scholarly journals DESIGN DAYS (RE)BOOT CAMP: INTEGRATING FIRST-YEAR ENGINEERING DESIGN REMOTELY

2021 ◽  
Author(s):  
Jennifer Howcroft ◽  
Igor Ivkovic ◽  
Matt. Borland ◽  
Reem Roufail ◽  
Carolyn MacGregor
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Systems Design ◽  
Access Point ◽  
Boot Camp ◽  
First Year ◽  
Learning Technology ◽  
Continual Improvement ◽  
Intended Learning Outcomes ◽  
Support Students

Due to the COVID-19 pandemic, course activities pivoted to online learning in 2020. This necessitated a redesign of Systems Design Engineering’s Design Days from a two-day in-person event at the start of term to three shorter online sessions throughout term to prepare and support students during their first term atuniversity. These sessions featured new activities including, an arcade game developed using block coding;a Rube Goldberg virtual ball toss; and the design of a Wi-Fi access point reflector. All activities were designed using principles of effective online learning including, social presence, familiarization with online learning technology, and engaging activities. The online Design Days (Re)Boot Camp ran successfully during Fall 2020, supporting most intended learning outcomes and achieving high initial participation. Continual improvement will focus on sustaining participation, strengthening connections to design and technical concepts, and retaining strong elements upon the return to in-person learning.

scholarly journals DESIGN DAYS BOOT CAMP 2.0: IMPROVEMENTS AND CONNECTIONS TO CEAB GRADUATE ATTRIBUTES

2019 ◽  
Author(s):  
Jennifer Howcroft ◽  
Igor Ivkovic ◽  
Matthew J. Borland ◽  
Maud Gorbet
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Systems Design ◽  
Boot Camp ◽  
First Year ◽  
Design Activity ◽  
Graduate Attributes ◽  
Design Activities ◽  
Intended Learning Outcomes

Engineering design is a critical skill that all engineering students are expected to learn and is often the focus of final year capstone projects and first-year cornerstone projects. In the Systems Design Engineering Department at the University of Waterloo, engineering design is introduced to the students during an intense two-day Design Days Boot Camp. Design Days was originally conceived of and run in Fall 2016. The Fall 2018 version, Design Days 2.0, included substantial improvements focused on adding two additional design activities and a writing activity, strengthening the connection with first year content, and providing a greater variety of team experiences. The methods of achieving the nine intended learning outcomes of Design Days 2.0 are discussed and connected to CEAB graduate attributes. This demonstrates that meaningful learning can be achieved during a two-day boot camp that will starts students on the path towards professional engineering. Other departments are encouraged to use the presented intended learning outcomes, graduate attributes connections, and Design Days 2.0 descriptions as a template for their own design boot camp. Finally, Design Days 2.0 inspired ideas for further improvements including the incorporation of a software-focused design activity, adding budgetary constraints, and providing an opportunity for student reflection.

scholarly journals “I Feel Like a Guinea Pig”: Emotional Responses to the Online Pivot

2021 ◽  
pp. 303-311
Author(s):  
Elaine Beirne ◽  
Mairéad Nic ◽  
Mark Brown
Keyword(s):  
Public Health ◽  
Online Learning ◽  
Thematic Analysis ◽  
Positive Emotions ◽  
Emotional Responses ◽  
First Year ◽  
Emotional Experiences ◽  
First Year Students ◽  
Institutional Strategies ◽  
Support Students

This paper reports on the emotional experiences of first year students as they prepared to start their higher education online because of Covid-19 public health precautions. Emotion research holds important insights for the development of pedagogical and institutional strategies to support students adapt to the increased focus on online learning both now and into the future. Students’ responses to a survey embedded at the beginning of an online learning preparatory MOOC were analysed to identify (a) the anticipatory emotions they were experiencing towards online learning, and (b) what they perceived to be the sources of those emotions. Findings revealed that anxiety was the prevailing emotion, although positive emotions, such as excitement and hope, were also reported. A thematic analysis identified seven over-arching sources of those emotions as described by the students. This paper concludes by briefly discussing the implications for educators.

scholarly journals Social presence in online learning communities: the role of personal profiles

2014 ◽  
Vol 22 ◽  
Author(s):  
Karen Kear ◽  
Frances Chetwynd ◽  
Helen Jefferis
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Social Presence ◽  
Communication Systems ◽  
Online Community ◽  
Online Communication ◽  
Learning Technology ◽  
Discussion Forums ◽  
Online Learning Communities

Online communication is increasingly used in education, but it is not without problems. One significant difficulty is a lack of social presence. Social presence relates to the need for users of technology-based communication to perceive each other as real people. Low social presence can be a particular issue in text-based, asynchronous systems such as discussion forums, leading to feelings of impersonality and disengagement from online learning. Features of online communication systems have the potential to increase social presence. One possibility, advocated in the literature on online learning, is the use of personal profiles and photos to help participants to learn something about each other and feel more connected. This paper discusses the question: To what extent do personal profiles enhance social presence in online learning communities? It presents research findings from two studies which investigated learners’ use and perceptions of personal profiles in online forums. The findings suggest that personal profiles and photos help some online learners to feel in touch with each other. Other learners, however, do not feel the need for these facilities, have privacy concerns or prefer to focus on the forum postings.Keywords: personal profile; online community; learning community; social presence; distance learning(Published: 7 August 2014)Citation: Research in Learning Technology 2014, 22: 19710 -http://dx.doi.org/10.3402/rlt.v22.19710

THE FEATURES OF ORGANIZING BLENDED LEARNING USING LMS MOODLE

2018 ◽  
pp. 43-50 ◽  
Author(s):  
E. V. Karmanova
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Training ◽  
Educational Process ◽  
Learning Technology ◽  
Full Time ◽  
Educational Organizations ◽  
Teaching Materials ◽  
The World

The technology of blended learning is one of the modern trends in education both in the world and in Russia. The article explores the various possibilities of blended learning technology. As a means of implementing online learning, it is proposed to use LMS Moodle, which is widely used among educational organizations. The categorization of the main elements of Moodle from the perspective of the organization of pedagogical control, forms of presentation of teaching materials is presented. Examples of the use of basic resources and elements of Moodle in the educational process are given. The interactive properties of individual elements those allow you to more effectively implement online learning in blended learning technology are revealed. An approach is proposed to understand the essence of blended learning technology as a technology that allows to activate a student’s activities in the framework of full-time education by using online training and transferring (from full-time education) those activities that students are able to implement in the absence of a teacher.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

GPFS: A Graph-based Human Pose Forecasting System for Smart Home with Online Learning

2021 ◽  
Vol 17 (3) ◽  
pp. 1-19
Author(s):  
Xin Li ◽  
Dawei Li
Keyword(s):  
Online Learning ◽  
Smart Home ◽  
Data Privacy ◽  
Structural Information ◽  
Learning Technology ◽  
Extensive Evaluation ◽  
Forecasting System ◽  
Human Pose ◽  
Human Joints ◽  
Visual Domain

Forecasting human poses given a sequence of historical pose frames has several important applications, especially in the domain of smart home safety. Recently, computer vision-based human pose forecasting has made a breakthrough using deep learning technology. However, to implement a practical system deployed on an IoT edge environment, there are still two issues to be addressed. First, existing methods on pose forecasting fail to model the coherent structural information of connected human joints and thus cannot achieve satisfactory prediction accuracy, especially for long-term predictions. Second, a general and static pre-trained prediction model may not perform well in the deployment environment due to the visual domain shift problem. In this article, we propose a hybrid cloud-edge system called GPFS to solve those issues. Specifically, we first introduce a novel graph convolutional neural network (GCN)-based sequence-to-sequence learning method, which enhances the sequence encoder by using a graph to represent both the spatial and temporal connections of the human joints in the input frames. The GCN improves the forecasting accuracy by capturing the motion pattern of each joint as well as the correlations among different human joints over time. Second, to address the domain shift issue and protect data privacy, we extend the system to perform online learning on the IoT edge to adapt the cloud trained general model with online collected on-site domain data. Extensive evaluation on Human 3.6M and Penn Action datasets demonstrates the superiority of our proposed system.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

Solutions, enablers and barriers to online learning in clinical medical education during the first year of the Covid19 pandemic: A rapid review

2021 ◽  
pp. 1-9
Author(s):  
Rodrigo Almeida Bastos ◽  
Danielle Rachel dos Santos Carvalho ◽  
Carolina Felipe Soares Brandão ◽  
Ellen Cristina Bergamasco ◽  
John Sandars ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Rapid Review ◽  
First Year
Sign in / Sign up

Export Citation Format

Share Document