scholarly journals E-learning akademicki jako wyzwanie na studiach neofilologicznych

Neofilolog ◽  
1970 ◽  
pp. 11-25
Author(s):  
Małgorzata Jedynak
Keyword(s):  
Learning Styles ◽  
Academic Learning ◽  
Traditional Teaching ◽  
English Studies ◽  
Teaching Techniques ◽  
Learning Modules ◽  
Distant Learning ◽  
Traditional Lectures ◽  
E Learning ◽  
Internet Development

Internet development enabled e-learning to evolve and assimilate with traditional teaching techniques supporting academic learning. The ad-vantages of e-learning such as its flexibility, reduction of costs, self-paced learning modules or addressing various learning styles are being appreci-ated by more and more universities and colleges. In the theoretical framework the article discusses the basic assumptions of e-learning and organization of distant learning courses. It also presents e-learning from the perspective of English Studies Department students and their needs. Finally, the pilot study is described in which effectiveness of e-learning is examined. Two groups of students were under investigation; one attend-ing regular traditional lectures and the other participating in the e-learning programme. The findings show that e-learning is only slightly more effec-tive than traditional way of teaching. Considering all the limitations of the study, the traditional and innovative ways of teaching deserve to be called equally legitimate.

scholarly journals Multi-inquiry hybrid e-learning: Instructor-learner experiences

2022 ◽  
pp. 54-62
Author(s):  
Valerie Oji ◽  
Katherine Dillion ◽  
Salome Weaver
Keyword(s):  
Academic Success ◽  
Teaching And Learning ◽  
Qualitative Evaluation ◽  
Traditional Teaching ◽  
Final Exam ◽  
Video Clips ◽  
Primary Literature ◽  
Traditional Lectures ◽  
E Learning ◽  
Written Assignments

Background: Hybrid teaching methodologies involve the purposeful combination of traditional teaching with technology advances. Despite some challenges, they have gained popularity recently, especially during the coronavirus pandemic. This study evaluated hybrid e-learning with multiple inquiries involving students’ receptiveness, preferences, behaviours and instructor observations. Method: The methodology involved a mixed-method approach with a qualitative observational case study, surveys and interviews for problem-based learning alternatives to traditional lectures. Instruction included: 1) Assigned primary literature reading with study questions to be completed before class; 2) Out-of-class online video-clips with visual, practical application (i.e. lithium and non-lithium induced tremor assessment) and online discussion in CANVAS Learning Management System; 3) Start-of-class quiz in ExamSoft, in-class team-based application questions with instructor-led discussion; 4) Out-of-class team final exam review assignment in CANVAS. Results: Qualitative themes were student engagement, flexibility, preferences, academic and non-academic stressors, etiquette, and defining responsibility for academic success. The majority of students preferred primary literature review, video clips, followed by online CANVAS discussions. Written assignments were the least desirable. Conclusion: These experiences are useful for qualitative evaluation of teaching and learning methods.

A Blended Learning Approach in Mathematics

2012 ◽  
pp. 22-42 ◽  
Author(s):  
B. Abramovitz ◽  
M. Berezina ◽  
A. Berman ◽  
L. Shvartsman
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Traditional Teaching ◽  
Web Based ◽  
Face To Face ◽  
Undergraduate Engineering ◽  
Traditional Lectures ◽  
E Learning ◽  
Face To Face Learning ◽  
Online Assignments

In this chapter we present our work aimed at interweaving e-learning and face-to-face learning in Calculus courses for undergraduate engineering students. This type of blended learning (BL) contains the best properties of e-learning and face-to-face learning and helps overcome many obstacles in traditional teaching. We use our approach in order to improve students’ conceptual understanding of theorems. We describe online assignments specifically designed to help students better understand the meaning of a theorem. These assignments are given to students in addition to traditional lectures and tutorials with the objective that they can learn to learn on their own. Students “discover” the theorem and study it independently, by using a “bank” of examples and a lot of theoretical exercises we supply. The assignments are built in such a way that students receive feedback and instructions in response to their Web-based activity.

E-learning and learning styles: students' reactions to web-based Language and Style at Blackpool and The Fylde College

2006 ◽  
Vol 15 (3) ◽  
pp. 307-320 ◽  
Author(s):  
Judith Poole
Keyword(s):  
Learning Styles ◽  
Online Courses ◽  
Initial Assessment ◽  
Individual Student ◽  
Traditional Teaching ◽  
Web Based ◽  
E Learning ◽  
Subject Areas ◽  
Students Attitudes ◽  
The Individual

The issue of learning styles and how they affect students' attitudes to pursuing online courses is a key issue for the development of web-based teaching. The focus of this article is how learning styles seem to have affected students' attitudes to undertaking the web-based Language and Style course at Blackpool and The Fylde College in 2004–5. The course was delivered in a blended format, incorporating both web-based and traditional teaching. The students' learning styles were assessed both at the onset and the end of the course. In this article I discuss students' reactions to the course and how these might be linked to the learning styles they exhibited at the time of the assessments. As a result of the investigation reported here, I suggest that an initial assessment of learning styles can be useful in predicting the kinds of web-based activities likely to prove valuable to the individual student. Potentially, this has consequences for the development of web-based and other learning materials in other subject areas.

scholarly journals A Comparative Study of E-Learning Technique with Traditional Teaching Techniques

IJIREEICE ◽  
2015 ◽  
Vol 3 (8) ◽  
pp. 23-25 ◽  
Author(s):  
Sunita Gaur ◽  
Archana Chaudhary ◽  
Mithilesh Mittal
Keyword(s):  
Comparative Study ◽  
Traditional Teaching ◽  
Teaching Techniques ◽  
Learning Technique ◽  
E Learning

A Study on the Democratization of Knowledge Promoted by E-Learning in China

2020 ◽  
pp. 123-139
Author(s):  
Xin-Bin Xe
Keyword(s):  
Mobile Phone ◽  
Educational Resources ◽  
Chinese Government ◽  
Traditional Teaching ◽  
Access To Education ◽  
Teaching Mode ◽  
Government Work ◽  
E Learning ◽  
Internet Development ◽  
First Time

E-learning users in China grew at a rate of 25.0% in 2015-2016, and the number of e-learning users exceeded 130 million in 2016. The number of users who take e-learning courses via mobile phone is growing at a rate of 85%, according to the 39th Report of Internet Development in China. In recent years, Chinese government has continuously issued policies to support the development of e-learning. More importantly, Premier Keqiang Li pointed out the needs of expanding e-Learning for the first time in the 2017 Chinese Government Work Report. As a new teaching mode, e-learning breaks the constraints of traditional teaching by providing access anytime, anywhere, and fast communication. It breaks many restrictions of traditional teaching mode. Various forms of e-learning are emerging, as citizens demand more e-learning. The unique attributes of e-learning and its diversified contents cannot only make individuals get access to education equally, but also better the allocation of educational resources.

scholarly journals Experiences with alternative online lectures in medical education in obstetrics and gynecology during the COVID-19 pandemic—possible efficient and student-orientated models for the future?

2021 ◽  
Author(s):  
Maximilian Riedel ◽  
Gabriel Eisenkolb ◽  
Niklas Amann ◽  
Anne Karge ◽  
Bastian Meyer ◽  
...  
Keyword(s):  
Online Courses ◽  
Survey Analysis ◽  
Learning Program ◽  
Face To Face ◽  
Learning Modules ◽  
Online Lectures ◽  
High Satisfaction ◽  
Traditional Lectures ◽  
E Learning ◽  
Online Format

Abstract Purpose The onset of the COVID-19 pandemic posed an eminent challenge for medical teachers worldwide. Face-to-face lectures and seminars were no longer possible, and alternatives had to be found. E-learning concepts quickly emerged as the only practicable solutions and also offered the opportunity to evaluate whether traditional face-to-face lectures could be translated into an online format, independent of the COVID-19 pandemic. Methods We offered an e-learning program consisting of lecture notes, screencasts with audio narration, and online webinars that covered topics normally taught in traditional lectures and seminars. To evaluate the learning behavior and quality of our e-learning program, we drafted a questionnaire that students completed at the end of the 2020 summer semester that had been designed to enable a comparative analysis of the different e-learning modules. Results Voluntary participation in the online courses was high. Survey analysis revealed high satisfaction with and a distinctive preference for the format, even under regular, COVID-19-independent conditions. In general, a positive appraisal of e-learning—especially as a substitute for regular lectures—was found. Students also reported higher studying efficiency. Exam results were equal to those of previous semesters. Conclusion Both acceptance of and satisfaction with our e-learning modules were high, and students displayed increased demand for this kind of e-learning format. We, therefore, conclude that e-learning offerings could serve as reasonable, efficient, student-orientated substitutes for certain medical courses, especially lectures. These curricular adaptations would correlate with the high digitalization seen in students’ everyday lives. This correlation may also hold true independent of the ongoing COVID-19 pandemic.

Promoting Hybrid Learning through an Open Source EBook Approach

2010 ◽  
Vol 14 (3) ◽  
Author(s):  
Xin Bai ◽  
Michael B. Smith
Keyword(s):  
Open Source ◽  
Building Blocks ◽  
Educational Technologies ◽  
Just In Time ◽  
Learning Modules ◽  
Learning Content ◽  
Long Run ◽  
E Learning ◽  
Teaching Efficiency ◽  
Content Design

Educational technology is developing rapidly, making education more accessible, affordable, adaptable, and equitable. Students now have the option to choose a campus that can provide excellent blended learning curriculum with minimal geographical restraints. We proactively explore ways to maximize the power of educational technologies to increase enrollment, reduce failure rates, improve teaching efficiency, and cut costs without sacrificing high quality or placing extra burden on faculty. This mission is accomplished through open source learning content design and development. We developed scalable, shareable, and sustainable e-learning modules as book chapters that can be distributed through both computers and mobile devices. The resulting e-learning building blocks can automate the assessment processes, provide just-in-time feedback, and adjust the teaching material dynamically based upon each student’s strengths and weaknesses. Once built, these self-contained learning modules can be easily maintained, shared, and re-purposed, thus cutting costs in the long run. This will encourage faculty from different disciplines to share their best teaching practices online. The end result of the project is a sustainable knowledge base that can grow over time, benefit all the discipline, and promote learning.

scholarly journals The Impact of Narrative Feedback, E-Learning Modules and Realistic Video and the Reduction of Misconception

2021 ◽  
Vol 11 (4) ◽  
pp. 158
Author(s):  
Abdul Halim ◽  
Elmi Mahzum ◽  
Muhammad Yacob ◽  
Irwandi Irwandi ◽  
Lilia Halim
Keyword(s):  
Biology Education ◽  
Free Fall ◽  
Percentage Reduction ◽  
Significant Treatment ◽  
Learning Modules ◽  
Physics Courses ◽  
Learning Platform ◽  
Quasi Experimental ◽  
E Learning ◽  
The Impact

Physics learning in universities utilized the Moodle-based e-learning media as an online learning platform. However, the effectiveness of remediating misconception using online media has not been widely researched. Therefore, this study was set to determine the level of misconception percentage reduction through the use of narrative feedback, the e-learning modules, and realistic video. The study was a quantitative approach with a quasi-experimental method involving 281 students who were taking basic physics courses in the Department of Physics, Chemistry, and Biology Education. The data collection used a three-tier diagnostic test based on e-learning at the beginning of the activity and after the treatment (posttest). The results of the data analysis with descriptive statistics show that the most significant treatment in reducing misconception percentage on the topic of free-fall motion was in the following order: narrative feedback, e-learning modules and realistic video. The misconception percentage reduction in the sub-concept of accelerated free- fall was effective for all types of the treatments.

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