Computers in education and learning

2019 ◽  
Author(s):  
Ronald M. Baecker
Keyword(s):  
Online Learning ◽  
Learning Technology ◽  
Interactive Simulation ◽  
Discussion Forums ◽  
Simulation Games ◽  
Student Difficulties ◽  
Working Together ◽  
Inverted Classrooms ◽  
Subject Material ◽  
And Function

As we have already hinted, computers and the internet have made profound changes in how we learn. We begin this topic by reviewing influential visions and early prototypes suggesting how technology could revolutionize education. Early on, computers were used by educators to deliver online tutorials about subject material, administer drill-and-practice exercises on rote skills, act as supportive environ­ments for creatively exploring ideas through programming in English-like languages, and function as inexpensive, ubiquitous, and dynamic audio-visual resources. We shall then discuss other newer methods for using digital technologies to transform how students approach subject matter and how classrooms are organized. By using interactive simulation games, students learn by taking actions with respect to certain scenarios. Presentation aids such as PowerPoint and Prezi have replaced blackboards to present and elucidate concepts. Smart classrooms allow instructors and students access to technology that facilitates learning; inverted classrooms allow more effective use of class­room time by enabling students to prepare for lectures in advance and focus on working together with their teachers in class. Intelligent tutors are artificial intelligence (AI) programs that actively support student learning, diagnose student difficulties with the material, and then adapt tutoring strategies based on these findings. Next, we shall review how online learning has opened up new opportunities for adult and continuing education, whereby students can learn in their own time and at their own pace. The challenge online learning technology developers now face is to provide discussion forums, real-time chat capabilities, and methods for instructor feedback so that advantages of face-to-face interaction are not lost in web-based learning. Particularly exciting is the growth of worldwide learning communities via Massive Open Online Courses (MOOCs), an area of current expansion and creativity. While technology is now seen as instrumental in learning, there are still debates on the extent to which it should be used and how it should be used in education. A particularly prevalent dilemma is in middle and secondary schools. The issue is whether or not and how to encourage or disallow the use of mobile phones and other devices in classrooms.

scholarly journals Social presence in online learning communities: the role of personal profiles

2014 ◽  
Vol 22 ◽  
Author(s):  
Karen Kear ◽  
Frances Chetwynd ◽  
Helen Jefferis
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Social Presence ◽  
Communication Systems ◽  
Online Community ◽  
Online Communication ◽  
Learning Technology ◽  
Discussion Forums ◽  
Online Learning Communities

Online communication is increasingly used in education, but it is not without problems. One significant difficulty is a lack of social presence. Social presence relates to the need for users of technology-based communication to perceive each other as real people. Low social presence can be a particular issue in text-based, asynchronous systems such as discussion forums, leading to feelings of impersonality and disengagement from online learning. Features of online communication systems have the potential to increase social presence. One possibility, advocated in the literature on online learning, is the use of personal profiles and photos to help participants to learn something about each other and feel more connected. This paper discusses the question: To what extent do personal profiles enhance social presence in online learning communities? It presents research findings from two studies which investigated learners’ use and perceptions of personal profiles in online forums. The findings suggest that personal profiles and photos help some online learners to feel in touch with each other. Other learners, however, do not feel the need for these facilities, have privacy concerns or prefer to focus on the forum postings.Keywords: personal profile; online community; learning community; social presence; distance learning(Published: 7 August 2014)Citation: Research in Learning Technology 2014, 22: 19710 -http://dx.doi.org/10.3402/rlt.v22.19710

THE FEATURES OF ORGANIZING BLENDED LEARNING USING LMS MOODLE

2018 ◽  
pp. 43-50 ◽  
Author(s):  
E. V. Karmanova
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Training ◽  
Educational Process ◽  
Learning Technology ◽  
Full Time ◽  
Educational Organizations ◽  
Teaching Materials ◽  
The World

The technology of blended learning is one of the modern trends in education both in the world and in Russia. The article explores the various possibilities of blended learning technology. As a means of implementing online learning, it is proposed to use LMS Moodle, which is widely used among educational organizations. The categorization of the main elements of Moodle from the perspective of the organization of pedagogical control, forms of presentation of teaching materials is presented. Examples of the use of basic resources and elements of Moodle in the educational process are given. The interactive properties of individual elements those allow you to more effectively implement online learning in blended learning technology are revealed. An approach is proposed to understand the essence of blended learning technology as a technology that allows to activate a student’s activities in the framework of full-time education by using online training and transferring (from full-time education) those activities that students are able to implement in the absence of a teacher.

GPFS: A Graph-based Human Pose Forecasting System for Smart Home with Online Learning

2021 ◽  
Vol 17 (3) ◽  
pp. 1-19
Author(s):  
Xin Li ◽  
Dawei Li
Keyword(s):  
Online Learning ◽  
Smart Home ◽  
Data Privacy ◽  
Structural Information ◽  
Learning Technology ◽  
Extensive Evaluation ◽  
Forecasting System ◽  
Human Pose ◽  
Human Joints ◽  
Visual Domain

Forecasting human poses given a sequence of historical pose frames has several important applications, especially in the domain of smart home safety. Recently, computer vision-based human pose forecasting has made a breakthrough using deep learning technology. However, to implement a practical system deployed on an IoT edge environment, there are still two issues to be addressed. First, existing methods on pose forecasting fail to model the coherent structural information of connected human joints and thus cannot achieve satisfactory prediction accuracy, especially for long-term predictions. Second, a general and static pre-trained prediction model may not perform well in the deployment environment due to the visual domain shift problem. In this article, we propose a hybrid cloud-edge system called GPFS to solve those issues. Specifically, we first introduce a novel graph convolutional neural network (GCN)-based sequence-to-sequence learning method, which enhances the sequence encoder by using a graph to represent both the spatial and temporal connections of the human joints in the input frames. The GCN improves the forecasting accuracy by capturing the motion pattern of each joint as well as the correlations among different human joints over time. Second, to address the domain shift issue and protect data privacy, we extend the system to perform online learning on the IoT edge to adapt the cloud trained general model with online collected on-site domain data. Extensive evaluation on Human 3.6M and Penn Action datasets demonstrates the superiority of our proposed system.

Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience

ReCALL ◽  
2012 ◽  
Vol 24 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Jérôme Eneau ◽  
Christine Develotte
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Interpersonal Relationships ◽  
Learning Experience ◽  
The Body ◽  
Learning Collaborative ◽  
Online Learners ◽  
Social And Emotional ◽  
Learning Platform ◽  
Working Together

AbstractThis study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in “French as a Foreign Language”. Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The material used was 27 self-analysis papers in response to an assignment which asked students to review their distance learning experience (reflective dimension) and to highlight the role of others, if any, in their learning (collaborative dimension). In addition to these two major points, the analysis by category of the body of results shows principally that in qualitative terms, the factors of autonomisation for online learning are interconnected and include: the difficulties related to distance learning and the strategies that learners develop to face those difficulties, the importance of interpersonal relationships in social and emotional terms in overcoming those difficulties, the specific modes of sociability developed for distance learning and the related development of a new type of autonomy that is both individual and collective. The discussion examines the creation, over the course of time, of a new “distance learning culture” that is nonetheless never easy to create and share.

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

scholarly journals Exploring Barriers Contributing towards an Effective Online Learning among Undergraduates’ Students using PLS-SEM

2020 ◽  
Vol 5 (15) ◽  
pp. 71-76
Author(s):  
Nurul Aien Abd Aziz ◽  
Noreen Noor Abd Aziz ◽  
Mohd Hafizan Musa ◽  
Shaherah Abdul Malik ◽  
Rusnani Mohamad Khalid ◽  
...  
Keyword(s):  
Online Learning ◽  
Negative Impact ◽  
Publishing House ◽  
Sem Analysis ◽  
Higher Learning ◽  
Technology Skills ◽  
Learning Technology ◽  
International Publishing ◽  
Personal Skills ◽  
Learning Institutions

In March 2020, the world was first hit by Covid-19 that started to have negative impact on all sectors including education. Most of the higher learning institutions had a shift to use the technology in imparting knowledge and conducting online learning for students. This paper analyzed the effect of attitude, interruption, personal skills and technology skills towards effective online learning. A total of 375 valid questionnaire responses was coded and analyzed using PLS-SEM analysis. The findings showed the attitude and technology skills were significant factors to the barriers of effective online learning among students. Keywords: Online Learning; Technology; Education learning; Technology skill eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5i15.2511.

scholarly journals EFL Student Difficulties of Online Learning During Coronavirus Pandemic at IAIN Langsa

At-Tafkir ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 150-167
Author(s):  
Muslem Muslem
Keyword(s):  
Online Learning ◽  
English Education ◽  
Psychological Impact ◽  
Qualitative Approach ◽  
The Other ◽  
Education Department ◽  
Student Difficulties ◽  
Internet Connection ◽  
Efl Students ◽  
The Subject

This research was aimed to find out the EFL students’ difficulties and psychological impact of online learning during coronavirus (COVID-19 ) at IAIN Langsa. This research used a qualitative approach. Documentation and interview were used to collect the data in this research. The subject of this research was EFL students of the English education department at the sixth-semester students of IAIN Langsa. The result of this research showed that the students encountered several difficulties in learning online consisting of; Internet data, internet connection, difficulties in doing assignments, intrusion, lack of experience in using technology, comprehending the lesson of EFL and interaction between students and lecturer. On the other hand, the psychological impact of online learning encountered by the students such as; frustration and feeling sadness

scholarly journals Pengaruh Emergency Remote Learning Untuk Melihat Motivasi Belajar Anak Usia Dini

2020 ◽  
Vol 2 (2) ◽  
pp. 68-82
Author(s):  
Mardi Fitri
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Technological Development ◽  
Learning System ◽  
Learning Motivation ◽  
Technology In Education ◽  
Learning Technology ◽  
Early Childhood Learning ◽  
The Impact ◽  
Remote Learning

ABSTRAK : Kepesatan perkembangan teknologi berdampak pada sitem pembelajaran termasuk pada anak usia dini. Penelitian ini bertujuan untuk mengetahui pengaruh emergency remote learning terhadap motivasi belajar anak usia dini. Metode penelitian menggunakan penelitian kajian literatur. Berbagai literatur tentang pembelajaran daring dihimpun dalam penelitian ini. Temuan penilitian ini yaitu, pembelajaran daring sebenarnya  dapat  membangkitkan motivasi  belajar  anak  dengan  syarat adanya dukungan dari orangtua dan pendidik, pemanfaatan media seperti  zoom  dan  lainnya  diperlukan untuk membuat pembelajaran agar lebih menarik dan pemanfaatan teknologi belajar  dalam  pendidikan  tidak  dapat  dilepaskan,  maka  perlu  adaptasi antara orangtua, peserta didik dan pendidik dalam pembelajaran daring. Hasil penelitian ini memberikan kontribusi dalam pengetahuan tentang dampak pembelajaran daring terhadap motivasi belajar anak usia dini. Rekomendasi untuk penelitian selanjutnya adalah agar melakukan penelitian eksperimen dan penelitian tindakan kelas untuk mengetahui dampak langsung dari pembelajaran daring. ABSTRACT : The rapidity of technological development has an impact on the learning system, including early childhood. This study aims to determine the effect of emergency remote learning on early childhood learning motivation. The research method used literature review research. Various literatures on online learning were collected in this study. The findings of this study are, first, online learning can actually arouse children's learning motivation on the condition that there is support from parents and educators. Second, the use of media such as zoom and others is needed to make learning more interesting. Third, the use of learning technology in education cannot be separated, it is necessary to adapt between parents, students and educators in online learning. The results of this study contribute to knowledge about the impact of online learning on early childhood learning motivation. The recommendation for further research is to carry out experimental research and classroom action research to determine the direct impact of online learning.

scholarly journals E-learning rhetoric, creativity and innovation

2005 ◽  
Vol 13 (2) ◽  
Author(s):  
Jane Seale
Keyword(s):  
Online Learning ◽  
Policy Evaluation ◽  
Learning Technology ◽  
Current Position ◽  
The Past ◽  
E Learning ◽  
Creativity And Innovation

In this issue of ALT-J we have five papers that cover a range of policy, evaluation and development issues. The first paper, by Smith, sets the scene for the remaining papers with its focus on policy and how this may be influenced by rhetoric, and in turn may influence creativity and innovation. In ‘From flowers to palms: 40 years of policy for online learning’, Smith presents a review of learning technology-related policy over the past 40 years. The purpose of the review is to make sense of the current position in which the field finds itself, and to highlight lessons that can be learned from the implementation of previous policies.DOI: 10.1080/09687760500104039

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