Development of an Innovative Learning Methodology Aiming to Optimise Learners’ Spatial Conception in an Online Mechanical CAD Module During COVID-19 Pandemic

The COVID-19 pandemic struck humanity in February 2020. Closures of educational institutions, worldwide, resulted to the creation of emergency remote teaching environments as a substitute to face to face learning. The disruption caused in the academic community has stimulated innovative learning methods within all levels of the educational sector. New parameters affecting knowledge transmission are getting involved while students follow courses apart on a common virtual learning environment. This research is based on a first-semester Mechanical Engineering CAD module in tertiary education. A learning strategy has been applied by reforming the traditional face-to-face leaning mode to a fully remote learning environment. The methods applied have been tested using statistical analysis and have shown to contribute significantly in students’ spatial perception in 2-Dimentional Drawings. The outcomes of this research reveal a novel teaching strategy that improved students’ academic achievements in CAD during the lockdown. Specific aspects can be considered sustainable on their return back to normality.

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Shape-shifting connections, relationships and Pacific education in the uncharted waters of a global pandemic

The New Zealand Annual Review of Education ◽

10.26686/nzaroe.v26.6932 ◽

2021 ◽

Vol 26 ◽

pp. 168-174

Author(s):

Cherie Chu-Fuluifaga

Keyword(s):

Online Learning ◽

Tertiary Education ◽

Face To Face ◽

Global Pandemic ◽

Short Period ◽

The World ◽

Face To Face Learning

The importance of maintaining connections and relationships across tertiary education for students is discussed as a way of examining the nature of Pacific education in challenging times, particularly in terms of fractured face-to-face learning. Universities have been thrust into an unpredictable time of remote/distance/online learning in a short period of time. The process has been unsettling and challenging for people across the world. As Pacific students and staff experience the unchartered waters of Covid-19 and global disturbances, they are searching out ways to build purposeful connections, shape-shifting and ways to maintain communities of academic togetherness while harnessing the tools of their knowledge trajectories in research. This article will focus on four key principles: valuing personal and academic connections beyond the textbook; discovering heart-warming methods of connection; and connecting for growth and wellbeing.

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Blended Learning

Handbook of Research on Technology-Centric Strategies for Higher Education Administration - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-2548-6.ch007 ◽

2017 ◽

pp. 108-125

Author(s):

Mark B. Russell ◽

Irene M. Y. Woon ◽

Stylianos Hatzipanagos

Keyword(s):

Online Learning ◽

Educational Leadership ◽

Change Management ◽

Blended Learning ◽

Learning Environments ◽

Learning Strategy ◽

Online Learning Environments ◽

Face To Face ◽

Face To Face Learning ◽

Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

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MyLO

Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education ◽

10.4018/978-1-61350-074-3.ch011 ◽

2012 ◽

pp. 129-137

Author(s):

Si Fan ◽

Quynh Lê ◽

Yun Yue

Keyword(s):

Online Courses ◽

Tertiary Education ◽

Communication Services ◽

Web Based ◽

Education Management ◽

Face To Face ◽

Wide Range ◽

Face To Face Learning ◽

Management Students

As one of the key infrastructures within web-based learning, courseware is adopted by schools and universities to enable a systematic learning delivery and education management. Students in both traditional face-to-face learning and online courses can benefit from this technology. The wide range of courseware platforms are supporting course needs by offering great flexibility in information delivery, communication services, and collaboration. This chapter looks at the role of web-based courseware in tertiary education, using MyLO (My Learning Online) as an example. It reveals that courseware systems like MyLO have a great potential in facilitating collaborations and enhance interactions among lecturers and students. To achieve this, potential efforts from all perspective are required; including students, lecturers and faculties.

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The Gamification of Code

10.4018/978-1-6684-3710-0.ch038 ◽

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.

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Integrating problem-based learning with schoology in criminal law course

Psychology, Evaluation, and Technology in Educational Research ◽

10.33292/petier.v2i2.35 ◽

2020 ◽

Vol 2 (2) ◽

pp. 90

Author(s):

Dzul Rachman ◽

Rio Arif Pratama ◽

Ni Wayan Surya Mahayanti ◽

I Putu Indra Kusuma

Keyword(s):

Problem Solving ◽

Criminal Law ◽

Time Allocation ◽

Tertiary Education ◽

Learning Model ◽

Problem Solving Skills ◽

Face To Face ◽

Quasi Experimental ◽

Inferential Analysis ◽

Face To Face Learning

This study indents to investigate students’ perception of problem-solving skill and influence of Schoology on students’ ability to solve problems used in the criminal course in tertiary education. In reality, this course requires many activities involving students to solve various types of cases. This study used the quasi-experimental method at the class of criminal law. The students were from the Faculty of Law taking a 14 week enrolled in the Criminal course in the second semester. The instruments in this study were test and questionnaire. Data were analyzed using descriptive and inferential analysis. The overall, There are significant differences in problem-solving skills between the students who learn the material of solubility and constant solubility product using Problem-solving learning model through Schoology in the learning activities. Furthermore, this learning model can also be applied to overcome the lack of time allocation for face-to-face learning.

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Strategy for the Implementation of Blended Learning at MTs Muhammadiyah 1 Taman

Proceedings of the ICECRS ◽

10.21070/icecrs20211156 ◽

2021 ◽

Vol 10 ◽

Author(s):

Shafa Ayu Faramida ◽

Muhlasin Amrullah

Keyword(s):

Data Collection ◽

Learning Strategies ◽

Learning Strategy ◽

Qualitative Approach ◽

Primary Data ◽

Research Use ◽

Face To Face ◽

Primary Data Source ◽

Data Source ◽

Face To Face Learning

This research is about what learning strategies were used during the Covid-19 pandemic at MTS Muhammadiyah 1 Taman. The Covid-19 pandemic has disrupted the conventional learning process. With that, this research was conducted to determine the learning strategies carried out at the school. This research use desciptive qualitative approach. The purpose of the research was to obtain an overview of the implementation of online learning at MTS Muhammadiyah 1 Taman as an effort to reduce the spread of the Covid-19 virus. The data source used is the primary data source. he informant in this is the Principal of Madrasah Mts Muhammadiyah 1 Taman. Data collection techniques used include interviews, observation, and documentation. The results of this study indicate that the learning strategy during the Covid-19 pandemic uses the Blendid Learning strategy which is carried out face-to-face and online. With this strategy, students can enter school on a predetermined schedule in turn. This strategy is very efficient because in addition to students being able to do face-to-face learning with the teacher in the classroom, they can also access the material provided online wherever they are. When students do not understand the material provided, they can discuss it in person in class or online. Of course, this is very beneficial for both educators and students, because learning will be very comfortable and more effective.

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Empirical Comparison of 3-D Virtual World and Face-to-Face Classroom for Higher Education

Journal of Database Management ◽

10.4018/jdm.2012070102 ◽

2012 ◽

Vol 23 (3) ◽

pp. 30-49 ◽

Cited By ~ 11

Author(s):

Xiaofeng Chen ◽

Keng Siau ◽

Fiona Fui-Hoon Nah

Keyword(s):

Higher Education ◽

Learning Environment ◽

Second Life ◽

Virtual World ◽

Instructional Strategy ◽

Relative Effectiveness ◽

Perceived Learning ◽

Face To Face ◽

Significant Difference ◽

Face To Face Learning

Many higher education institutions have set up virtual classrooms in the 3-D virtual world. In this research, the authors assess the relative effectiveness of a 3-D virtual world learning environment, Second Life, compared to traditional face-to-face learning environment. They also assess the effects of instructional strategies in these two learning environments on interactivity, perceived learning, and satisfaction. The authors’ findings suggest that learning environment interacts with instructional strategy to affect the learners’ perceived learning and satisfaction. Specifically, when interactive instructional strategy is used, there is no significant difference for perceived learning and satisfaction between the 3-D virtual world and face-to-face learning environment. However, when a direct instructional strategy is used, there is a significant difference for perceived learning and satisfaction. They also assessed whether or not technology helps increase learner and instructor interaction. The result suggests that in interactive instructional sessions, students experienced a higher level of classroom interactivity in Second Life than in face-to-face classroom.

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