scholarly journals Augmented-Virtual Reality: How to improve education systems

2017 ◽  
Vol 7 (1) ◽  
pp. 1 ◽  
Author(s):  
Manuel Fernandez
Keyword(s):  
Virtual Reality ◽  
Online Education ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching Methodology ◽  
Abstract Concepts ◽  
Face To Face ◽  
Educational Role ◽  
Two Phases

<p>This essay presents and discusses the developing role of virtual and augmented reality technologies in education. Addressing the challenges in adapting such technologies to focus on improving students’ learning outcomes, the author discusses the inclusion of experiential modes as a vehicle for improving students’ knowledge acquisition. Stakeholders in the educational role of technology include students, faculty members, institutions, and manufacturers. While the benefits of such technologies are still under investigation, the technology landscape offers opportunities to enhance face-to-face and online teaching, including contributions in the understanding of abstract concepts and training in real environments and situations. Barriers to technology use involve limited adoption of augmented and virtual reality technologies, and, more directly, necessary training of teachers in using such technologies within meaningful educational contexts. The author proposes a six-step methodology to aid adoption of these technologies as basic elements within the regular education: training teachers; developing conceptual prototypes; teamwork involving the teacher, a technical programmer, and an educational architect; and producing the experience, which then provides results in the subsequent two phases wherein teachers are trained to apply augmented- and virtual-reality solutions within their teaching methodology using an available subject-specific experience and then finally implementing the use of the experience in a regular subject with students. The essay concludes with discussion of the business opportunities facing virtual reality in face-to-face education as well as augmented and virtual reality in online education.</p>

scholarly journals PSII-B-20 Benefits of a lecture teaching assistant in hiflex courses

2021 ◽  
Vol 99 (Supplement_3) ◽  
pp. 502-503
Author(s):  
Taylor Barnes ◽  
Jessica L Leatherwood ◽  
Kathrin Dunlap
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching Experience ◽  
Teaching Assistant ◽  
Graduate Teaching Assistant ◽  
Online Student ◽  
Face To Face ◽  
Science Courses ◽  
Future Success

Abstract The Covid-19 pandemic has required implantation of online education strategies, even for animal science courses, that are traditionally delivered face-to-face (F2F). As universities reopened many students were given the option of attending classes either F2F or remotely via live stream. This scenario, where some students are present in-person while others are present online simultaneously, is referred to as hiflex teaching. Face-to-face and online teaching strategies are established and literature contains pedagogical information, however hiflex teaching presents previously unencountered challenges. It can be difficult for instructors to maintain engagement with, essentially, two separative audiences of students. The objective was to address this issue by providing a graduate teaching assistant (TA) to large lecture courses, where traditionally TA positions were reserved only for lab courses. The hypothesis was that this would enable both audiences to receive appropriate focus. In this study, a TA attended the F2F lecture for an introductory equine science course (total students: n = 75; remote students: n= ~55), with the role of monitoring the simultaneous Zoom session with remote students. We found that questions from remote students increased when they had the ability to post them in real-time using the Zoom chat feature, as opposed waiting for a break in instruction in F2F situations. Having the TA present in the classroom enabled them to answer basic questions via Zoom, and to interact with the instructor should a question arise online that would benefit all students in the course. This allowed the instructor to effectively teach without taking up valuable class time alternating between programs on the computer and risking missing an online student question. This approach received positive feedback from the instructor and students alike. Additionally, it provided a novel teaching experience for a graduate TA. Similar strategies may be used to help to facilitate future success in hiflex courses.

THE SUDDEN SHIFT FROM FACE-TO-FACE TO ONLINE TEACHING: THE SOCIAL AND EDUCATIONAL ROLE OF LECTURERS DURING CONFINEMENT

2020 ◽  
Author(s):  
Marcos García Alberti ◽  
Fernando Suárez Guerra ◽  
Isabel Chiyón Carrasco ◽  
Juan Carlos Mosquera Feijoo
Keyword(s):  
Online Teaching ◽  
Face To Face ◽  
Educational Role ◽  
The Social

scholarly journals Home schooling through online teaching in the era of COVID-19: Exploring the role of home-related factors that deepen educational inequalities across European societies

2021 ◽  
pp. 147490412110233
Author(s):  
Kostas Dimopoulos ◽  
Christos Koutsampelas ◽  
Anna Tsatsaroni
Keyword(s):  
Technology Use ◽  
Online Teaching ◽  
Home Schooling ◽  
Information And Communications Technology ◽  
The European Union ◽  
Related Factors ◽  
School Conditions ◽  
Educational Environments ◽  
Teachers And Students

The COVID-19 pandemic has forced governments worldwide to produce solutions to the abruptly interrupted work in education. School systems appear to have responded rapidly, creating home schooling and online educational environments, where teachers and students would interact with safety. In this paper, we attempt a synthesis of Sen’s capability approach, Bourdieu’s theory of capital and Bernstein’s framework in order to theorize the relationships between home and school conditions and practices, and to analyse the data of the 2nd Survey of Schools: ICT in Education (a survey conducted in 2019 on behalf of the European Commission collecting data regarding digitalization in education and digital technologies in learning in the European Union). The survey is complemented by a second set of indicators provided by Eurostat to further investigate the availability and functionality of household space per family in selected European countries. We find significant differences in important social and environmental conversion factors, likely limiting children’s capability to benefit from digital schooling. The most important differences are found in regard to parents’ familiarity with information and communications technology use, while inequalities in environmental factors, such as overcrowded housing, are also existent. Overall, there are large inequalities within and between countries in Europe, which need to be addressed by policymakers.

Making the Conceptual Tangible: The Role of Art in Understanding Mathematics and Physics

2021 ◽  
Author(s):  
Lucy E Smith
Keyword(s):  
School Curriculum ◽  
Abstract Concepts ◽  
Resonant Frequencies ◽  
Educational Role ◽  
Shape Pattern ◽  
Pattern Scale ◽  
Physical Phenomena ◽  
Mathematics And Science ◽  
Mathematics And Physics

&lt;p&gt;This research considers the educational role of art in finding pathways towards accessing mathematics and science, particularly those abstract concepts usually only accessible to people with an advanced algebraic vocabulary.&lt;/p&gt;&lt;p&gt;In the light of the narrowing of the school curriculum in recent decades, and particularly the reduction in timetabling of art and music in English schools, this research actively explores the use of topic overlap between sciences and art to investigate how abstract concepts can be made tangible through visual and aural stimulation.&lt;/p&gt;&lt;p&gt;Kinetic sculpture is employed that visibly and audibly demonstrates particular phenomena, e.g. wavelike behaviour, harmonic ratios or resonance. The sculpture encompasses two or more tangible aspects such as shape, pattern, scale, sound, resonant frequencies, motion, recorded film that illuminates differences in different latitudes, and reversed or translated perspectives.&lt;/p&gt;&lt;p&gt;Feedback is sought through exhibitions of the sculpture. Through observation, survey and interview, key metrics are captured and analysed. These include the degree to which interest has been captured, curiosity aroused, and particularly comprehension aided by the art designed to maximise observation, questioning, critical thinking and learning.&lt;/p&gt;&lt;p&gt;The longer term goal of the research is to initiate a conversation in the wider public domain as to the value of art in accessing abstract concepts. It will bring to the broadest forum the value of art in its uniqueness, breadth of language, immediacy and power of communication by visibly and audibly shedding light on physical phenomena and enabling people the potential for greater success and enjoyment in learning.&lt;/p&gt;&lt;p&gt;&amp;#160;&lt;/p&gt;

Understanding Persuasion Mechanisms for Effective Communication in Online Educational Environments

2022 ◽  
pp. 103-119
Author(s):  
Camelia Marinela Radulescu
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Effective Communication ◽  
Mediated Communication ◽  
Factors Affecting ◽  
Face To Face ◽  
Educational Environments ◽  
Digital Skills ◽  
Online Channel ◽  
Digital Stress

This chapter aims at explaining the mechanisms of persuasion for effective communication in online educational environments. It starts by bringing awareness on the particularities of online educational environments and the psychological prerequisites of online studying. It tackles issues of digital skills as well as emotional intelligence abilities for online teaching, specific mindset and digital readiness, result expectations and assessment. Moreover, principles of microlearning and hybrid learning are explained as major approaches in online education. It then addresses issues related to technology-mediated communication with young ages vs. adults. It makes a brief analysis of mediated communication vs. direct communication in terms of adopted strategies according to age, adaptation of message, and feedback according to the online channel of factors affecting communication in online environments vs. face-to-face communication. Particular attention will be given to digital stress.

scholarly journals Beyond the net generation debate: A comparison between digital learners in face-to-face and virtual universities

2012 ◽  
Vol 13 (4) ◽  
pp. 190 ◽  
Author(s):  
Begoña Gros ◽  
Iolanda Garcia ◽  
Anna Escofet
Keyword(s):  
Online Education ◽  
University Students ◽  
Empirical Studies ◽  
Net Generation ◽  
Teaching Methodology ◽  
Digital Native ◽  
Face To Face ◽  
Use Of Technology ◽  
Frequent Use ◽  
Digital Learners

<p>In the last decade, an important debate about the characteristics of today’s students has arisen due to their intensive experience as users of ICT. The main belief is that frequent use of technologies in everyday life implies competent users able to transfer their digital skills to learning activities. However, empirical studies developed in different countries reveal similar results suggesting that the ‘digital native’ label does not provide evidence of a better use of technology to support learning. The debate has to beyond and focus on the implications of being a learner in a digitalised world. This research is based on the hypothesis that the use of technology to support learning is not related to the fact of belonging or not to the net generation, is mainly influenced by the teaching model.</p><p>The study compares the behaviour and preferences towards ICT use in two groups of university students: face-to-face students and online students. A questionnaire was applied to a sample of university students from five universities with different characteristics (one of them offers online education and four offer face-to-face with LMS teaching-support).</p><p>Findings suggest although access to and use of ICT is widespread, the influence of teaching methodology is very decisive. For academic purposes, students seem to respond to the requirements of their courses, programmes and universities. There is a clear relationship between the students’ perception of usefulness regarding certain ICT resources and the teachers’ suggested uses of technologies. The most highly rated technologies correspond with those proposed by teachers. The study shows how the educational model (face-to-face or online) has a stronger influence on the students’ perception of usefulness regarding ICT support for learning than the fact of being a digital native.</p>

scholarly journals UNIVERSITY INSTRUCTORS’ REFLECTIONS ON THEIR FIRST ONLINE TEACHING EXPERIENCES

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dianne Conrad
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Graduate Program ◽  
Teaching Experience ◽  
Teaching Online ◽  
Face To Face ◽  
University Instructors ◽  
First Time ◽  
Depth Interviews

Moving from traditional face-to-face teaching to teaching online can be a precarious process for instructors. In this qualitative study, I interviewed instructors who were engaged in online teaching, for the first time, in a graduate program at a Canadian university. All instructors had some postsecondary face-to-face teaching experience. In-depth interviews with the instructors showed that they had very little knowledge of the new medium they were entering and relied heavily on their face-to-face experiences and their own pedagogy. Instructors’ reflections on their performances centered largely on their roles as deliverers of content. They revealed very little awareness of issues of collaborative learning, of learners’ social presence, or of the role of community in online learning environments.

scholarly journals Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

2020 ◽  
Author(s):  
Rome B. Moralista ◽  
Ryan Michael Flores Oducado
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Academic Dishonesty ◽  
Online Teaching ◽  
Online Survey ◽  
The Philippines ◽  
Academic Rank ◽  
Face To Face ◽  
State College ◽  
Research Findings

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching with only a few having a very stable internet connection. Faculty considered that online education will result to more academic dishonesty, will be impersonal and lack feeling compared to face-to-face classes, and will be difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt into the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

scholarly journals The Impact of Experience on the Intrinsic Motivation of EFL Teachers Who Teach Online

2021 ◽  
Vol 22 ◽  
pp. 99-112
Author(s):  
Beril Er ◽  
Necmiye Karataş
Keyword(s):  
Online Education ◽  
Intrinsic Motivation ◽  
Online Teaching ◽  
Teacher Motivation ◽  
Preparatory School ◽  
Teaching Online ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The Impact

Remote teaching has become more popular than before in Turkey as in most parts of the world because of Covid-19 pandemic. Most of the teachers and students have had some difficulties in adapting to distance education. It has been observed that the motivation of both parties might be affected by this sudden shift to online education. Although many reasons affecting teacher motivation have been identified so far, it is believed that every single study will contribute to the purpose of bettering the present EFL teaching. The current study aims to investigate the role of experience on the intrinsic motivation of EFL teachers involved in online teaching andto find out whether years of experience have an effect on teachers' intrinsic motivation. In this study, the data was compiled from 46 EFL teachers working at Istanbul Aydin University English Preparatory School. An adapted Attitude/Motivation Test Battery (AMTB) questionnaire was used to gather the data. The obtained descriptive data were analyzed by using SPSS. The results of this study proved that experience does not have a significant impact on EFL teachers’ motivation teaching online.

Sign in / Sign up

Export Citation Format

Share Document