Online Education and Women’s Empowerment

2021 ◽  
Author(s):  
Tabassum Amina
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Opportunities ◽  
Women Empowerment ◽  
Discussion Forums ◽  
Ubiquitous Learning ◽  
Learning Spaces ◽  
Limited Mobility ◽  
Sources Of Knowledge ◽  
Access To Knowledge

Formal and informal online learning spaces have evolved into important sources of knowledge that are accessible to many, require limited mobility, and provide ubiquitous learning opportunities. The COVID-19 pandemic in 2020 has led to a major jump in the increase of online learning to make learning available, accessible, and possible to the diverse learner population globally. Reducing the gender divide in access to knowledge and information has been the goal of many initiatives, and understanding how access has evolved and improved women’s opportunities to learn and be empowered is key to analyze the changing society. Women are empowered when they have access to learning and access is enhanced through the use of formal and informal online learning spaces and programs. With the knowledge gained, women’s capability is boosted with informed choices, active roles in the workforce, advancement in academics, and increased participation in STEM (science, technology, engineering, and math) education. Online learning can encourage and motivate women to actively participate in social or cultural movements as well as modify their roles as childbearers, caregivers, and home managers. Women empowerment and gender equality has been the focus of research for decades, but with the rise and availability of ubiquitous learning possibilities, women empowerment through the utilization of online learning opportunities is becoming an area that has much need for understanding. In the past, women were more passive about their marginalized position in society. However, women in the 21st century are more aware and active, and are disrupting their marginalized status with their increased use of digital spaces and online learning possibilities. They explore different sources of knowledge and information and join in different online education opportunities for formal and informal learning. Women not only empower themselves with the exploration of online resources but also others when they teach online, actively share information on social media, and participate in online discussion forums.

Critical Humanism and Online Learning

2019 ◽  
pp. 66-78
Author(s):  
Arturo Rodriguez ◽  
Matthew David Smith ◽  
Kevin Russel Magill
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Critical Theory ◽  
Online Education ◽  
Subject Matter ◽  
Critical Consciousness ◽  
Learning Opportunities ◽  
Self Awareness ◽  
Discussion Boards ◽  
Online Delivery

This chapter is an attempt to personalize online education. Across the writing, the authors use discussion boards, a means of inquiry, to offer students a space where shared experiences might foster deeper connections to subject matter. The concern for learning is how to design instruction to encourage critical learning opportunities in online environments for all students. A departure from traditional online delivery of instruction, they considered how to plan teaching to support student critical thinking in the expression of their ideas. Throughout this chapter, they discuss how critical theory/pedagogy informed practice in promoting self-awareness and critical consciousness among students.

scholarly journals Equality of Learning Opportunity via Individual Fairness in Personalized Recommendations

2021 ◽  
Author(s):  
Mirko Marras ◽  
Ludovico Boratto ◽  
Guilherme Ramos ◽  
Gianni Fenu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Recommender Systems ◽  
Theoretical Foundation ◽  
Learning Opportunities ◽  
Post Processing ◽  
Future Studies ◽  
Individual Preferences ◽  
Content Recommendation ◽  
Traditional Institutions

AbstractOnline education platforms play an increasingly important role in mediating the success of individuals’ careers. Therefore, while building overlying content recommendation services, it becomes essential to guarantee that learners are provided with equal recommended learning opportunities, according to the platform principles, context, and pedagogy. Though the importance of ensuring equality of learning opportunities has been well investigated in traditional institutions, how this equality can be operationalized in online learning ecosystems through recommender systems is still under-explored. In this paper, we shape a blueprint of the decisions and processes to be considered in the context of equality of recommended learning opportunities, based on principles that need to be empirically-validated (no evaluation with live learners has been performed). To this end, we first provide a formalization of educational principles that model recommendations’ learning properties, and a novel fairness metric that combines them to monitor the equality of recommended learning opportunities among learners. Then, we envision a scenario wherein an educational platform should be arranged in such a way that the generated recommendations meet each principle to a certain degree for all learners, constrained to their individual preferences. Under this view, we explore the learning opportunities provided by recommender systems in a course platform, uncovering systematic inequalities. To reduce this effect, we propose a novel post-processing approach that balances personalization and equality of recommended opportunities. Experiments show that our approach leads to higher equality, with a negligible loss in personalization. This paper provides a theoretical foundation for future studies of learners’ preferences and limits concerning the equality of recommended learning opportunities.

scholarly journals The Human Factor: The Promise & Limits of Online Education

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 235-254
Author(s):  
Sandy Baum ◽  
Michael McPherson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Learning Opportunities ◽  
Human Interaction ◽  
Socioeconomic Gaps ◽  
To Come ◽  
The Cost ◽  
Quality Learning

The idea that online learning might revolutionize higher education, lowering the cost of high-quality learning opportunities for students with limited access to traditional higher education, follows similar hopes for earlier technologies, including radio and television. If such a revolution is to come, it is still far from a reality. Strong evidence indicates that students with weak academic backgrounds and other risk factors struggle most in fully online courses, creating larger socioeconomic gaps in outcomes than those in traditional classroom environments. The central problem appears to be the lack of adequate personal interaction between students and instructors, as well as among students. Hybrid learning models do not exhibit the same problems and there is potential for online learning to develop strategies for overcoming these difficulties. Meanwhile, narrowing gaps in educational opportunities and outcomes requires considerable skilled human interaction.

scholarly journals Beyond localization: Making learning spaces accessible to all

2021 ◽  
Vol 2021 (3) ◽  
Author(s):  
Manuela Francisco
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Service Providers ◽  
Web Content ◽  
Learning Spaces ◽  
Language And Culture ◽  
Audio Description ◽  
Learning Platforms ◽  
Set Up ◽  
Cultural Reality

When addressing localization within Translation Studies, we think of translating web content for a new linguistic and cultural reality. At times, localization is seen as making a text “adequate” to the new readership taking into account local sensitivities and requirements. When the addressees of a given web-based product have a disability, localization alone will not be sufficient to guarantee true access, for the needs and requirements will entail and also go beyond language and culture. This paper is highlighting the issues that need to be addressed to make online learning spaces accessible to all. The take on transadaptation, in the context of accessibility to educational environments, is holistic in nature, given that online learning platforms are required to be set up in line with WCAG directives from inception and that all uploaded content is made available in a variety of formats, among which are alternative texts, captions, audio description, sign language, just to name a few. Only in so doing with the service providers be guaranteeing that users with (sensory, cognitive or physical) impairment will benefit from such educational offers. To convey clearer understanding of the specificities of inclusive online education, two institutions from Portugal are presented in this paper showing the problems they faced and their efforts to make online learning spaces and MOOC accessible: the Polytechnic Institute of Leiria and the Open University. Examples are given from ongoing exercises, and reflections are shared on the cycles of improvement that are necessary to ensure the highest possible standards of inclusion. Included is a comparative analysis of the needs and challenges expressed by students with either hearing or visual disabilities to ensure access to all types of online contents, including spontaneous content (e.g. messages in forums, collaborative online tools).

Research on the Marketing Strategy of Online Education -- Taking New Oriental as an Example

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Jialu Chen ◽  
Yingxiao Han ◽  
An Li
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Large Scale ◽  
Target Market ◽  
Growth Trend ◽  
Continuous Growth ◽  
Financial Investment ◽  
Marketing Mode ◽  
Marketing Costs

In recent years, with the development of society and the progress of science and technology, online learning has penetrated into people's daily life, and people's demand for high-quality curriculum products is more and more strong. From a macro perspective, the continuous growth of national financial investment in education, the continuous upgrading of China's consumption structure, the development of 5G technology and the popularization of AI intelligence make online teaching less limited. The online education industry is showing an explosive growth trend. More and more online education institutions are listed for financing, and the market value is soaring. However, in 2019, except for GSX, the latest online learning platforms such as New Oriental, Speak English Fluently and Sunlands, have been in a state of loss. Most of these agencies seize the market by increasing advertising investment, but at the same time, they also bring huge marketing costs, which affect the financial performance of the company. With the enhancement of Matthew effect, large-scale educational institutions occupy a large market through free classes and low-price classes, while small and medium-sized institutions with weak capital strength are often unable to afford high sales costs, facing the risk of capital chain rupture. Taking new Oriental online as an example, this paper analyzes the problems existing in the marketing strategies of online education institutions. It also puts forward suggestions on four aspects, which are target market, differentiated value, marketing mix and marketing mode, so as to make sure that online education institutions can control marketing expenses and achieve profits by improving course quality, expanding marketing channels and implementing precise positioning.

Big Data Cognitive Storage: An Optimum Way of handling the Educational Data in Indian Scenario

2017 ◽  
Vol SED2017 (01) ◽  
pp. 5-7
Author(s):  
Ruchi Jain ◽  
Neelesh Kumar Jain
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Online Education ◽  
Data Protection ◽  
Teaching And Learning ◽  
Relevant Information ◽  
Indian Society ◽  
Digital Learning ◽  
Modern Education ◽  
Indian Scenario

The concept of big data has been incorporated in majority of areas. The educational sector has plethora of data especially in online education which plays a vital in modern education. Moreover digital learning which comprises of data and analytics contributes significantly to enhance teaching and learning. The key challenge for handling such data can be a costly affair. IBM has introduced the technology "Cognitive Storage" which ensures that the most relevant information is always on hand. This technology governs the incoming data, stores the data in definite media, application of levels of data protection, policies for the lifecycle and retention of different classes of data. This technology can be very beneficial for online learning in Indian scenario. This technology will be very beneficial in Indian society so as to store more information for the upliftment of the students’ knowledge.

scholarly journals Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

2019 ◽  
Vol 9 (3) ◽  
pp. 213
Author(s):  
Rezaul Chowdhury
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Professional Practice ◽  
Assessment Tools ◽  
Discussion Forums ◽  
Self Assessment ◽  
Industry Practice ◽  
The University ◽  
Engineering Hydrology

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

Immersive Learning Environments at Scale: Constraints and Opportunities

2020 ◽  
Vol 64 (1) ◽  
pp. 1165-1169
Author(s):  
Robert F. Siegle ◽  
Rod D. Roscoe ◽  
Noah L. Schroeder ◽  
Scotty D. Craig
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Educational Systems ◽  
Virtual Reality Technology ◽  
Immersive Learning ◽  
Potential Benefits ◽  
Theoretical Paper

The expansion of online education into massive open online courses (MOOCs) and equipment have created a unique opportunity for delivering immersive learning experiences at scale. However, although the inclusivity of the MOOC ecosystem can be commended, many online courses lack key benefits associated with traditional classroom environments: immersive, engaging, and team-driven learning opportunities. Immersive learning environments (ILEs) address these educational gaps but has not been able to operate at the broad scale that MOOCs offer. Importantly, ILEs address opportunities missing from MOOC systems, they add unique learning opportunities that would also be missing in a traditional classroom. The inclusion of this virtual reality technology is pivotal topic for educational research. This theoretical paper will briefly define immersive learning environments and the potential benefits of incorporating immersive learning environments into scalable educational systems. We will also consider developers constraints on creating these online ecosystem and suggested strategies for overcoming them.

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

2021 ◽  
Vol 65 (1) ◽  
pp. 767-770
Author(s):  
Nancy J. Stone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Survey ◽  
Campus Housing ◽  
Learning Success ◽  
Time Required ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

Affective digital presence: How to free online writing and drawing?

2021 ◽  
Vol 14 (2) ◽  
pp. 209-237 ◽  
Author(s):  
Francis Gilbert ◽  
Miranda Matthews
Keyword(s):  
Online Learning ◽  
Physical Space ◽  
Learning Spaces ◽  
Online Writing ◽  
Social Distancing ◽  
Emancipatory Learning ◽  
Online Experience

Online learning can be an alienating experience; students can feel their emotions are disregarded, marginalized or even viewed as hindrances as they try to motivate themselves to learn, staring at the dancing pixels of their illuminated screens. They feel at a remove from other students, trapped in other rooms, far away from them. The closeness of bodies in a shared physical space is raised as an absence. And yet, we contend in this article that connecting with affect in online learning spaces could build connectivity that counteracts the alienation of social distancing. Raw creative affective discourses can be challenging, and uncomfortable for others to take in but they are necessary online. We show that using non-digital practices such as drawing and writing freely, without inhibitions, can immeasurably enhance the online experience, giving a space for affect to be expressed in a safe but emancipatory learning architecture.

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