scholarly journals Impact of Technology from Learning Environment to Organizational Practices

2016 ◽  
Vol 3 (2) ◽  
pp. 108-114 ◽  
Author(s):  
Saleh Alkhabra ◽  
Natrah Abdullah
Keyword(s):  
Learning Environment ◽  
Knowledge Creation ◽  
Learning System ◽  
Online Learning Environment ◽  
Interactive Learning Environment ◽  
Knowledge And Skills ◽  
Face To Face ◽  
Remote Environment ◽  
Face To Face Learning ◽  
Impact Of Technology

Technology has been widely adopted in the learning environment to replace conventional face-to-face learning system. The attractiveness of technology into learning was supported by its convenient, versatile, interactive and effectiveness in delivering learning even at remote environment. Flexibility afforded by online learning environment allows its users to interactively transfer knowledge and skills to other users. These learning features promoted the popularity technology integration into learning environment which has been central to converting the abundance information available online and raw data available in organizations into database to improve business activities. In this review, issues arising from knowledge creation and management have been discussed as well as the relevancy of the interactive learning environment afforded by technology. Technology-based learning was found to have become integral part of life and has promoted learning isolated environment. Knowledge creation and management were found to be more effective when they are integrated to resolve organization problems. This paper supported that both knowledge creation and knowledge management are crucial components to create a strategic business advantage.Int. J. Soc. Sci. Manage. Vol-3, issue-2: 108-114 

Encouraging Learners Interactions in an Emergency Remote Environment

Relay Journal ◽  
2020 ◽  
pp. 201-208
Author(s):  
Mizuka Tsukamoto
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Interaction ◽  
Online Learning Environment ◽  
First Semester ◽  
Teacher Student ◽  
Remote Environment ◽  
Made In

This paper provides reflections on my first semester of teaching emergency remote teaching (ERT), due to the outbreak of the COVID-19 pandemic. After describing the context, I have described the choices I made in order to create and maintain an online learning environment, where student interaction is maximised, and enables the instructor to focus on the role of being a facilitator. Though it was not without a few challenges, overall, it could be considered a successful first attempt with possibly more teacher-student and student-student interaction achieved by the end of the semester.

scholarly journals Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Three Dimensions ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Face To Face ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

Social Presence in Online Learning

2021 ◽  
pp. 1580-1601
Author(s):  
Rachelle Dene Poth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Technology Usage ◽  
Face To Face ◽  
Opportunities For Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

The Gamification of Code

2022 ◽  
pp. 838-863
Author(s):  
Kristin Carlson ◽  
Rick Valentin
Keyword(s):  
Learning Environment ◽  
Course Design ◽  
Web Design ◽  
Online Resources ◽  
Face To Face ◽  
Video Lecture ◽  
Lecture Material ◽  
Games For Learning ◽  
Youtube Videos ◽  
Face To Face Learning

Teaching an introductory web design course is already a blended environment. Students meet face-to-face, yet have access to a myriad of online resources, YouTube videos, blogs, and forums to support their learning. However, the challenges of learning to understand code can inhibit students and diminish their motivation to look for resources. The authors have attempted to address this issue by focusing on the use and design of games for learning to code, as well as providing video lecture material in combination with the traditional face-to-face learning environment. By using games and gamification in the course design, the authors have found that students are able not only to bridge their knowledge between modalities more smoothly, but that they understand that there are multiple ways to solve a problem and feel empowered to search for solutions in innovative ways.

scholarly journals EXPLORING COLLABORATIVE ONLINE LEARNING

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
David D. Curtis ◽  
Michael J. Lawson
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Work Groups ◽  
Online Learning Environment ◽  
Substantial Evidence ◽  
Face To Face

An investigation was carried out to determine the extent to which evidence of collaborative learning could be identified in students’ textual interactions in an online learning environment. The literature on collaborative learning has identified a range of behaviors that characterize successful collaborative learning in face-to-face situations. Evidence of these behaviors was sought in the messages that were posted by students as they interacted in online work groups. Analysis of students’ contributions reveals that there is substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.

scholarly journals Students’ Perception toward the Implementation of Synchronous Learning during COVID-19 Pandemic in English Language Teaching (ELT)

E-Structural ◽  
2021 ◽  
Vol 4 (01) ◽  
pp. 1-16
Author(s):  
Tira Nur Fitria
Keyword(s):  
Online Learning ◽  
English Language ◽  
English Language Teaching ◽  
Learning System ◽  
Live Streaming ◽  
Technical Problems ◽  
Face To Face ◽  
Synchronous Learning ◽  
Zoom In ◽  
Face To Face Learning

Abstract. During COVID-19 pandemic, educators implement online learning in the education process. Basic interactive models of online learning available, such as synchronous learning, as a face-to-face learning process through online media. This research investigates the students’ perception toward the implementation of synchronous learning in ELT especially TOEFL. This research is qualitative. The results show that: 1) 51 % of students use Zoom and Live YouTube in learning TOEFL. 2) 89.7 % of students use mobile phones in online learning. 3) 49.7 % of students agree that Zoom has complete features. 4) 83.2 % of students agree that operating Zoom’s features is very easy. 5) 74.2 % of students agree that Zoom is easy-used. 6) 72.9 % of students agree that using Zoom in learning TOEFL is effective. 7) 73 % of students agree that using Live YouTube in learning TOEFL also effective. 8) 63.9 % agree that in Zoom, they can participate by face-to-face interactions (e.g. question-answer even discussion with lecturer and classmates. 9) 95.5 % of students agree that using YouTube, videos can be seen anytime and anywhere because videos are stored on the lecturer’s channel. In the understanding level of TOEFL, 83.2 % of students really understand in the listening section, 89.7 % of students understand the reading section, and 81.3 % of students understand the Structure and Written Expression section. Several problems affect learning TOEFL with Zoom and YouTube. Students have a problem with an internet connection. The other problems are internet quota, technical problems of the device (e.g battery, device dead suddenly, audio quality, device’s video/audio, and others), device’s type used, and surrounding conditions (e.g light conditions, sounds, or other disturbances). In the next learning system, 80.6 % of students agree that the next learning system implements face-to-face learning and still uses Zoom and YouTube Live Streaming. Keywords: ELT, synchronous learning, TOEFL, YouTube, Zoom Abstrak. Selama pandemi COVID-19, para pendidik menerapkan pembelajaran online dalam proses pendidikan. Model pembelajaran online interaktif dasar yang tersedia, seperti pembelajaran sinkron, sebagai proses pembelajaran tatap muka melalui media online. Penelitian ini mengkaji persepsi siswa terhadap penerapan pembelajaran sinkron di ELT khususnya TOEFL. Penelitian ini bersifat kualitatif. Hasil penelitian menunjukkan bahwa: 1) 51% siswa menggunakan Zoom dan Live YouTube dalam pembelajaran TOEFL. 2) 89,7% siswa menggunakan ponsel dalam pembelajaran online. 3) 49,7% siswa setuju bahwa Zoom memiliki fitur yang lengkap. 4) 83,2% siswa setuju bahwa mengoperasikan fitur Zoom sangat mudah. 5) 74,2% siswa setuju bahwa Zoom mudah digunakan. 6) 72,9% siswa setuju bahwa menggunakan Zoom in learning TOEFL efektif. 7) 73% siswa setuju bahwa menggunakan Live YouTube dalam pembelajaran TOEFL juga efektif. 8) 63,9% setuju bahwa dengan Zoom, mereka dapat berpartisipasi dengan interaksi tatap muka (misalnya tanya jawab bahkan diskusi dengan dosen dan teman sekelas. 9) 95,5% mahasiswa setuju bahwa dengan menggunakan YouTube, video dapat dilihat kapan saja dan di mana saja karena video disimpan di saluran dosen. Pada tingkat pemahaman TOEFL, 83,2% siswa sangat memahami bagian menyimak, 89,7% siswa memahami bagian membaca, dan 81,3% siswa memahami bagian Struktur dan Ekspresi Tertulis. Beberapa masalah memengaruhi pembelajaran TOEFL dengan Zoom dan YouTube. Siswa memiliki masalah dengan koneksi internet. Masalah lainnya adalah kuota internet, masalah teknis perangkat (misal baterai, perangkat mati mendadak, kualitas audio, video/audio perangkat, dan lain-lain), jenis perangkat yang digunakan, dan kondisi sekitarnya (misal kondisi cahaya, suara, atau gangguan lainnya). Pada sistem pembelajaran selanjutnya, 80,6% siswa setuju bahwa sistem pembelajaran selanjutnya menerapkan pembelajaran tatap muka dan masih menggunakan Zoom dan YouTube Live Streaming.Kata kunci: ELT, pembelajaran sinkronus, TOEFL, YouTube, Zoom

scholarly journals The Effect of the Covid-19 Pandemic on Stress Learning

2021 ◽  
Vol 2 (02) ◽  
pp. 59-76
Author(s):  
Qorri ‘Ainan Salsabila ◽  
Zachrina Aqinar ◽  
Muhamad Ridwan Effendi
Keyword(s):  
Learning System ◽  
Stress Factors ◽  
Literature Study ◽  
Face To Face ◽  
Study Approach ◽  
The Face ◽  
Face To Face Learning ◽  
Internet Networks ◽  
Solution Focused ◽  
Learning Stress

Learning stress or academic stress is a category of distress in which students perceive academic demands as disturbing. It can also be interpreted as pressure related to the ability to master a science. Symptoms of learning stress include physical reactions, behaviour, thought processes, and emotions. Based on various research results, the level of learning stress increases during the COVID-19 pandemic. This is considered related to the change in the face-to-face learning system to online (in the network), which raises new factors as triggers for learning stress. This research was conducted to determine how the COVID-19 pandemic affects stress in learning and find solutions to overcome feelings of stress in learning, especially solutions from an Islamic perspective. The method used by the author in this study is a qualitative method with a literature study approach with analysis of the theory of Robert J. Van Amberg about the stages of stress. The results of the study revealed that learning stress factors during the covid-19 pandemic were in the form of lack of understanding of the material, a lot of assignments, declining grades, a tiring and boring learning system, quota constraints and internet networks, individual internal factors, and social factors other. Islam views stress as a trial that every Muslim must face. Islam also provides solutions for stress, namely patience, tawakkal, and the discipline of worship. Other solutions for learning stress during the COVID-19 pandemic can also be in the form of problem-focused coping and emotional focused coping, web-based Solution-Focused Brief Counseling (SFBC), and spiritual, emotional freedom technique (SEFT).

scholarly journals DINAMIKA ‘NGAJI ONLINE’ RAMADHAN DI MASA PAGEBLUK COVID-19 PADA KOMUNITAS PESANTREN

2020 ◽  
pp. 75
Author(s):  
Samsul Arifin
Keyword(s):  
Therapeutic Relationship ◽  
Research Method ◽  
Boarding School ◽  
Learning System ◽  
Therapeutic System ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Relationship Of ◽  
Spiritual Relationship

This paper reveals the dynamics of the changing therapeutic relationship of the kiai with students (santri) in learning (ngaji) from face-to-face to online models in the time of COVID-19. The research method is ethnographic-hermeneutic. In the face-to-face learning system, therapeutics occur because of the warm relationship by looking directly at the kiai's face which makes the students feel calm. In the “Ngaji Online” the therapeutic system switches to environmental settings that make students feel safe and comfortable. In the “Ngaji Online” system, the warmth of relationships begins to weaken. However, this weakness can be covered up because the spiritual relationship between the kiai and the students still feels strong. This spiritual relationship is the key to therapeutic for the Islamic boarding school.

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

scholarly journals Penggunaan Media Pembelajaran Google Classroom Untuk Meningkatkan Motivasi Belajar Mata kuliah Atletik Lanjutan

2021 ◽  
Vol 2 (1) ◽  
pp. 41-54
Author(s):  
Jan Bobby Nesra Barus
Keyword(s):  
Student Motivation ◽  
Learning System ◽  
Learning Program ◽  
Study Program ◽  
Face To Face ◽  
Education Study ◽  
Presidential Decree ◽  
Face To Face Learning ◽  
The Republic ◽  
The University

Referring to the Presidential Decree, the Ministry and Culture of the Republic of Indonesia (Kemendikbud RI) launched a home learning program, so all educational institutions including the University of Quality Berastagi have changed face-to-face learning to online-based learning. The current situation requires all students to adapt to the learning process, change the learning system until the Covid-19 emergency ends. Online-based learning is a solution so that learning continues as usual during the Covid-19 emergency, one of the online-based learning media used at Quality Berastagi University to be precise in the Sports Education Study Program is the google classroom. The purpose of this study was to determine the level of student motivation using google classroom learning media in advanced athletic courses. Data collection techniques using learning outcomes tests and student motivation questionnaires. The population in this study were all students of the Sports Education Study Program FKIP Quality Berastagi University who took advanced athletic subjects, then the sample used total sampling, which means that all students will be used as research samples as many as 21 students. The results showed that the level of student learning motivation using google classroom at the University of Quality Berastagi was in the high category (76.19%).

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