Utilising learning environment assessments to improve teaching practices among in-service teachers undertaking a distance-education programme

The modern web-based distance education overcomes space-time restriction of the traditional teaching forms. However, being short of specifically observable and operable experimental equipment makes the web-based education lack advantages in the knowledge learning progress, which needs strong stereoscopic effect and operability. Truck crane is the most widely used crane installed on ordinary or tailor-made chassis with strong operability. This paper introduces a kind of interactive truck crane simulation platform based on the virtual reality technology, on which can complete the simulation experiment of the crane's movement. The framework and working principle of the interactive truck crane simulation platform are discussed in the paper, while landing leg and hook are used as an example to show the motion control mechanism of truck crane components. The interactive truck crane simulation platform uses the browser-based structure, Java3D, virtual reality and Java Applet, etc. to develop a Web3D virtual reality learning environment, which has the advantages of good interaction, strong sense of reality, simple update, less investment and so on. This learning environment can meet the needs that many students study online at the same time, so it has important application in the distance education of mechanical profession and remote training of vocational skills.

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Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

10.31235/osf.io/udfa6 ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Morshed Salim Abdullah Al-Jaro ◽

Adelina Asmawi ◽

Zuwati Hasim

Keyword(s):

Teacher Education ◽

Pedagogical Content Knowledge ◽

Student Teachers ◽

Content Knowledge ◽

Teaching Practices ◽

Teaching Experience ◽

Education Programme ◽

Basic Knowledge ◽

Pedagogical Content ◽

Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

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Avaliação Social Construtivista de uma Experiência em EAD: o uso do COLLES enquanto instrumento de coleta de dados

EAD em FOCO ◽

10.18264/eadf.v6i2.339 ◽

2016 ◽

Vol 6 (2) ◽

Author(s):

Fernanda Roda Cassundé ◽

Edson Gomes Silva ◽

Laís da Silva Santos ◽

Adler Henrique Santos Souza ◽

Graça Suely Gomes Souza ◽

...

Keyword(s):

Distance Education ◽

Learning Environment ◽

Public Management ◽

Self Assessment ◽

Before And After ◽

Postgraduate Studies ◽

On Line ◽

The Subject ◽

On Line Learning ◽

Assessment Questionnaire

O presente trabalho tem como objetivo avaliar as expectativas e experiências dos estudantes em relação à disciplina O Estado e os problemas contemporâneos, do Curso de Especialização em Gestão Pública da Universidade Federal do Vale do São Francisco (Univasf). Para isso, foi realizada a aplicação do questionário de autoavaliação Colles (Constructivist Online Learning Environment Survey) verificando-se as possíveis mudanças na percepção e comparando-se os resultados do antes e do depois referente a seis dimensões: relevância, reflexão, interação, apoio dos tutores, apoio dos colegas e compreensão. Participaram da pesquisa 97 alunos, em dois momentos diferentes: no início das aulas, para conhecer as expectativas dos estudantes e no final delas, para se ter uma compreensão da realidade vivenciada. Os resultados revelaram que a análise da experiência sempre foi inferior quando comparada à análise da expectativa em todos os aspectos apresentados, evidenciando que alguns participantes sentenciaram não ter alcançado os objetivos pretendidos.Palavras-chave: Colles, Educação a distância, Avaliação, Pós-graduação, PNAP. Social Constructivist Evaluation of an Experience in Distance Education: the use of Colles as Data Collection InstrumentAbstract This study aims to evaluate the students expectations and experiences regarding the subject "The State and the contemporary problems", in Public Management post-graduation from the Federal University of São Francisco Valley (UNIVASF). For this, the application carried out the self-assessment questionnaire COLLES (Constructivist On-line Learning Environment Survey) checking for possible changes in perception and comparing the results before and after referring to the six dimensions: relevance, reflection, interaction, support tutors, peer support and understanding. The participants were 97 students in two different times at the beginning of classes, to meet the expectations of students and at the end of these, to have an understanding of experienced reality. The results showed that the students' experience overcame the negative assessment in all aspects presented, showing that some participants sentenced not have achieved the intended objectives.Keywords: COLLES, Distance education, Evaluation, Postgraduate studies, PNAP.

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Virtual Academic Advising in Challenging Times

The Impact Of COVID19 On The International Education System ◽

10.51432/978-1-8381524-0-6_14 ◽

2020 ◽

pp. 184-196

Author(s):

Georgina Argüello

Keyword(s):

Distance Education ◽

Learning Environment ◽

Academic Advising ◽

Colleges And Universities ◽

Academic Advisors ◽

Education Students ◽

Technology Tools ◽

New Learning ◽

Technology Applications ◽

Definition Of

With the rapid shift to remote learning because of the pandemic, the academic advisors of colleges and universities had to adapt and change some of the ways they were advising the traditional higher education students. In this new normal, where social distance needs to be present and non-traditional education takes precedence in the learning environment, academic advisors had to rapidly adjust and use different technology tools of virtual advising. Over the past few years, colleges and universities that offer distance education programs have been struggling in engaging and retaining their non-traditional online learners. However, with the pandemic, these institutions may encounter the challenge of not only retaining the non-traditional students but also, the new distance learners. Therefore, academic advisors will need to use creative ways of providing advising services in this new learning environment. Many studies have demonstrated that virtual advising has been helpful to aid the distance education students. Virtual advising uses different technology applications and platforms. Using it correctly can help students and advisors with the registration cycles and with any other concerns the students may have. In this chapter, the author explains academic advising and the role of an advisor, the definition of virtual advising, the importance of combining the different approaches of academic advising into virtual advising, and the different technology tools that can assist academic advisors when doing their job of supporting the students in the new learning environment.

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Digital Assessment Literacy in Online Courses (Formative/Summative)

10.4018/978-1-7998-8701-0.ch020 ◽

2022 ◽

pp. 404-417

Author(s):

Ramashego Shila Mphahlele

Keyword(s):

Learning Environment ◽

Teaching Practices ◽

Online Courses ◽

Assessment Literacy ◽

Digital Assessment ◽

E Learning ◽

Specific Assessment ◽

Assessment Strategies

Assessment is a valuable process that assists teachers to identify teaching practices that are effective for all students since not every student learns or retains information in the same way. In the open, distance, and e-learning (ODeL) environment, specific assessment strategies can be employed to make a judgment and make the best decisions about the student's achievement. Due to the nature of the ODeL learning environment, assessments should be digital for powerful insights without the paperwork. This chapter employed digital assessment literacy to provide a particular perspective of assessment strategies in the ODeL.

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New Communication Technologies' Influence on Distance Education (DE) Environments

Identification, Evaluation, and Perceptions of Distance Education Experts - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-8119-4.ch007 ◽

2015 ◽

pp. 89-105

Author(s):

Murat Ertan Dogan

Keyword(s):

Distance Education ◽

Distance Learning ◽

New Media ◽

Learning Environment ◽

Communication Technologies ◽

Environment Design ◽

Media Technology ◽

Main Driver ◽

Learning Environment Design ◽

Distance Learning Environment

This chapter considers the influence of communication technologies and new media technology through the new trend of distance learning environment design. The new communication technologies like Web 2.0 applications involve information sharing and collaboration between users. These technologies bring the informal communication and learning styles to the forefront. Under favor of the new communication technologies' enabled networking, the main driver for the learning process is shifting from instructor-centered approaches to carefully designed learner experiences with robust interactions between learners and content. In this sense, the chapter also explores the role of academics and media professionals as distance-learning leaders and distance education experts through this transitional stage. The chapter focuses on how distance education experts take part in distance learning environment design and what the main skills for distance education experts as leaders, instructors, and designers in the age of networks are, through the discussions of theoretical approaches.

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Constructing a Flexible Distance Learning Environment Through a Socio-Technical Perspective

International Journal of Information Communication Technologies and Human Development ◽

10.4018/ijicthd.2014100105 ◽

2014 ◽

Vol 6 (4) ◽

pp. 47-66

Author(s):

Tülay Görü Doğan ◽

Gülsün Eby

Keyword(s):

Distance Education ◽

Distance Learning ◽

Learning Environment ◽

Learning Environments ◽

Theory Building ◽

Flow Chart ◽

Learning Approach ◽

Flexible Learning ◽

Technical Theory ◽

Distance Learning Environment

This research is a theory building study regarding the design of distance learning environments from a socio-technical perspective. Within this study, a synthesis of current theories and approaches in addition to established theories in the field of distance education will be conducted, with focus placed on the notion that a flexible learning environment may be designed based on social and technical elements. In this regard, the process of designing the aforementioned learning environment is expressed in a theoretical manner, with the following two theories comprising the basis of the study: (1) the Flexible Learning Approach and (2) the Socio-Technical Theory. A theoretical matrix is established within the study utilizing these theories, while each cell in the theoretical matrix provides a statement that determines a flow chart regarding the design of Flexible Distance Learning Environments.

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Trust: A Process and an Outcome in an Audio-Teleconferencing Learning Environment

Canadian Journal of University Continuing Education ◽

10.21225/d5t30k ◽

2013 ◽

Vol 23 (1) ◽

Author(s):

Judith Buchanan ◽

Judith MacIntosh

Keyword(s):

Distance Education ◽

Nursing Students ◽

Learning Environment ◽

Developmental Process ◽

Educational Opportunities ◽

Education Students ◽

Experience Teaching ◽

Teachers And Students ◽

Challenging Question ◽

Education Nursing

If trust is critical in relationships between teachers and distance education students, then how do teachers facilitate trust? This particularly challenging question arose from our experience teaching distance education nursing students who were continuing their education through the medium of audio-teleconferencing. Although audio-teleconferencing has the advantage of allowing students to stay in their own communities while accessing educational opportunities, we believed that it complicates the development of trusting relationships between teachers and students. In a qualitative study, students were asked to provide their perspectives on factors that facilitate trust within this distance education learning environment. Their responses indicate that, within the context of the learning milieu, trusting is construed as a developmental process, and through this process, trust in the learning, in the curriculum, and in one's co-learners occurs.

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Web Conferencing in Distance Education

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch340 ◽

2011 ◽

pp. 2298-2305

Author(s):

M. Michelle Panton

Keyword(s):

Distance Education ◽

Collaborative Learning ◽

Learning Environment ◽

Real Time ◽

Web Sites ◽

Web Site ◽

Web Conferencing ◽

Collaborative Learning Environment ◽

Screen Sharing ◽

Share Information

Web conferencing is a technology that allows groups of individuals in a variety of diverse locations to communicate and share information without having to leave their desks. It provides features such as whiteboarding, screen sharing, chat, and polling. It eliminates the need to travel, reduces downtime, increases efficiency, and reduces costs. AT&T worked on proofs of concepts and prototypes for personal conferencing systems for 20 years and finally released its product in 1993 (Perey, 2003). Microsoft released NetMeeting in about 1995. Wooley now lists 95 real-time collaboration products and Web sites on his Web site, ThinkofIt. com. The growth of real-time collaboration has grown significantly and been more successful in the last few years, as the CPUs in PCs are faster, the PCs have more memory, and more bandwidth is available and cheaper. Frost and Sullivan’s 2002 report estimates that by 2008, $2 billion will be spent on Web conferencing (as cited by Perey, 2003). This technology allows a business to conduct training simultaneously, globally creating a collaborative learning environment while keeping costs down.

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