scholarly journals 415 PB 086 EFFECTIVENESS OF INTERACTIVE TELEVISION IN TEACHING MASTER GARDENERS

HortScience ◽  
1994 ◽  
Vol 29 (5) ◽  
pp. 490d-490
Author(s):  
Lois Berg Stack
Keyword(s):  
Real Time ◽  
Test Scores ◽  
Learning Experience ◽  
Interactive Television ◽  
Master Gardener ◽  
Volunteer Programs ◽  
Viewing Sessions ◽  
Program Data

Master Gardener programs were conducted through 10 of Maine's 16 county offices in 1993. In an effort to reduce the number of identical presentations given by the limited number of instructors, 5 of the 10 sessions were conducted via interactive television (ITV), while the remaining 5 sessions were held locally. Participants (n=215) were surveyed about their learning experience in fall 1993. Data compare the local ITV audience vs. 7 distant audiences viewing sessions in real time vs. 2 audiences viewing taped sessions at a later date, on test scores of material presented, and on attitudes about the program. Data also summarize the types of projects on which Master Gardener volunteer hours were applied, and participants' attitudes about how volunteer programs could be made more effective.

scholarly journals Interactive Television Delivers Master Gardener Training Effectively

1997 ◽  
Vol 7 (4) ◽  
pp. 357-359
Author(s):  
Lois Berg Stack
Keyword(s):  
Real Time ◽  
Learning Experience ◽  
Interactive Television ◽  
Distance Learners ◽  
Master Gardener ◽  
Quiz Scores

Five of the ten training sessions for Maine Master Gardeners (MGs) were taught using interactive television (ITV) in 1993. Trainees at one location participated in the sessions live; trainees at seven locations participated in the sessions from distant locations but in real time; and trainees at two locations viewed videotapes of the ITV sessions at later dates. Trainees (n = 215) were quizzed weekly to assess their level of learning and surveyed about their learning experience 6 months after completing their training. ITV distance learners' quiz scores and hours of volunteerism were equal to those of local learners. More than 90% of all respondents would enroll in a MG program again if it were conducted and taught locally, while 83.9% would enroll in a program taught half locally and half using ITV.

Interactive Two-Way Television vs. In-Person Teaching

1984 ◽  
Vol 12 (3) ◽  
pp. 265-272 ◽  
Author(s):  
Glenn Ross Johnson ◽  
Michael O'Connor ◽  
Robert Rossing
Keyword(s):  
Analysis Of Variance ◽  
Test Scores ◽  
Repeated Measures ◽  
Student Attitudes ◽  
Instructional Strategy ◽  
Interactive Television ◽  
Veterans Administration ◽  
Repeated Measures Design ◽  
Role Play Simulation ◽  
Expository Teaching

Are there differences in students' achievement scores and attitudes when the pupils are taught by two different modes: interactive two-way television and live expository teaching? Thirteen graduate students were enrolled in a university off-campus course: five were instructors at a community college, five worked in a hospital or Veterans Administration facility, and three were instructors at a university. A repeated measures design was used in collecting achievement and attitude data on six class sessions (three in-person expository and three interactive television). Analysis of variance was used with test scores as the dependent variable while the mode of instruction (in-person vs. two-way television), instructional strategy (expository, film, role play/simulation), and content of lesson (eight different sessions) were used as the independent variables. There were no negative student attitudes when the class was taught either in-person or by interactive two-way television. Analysis of variance revealed no significant differences when test scores were used as the dependent variable.

scholarly journals Using student feedback and professor-developed multimedia to improve instructor presence and student learning

2014 ◽  
pp. 12-30 ◽  
Author(s):  
William Albert Young II ◽  
Brett H. Hicks ◽  
Danielle Villa-Lobos ◽  
Teresa J. Franklin
Keyword(s):  
Real Time ◽  
Social Presence ◽  
Learning Experience ◽  
Student Feedback ◽  
Learning Needs ◽  
Time Data ◽  
Online Distance Education ◽  
Learning Content ◽  
Online Distance ◽  
Feedback Data

This paper explores the use of Professor-Developed Multimedia Content (PDMC) in online, distance education to build a community of inquiry (CoI) through enhanced social presence and real-time, student-driven, adaption of the learning content. The foundation of higher education has long been, developing curriculum to meet educational objectives. Most often faculty relies on assessment information gained at the end of each course. Then assessments, formative and summative, are re-designed based on student feedback/data from end of course surveys and educational materials such as textbooks, articles, and test banks are updated with newer editions. In the distance-learning environment, PDMC provides a creative, innovative, and interactive ways to engage the student for real-time learning. Still, the ability to target PDMC materials to the correct sub-sections of our classroom cohort can produce a richer, more immerse learning experience and perhaps become the closet recreation of in-seat, traditional classroom learning in a distance/online environment. By using PDMC with corresponding surveys, educators can obtain real-time data and metrics to alter content in the classroom immediately, and develop media content welcoming sub-sets of learners with desired content based on learning needs, desires, and feedback.

Opening the Black Box of the Venture Capital-Entrepreneur Relationship

2018 ◽  
pp. 110-127
Author(s):  
Olimpia Meglio ◽  
Matteo Rossi ◽  
Arturo Capasso
Keyword(s):  
Venture Capital ◽  
Strategic Management ◽  
Field Study ◽  
Real Time ◽  
Learning Experience ◽  
Black Box ◽  
Venture Capitalist ◽  
Present Evidence ◽  
The Relationship ◽  
Over Time

This chapter aims to explore in-depth the relationship between the venture capitalist and the venture-backed company and account for how this relationship unfolds over time. To achieve this, the authors present evidence from three process case studies. The field study presented in this chapter is partly retrospective and partly in real time and is based on two rounds of focused interviews with the entrepreneurs and the venture capitalist. The findings show that several factors play a role, with confidence in the VC (Venture Capital) being essential to beginning the relationship and trust between the parties being essential to continuing it successfully. This relationship is a learning experience for both parties: while the entrepreneur becomes acquainted with the tools for daily, as well as strategic management, the venture capitalist learns how to effectively scout new attractive business ideas.

scholarly journals Telemedicine and Plastic Surgery: A Pilot Study

2015 ◽  
Vol 2015 ◽  
pp. 1-4 ◽  
Author(s):  
Denis Souto Valente ◽  
Luciano Silveira Eifler ◽  
Lauro Aita Carvalho ◽  
Gustavo Azambuja Pereira Filho ◽  
Vinicius Weissheimer Ribeiro ◽  
...  
Keyword(s):  
Plastic Surgery ◽  
Real Time ◽  
Learning Experience ◽  
Medical Data ◽  
Descriptive Statistics ◽  
The Internet ◽  
Access To Education ◽  
Transmission Of Information ◽  
Quality Of Transmission

Background. Telemedicine can be defined as the use of electronic media for transmission of information and medical data from one site to another. The objective of this study is to demonstrate an experience of telemedicine in plastic surgery. Methods. 32 plastic surgeons received a link with password for real-time streaming of a surgery. At the end of the procedure, the surgeons attending the procedure by the Internet answered five questions. The results were analyzed with descriptive statistics. Results. 27 plastic surgeons attended the online procedure in real-time. 96.3% considered the access to the website as good or excellent and 3.7% considered it bad. 14.8% reported that the transmission was bad and 85.2% considered the quality of transmission as good or excellent. 96.3% classified the live broadcasting as a good or excellent learning experience and 3.7% considered it a bad experience. 92.6% reported feeling able to perform this surgery after watching the demo and 7.4% did not feel able. 100% of participants said they would like to participate in other surgical demonstrations over the Internet. Conclusion. We conclude that the use of telemedicine can provide more access to education and medical research, for plastic surgeons looking for medical education from distant regions.

scholarly journals Application of IoT and BEMS to Visualise the Environmental Performance of an Educational Building

Energies ◽  
2020 ◽  
Vol 13 (15) ◽  
pp. 4009
Author(s):  
Mohataz Hossain ◽  
Zhenzhou Weng ◽  
Rosa Schiano-Phan ◽  
David Scott ◽  
Benson Lau
Keyword(s):  
Real Time ◽  
Environmental Performance ◽  
Learning Experience ◽  
Low Cost ◽  
Environmental Parameters ◽  
Energy Performance ◽  
Existing Building ◽  
Building Energy Management ◽  
Sound Levels ◽  
Questionnaire Surveys

This paper presents the application of Internet of Things (IoT) Technology and Building Energy Management System (BEMS) within the Marylebone Campus of the University of Westminster, located in central London, to improve the environmental performance of the existing building as well as enhance the learning experience on energy and sustainability. Sixty IoT sensors connected to minicomputers were planned to be deployed within three floors of the building to continuously measure the real-time environmental parameters, such as dry-bulb temperature, relative humidity, illuminance level, carbon dioxide, and sound levels. Experimental workshops were also arranged with undergraduate and post-graduate students at their classrooms using IoT sensors, portable Bluetooth sensors and online questionnaires to increase awareness of the effect of environmental and behavioural changes on energy saving through real-time visualisation. Users’ subjective feedback on their workplace was also collected through Post Occupancy Evaluation (POE) questionnaire surveys. The results show the effectiveness of IoT systems and BEMS in supplying the building users and management with high-resolution, low-cost data acquisition systems highlighting the existing challenges and future scopes. The study also documents the process and the improvement in students’ awareness of environmental and energy performance of their building through IoT data visualizations and POE.

A Real-time Interactive Visualizer for Large Classroom

2021 ◽  
Vol 11 (1) ◽  
pp. 1-26
Author(s):  
Samit Bhattacharya ◽  
Viral bharat Shah ◽  
Krishna Kumar ◽  
Ujjwal Biswas
Keyword(s):  
Real Time ◽  
Classroom Environment ◽  
Critical State ◽  
Teaching And Learning ◽  
Matrix Representation ◽  
Learning Experience ◽  
Large Classes ◽  
Display Area ◽  
The Status ◽  
Large Classrooms

In improving the teaching and learning experience in a classroom environment, it is crucial for a teacher to have a fair idea about the students who need help during a lecture. However, teachers of large classes usually face difficulties in identifying the students who are in a critical state. The current methods for classroom visualization are limited in showing both the status and location of a large number of students in a limited display area. Additionally, comprehension of the states adds cognitive load on the teacher working in a time-constrained classroom environment. In this article, we propose a two-level visualizer for large classrooms to address the challenges. In the first level, the visualizer generates a colored matrix representation of the classroom. The colored matrix is a quantitative illustration of the status of the class in terms of student clusters. We use three colors: red, yellow, and green, indicating the most critical, less critical, and the normal cluster on the screen, respectively. With tap/click on the first level, detailed information for a cluster is visualized as the second level. We conducted extensive studies for our visualizer in a simulated classroom with 12 tasks and 27 teacher participants. The results show that the visualizer is efficient and usable.

Technology Tools for Teaching and Learning in Real Time

2019 ◽  
pp. 255-278 ◽  
Author(s):  
Emtinan Alqurashi
Keyword(s):  
Online Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Theoretical Frameworks ◽  
Online Classroom ◽  
Virtual Classrooms ◽  
Technology Tools ◽  
Use Of Technology

Digital technologies provide learners with the opportunity to be actively involved and engaged in the online learning experience. However, with the rapid growth of technology, it can be challenging for instructors to keep up with the changes and assess the effectiveness of new technologies within online learning environments. In order to successfully integrate technology, two theoretical frameworks are commonly used to evaluate instructional technology effectiveness: the SAMR and TPACK models. Although there are many studies that discuss theoretical frameworks for technology integration, there is still a need to discuss the practical use of technology tools in the live online classroom in higher education. This chapter provides instructors with a practical guide for evaluating and implementing synchronous tools to enhance the student experience and learning. It focuses on four components: virtual classrooms, individual activities, real-time assessments, and group work.

Instructor Attitudes toward Interactive Television for Training Master Gardeners at a Distance

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 503b-503
Author(s):  
Michele R. Warmund ◽  
Denny Schrock
Keyword(s):  
New Technology ◽  
Interactive Television ◽  
Comfort Level ◽  
Personal Contact ◽  
Limiting Factor ◽  
Visual Aids ◽  
Master Gardener ◽  
Night Time ◽  
Program Delivery ◽  
It Training

Master Gardener training was delivered via interactive television (IT) or face-to-face (FTF) in 1996 and 1997. Following 1997 training, instructors were surveyed to determine if the method of program delivery influenced their perceptions of Master Gardener training. Most instructors preferred FTF program delivery as compared to IT training. More preparation time was spent in developing lecture notes, text slides, and visual aids for IT vs. FTF training. Although instructors were more comfortable with FTF training than IT programming, their comfort level with IT training increased with experience. A major reason for instructor discomfort with IT was the lack of personal contact with trainees. Although lack of interactivity was identified as a limiting factor with IT training, trainees monopolizing time during sessions was a major constraint for FTF training. In spite of instructor preference for FTF Master Gardener training, nearly all instructors indicated a willingness to teach IT training again. Motivating factors for future IT training included less night time instruction, less need to travel, job efficiency, and the opportunity to use new technology.

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