can assist academic advisors when doing their job of supporting the students in the new learning environment.

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Exploring a New Learning Environment Through Massive Open Online Course

Advances in Library and Information Science - Library and Information Science in the Age of MOOCs ◽

10.4018/978-1-5225-5146-1.ch002 ◽

2018 ◽

pp. 24-36

Author(s):

Shweta Pandey ◽

Satyam Prakash Tripathi

Keyword(s):

Learning Environment ◽

Information Science ◽

Online Courses ◽

Online Course ◽

Library And Information Science ◽

Massive Open Online ◽

Scholarly Literature ◽

Massive Open Online Course ◽

Literature Reviews ◽

New Learning

As the Massive Open Online Course (MOOC) concept is adding a new dimension to online learning and presenting a deeper impact in different disciplines including the library and information science area, library and information science professionals are producing scholarly literature on MOOC-related issues. Through this chapter, the authors gave the overview of the genesis of MOOCs in a new learning environment. This article gives the outlook of MOOCs, which are one of the latest trends in education. This chapter also explores various literature reviews on the conceptual framework and discusses the online courses in general and specifically for LIS domain.

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A Multi-Agent Question-Answering System for E-Learning and Collaborative Learning Environment

System and Technology Advancements in Distance Learning ◽

10.4018/978-1-4666-2032-2.ch010 ◽

2014 ◽

pp. 134-149

Author(s):

Tannaz Alinaghi ◽

Ardeshir Bahreininejad

Keyword(s):

Collaborative Learning ◽

Learning Environment ◽

Question Answering ◽

Question Answering System ◽

Course Materials ◽

Life Styles ◽

History Of ◽

E Learning ◽

Multi Agent ◽

Collaborative Learning Environment

The increasing advances of new Internet technologies in all application domains have changed life styles and interactions. E-learning and collaborative learning environment systems are originated through such changes and aim at providing facilities for people in different times and geographical locations to cooperate, collaborate, learn and work together by using various educational services. One of the most important requirements of learners in online and virtual environments is the ability to ask questions and receive appropriate answers. The nature of such environments and the lack of physical existence of teachers make such issues critical and challenging problems. This paper presents a multi-agent system for building a question-answering system in learning management systems and collaborative learning environments. In the proposed system, after validating the content of questions, all available resources including course materials, frequently asked questions and responses from other learners will be gathered and finally using a recommender system, the most appropriate answer(s) with respect to several criteria such as learner’s knowledge, research background, history of previous questions, and the candidate answers relevant to the question will be suggested. A simplified version of the system has been implemented and integrated to a well known open source collaborative learning environment system in order to simulate and evaluate the applicability and appropriateness of the proposed system. The result shows that the proposed question-answering system may be used efficiently and expanded to accommodate further advanced capabilities.

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Designing a New Performing Arts Education through Constructing a Global Theatre

Cases on Formal and Informal E-Learning Environments - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-1930-2.ch017 ◽

2013 ◽

pp. 314-336

Author(s):

Goki Miyakita ◽

Yumiko Murai ◽

Takashi Tomine ◽

Keiko Okawa

Keyword(s):

Learning Environment ◽

Performing Arts ◽

Arts Education ◽

The Internet ◽

Intercultural Understanding ◽

Learning Program ◽

Collaborative Community ◽

New Learning ◽

Performing Arts Education ◽

Collaborative Play

This chapter proposes a new learning infrastructure of performing arts education called Global Theatre. Global Theatre connects students and theatres over the Internet and creates a unique environment to share performing arts. It enables students to enjoy performing arts together, deepen intercultural understanding, and communicate with a global audience in synchronized time, regardless of location and distance. Global Theatre consists of three basic elements: a learning program focused on performing arts; a collaborative community formed by a university, theatre space, and performing group; and an ICT platform that realizes live appreciation of performing arts. In this chapter, two experimental implementations are carried out. The authors conducted a translated play shared by Thailand and Japan in 2009, and an international collaborative play shared by Thailand, Japan, and Malaysia in 2010. Through those experiments, the effectiveness of this new learning environment for performing arts is discussed from the perspective of the three basic elements of this structure.

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An Intelligent Ubiquitous Learning Environment and Analytics on Images for Contextual Factors Analysis

Applied Sciences ◽

10.3390/app10248996 ◽

2020 ◽

Vol 10 (24) ◽

pp. 8996

Author(s):

Mohammad Nehal Hasnine ◽

Gökhan Akçapınar ◽

Kousuke Mouri ◽

Hiroshi Ueda

Keyword(s):

Learning Environment ◽

Contextual Factors ◽

Image Understanding ◽

Vocabulary Knowledge ◽

Sensor Data ◽

Generation Process ◽

Learning Design ◽

Learning Contexts ◽

New Learning ◽

Applied Artificial Intelligence

Contextual factors in which learning occurs are crucial aspects that learning analytics and related disciplines aim to understand for optimizing learning and the environments in which learning occurs. In foreign vocabulary development, taking the notes or memos of learning contexts along with other factors, play an essential role in quick memorization and reflection. However, conventional tools fail to automate the learning contexts generation process as learners still need to take memos or e-notes to describe their vocabulary learning contexts. This paper presents the Image Understanding Project (hereafter IUEcosystem) that could produce smartly-generated learning contexts primarily in a learner’s target languages. The IUEcosystem uses visual content analysis of lifelogging images as the sensor data to produce smartly-generated learning contexts that could be used as an alternative to handwritten memos or electronic notes. The IUEcosystem uses applied artificial intelligence to produce smartly-generated learning contexts. This intelligent learning environment collects a learner’s learning satisfaction and interaction data and, later on, analyzes them to produce time-based notifications for enhancing retention. Furthermore, a new learning design is presented that aims to map a learner’s prior vocabulary knowledge with new learning vocabularies to be learned. This learning design would help learners to review and recall prior knowledge while learning new vocabulary.

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The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills

Journal of Education and Learning ◽

10.5539/jel.v5n3p29 ◽

2016 ◽

Vol 5 (3) ◽

pp. 29 ◽

Cited By ~ 10

Author(s):

Yonit Nissim ◽

Eyal Weissblueth ◽

Lennie Scott-Webber ◽

Shimon Amar

Keyword(s):

Active Learning ◽

Learning Environment ◽

Student Teachers ◽

21St Century ◽

21St Century Skills ◽

Innovative Technology ◽

Traditional Classrooms ◽

High Increase ◽

Post Occupancy Evaluation ◽

New Learning

We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers’ motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean, composite differences between pre- and post- occupation of the new classes. Over 80% reported high increase in creativity, motivation, ability to get higher grades and engagement in class while studying in the new learning environment. They gave significantly higher evaluations for practices and solutions in the new vs. traditional classrooms and perceived working there adequately and better, on many of the 21st century skills. Therefore, learning environment plays an important role in preparing pre-service teachers.

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