scholarly journals Cultural Inclusiveness in Online Learning: Can Educational Technology Be a Solution?

2016 ◽  
Vol 2 (4) ◽  
pp. 178-183 ◽  
Author(s):  
Hwangji Lu ◽  
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Cultural Inclusiveness

An Exploratory Study of the Experiences of Older Non-Traditional Students in an Online Learning Environment

2014 ◽  
pp. 1176-1189
Author(s):  
Wenzhen Li ◽  
Leping Liu
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Learning Environment ◽  
Exploratory Study ◽  
Traditional Students ◽  
Technical Support ◽  
Technology Learning ◽  
Initial Learning ◽  
Non Traditional Students ◽  
Return To College

This study explored the experiences of non-traditional students in an online educational technology course using a qualitative method. Three participants were interviewed about their experiences with online computer technology learning. The results suggested that non-traditional students were motivated to return to college but some experienced the feeling of anxiety due to an unknown method of learning. Initial learning of technology could be intimidating and frustrating for non-traditional students. The findings indicated the importance of technical support in enhancing their online learning experiences.

scholarly journals Pembelajaran PAI Berbasis Daring bagi Guru TK di Kecamatan Mranggen Demak

2021 ◽  
Vol 3 (2) ◽  
pp. 145
Author(s):  
Khoirul Anwar ◽  
Choeroni Choeroni ◽  
Toha Makhshun
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Difficulties ◽  
Kindergarten Teachers ◽  
Learning Activities ◽  
Learning Problems ◽  
Service Activity ◽  
Teachers And Parents ◽  
The Many

Pada masa pandemi covid-19 sekarang ini, kegiatan pembelajaran jarak jauh (PJJ) di semua tingkatan dan jenjang pendidikan, khususnya di tingkat taman kanak-kanak mengalami berbagai tantangan dan kendala. Di antaranya masih banyak guru yang mengalami kesulitan mengelola pembelajaran jarak jauh karena keterbatasan mereka dalam menguasai pembelajaran berbasis daring.� Sementara itu, kendala yang dihadapi orang tua murid adalah ketidaksiapan mereka dalam mendampingi anaknya dalam pembelajaran berbasis daring. Kondisi demikian menjadikan pelatihan pembelajaran berbasis daring bagi para guru dan orangtua murid sebagai salah satu solusi dalam mengatasi kendala pembelajaran di masa pandemi. Inilah yang menjadikan arti penting kegiatan pengabdian saat pendemi seperti sekarang ini bagi guru-guru yang menjadi garda terdepan dalam kegiatan pembelajaran. Metode dalam kegiatan pengabdian ini dilakukan dengan cara pelatihan dan pendampingan. Hasilnya, para peserta mampu mempergunakan berbagai aplikasi pembelajaran daring. Implikasi yang diperoleh dari kegiatan ini adalah bertambahnya keterampilan menerapkan teknologi pendidikan dalam kegiatan pembelajaran berbasis daring bagi guru-guru TK di Kecamatan Mranggen-Demak.��During the Covid-19 pandemic, distance learning activities (PJJ) at all levels and levels of education, especially at the kindergarten level, experience various challenges and obstacles. Among the many teachers who experience distance learning difficulties because of their limitations in mastering online-based learning. Meanwhile, schools that are related to students' parents are their unpreparedness in assisting children in online-based learning. This condition makes online-based learning training for teachers and parents of students as one of the solutions in overcoming learning problems during the pandemic. This is the important meaning of service activities during a pandemic like it is today for teachers who are at the forefront of learning activities. The method in this service activity is carried out by means of training and mentoring. As a result, the participants were able to use various online learning applications. The implication obtained from this activity is the development of the application of educational technology in online-based learning activities for kindergarten teachers in Mranggen-Demak District.

Fostering NCL in Higher Education

2011 ◽  
pp. 331-351
Author(s):  
Serena Alvino ◽  
Guglielmo Trentin
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Online Learning ◽  
Faculty Training ◽  
The Other ◽  
High Quality ◽  
Everyday Activity ◽  
Specific Proposal ◽  
The One ◽  
Quality Learning

Networked Collaborative Learning (NCL) is undeniably a double-edged sword. On the one hand it can yield high-quality learning and enhance both teachers’ and learners’ satisfaction. On the other hand, however, it requires careful planning and specific skills for the design and management of online learning activities. This is one of the main reasons for the limited adoption of NCL in a number of educational contexts. The focus of this chapter is a specific proposal aimed to foster the wide diffusion of Educational Technology (ET) and NCL in higher education (HE). In this perspective the chapter analyses the main barriers that limit the diffusion of Network-Based Educational Technology (NBET) approaches, in particular NCL, and then, in order to overcome them, presents an innovative approach to faculty training in Educational Technology Instructional Design. This approach is founded on multidimensional scaffolding, which supports teachers to integrate rules, heuristics, and best practices for design of active and collaborative online learning into their everyday activity.

Improving the Tracking of Student Participation and Effort in Online Learning

2012 ◽  
pp. 1686-1700
Author(s):  
Ian Douglas
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Teaching And Learning ◽  
Student Participation ◽  
Learning Management Systems ◽  
Management Systems ◽  
Future Research ◽  
Technology Learning ◽  
Student Management

Much research into educational technology is focused on tools for supporting teaching and learning. In contrast to this work, relatively little research is conducted into technology that tracks student participation and effort. No matter how good the educational technology, learning is dependent on a sufficient input of effort from the student. Most Learning Management Systems have some tools for tracking students, but they are currently difficult to use and underused by instructors. This chapter examines the importance of tracking in student management, reviews attempts to improve the quality of tracking tools, and suggests paths for future research based on the deficiencies in current tools.

Principles of Instructional Design for E-Learning and Online Learning Practices

2016 ◽  
pp. 551-585
Author(s):  
Erdem Demiroz
Keyword(s):  
Medical Education ◽  
Educational Technology ◽  
Online Learning ◽  
Instructional Design ◽  
Online Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Self Directed Learning ◽  
Learning Practices ◽  
E Learning

The dramatic transition from the post-Flexnerian model to the models of 21st century requires pedagogical practices such as teaching techniques, methods, and strategies to be modernized in order to address the diverse needs of 21st century medical students. E-learning and online education applications provide enriched opportunities for redesigning health education, and they are widely discussed in life-long learning, self-directed learning, and competency-based instructional practices. Advancements in educational technology, and the best practices of integrating educational technology with pedagogy, are not clearly outlined in medical education although e-learning and online education have the potential to address the requirements of modernized medical education. The overall goals of the chapter are to discuss technology-supported instructional design practices in medical education by emphasizing learner characteristics, addressing principles of instructional design for online teaching practices, and providing evaluation tools that guide designers to develop better online learning practices for advancing medical education through technology.

Future Opportunities for Personalized Online Global Learning

2021 ◽  
pp. 88-101
Author(s):  
Syed Nadeem Akhtar
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
South Korea ◽  
Video Conferencing ◽  
High Growth ◽  
Global Learning ◽  
School Closures ◽  
Educational Activities ◽  
The World ◽  
Brick And Mortar

High growth and adoption in educational technology is not just a phenomenon of the emergence of the pandemic. In 2019 itself, the educational technology investments reached a whopping 18.66 billion US dollars and were predicted to reach 350 billion US dollars by 2025 in its normal course as existed then. With the language apps, virtual tutoring, video conferencing tools, or online learning soft wares, there has been a cloud burst in the field. With the pandemic in place, the phenomenon has taken more and newer dimensions. Currently, there are more than 1.2 billion children in 186 countries affected by the school closures due to the pandemic. In Europe, in Denmark, and in Sweden children up to the age of 11 are returning to nurseries and school after the initial closure of the schools. In Asia, in India, and in other neighbouring countries and South Korea, students are responding to roll calls from their teachers online. Thus, old brick-and-mortar classrooms are giving way to mouse and click and touch and navigate to machine man conversation. With this shift away from the classroom in many parts of the world, it is only natural for everyone to surmise the adoption of online learning and its continuance for the future and the resultant impact on the traditional market for educational activities.

scholarly journals Comparison of Face-To-Face and Hybrid Delivery of a Course that Requires Technology Skills Development

10.28945/3358 ◽  
2009 ◽  
Author(s):  
Gary Senn
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Interactive Video ◽  
Degree Program ◽  
Education Professionals ◽  
Face To Face ◽  
Software Packages ◽  
Hybrid Classes ◽  
Online Format ◽  
K 12

Online learning continues to be among the fastest-growing sectors of higher education. K-12 teachers and education professionals outside of the K-12 classroom are among the consumers taking interest in online learning. With many opportunities for technology-enriched learning, educators are becoming more interested in educational technology programs that will provide them with credentials necessary to serve in the growing areas of educational technology incorporation and online learning. A degree program in educational technology was established that offered classes through a variety of delivery methods. Classes were delivered in face-to-face, online, and hybrid formats. Hybrid classes were offered with some portions online, some face-to-face and, in some cases, twoway, interactive video. To address needs for an increasing number of students who traveled for some distance to participate in the degree program, the faculty began moving the entire program online. Two classes were particularly difficult to move to an online format. These two design and development tools classes required the learning of skills related to specific software packages that were unfamiliar to most students. The classes required much practice with the software packages and much instructor support that included demonstration of skills and troubleshooting during the learning process.

scholarly journals Implementasi Pengembangan Sistem Media Pembelajaran Pengenalan Komputer

2018 ◽  
Vol 2 (2) ◽  
pp. 127
Author(s):  
Dimas Setiawan ◽  
Irsyadul Arifin ◽  
Rian Ardianto
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Computer Technology ◽  
Learning Process ◽  
Educational Environment ◽  
Programming Algorithm ◽  
Learning Technology

  The development of educational technology is growing rapidly, this is happening with the growing trend in the trend of online learning technology, mobile & multimedia. In the course of logic and program algorithm, students are introduced about the introduction of computer technology, in order to create a technology-based educational environment then made learning media introduction computer, made possible by the learning media, computer introduction, can help the learning process in the course of logic & programming algorithm.

scholarly journals Effects of Ilias Online Learning Platform on Academic Achievement in Educational Technology among University Students’ in Nigeria

2020 ◽  
pp. 239-243
Author(s):  
Alabi Thomas Omotayo ◽  
Thaddeus Hellen ◽  
Falode Oluwole Caleb ◽  
Chukwuemeka Emeka Joshua
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Teaching And Learning ◽  
Control Group ◽  
Achievement Scores ◽  
Tertiary Institutions ◽  
Learning Platform ◽  
Significant Difference ◽  
Collection Data ◽  
Quasi Experimental

This study investigated the effects of ILIAS online learning platform on students’ achievement in educational technology among universities in Nigeria. Quasi-experimental research design was adopted and 338 participants (157 males and 181 females) year two students constituted the sample for the study. The research was guided by two research questions and two null hypotheses. A researchers designed instrument named Educational Technology Achievement Test (ETAT) was used for data collection. Data collected was analysed using mean and standard deviation while ANOVA was used to test the two null hypotheses that were formulated. The findings of the study indicated that those taught with ILIAS learning platform had higher mean achievement scores in ETAT than those students in the control group and also there was no significant difference in the mean achievement scores of male and female students taught Educational Technology using ILIAS learning platform. Based on the findings of the study, it was recommended that Universities and other tertiary institutions should implement the use of ILIAS learning platform in teaching and learning process for the purpose of enhancing learning outcome.

Helping Students Avoid Plagiarism in Online Courses

2013 ◽  
pp. 256-273
Author(s):  
Stephen Asunka
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Online Learning ◽  
Undergraduate Students ◽  
Online Courses ◽  
Private University ◽  
Online Course ◽  
Instructional Interventions ◽  
Design Based Research ◽  
Student Plagiarism

This study used design-based research approaches to investigate student plagiarism in an online course, with the objective of determining the instructional interventionist strategies that can help students avoid the practice in online courses. Twenty eight (28) undergraduate students who were engaged in a semester-long online course in Educational Technology at a private university in Ghana participated in the study. Drawing on relevant learning and related theories, the study implemented different learning activities pertaining to plagiarism at regular intervals during the semester, and then subsequently analyzed students’ individual and group course writings for evidence of plagiarism. Findings reveal that regular and varied instructional interventions helps students reduce and eventually avoid plagiarism in the online learning environment. Students were also found to plagiarize to a much lesser extent when they worked in groups than when they worked individually. Implications of these findings for the design and management of online learning courses in higher education are briefly discussed.

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