ANALYSIS OF STUDENT ACTIVITIES ON COMPUTER - A STUDY ON PUNJAB UNIVERSITY, INDIA

2012 ◽  
Vol 3 (3) ◽  
pp. 354-358
Author(s):  
Dr Gunmala Suri ◽  
Sneha Sharma
Keyword(s):  
Learning Activities ◽  
Information Collection ◽  
Learning Tools ◽  
Student Activities ◽  
Group Activities ◽  
E Learning ◽  
Faculty Department ◽  
Self Learning

The purpose of this research is to investigate and understand how students are using computer. The activities that a student undertakes with the help of computers which might be fulfilling some academic or non academic purpose, is of great interest. It will help in understanding the limitations and potentials offered by the technology for use of computer in classroom. This paper brings out the three major kinds of activities that students undertake with computer; self learning activities, Information collection tasks and communication and group activities. The study further analyses the effect of demographics i.e. gender, age and faculty (department) of students on the activities with computer. The results show that gender has no impact on the activities of students with computer. The age impacts only the activities related to Information collection by using computer where as the faculty of student significantly impacts all the activities viz. self learning activities, Information collection tasks and communication and group activities. The findings from this research can be used in designing future e-learning initiatives and development e-learning tools

scholarly journals Hogyan alakul (hat) a tanulói aktivitás egy MOOC során?

2017 ◽  
Vol 16 (4) ◽  
pp. 40
Author(s):  
Zsolt Námesztovszki ◽  
Dorottya Balázs P. ◽  
Cintia Kovács ◽  
Lenke Major ◽  
Dijana Karuović
Keyword(s):  
Empirical Data ◽  
Activity Patterns ◽  
Online Course ◽  
Learning Tools ◽  
Working Process ◽  
Massive Open Online ◽  
Student Activities ◽  
Massive Open Online Course ◽  
E Learning ◽  
Video Material

Manapság egyre több szó esik az időtől és helytől független tanulásról, amely elektronikus eszközök segítségével valósul meg. Ezen eszközök szervezett és összefogott megjelenítését biztosítják a MOOC (Massive Open Online Course) típusú kurzusok. Ezek a kurzusok egyre nagyobb népszerűségnek örvendenek az oktatók és a tanulók körében is, és egyre több ilyen struktúrájú képzés jelenik meg. Az utóbbi években magyar nyelvű képzések is egyre gyakrabban érhetők el, azonban ezek működése (az empirikus adatok tükrében) már kevésbé ismert. Ezt a kört bővíti ez a tanulmány, amely a tanulói aktivitás intenzitását vizsgálja a videómegtekintések, a fórumaktivitások és a tesztek kitöltésének ideje alapján három, saját készítésű MOOC felületén. --- Tracing learners' activity patterns in 3 MOOC trainings Nowadays, more and more researchers and teachers are talking about e-learning, which makes education independent of time and place. The MOOC (Massive Open Online Course) provides the organized and coordinated look of these e-learning tools. These courses are becoming more and more popular among instructors and students alike, and there are a number of these sorts of structured courses. In recent years there have also been a great number of courses available in Hungarian too, but their working process is less well-known (in light of empirical data). This study examines the intensity of the student activities during the video-material, the forum activities and the time of completion of the tests, on the basis of three self-made MOOCs.

scholarly journals STUDENTS' PERSPECTIVES IN STUDYING MATHEMATICS SUBJECT THROUGH E-LEARNING TOOLS AT FOUNDATION EDUCATION LEVEL

2021 ◽  
Vol 6 (23) ◽  
pp. 108-117
Author(s):  
Che Haziqah Che Hussin ◽  
Nurliyana Juhan ◽  
Suriana Lasaraiya ◽  
Ayu Afiqah Nasrullah
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Education Level ◽  
Female Students ◽  
Learning Activities ◽  
Asynchronous Learning ◽  
Learning Tools ◽  
Significant Difference ◽  
E Learning ◽  
The Impact

The aim of the study was to find out how students preferred using asynchronous and synchronous e-learning tools. Asynchronous learning occurs when there is no predetermined time for it to take place. Learners can learn whenever and wherever they want, and they can take their time to learn what they need to know. Synchronous e-learning is characterized by structured and time-bound activities delivered via web conferencing and chatting. At the Preparatory Centre for Science and Technology, Universiti Malaysia Sabah (PCST, UMS) lecturers could conduct synchronous or asynchronous due to MCO which was enforced on March 18, 2020. As a result, this study was done to examine the impact of several learning styles on foundation UMS students during the COVID-19 crisis, including synchronous and asynchronous. The quantitative data analysis of research will be presented in this study. Microsoft Excel was used for data analysis. The male and female students' opinions were compared using an independent sample t-test. Additionally, the responses of students to various aspects of e-learning were represented using descriptive statistics. The findings found a significant difference in students' perceptions of the efficacy of asynchronous e-learning activities. Female students’ responses show that they found asynchronous is more effective than male students at the foundation education level. Students were found to have a greater interest in asynchronous and blended learning activities.

scholarly journals E-learning and m-learning as tools for enhancing teaching and learning in higher education: a case study of Russia

2021 ◽  
Vol 110 ◽  
pp. 03007
Author(s):  
Oksana Marunevich ◽  
Valentina Kolmakova ◽  
Irina Odaruyk ◽  
Denis Shalkov
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Learning Activities ◽  
Learning Tools ◽  
Teachers And Students ◽  
E Learning ◽  
Russian Universities ◽  
Vital Factor

In the world of online education, teachers are constantly looking for ways to interact with students both synchronously and asynchronously. The next decade is likely to witness a considerable rise in the development of more advanced e-learning and m-learning tools since they have become a vital factor for education due to the global shutdown of learning activities forced by the COVID-19 pandemic. This paper is a preliminary attempt to analyze the use of e-learning and m-learning technologies by Russian universities. E-learning and m-learning mean sharing knowledge and skills by using web- or mobile-based technology, respectively. The most commonly employed learning tools are social networks, LMS, and video conferencing which due to their accessibility, immediacy, interactivity, and context-awareness benefit both teachers and students in a number of ways.

scholarly journals Persepsi Mahasiswa Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya Terhadap Pembelajaran Daring Via Zoom Pada Masa Pandemi Covid-19

2021 ◽  
Vol 2 (1) ◽  
pp. 23-33
Author(s):  
Siti Uswatun Khasanah ◽  
Ainun Syarifah
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Learning Activities ◽  
Learning Tools ◽  
Education Students ◽  
E Learning ◽  
Qualitative Descriptive

Abstract:This study aims to determine the perceptions of English Language Education students of UIN Sunan Ampel Surabaya on online learning via Zoom during the Covid-19 pandemic. The qualitative descriptive method was carried out by distributing questionnaires using Google Form to 45 English Education students at UIN Sunan Ampel Surabaya after completing the learning process for 3 months. The results of this study show that (1) the use of Zoom application provides new experiences in online learning activities, (2) students can easily operate some of the Zoom application features, (3) the learning process expects students to use the Zoom application, (4) the Zoom application is one of the e-learning tools that can support online learning activities continuously, (5) the use of Zoom application because the classmates agree to use the Zoom application, and (6) students can use the Zoom application easily in carrying out of online learning activities. Abstrak: Penelitian ini bertujuan untuk mengetahui persepsi mahasiswa Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya terhadap pembelajaran daring via Zoom pada masa pandemi Covid-19. Metode deskritif kualitatif dilakukan dengan menyebar angket kuesioner menggunakan Google Form kepada 45 mahasiswa Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya setelah menyelesaikan proses pembelajaran selama 3 bulan.   Hasil dari penelitian ini menyatakan bahwa (1) penggunaan   aplikasi Zoom memberikan pengalaman baru dalam aktivitas pembelajaran daring, (2) mahasiswa dapat dengan mudah mengoperasikan beberapa fitur aplikasi Zoom, (3) proses pembelajaran mengharapkan mahasiwa untuk menggunakan aplikasi Zoom, (4)  aplikasi Zoom merupakan salah satu e-learning yang dapat mendukung aktivitas pembelajaran secara daring,  (5) penggunaan aplikasi Zoom karena para teman sekelas menyetujui untuk menggunakan aplikasi Zoom, (6) serta para mahasiswa dapat menggunakan aplikasi Zoom dengan mudah dalam melakukan aktivitas pembelajaran daring.

Self-Evaluation E-Learning System for Manufacturing Engineering Subjects

2013 ◽  
Vol 759 ◽  
pp. 121-128 ◽  
Author(s):  
D. Morales-Palma ◽  
G. Centeno ◽  
C. Vallellano ◽  
F.J. Doblas ◽  
A.J. Martínez-Donaire ◽  
...  
Keyword(s):  
Evaluation System ◽  
Practical Knowledge ◽  
Learning System ◽  
Learning Tools ◽  
Teaching Innovation ◽  
Self Evaluation ◽  
E Learning ◽  
Final Score ◽  
Student Grades ◽  
Self Learning

This work presents a project of teaching innovation on the subject Technology of Manufacturing that has been developed for the last five years. The objective is to stimulate students for training through a self-evaluation system based on e-learning tools, in agreement with the guidelines of the European Higher Education Area (EHEA). The system includes a methodology to perform a series of evaluations about theoretical and practical knowledge which allows the student self-learning. The data obtained with the proposed system are analyzed and the effect on student results is discussed. The evolution in time of the student grades, their involvement and satisfaction with the project, and its influence in their final score are presented.

scholarly journals Gamification of learning activities with the Odin service

2016 ◽  
Vol 13 (3) ◽  
pp. 809-826 ◽  
Author(s):  
José Paiva ◽  
José Leal ◽  
Ricardo Queirós
Keyword(s):  
Formative Assessment ◽  
System Architecture ◽  
Management System ◽  
Learning System ◽  
Learning Activities ◽  
Learning Tools ◽  
Hybrid Courses ◽  
Learning Game ◽  
Learning System Architecture ◽  
E Learning

Existing gamification services have features that preclude their use by e-learning tools. Odin is a gamification service that mimics the API of state-of-theart services without these limitations. This paper presents Odin as a gamification service for learning activities, describes its role in an e-learning system architecture requiring gamification, and details its implementation. The validation of Odin involved the creation of a small e-learning game, integrated in a Learning Management System (LMS) using the Learning Tools Interoperability (LTI) specification. Odin was also integrated in an e-learning tool that provides formative assessment in online and hybrid courses in an adaptive and engaging way.

scholarly journals Student views of using e-learning tools to facilitate independent learning of anatomy and physiology

2015 ◽  
Author(s):  
Fiona Elizabeth Roberts
Keyword(s):  
Adaptive Learning ◽  
Learning Activities ◽  
Independent Learning ◽  
Online Resources ◽  
Learning Tools ◽  
Face To Face ◽  
Anatomy And Physiology ◽  
Student Views ◽  
E Learning ◽  
Computer Aided Learning

The ability to undertake life-long learning is essential in the world today and this requires independent learning skills. A growing body of evidence suggests integration of computer assisted learning could potentially replace face-to-face teaching entirely with no detriment to students. Case study methodology was therefore utilised to investigate students’ perceptions of the use of online resources to replace face-to-face teaching and the impact of this approach on student outcomes when learning anatomy and physiology. Concurrent mixed methods, incorporating pragmatic comparison of summative assessment scores with a questionnaire gathering student opinion of this learning method, were used. Students had access to typical Anatomy and Physiology Computer Aided Learning resources. Additional adaptive learning activities (ALA) and homework quizzes were provided. Directed study was given for every topic. All but four topics were supported by interactive workshops; these four were supported by additional ALA and an optional ‘drop in’ session. The results indicated no difference in student outcome for topics taught with and without workshop support. However, although students understood the rationale for the change and sufficient guidance was given, they found the independent learning challenging due to lack of intrinsic motivation and confidence. Engagement with ALA and homework quizzes was limited. Students do not want more independent learning and like the confidence provided by attending workshops. Using more selective online resources may be beneficial and ensuring that materials addressed online are used in other classes may be a way forwards, thus ensuring a constructivist approach to learning while encouraging more independent learning. Roberts Student views of using e-learning tools to facilitate independent learning of anatomy and physiology Journal of Learning Development in Higher Education, Issue 9: July 2015 2 Keywords: Computer Aided Learning; adaptive learning activities; constructivist learning; motivation; perceptions.

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