Video Lessons and E-learning Can Overcome Ban of Face-to-face Lessons in Teaching Mathematics

The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using an e-learning platform that they had never used before, and for which they could not receive training due to the health emergency. In addition to the emotional aspects related to the particular situation of the pandemic, there are two aspects to consider when teaching mathematics at a distance. The first is related to the fact that at university level, lecturers generally teach mathematics in a formal way, using many symbols and formulas that they are used to writing. The second aspect is that the way mathematics is taught is also related to the students to whom the teaching is addressed. In fact, not only online, but also in face-to-face modality, the teaching of mathematics to students on the mathematics degree course involves a different approach to lessons (as well as to the choice of topics to explain) than teaching mathematics in another degree course. In order to investigate how the Sicilian State university mathematics professors taught mathematics at distance, a questionnaire was prepared and administered one month after the beginning of the lockdown in Italy. Both quantitative and qualitative analyses were made, which allowed us to observe the way that university professors have adapted to the new teaching modality: they started to appropriate new artifacts (writing tablets, mathematical software, e-learning platform) to replicate their face-to-face teaching modality, mostly maintaining their blackboard teacher status. Their answers also reveal their beliefs related to teaching mathematics at university level, noting what has been an advantageous or disadvantageous for them in distance teaching.

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Analisis Keefektivitasan Pemanfaatan E-Learning Sebagai Media Pembelajaran Pendidikan Agama Islam Pada Masa Pandemi Corona (Covid-19)

SALAM Jurnal Sosial dan Budaya Syar i ◽

10.15408/sjsbs.v7i10.17371 ◽

2020 ◽

Vol 7 (10) ◽

pp. 875-894

Author(s):

Yeni Yuliana

Keyword(s):

Distance Learning ◽

Religious Education ◽

Computer Technology ◽

Learning Process ◽

Teaching And Learning ◽

Quality Standards ◽

Internet Technology ◽

The Internet ◽

Face To Face ◽

E Learning

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat memungkinkan proses pembelajaran melalui komputer di tempat mereka masing– masing tanpa harus secara fisik pergi mengikuti pelajaran atau pun perkuliahan di kelas, Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning sebagai media pembelajaran khususnya mata kuliah PAI memberikan peran sangat penting dan fungsi yang besar pada mata kuliah tersebut karena selama ini terdapat banyak kekurangan dan kelemahan seperti keterbatasan ruang dan waktu dalam proses belajar mengajar melalui E-learning yang mengedepankan keefisienan dalam belajar sehingga mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja, sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan batas waktu yang di tentukan. Pengembangan pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan, E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian pembelajaran serta jangkauannya yang luas. E-learning juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci : Keefektifitas, Pemanfaatan, Pendidikan Agama Islam, E-Learning, Covid 19.

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USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/572 ◽

2015 ◽

Vol 37 (1) ◽

pp. 54-67 ◽

Cited By ~ 3

Author(s):

R J Singh

Keyword(s):

Higher Education ◽

South Africa ◽

Distance Learning ◽

Blended Learning ◽

Learning Experiences ◽

Learning Opportunities ◽

Face To Face ◽

E Learning ◽

Face To Face Learning ◽

Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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Emergency LMS Training During COVID-19 at an African University of Technology

11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES - Global Conference on Business and Social Sciences Proceeding ◽

10.35609/gcbssproceeding.2020.11(113) ◽

2020 ◽

Vol 11 (1) ◽

pp. 113-113

Author(s):

Leanri van Heerden

Keyword(s):

South African ◽

Instructional Designers ◽

Delivery Mode ◽

Skills Acquisition ◽

Online Delivery ◽

Face To Face ◽

Department Of Health ◽

University Of Technology ◽

E Learning ◽

Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

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Barriers and facilitators to e-learning in palliative care

International Journal of Palliative Nursing ◽

10.12968/ijpn.2020.26.8.394 ◽

2020 ◽

Vol 26 (8) ◽

pp. 394-402

Author(s):

Joanne Callinan

Keyword(s):

Palliative Care ◽

Administrative Support ◽

Healthcare Professionals ◽

Computer Training ◽

Barriers And Facilitators ◽

Cross Sectional ◽

Face To Face ◽

Course Work ◽

E Learning ◽

Prior Experiences

Background: E-learning provides opportunities for flexible learning to those who cannot access palliative education in the traditional classroom setting, but it also presents learners with challenges. The study aims to identify the barriers and facilitators to accessing e-learning courses in palliative care. Methods: Cross-sectional surveys were developed, piloted and disseminated to healthcare professionals (HCPs) working in palliative care on the island of Ireland (Republic of Ireland and Northern Ireland). Results: Important factors that motivated HCPs to participate in e-learning are: dedicated time; quick technical and administrative support; computer training before completing an e-learning course; and regular contact with the tutor in online course work. Some 50% indicated face-to-face assistance and hands-on training sessions as the type of support that they would like to receive. Conclusions: Healthcare professionals' prior experiences and attitudes towards e-learning will guide educators developing programmes. This study indicates the prerequisite for organisational supports and practical considerations to facilitate the uptake of e-learning.

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Trade statistics capacity building beyond borders

Statistical Journal of the IAOS ◽

10.3233/sji-210854 ◽

2021 ◽

pp. 1-11

Author(s):

Onno Hoffmeister ◽

Barbara D’Andrea Adrian ◽

Mark Assaf ◽

Nour Barnat ◽

Dominique Chantrel ◽

...

Keyword(s):

Capacity Building ◽

Target Population ◽

Training Programme ◽

Training Needs ◽

Success Rates ◽

International Organisations ◽

Face To Face ◽

E Learning ◽

Global Coverage ◽

Satisfaction Rates

We report on five years of capacity building designed to improve the skills of producers and users of international trade statistics all over the world, with a particular focus on developing countries. This training programme is a joint activity between UNCTAD, UNSD and WTO, based on an innovative (Blended Learning) approach, combining e-learning and face-to-face workshops. It is adapted to local needs, uses the pool of experts working at international organisations, and ensures continuous review and enhancement of the applied methods and tools. The results reviewed in this paper confirm that the program has reached the target population. Furthermore, it has global coverage and is gender-balanced. During the five years since the programme has begun, participation in the courses has increased considerably; success rates have risen from 72% to 79% and satisfaction rates from 77% to 88%. Plans for the future include delivering training in additional languages, increasing interactivity, and adding new components addressing specific training needs.

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Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

Irish Journal of Psychological Medicine ◽

10.1017/s0790966700007758 ◽

2003 ◽

Vol 20 (3) ◽

pp. 84-87 ◽

Cited By ~ 1

Author(s):

Allys Guerandel ◽

Kevin Malone ◽

Patrick Felle

Keyword(s):

Computer Assisted ◽

Attendance Rates ◽

Computer Assisted Learning ◽

Face To Face ◽

Life Long Learning ◽

Learning Techniques ◽

Feedback Questionnaire ◽

E Learning ◽

On Line ◽

The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

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Beyond e-learning: from blended methodology to transmedia education

Research on Education and Media ◽

10.1515/rem-2015-0007 ◽

2015 ◽

Vol 7 (1) ◽

Author(s):

Valentina Favrin ◽

Elisabetta Gola ◽

Emiliano Ilardi

Keyword(s):

New Media ◽

Learning Experience ◽

Educational Activity ◽

Dynamic Learning ◽

Face To Face ◽

Convergence Culture ◽

E Learning ◽

Collaborative Working ◽

The University ◽

Traditional Activity

Abstract Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not)). In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons) to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media) – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

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Impact of a blended curriculum on nursing handover quality: a quality improvement project

BMJ Open Quality ◽

10.1136/bmjoq-2020-001024 ◽

2021 ◽

Vol 10 (1) ◽

pp. e001024

Author(s):

Xavier Losfeld ◽

Laure Istas ◽

Quentin Schoonvaere ◽

Michel Vergnion ◽

Jochen Bergs

Keyword(s):

Educational Intervention ◽

Patient Information ◽

Professional Communication ◽

Fit Indices ◽

Negative Consequences ◽

Improvement Project ◽

Face To Face ◽

Before And After ◽

Post Test ◽

E Learning

Context and objectiveThe negative consequences of inadequate nursing handovers on patient safety are widely acknowledged, both within the literature as in practice. Evidence regarding strategies to improve nursing handover is, however, lacking. This study investigates the effect of a tailored, blended curriculum on nurses’ perception of handover quality.MethodsWe used a pre-test/post-test design within four units of a Belgian general hospital. Our educational intervention consisted of an e-learning module on professional communication and a face-to-face session on the use of a structured method for handovers. All nurses completed this blended curriculum (n=87). We used the Handover Evaluation Scale (HES) to evaluate nurses’ perception of handover quality before and after the intervention. The HES was answered by 87.4% of the nurses (n=76 of 87) before and 50.6% (n=44 of 87) after the intervention. Confirmatory factor analysis was used to assess the validity of the HES.ResultsThe original factor structure did not fit with our data. We identified a new HES structure with acceptable or good fit indices. The overall internal consistency of our HES structure was considered adequate. Perception of nurses on Relevance of information showed a significant improvement (M=53.19±4.33 vs M=61.03±6.01; p=0.04). Nurses also felt that the timely provision of patient information improved significantly (M=4.50±0.34 vs M=5.16±0.40; p=0.01).ConclusionThe applied intervention resulted in an improved awareness on the importance of Relevance of information during handovers. After our intervention, the nurses’ perception of the HES item ‘Patient information is provided in a timely manner’ also improved significantly. We are aware that the educational intervention is only the first step to achieve the long-term implementation of a culture of professional communication based on mutual support.

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Design of an Intelligent Educational Resource Production System

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v13i12.8914 ◽

2018 ◽

Vol 13 (12) ◽

pp. 4 ◽

Cited By ~ 1

Author(s):

Brahim Faqihi ◽

Najima Daoudi ◽

Rachida Ajhoun

Keyword(s):

Production System ◽

Target System ◽

Open Educational Resource ◽

Case Based Reasoning ◽

Educational Resource ◽

Face To Face ◽

Massive Online Open Course ◽

E Learning ◽

Face To Face Learning ◽

Case Based

In the field of learning, we are witnessing more and more the introduction of new environments in order to better meet the specific needs of the main actors of the process. The shift from face-to-face learning to distance learning or e-learning has overcome some of the challenges of availability, location, prerequisites, but has been rapidly impacted by the development of mobile technology. As a result, m-learning appeared and quickly evolved into p-learning. The arrival of the "Open Software" concept has given birth to several "open-something" initiatives, among which are the Open Educational Resource (OER) and the Massive Online Open Course (MOOC). These learning resources have also made progress, although they are fairly recent. Admittedly, this diversity of environments offers a wealth and a multitude of pedagogical resources. However, the question of the capitalization of contents, knowledge and know-how of each of these environments is necessary. How can the exchange and reuse of pedagogical resources be guaranteed between these different learning environ-ments? otherwise-said how to guarantee the interoperability of these resources? In order to contribute to the creation of an pedagogical heritage, we propose to design a case-based system allowing the author, when creating a course in a particular context and environment, to exploit the resources that are already available. The goal is to put in place an intelligent production system based on case-based reasoning. It is based on four phases ranging from indexing to reuse, through the similarity measurement and the evaluation. In the first part, we will detail the evolution of learning environments. In the second part, we will review the existing course production platforms, their prin-ciples and their challenges. In the third part, we will present case-based reasoning systems, and then we will introduce our target system.

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