scholarly journals Fostering accessible online education using Galaxy as an e-learning platform

2021 ◽  
Vol 17 (5) ◽  
pp. e1008923 ◽  
Author(s):  
Beatriz Serrano-Solano ◽  
Melanie C. Föll ◽  
Cristóbal Gallardo-Alba ◽  
Anika Erxleben ◽  
Helena Rasche ◽  
...  
Keyword(s):  
Online Education ◽  
Effective Instruction ◽  
Easy Access ◽  
Learning Platform ◽  
Training Materials ◽  
The World ◽  
The Galaxy ◽  
E Learning ◽  
Online Setting ◽  
Access To Data

The COVID-19 pandemic is shifting teaching to an online setting all over the world. The Galaxy framework facilitates the online learning process and makes it accessible by providing a library of high-quality community-curated training materials, enabling easy access to data and tools, and facilitates sharing achievements and progress between students and instructors. By combining Galaxy with robust communication channels, effective instruction can be designed inclusively, regardless of the students’ environments.

scholarly journals Fostering Accessible Online Education Using Galaxy as an e-learning Platform

2020 ◽  
Author(s):  
Beatriz Serrano-Solano ◽  
Anika Erxleben ◽  
Cristóbal Gallardo-Alba ◽  
Helena Rasche ◽  
Saskia Hiltemann ◽  
...  
Keyword(s):  
Online Education ◽  
Easy Access ◽  
Learning Platform ◽  
Training Materials ◽  
Effective Training ◽  
The Galaxy ◽  
E Learning ◽  
Online Setting ◽  
Training Activities ◽  
Access To Data

The COVID-19 pandemic is shifting the teaching paradigms to an online setting all over the world. The Galaxy framework caters to computational biologists a set of features to facilitate the online learning process and make it accessible to everyone. Besides the high-quality training materials, Galaxy provides easy access to data and the possibility to share the progress and achievements, both student to student and student to instructor. By combining the different features offered by the Galaxy framework and by choosing the adequate communication channels, effective training activities can be designed inclusively, regardless of the students' environments.

The Value of Postgraduate Students Opinions in the Quality Management of Academic E-Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 183-194
Author(s):  
Grażyna Rembielak ◽  
Renata Marciniak
Keyword(s):  
Online Education ◽  
Online Survey ◽  
Small Sample ◽  
Academic Education ◽  
Postgraduate Students ◽  
Special Obligation ◽  
Learning Platform ◽  
E Learning ◽  
The University

Abstract The quality of online education is of interest to universities around the world. Only high quality and cyclical evaluation are the conditions for obtaining students’ satisfaction with this form of education. In the pandemic era, digital dissemination and open education have become a special obligation of academic education. This paper aims to present the opinions of postgraduate students on the quality of e-learning forced by the Covid-19 pandemic. The study was conducted using an online survey questionnaire sent to all 173 MBA and Executive MBA (EMBA) students studying during the pandemic era in Poland's leading Business School, 40% of whom returned completed valid surveys. Students assessed aspects of e-learning such as teaching materials, communication with lecturers, the attractiveness of online classes, networking, strategies, and criteria for evaluating didactic activities, e-learning platform, and support received from the university. The results showed that although most examined aspects are perceived very well or well by the students, there is always some space for improvement. Despite the fact that the study was conducted on a small sample of students, their opinions obtained during the survey provide valuable information to universities about the quality of postgraduate e-learning from its main actors, that is, students. Based on this, the paper presents clear recommendations to universities on how the quality of online education could be managed and improved.

scholarly journals Online Behavior Analysis-Based Student Profile for Intelligent E-Learning

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Kun Liang ◽  
Yiying Zhang ◽  
Yeshen He ◽  
Yilin Zhou ◽  
Wei Tan ◽  
...  
Keyword(s):  
Online Education ◽  
Jaccard Coefficient ◽  
Learning Behavior ◽  
Online Behavior ◽  
Online Learners ◽  
Student Profile ◽  
Learning Attitude ◽  
Learning Platform ◽  
E Learning ◽  
Behavior Characteristics

With the development of mobile platform, such as smart cellphone and pad, the E-Learning model has been rapidly developed. However, due to the low completion rate for E-Learning platform, it is very necessary to analyze the behavior characteristics of online learners to intelligently adjust online education strategy and enhance the quality of learning. In this paper, we analyzed the relation indicators of E-Learning to build the student profile and gave countermeasures. Adopting the similarity computation and Jaccard coefficient algorithm, we designed a system model to clean and dig into the educational data and also the students’ learning attitude and the duration of learning behavior to establish student profile. According to the E-Learning resources and learner behaviors, we also present the intelligent guide model to guide both E-Learning platform and learners to improve learning things. The study on student profile can help the E-Learning platform to meet and guide the students’ learning behavior deeply and also to provide personalized learning situation and promote the optimization of the E-Learning.

scholarly journals Food Safety Through Application of an E-Learning Platform

2015 ◽  
Vol 7 (1) ◽  
pp. 29-31
Author(s):  
Mihaela Adriana Tita ◽  
Otto Ketney ◽  
Tamosaitiene Loreta
Keyword(s):  
Food Safety ◽  
Online Education ◽  
Working Group ◽  
Food Industry ◽  
High Efficiency ◽  
Face To Face ◽  
Learning Platform ◽  
Final Assessment ◽  
E Learning ◽  
Promotion Rate

AbstractThe paper investigates the effectiveness of a continuing online education course for the professionals, who provides information on the food safety working group from "Lucian Blaga" University of Sibiu, formed by students (specialization: Engineering and Management in Public Food and Agro-tourism), persons looking for a job (unemployed) and people who works in the food industry. Piloting materials was made both face to face and online. The knowledges was measured using evaluation tests after each lesson and through a final assessment test. The results of the promotion rate was over 90%, which indicates a high efficiency in terms of piloting materials adapted by teachers from the "Lucian Blaga" University.

scholarly journals Development and Use of Moodle for Online Student Support

2013 ◽  
pp. 196-207
Author(s):  
Moira Hobbs ◽  
Yvonne Hynson
Keyword(s):  
Language Teachers ◽  
Online Support ◽  
Tertiary Institution ◽  
Online Student ◽  
Learning Platform ◽  
Language Studies ◽  
Use Of Technology ◽  
The World ◽  
Educational Climate ◽  
E Learning

In the current educational climate in the world today, there is an increasing use of technology and social media for learning, by both students and language teachers. With this in mind, and to meet the perceived associated need for students to have increasing abilities and skills to study autonomously and independently, a new e-learning platform (Moodle) was introduced to Unitec, a tertiary institution in Auckland, New Zealand. This paper describes how the Moodle site has been developed since inception and how it is used within the Department of Language Studies to facilitate both English as an Additional Language (EAL) for online support and for the development of autonomy.

scholarly journals Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

scholarly journals Systematic Review of COVID Spillover and Online Education Pedagogy

2020 ◽  
Vol 11 (1(V)) ◽  
pp. 1-4
Author(s):  
Haroon Aziz ◽  
Samina Malik ◽  
Abdul Ahad ◽  
Umair Javed
Keyword(s):  
Systematic Review ◽  
Online Education ◽  
Critical Analysis ◽  
Spillover Effect ◽  
Theoretical Framework ◽  
Chinese Government ◽  
Critical Area ◽  
Learning Modules ◽  
The World ◽  
E Learning

This paper has touched one of the most critical area affected due to pandemic situation created by the COVID-19 and its powerful spillover effect on education sector by customizing education pedagogy. Earlier researchers have studied online education separately, whereas this paper discussed the natural transition and systematic review of upsurge of e-learning. The objective of this paper is to make the systematic review of COVID spillover and transition towards e-learning education pedagogy through theoretical framework. The study makes systematic review of switchover towards e-learning and spillover effect of COVID-19 and customization of the education pedagogy. In this study, past literature has been utilized to make critical analysis of spillover effect of COVID-19 and impact on education pedagogy by creation of prepositions. The findings of the study reveal that in the exceptional circumstances of COVID-19, e-learning transition has taken place from conventional to e-learning modules. All over the world, countries have shifted towards online education by schooling out but classes in campaign ignited by Chinese government. The same has also been replicated in other countries of the world during COVID-19.

scholarly journals Strategies for Student Evaluation in The Online Context

2021 ◽  
Vol 66 (2) ◽  
pp. 79
Author(s):  
S.-M. Avram
Keyword(s):  
Online Education ◽  
Student Performance ◽  
Student Evaluation ◽  
Formal Concept ◽  
Performance Guarantees ◽  
Final Exams ◽  
E Learning ◽  
Online Setting ◽  
Performance Results ◽  
The Impact

In this paper we conducted an investigation on the performance of the students during the second semester of the academic year 2020-2021. We looked at the performance results obtained by students on the laboratory work, practical and final exams while we were forced by the Covid pandemic to move entirely into an online education system. Our focus was to determine the impact of a consistent behaviour (or lack of it) on the final student performance. We determined that, even in an online setting, a good involvement (in terms of attendance and good performance) guarantees good final results. The investigations were performed using the Formal Concept Analysis, which is a very powerful instrument already used by us in previous research in order to detect student behaviour in using an e-learning portal. Another set of results showed that the change of the final mark computation formula to be based in a higher proportion on the lab work was closer to the actual overall performance of students

Revisiting and Reassessing Pedagogical and Methodological Skills after the Global Pandemic - Online Teaching/ Learning Challenges

2021 ◽  
Author(s):  
Onorina Botezat ◽  
Ramona Mihaila
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching Experience ◽  
Modern Technology ◽  
Computer Assisted ◽  
Daily Routine ◽  
Digital Learning ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms

As reported by the UN, the COVID-19 pandemic has touched almost 1.5 billion students forcing school cessations in 191 countries, changing the daily-routine of over 63 million teachers. While UNESCO and partners launched the Global Educational Coalition to produce solutions to “make digital learning more inclusive,” aiming at helping countries to gather resources to implement “remote education through hi-tech, low-tech and no-tech approaches,” a lot of actors have been holding webinars on the educational challenges and dimension of the pandemic, with participants enrolled from all over the world, from East to West.The European Association for International Education, through its EAIE Community Moment and EAIE Webinar Academy organized virtual meetings on a range of subjects, COVID19 response, mobilities and international students’ recruitment, the regional Francophone center for Central and Eastern Europe organized webinars on how to teach online the Francophonie today, the Electronic Platform for Adult Learning in Europe has constantly published updates on distant learning tools or MOOCs courses.While the webinars discuss strategies to maintain education continuity, considering children and young people in need, presenting to professors and educators a wide variety of tools, there are quite a few discussing the pedagogy of online education. Although educators have been sharing debates and exchanging opinions in reference to the e-learning platforms for more than ten years now, this very situation made them found themselves obliged to embrace, at last, the distant online learning. So, from hypothetical, theoretical, or, in some happy cases, complementary mode of e-learning platform teaching and learning, we quickly moved to the reality that imposed immediate response, within modern technology tools’ use in order to make our students carry on with their studies. And here comes the real challenge! Moving to the e-learning platforms does not mean relocating your lesson from the textbook to an educational e-learning platform, but rather translating pedagogy strategy into tool-adapted, computer-assisted online education that shall surely ease our task to reach the proposed objectives, if we are opened to change! In this paper, we will address these issues based on our teaching experience through the pandemic.

scholarly journals An Insight into Digital Education in India during COVID-19 from the Lens of Students

2020 ◽  
pp. 83-94
Author(s):  
G. Padmini Devi ◽  
Sirisha Deepthi Sornapudi
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Digital Learning ◽  
Online Classes ◽  
Mobile Data ◽  
Digital Education ◽  
Learning Platform ◽  
Significant Difference ◽  
Before And After ◽  
E Learning

Aim: To identify infrastructure facilities used by the students for digital education as well as to find out the significant difference in knowledge and skills of various online tools before and after lockdown. Study Design:  Exploratory design. Place and Duration of Study: Students from the government, aided colleges, and state agriculture universities in Andhra Pradesh and Telangana were administered the questionnaire in May 2020. Methodology: A total of 315 students (age range under 20-40 years) actively participating in online classes were chosen. Results: The majority of the students possessed mobile phones even before lockdown and used them for digital learning. Students reported an increase in the amount spent on internet connectivity per month (50%), increased usage of data (70%), and increased recharge amount (46%). Since the overall mobile data usage of the students has greatly increased, consequently the amount spent on the internet also has increased after lockdown. Although most students (90.48%) were aware of online education, only 30.79% were enrolled in online classes before lockdown. Three fourth of the students were using smartphones for accessing online classes and more than fifty per cent of the students were spending two to three hours per day in the digital learning process. When it came to knowledge up-gradation, 48.89% of the students have not made use of any e-learning platform, only 21.27% used the Swayam e-learning portal, and 12.06% used UGC MOOCs. During the lockdown, students were actively participating in the online classes, which could be gleaned from their knowledge of various apps. There was a significant difference in the students’ usage of various applications before and after lockdown. There exists a significant difference between students’ knowledge of usage of apps, data, the amount spent, and time spent in the digital learning process during Covid-19. Students who were active in the online classes inadvertently consumed more amounts of mobile data, which gave them continuous network coverage enabling them to finish assignments, attend webinars, and in turn improved their knowledge. Conclusion: Despite hardships, the students were actively engaged in digital learning during the lockdown period imposed due to Covid-19 by adapting to the new normal mode of online education.

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