scholarly journals التفاعل بین استراتیجیتی التعلم التنافسی ونمطی وجهة الضبط فی بیئة تعلم إلکترونیة قائمة على المشروعات وأثره على جودة انتاج المصادر الرقمیة لدى طلاب تکنولوجیا التعلیم. The interaction between competitive learning strategies and control stereotypes in a project-based e-learning environment and its impact on the quality of digital resource production among educat

2019 ◽  
Vol 38 (2) ◽  
pp. 329-367
Author(s):  
علی عبد الرحمن محمد خلیفة ◽  
ایمان حسن حسن زغلول
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Competitive Learning ◽  
Digital Resource ◽  
E Learning ◽  
And Control

THE PROCESS OF DIGITALIZATION OF EDUCATIONAL INSTITUTIONS

2020 ◽  
Author(s):  
Муса Увайсович Ярычев
Keyword(s):  
Learning Environment ◽  
Education System ◽  
New Teacher ◽  
Educational Institutions ◽  
Quality Of Education ◽  
Necessary Condition ◽  
Teacher Competencies ◽  
Important Condition ◽  
E Learning

В статье рассматривается вопрос о цифровизации школы, как важном условии повышения качества образования. Организованная при помощи электронных форм среда обучения предоставляет ученикам большую самостоятельность. Необходимым условием совершенствования системы образования выступает создание новых, необходимых для цифровой экономики компетенций педагога. The article considers the issue of school digitalization as an important condition for improving the quality of education. The e-learning environment provides students with greater independence. A necessary condition for improving the education system is the creation of new teacher competencies necessary for the digital economy.

scholarly journals Utilizing a Facebook closed group for EFL e-learning environment: Students’ views

2021 ◽  
Vol 8 (3) ◽  
pp. 1026-1044
Author(s):  
Martha Nandari Santoso
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Online Classes ◽  
Online Class ◽  
Face To Face ◽  
Closed Group ◽  
E Learning ◽  
Group A ◽  
Display Quality

This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class. 

Successful Online Teaching and Learning Strategies

2009 ◽  
pp. 110-123
Author(s):  
Mary D. Oriol ◽  
Gail Tumulty
Keyword(s):  
Online Education ◽  
Learning Environment ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Clear Understanding ◽  
Positive Learning Environment ◽  
E Learning ◽  
Teaching Learning

This chapter presents a theoretical framework and research base for the successful transition of an established Master of Science in Nursing program from that of traditional classroom delivery to one that is Web-based with no geographic limitations to students. The application of socio-technical systems theory to facilitate creation of a positive learning environment for future nurse leaders is described. Use of social processes and application of technology to optimize learning is explained and the latest research on content presentation and student engagement in an e-learning environment are presented. The authors hope that through examination of successful online teaching/learning strategies, readers will have a clear understanding of the competencies necessary for students and faculty to be successful in online education.

scholarly journals Undergraduate Radiology Education During the COVID-19 Pandemic: A Review of Teaching and Learning Strategies

2020 ◽  
pp. 084653712094482 ◽  
Author(s):  
Kathryn E. Darras ◽  
Rebecca J. Spouge ◽  
Anique B. H. de Bruin ◽  
Anto Sedlic ◽  
Cameron Hague ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Learning Environment ◽  
Radiology Education ◽  
Case Based Learning ◽  
E Learning

The Coronavirus disease 2019 (COVID-19) pandemic has altered how medical education is delivered, worldwide. Didactic sessions have transitioned to electronic/online platforms and clinical teaching opportunities are limited. These changes will affect how radiology is taught to medical students at both the pre-clerkship (ie, year 1 and 2) and clinical (ie, year 3 and 4) levels. In the pre-clerkship learning environment, medical students are typically exposed to radiology through didactic lectures, integrated anatomy laboratories, case-based learning, and ultrasound clinical skills sessions. In the clinical learning environment, medical students primarily shadow radiologists and radiology residents and attend radiology resident teaching sessions. These formats of radiology education, which have been the tenets of the specialty, pose significant challenges during the pandemic. This article reviews how undergraduate radiology education is affected by COVID-19 and explores solutions for teaching and learning based on e-learning and blended learning theory.

scholarly journals Tools for peer assessment in an e-learning environment

Seminar.net ◽  
2010 ◽  
Vol 6 (3) ◽  
Author(s):  
Hugo Nordseth ◽  
Sonja Ekker ◽  
Robin Munkvold
Keyword(s):  
Learning Environment ◽  
Peer Review ◽  
Peer Assessment ◽  
Physical Geography ◽  
Formative Feedback ◽  
Basic Knowledge ◽  
Digital Competence ◽  
Expected Performance ◽  
E Learning

Our exploration of peer assessment in the formative feedback of themes within ITL111 Digital Competence for teachers (15 ECTS) and GEO102 Physical Geography (15 ECTS) is based on support from tools within the LMS, sets of learning based outcomes, rubrics and Six Thinking Hats. The overall effect is improved quality of the student assignments and deeper learning. The best results were registered with the use of rubrics where the students were presented with clearly defined criteria for expected performance on a sample of different themes within the course. In order to perform the peer review, the students had to acquire the basic knowledge of the various themes. In addition, seeing how others solved the assignment provided the student with reflections on the themes that would improve the student's own final portfolio.

scholarly journals Menjaga Kualitas Pembelajaran Praktikum Pengolahan Data Secara Daring pada Mata Pelatihan Analisis dan Interpretasi Data

2021 ◽  
Vol 9 (1) ◽  
pp. 24-32
Author(s):  
Naily Kamaliah ◽  
Alpha Fadila Juliana Rahman
Keyword(s):  
Data Processing ◽  
Learning Strategies ◽  
Online Training ◽  
Learning Objectives ◽  
Training Data ◽  
Face To Face ◽  
Learning Platform ◽  
Quality Of Learning ◽  
E Learning

[MAINTAINING THE QUALITY OF LEARNING DATA PROCESSING PRACTICUM IN SUBJECT OF TRAINING DATA ANALYSIS AND INTERPRETATION]. Online learning during the SARS-CoV2 virus pandemic is a necessity in order to avoid the spread of the virus. But in its implementation, it becomes a challenge, especially in practicum learning. The implementation of online training is a response to the situation and conditions in the SARS-CoV2 virus pandemic which forces classical training to migrate to online training. The purpose of this study was conducted to find out what factors support the achievement of learning objectives, in classical learning, e-learning, and whether the learning strategies that have been applied in e-learning can maintain the quality of training. The instrument in this study was an assessment of the evaluation of learning from participants for the facilitator, on 3 waves of classical PPJFP and 3 waves of PPJFP e-learning, with a total of 126 training participants as respondents. Data processing and analysis were carried out by simple regression analysis, to find out the factors that influence the achievement of learning objectives; as well as an independent sample t-test to compare classical learning methods (face to face) and e-learning. The results showed that the systematic presentation of learning materials and the ability to present the material were the spearheads in the achievement of face-to-face learning. In synchronous learning through the E-learning Platform, aspects of how the facilitator answers questions are important points in learning through e-learning; and e-learning at the syncronus stage is able to maintain the quality of learning.

A Hybrid Analysis of E-Learning Types and Knowledge Sharing Measurement Indicators

2014 ◽  
pp. 60-70
Author(s):  
Davood Qorbani ◽  
Iman Raeesi Vanani ◽  
Babak Sohrabi ◽  
Peter Forte
Keyword(s):  
Learning Environment ◽  
Knowledge Sharing ◽  
Conceptual Model ◽  
Learning Environments ◽  
Hybrid Analysis ◽  
Different Types ◽  
E Learning ◽  
Social Organizational ◽  
Learning Types

E-learning as a method of effective transference of knowledge is being widely used. This chapter introduces a conceptual model that shows administrators/directors of e-learning environments how to recognize and utilize different sets of knowledge sharing indicators (a combination of individual, social, organizational, and technical indicators) to enhance the quality of learning in e-learning environments. A model in which different types of e-learning can be employed is introduced and elaborated. Then, several knowledge-sharing indicators that have the potential of facilitating and enhancing the e-learning environment are presented. Finally, the conceptual model of knowledge sharing indicators to facilitate different types of e-learning environments is provided and discussed.

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