Effect of Online Learning Environment on Subjective Symptoms of Computer Vision Syndrome(CVS) in the Era of COVID-19

2021 ◽  
Vol 23 (2) ◽  
pp. 159-169
Author(s):  
Se-Jin Kim ◽  
◽  
Hyojin Kim
Keyword(s):  
Computer Vision ◽  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Subjective Symptoms ◽  
Computer Vision Syndrome

Coordination and Teacher Development in an Online Learning Environment

2013 ◽  
Vol 23 (3) ◽  
pp. 551-568 ◽  
Author(s):  
Pauline Ernest ◽  
Joseph Hopkins
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Teacher Development ◽  
Online Learning Environment

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

Rank response functions in an online learning environment

2021 ◽  
pp. 110096
Author(s):  
Tim Klausmann ◽  
Valentin Wagner ◽  
Isabell Zipperle
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Response Functions

Encouraging Learners Interactions in an Emergency Remote Environment

Relay Journal ◽  
2020 ◽  
pp. 201-208
Author(s):  
Mizuka Tsukamoto
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Interaction ◽  
Online Learning Environment ◽  
First Semester ◽  
Teacher Student ◽  
Remote Environment ◽  
Made In

This paper provides reflections on my first semester of teaching emergency remote teaching (ERT), due to the outbreak of the COVID-19 pandemic. After describing the context, I have described the choices I made in order to create and maintain an online learning environment, where student interaction is maximised, and enables the instructor to focus on the role of being a facilitator. Though it was not without a few challenges, overall, it could be considered a successful first attempt with possibly more teacher-student and student-student interaction achieved by the end of the semester.

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