Online Learning Technology in the Academic Educational Process

2017 ◽  
pp. 277-283
Author(s):  
L Stan ◽  
R Hanzu-Pazara ◽  
A Duse
Keyword(s):  
Online Learning ◽  
Educational Process ◽  
Learning Technology

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.

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

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.

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

MODERN APPROACHES TO RAISING THE PEDAGOGICAL CULTURE OF PARENTS IN AN INFORMAL ENVIRONMENT

2021 ◽  
Vol 12 (1) ◽  
pp. 113-120
Author(s):  
Yordanka Nikolova ◽  
Keyword(s):  
Online Learning ◽  
Team Building ◽  
Educational Process ◽  
Teacher Communication ◽  
Innovative Solutions ◽  
The Future ◽  
Informal Environment ◽  
Pedagogical Culture

This article analyzes and summarizes the results of a study conducted through a survey of parents and interviews with teachers interacting with each other through innovative forms (trainings, team building, workshops) in an informal environment and sought a correlation with the quality of student-parent-teacher communication, in terms of online learning. The researched innovative solutions and activities are presented to the future pedagogues in order to improve the pedagogical preparation of the pedagogical students from the Faculty of Pedagogy of Sofia University „St. Kliment Ohridski “and their motivation for the realization of fully- fledged relationships, a two-way relationship with parents as a major factor in increasing the effectiveness of the educational process.

scholarly journals Distance Learning for a Foreign Language in the Postmodern Age and its Forms

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Yurii STEZHKO ◽  
Nadiia GRYTSYK ◽  
Maryna MYKHAILIUK ◽  
Hanna TEKLIUK ◽  
Olha RUSAVSKA ◽  
...  
Keyword(s):  
Distance Learning ◽  
Information Content ◽  
Mobile Learning ◽  
Learning Technologies ◽  
Educational Process ◽  
Smart Devices ◽  
Learning Technology ◽  
Office Work ◽  
Mobile Form ◽  
Mobile Learning Technology

The article is devoted to innovative postmodern requests for the liberalization of education. Postmodernism influenced education not only methodologically, but also by changing the very pedagogical culture of teaching. Now the relevance of the research topic is due to the problems of forming information content and methodological support for the introduction of distance learning technology in mobile form. The introduction of IT in education, the improvement of smart devices, the formation of an electronic information and educational environment have created the basis for such forms of education as mobile learning and blended learning. In both cases, the student situationally himself forms the educational process, turns from an object of training into its subject. The humanistic potential of mobile learning in the sense of ensuring equal access to education for people with different abilities is noted. The opinion is expressed about the importance of student motivation and IT competence of teachers to provide information content, intensify the introduction of e-learning and mobile-oriented learning technologies. It is argued that learning based only on mobile learning technology, using smart devices without classroom or office work, real communication with the teacher is not didactically self-sufficient, which would provide adequate language skills. Effectiveness in learning foreign languages is achieved by synergy of technologies distance mobile and traditional classroom or classroom training, real communication with the teacher.

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 Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

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