Correctness analysis for class of asynchronous communication mechanisms

1992 ◽  
Vol 139 (1) ◽  
pp. 35 ◽  
Author(s):  
H.R. Simpson
Keyword(s):  
Asynchronous Communication

Study on asynchronous communication-oriented page classification

2008 ◽  
Vol 28 (2) ◽  
pp. 545-548
Author(s):  
Yu-lian FEI ◽  
Bo JIANG ◽  
Yuan LI
Keyword(s):  
Asynchronous Communication ◽  
Page Classification

scholarly journals Discourse analysis in the quality of expected learning

Comunicar ◽  
2010 ◽  
Vol 18 (35) ◽  
pp. 131-139 ◽  
Author(s):  
Ana-Elena Schalk-Quintanar ◽  
Carlos Marcelo-García
Keyword(s):  
Social Cognitive ◽  
Online Communication ◽  
Asynchronous Communication ◽  
Discussion Forums ◽  
The Social ◽  
Quality Of Learning ◽  
E Learning ◽  
Research Findings ◽  
On Line

Universities are gradually implementing virtual learning processes. However, research still remains limited in examining the internal processes that occur in learning in virtual environments. This article presents an investigation that seeks to describe the relationship between the quality of interaction in asynchronous discussion forums in training experiences in e-learning, and the quality of learning offered and achieved. The main objective was to determine how interactions in online environments add quality to the learning of students. For this, a descriptive investigation was done that combines qualitative and quantitative phase, analyzing more than 10,000 messages in 171 participants from four postgraduate courses developed in the form of e-learning. Asynchronous communication was analyzed through a category system that analyzes the social, cognitive and didactic discourse online. Among the research findings, there highlights a positive relationship between quality and quantity of speech of the participants and the quality of learning achieved and reflected in the different levels of assessment. We can conclude that the need to analyze, not only the written discourse in asynchronous communication, but also to establish relations with both cognitive and social learning of students. Moreover, we conclude the necessity to train teachers to deal with the processes of online communication. Las Universidades están implementando de forma progresiva procesos de formación virtual. Sin embargo, todavía resulta escasa la investigación que analiza los procesos internos en lo que se produce el aprendizaje en ambientes virtuales. En este artículo se presenta una investigación que busca describir la relación entre la calidad de la interacción, en los foros de discusión asincrónica en experiencias de formación en e-learning, y la calidad de los aprendizajes propuestos y logrados. El principal objetivo consistió en conocer, de qué forma las interacciones en los espacios virtuales, aportan calidad a los aprendizajes de los alumnos. Para ello se realizó un estudio descriptivo que combina una fase cualitativa y una cuantitativa, analizando más de 10.000 mensajes en 171 participantes de cuatro cursos de postgrado desarrollados en la modalidad de e-learning. Se analizó la comunicación asíncrona, a través de un sistema de categorías que contenía dimensiones sociales, cognitivas y didácticas del discurso on-line. Entre los resultados de la investigación se destaca una relación positiva entre la calidad y cantidad del discurso de los participantes y la calidad de los aprendizajes obtenidos y reflejados en las diferentes instancias de evaluación. Podemos concluir la necesidad de hacer un análisis, más allá del discurso escrito, para establecer relaciones con los aprendizajes tanto cognitivos como sociales de los alumnos. Por otra parte concluimos la necesidad de formar a los docentes para abordar los procesos de comunicación on-line.

scholarly journals Asynchronous Communication: Capacity Bounds and Suboptimality of Training

2013 ◽  
Vol 59 (3) ◽  
pp. 1227-1255 ◽  
Author(s):  
Aslan Tchamkerten ◽  
Venkat Chandar ◽  
Gregory W. Wornell
Keyword(s):  
Asynchronous Communication ◽  
Communication Capacity ◽  
Capacity Bounds

Multi-Objective Optimisation of Ship Hull With Distributed Applications

2003 ◽  
Author(s):  
Alessandro Giassi ◽  
Fouad Bennis ◽  
Jean-Jacques Maisonneuve
Keyword(s):  
Genetic Algorithm ◽  
Product Design ◽  
Concurrent Engineering ◽  
Distributed Applications ◽  
Asynchronous Communication ◽  
Ship Hull ◽  
Innovative Approach ◽  
Communication Tool ◽  
Multi Objective ◽  
Multi Objective Genetic Algorithm

In the context of concurrent engineering, this paper presents a quite innovative approach to the collaborative optimisation process, which couples a multi-objective genetic algorithm with an asynchronous communication tool. To illustrate this methodology, three European companies’ collaboration on the optimisation of a ship hull is described. Our study demonstrates that when multi-objective optimisation is carried out in a distributed manner it can provide a powerful tool for concurrent product design.

scholarly journals SYNCHRONOUS AND ASYNCHRONOUS FORMS OF ACCOMPANIMENT OF REMOTE PROJECTS AND COURSES

2021 ◽  
pp. 103-113
Author(s):  
Мухит Азатович Азыбаев ◽  
Анатолий Алексеевич Веряев ◽  
Алексей Александрович Ушаков
Keyword(s):  
Teaching Experience ◽  
Asynchronous Communication ◽  
Educational Process ◽  
Online Support ◽  
Educational Organizations ◽  
Professional Activities ◽  
Ict Implementation ◽  
E Learning ◽  
Distance Courses ◽  
Ict Competencies

Предлагается анализ феноменов дистанционного и электронного обучения. Представлены этапы становления технологии дистанционно организованного учебного процесса. Анализируется уровень сформированности ИКТ-компетенций учителей, студентов педагогических вузов, обучающихся общеобразовательных организаций. Рассмотрены вопросы оперативного (онлайн) и отложенного во времени (офлайн) сопровождения деятельности педагогов, связанной с проведением и участием в ИКТ-проектах в рамках собственной профессиональной деятельности. Работа основана на реальном опыте осуществления проектов на территории Алтайского края в 2012–2018 гг. Описывается опыт сопровождения проектов и курсов по формированию ИКТ-компетенций, в том числе моделей организации оперативного консультирования учителей средствами чат-ботов, специализированных групп в социальных сетях, сайтов с форумами и др. Рассмотрены вопросы онлайн-сопровождения офлайн-организованного учебного процесса студентов, что соответствует осуществлению и поддержке какого-либо предметного курса обучения. Материал базируется на опыте преподавания в период локдауна, связанного с пандемией новой коронавирусной инфекции. Введены понятия вертикально и горизонтально организованной распределенной поддержки, рассмотрены различные способы и методы ее осуществления. Описывается авторская технология организации дистанционных курсов повышения квалификации учителей по тематике внедрения ИКТ в образовательный процесс. Указывается, что при организации сопровождения дистанционных и очно-дистанционных проектов и курсов наиболее оптимальным является использование комбинации синхронного и асинхронного вида коммуникации. The article offers an analysis of the phenomena of distance and e-learning, presents the stages of the formation of the technology of the distance-organized educational process. The level of formation of ICT competencies of teachers, students of pedagogical universities, students of general educational organizations is analyzed. The issues of operational “online” and delayed “offline” support of teachers’ activities related to the implementation and participation in ICT projects within the framework of their own professional activities are considered. The work is based on real experience in implementing projects on the territory of the Altai Territory (2012–2018), including the experience of supporting projects and courses on the formation of ICT competencies, including models for organizing operational counseling for teachers using chat bots, specialized groups in social networks, sites with forums, etc. The issues of online support of the offline organized educational process of students are considered, which corresponds to the implementation and support of any subject course of study. This material is based on teaching experience during the quarantine period associated with the coronavirus epidemic. The article introduces the concepts of vertically and horizontally organized distributed support, discusses various ways and methods of implementing this support. The author’s technology of organizing distance courses for advanced training of teachers on the topic of ICT implementation in the educational process is described. It is indicated that when organizing support for remote and intramural-distance projects and courses, the most optimal is the use of a combination of synchronous and asynchronous communication.

scholarly journals The Interplay of Content and Community in Synchronous and Asynchronous Communication: Virtual Communication in a Graduate Seminar

2002 ◽  
Vol 28 (2) ◽  
Author(s):  
Richard A. Schwier ◽  
Shelly Balbar
Keyword(s):  
Sense Of Community ◽  
Asynchronous Communication ◽  
Synchronous Communication ◽  
Bulletin Board ◽  
Virtual Communication ◽  
Graduate Seminar ◽  
Different Types ◽  
Group A ◽  
The University ◽  
Intellectual Limitations

A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted a strong sense of community. At the same time, it was viewed as less effective than asynchronous communication for dealing with content and issues deeply, and it introduced a number of pedagogical and intellectual limitations. We concluded that synchronous and asynchronous strategies were suitable for different types of learning, and what we experienced was a balancing act between content and community in our group. A combination of synchronous and asynchronous experiences seems to be necessary to promote the kind of engagement and depth required in a graduate seminar.

scholarly journals CREATING STYLE SHEET BY USING SPEECH RECOGNITION

2020 ◽  
pp. 153-157
Author(s):  
Preethi.S
Keyword(s):  
Speech Recognition ◽  
Web Applications ◽  
Asynchronous Communication ◽  
Development Model ◽  
Application Server ◽  
Web Development ◽  
Web Page ◽  
Voice Input ◽  
Asynchronous Javascript And Xml

Today’s rich Web applications use a mix of Java Script and Asynchronous communication with the application server. This mechanism is also known as Ajax: Asynchronous JavaScript and XML. The intent of Ajax is to exchange small pieces of data between the browser and the application server, and in doing so, use partial page refresh instead of reloading the entire Web page. AJAX (Asynchronous JavaScript and XML.) is a powerful web development model for browser-based Web applications. This project is designed and developed keeping that factor into mind, and a little effort is made to achieve this aim. Our project is capable to recognize the speech and convert the input audio into text & style sheet it also enables a user to perform operations “save, open, exit” a file by providing voice input.

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