scholarly journals A Study of Class Meetings in VR: Student Experiences of Attending Lectures and of Giving a Project Presentation

2021 ◽  
Vol 2 ◽  
Author(s):  
Andrew Yoshimura ◽  
Christoph W. Borst
Keyword(s):  
Social Presence ◽  
Good Alternative ◽  
Student Experiences ◽  
Simulator Sickness ◽  
Technical Problems ◽  
Student Opinions ◽  
Class Meetings ◽  
Desktop Vr ◽  
Communication Methods ◽  
Study Student

We study student experiences of social VR for remote instruction, with students attending class from home. The study evaluates student experiences when: (1) viewing remote lectures with VR headsets, (2) viewing with desktop displays, (3) presenting with VR headsets, and (4) reflecting on several weeks of VR-based class attendance. Students rated factors such as presence, social presence, simulator sickness, communication methods, avatar and application features, and tradeoffs with other remote approaches. Headset-based viewing and presenting produced higher presence than desktop viewing, but had less-clear impact on overall experience and on most social presence measures. We observed higher attentional allocation scores for headset-based presenting than for both viewing methods. For headset VR, there were strong negative correlations between simulator sickness (primarily reported as general discomfort) and ratings of co-presence, overall experience, and some other factors. This suggests that comfortable users experienced substantial benefits of headset viewing and presenting, but others did not. Based on the type of virtual environment, student ratings, and comments, reported discomfort appears related to physical ergonomic factors or technical problems. Desktop VR appears to be a good alternative for uncomfortable students, and students report that they prefer a mix of headset and desktop viewing. We additionally provide insight from students and a teacher about possible improvements for VR class technology, and we summarize student opinions comparing viewing and presenting in VR to other remote class technologies.

scholarly journals The sound of study: Student experiences of listening in the university soundscape

2015 ◽  
Vol 40 (6) ◽  
pp. 804-823
Author(s):  
Ernst D. Thoutenhoofd ◽  
Jana Knot-Dickscheit ◽  
Jana Rogge ◽  
Margriet van der Meer ◽  
Gisela Schulze ◽  
...  
Keyword(s):  
Student Experiences ◽  
The University ◽  
Study Student

scholarly journals Digital Communication through Online Learning in Indonesia: Challenges and Opportunities

2021 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Ayu Rahmawati ◽  
Firman Kurniawan Sujono
Keyword(s):  
Online Learning ◽  
Social Context ◽  
Digital Media ◽  
Social Presence ◽  
Online Communication ◽  
Technical Problems ◽  
Analog To Digital ◽  
Learning Platform ◽  
Challenges And Opportunities ◽  
Teachers And Students

The technological revolution that has changed from analog to digital creates new challenges and opportunities, particularly when referring to the communication perspective. This study discusses communication through digital media and its dynamics in Indonesia. It comprehensively examined Ruangguru, the biggest online learning platform in Indonesia. This paper uses a qualitative descriptive approach with a case-study method. It is aimed to analyze Ruangguru’s online learning communication patterns using the social presence theory in the dimensions of social context, online communication, and interactivity. The result of this study reveals many advantages offered by online learning. Nevertheless, online learning can not fully replace conventional learning, especially when viewed from the low dimensions of social context. In the online communication dimension, Indonesia is still hampered by technical problems, both from technology infrastructure and the readiness of teachers and students.

scholarly journals Staying connected while physically apart: Digital communication when face-to-face interactions are limited

2021 ◽  
pp. 146144482098544
Author(s):  
Minh Hao Nguyen ◽  
Jonathan Gruber ◽  
Will Marler ◽  
Amanda Hunsaker ◽  
Jaelle Fuchs ◽  
...  
Keyword(s):  
Digital Media ◽  
Social Presence ◽  
Text Messaging ◽  
Social Connectedness ◽  
Digital Communication ◽  
Media Use ◽  
Empirical Work ◽  
Online Games ◽  
Face To Face ◽  
Communication Methods

Theoretical and empirical work on digital media use and social connectedness has often considered face-to-face communication to be an available option. But how do various digital media uses relate to social connectedness when face-to-face communication is not, or much less, possible? Drawing on survey data from 2925 US adults during the early months of the COVID-19 pandemic, we find that different digital communication methods display different relationships with social connectedness under stay-at-home circumstances with limited in-person interactions outside the home. Overall, digital communication relates to lower social connectedness. In line with notions from social presence theory, especially digital media lower in social presence (e.g. email, social media, and online games, and to some extent text messaging) relate negatively to social connectedness, while this is not the case for higher social presence media (e.g. voice and video calls). Our study has implications for theorizing about digital media use and social connectedness in times when face-to-face communication is less available.

scholarly journals THE IMPLEMENTATION OF FLIPPED CLASSROOM IN TEACHING ENGLISH FOR NURSING STUDENTS

2021 ◽  
Vol 10 (2) ◽  
pp. 201
Author(s):  
Juliana Juliana ◽  
Afni Yan Syah
Keyword(s):  
Nursing Students ◽  
Flipped Classroom ◽  
Male Students ◽  
Student Experiences ◽  
English Studies ◽  
Teaching English ◽  
Student Opinions ◽  
Academic Year ◽  
Banda Aceh

This research is a case study. The purpose of this study was to determine the process of implementing a flipped classroom for English course and analyse students’ perceptions of the implementation of the Flipped Classroom in teaching English for the nursing students of Nursing Academy of Kesdam Iskandar Muda Banda Aceh. The participant in this study were 50 students of Nursing Academy of Kesdam Iskandar Muda Banda Aceh in the academic year 2020/2021. They consist of 4 male students and 46 female students. Data collection methods in this study are lecturer’s observation checklist, teacher’s fieldnote and questionnaires. Lecturer's observation checklist in the form of a checklist for implementing the flipped classroom strategy at each meeting. Lecturer’s fieldnote is some notes that found while flipped classroom was implemented.  Questionnaires are used to obtain results from student opinions and student experiences in Flipped Classroom. More than half of students felt that Flipped classroom aided their English studies. Most of the students enjoyed the flipped classroom learning and believed that this method can support their learning. This implies that the method is still useful for EFL classroom of  ELT context. .

scholarly journals STUDENTS' SOCIAL PRESENCE AND PERCEIVED LEARNING TOWARD CCU COURSE IN ONLINE CLASSROOM (An Evaluating of Learning Process during Pandemic Coronavirus)

2020 ◽  
Vol 7 (1) ◽  
pp. 61
Author(s):  
Nirwana Yaman ◽  
Muhlis Muhlis
Keyword(s):  
Social Presence ◽  
Learning Process ◽  
Islamic State ◽  
Perceived Learning ◽  
State University ◽  
Online Classroom ◽  
Technical Problems ◽  
Online Classrooms ◽  
Education Levels ◽  
Face To Face Learning

Social distancing policies during the pandemic, have a significant influence on the education system in Indonesia. This condition requires all the education levels to carry out the learning process into an online classroom, although the readiness has not been well prepared. it certainly affects the quality of learning which previously still uses more face to face learning, no exception for English and Literature department at Islamic state university of Makassar. Cross Cultural Understanding as one of the compulsory course had switched completely to the online system for the first time. One way to measure the effectiveness of learning is to look at students' responses and reactions from their social presence and perceived learning. The purpose of this study was to gain insights into learners' social presence and perceived learning of online classrooms especially for CCU courses. Seventy (70) students of the English and Literature department were surveyed to identify helpful components and perceived challenges based on their online learning experiences in this course by using social presence scale questionnaires and online interviews. The results of the study illustrated the student's effort and expectation to the online classroom while most of them feel difficult and lack of activeness with online classrooms during the pandemic. Participants indicated that technical problems, lack of sense of community, time constraints, and the difficulties in understanding the objectives of the online courses as challenges.

scholarly journals I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during COVID-19 pandemic

2021 ◽  
Author(s):  
Cristie Donham ◽  
Hillary A Barron ◽  
Jourjina Alkhouri ◽  
Maya Changaran Kumarath ◽  
Wesley Alejandro ◽  
...  
Keyword(s):  
Social Presence ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Teaching Presence ◽  
Student Experiences ◽  
Student Survey ◽  
Course Structure ◽  
Learning Barriers ◽  
Open Coding ◽  
Barriers To Teaching

Background: Due to the COVID-19 pandemic, many universities moved to emergency remote teaching (ERT). This allowed institutions to continue their instruction despite not being in person. However, ERT is not without consequences. For example, students may have inadequate technological supports, such as reliable internet and computers. Students may also have poor learning environments at home and may need to find added employment to support their families. Additionally, there were consequences to faculty. It has been shown that female instructors are more disproportionately impacted in terms of mental health issues and increased domestic labor. This research aims to investigate instructors' and students' perceptions of their transition to ERT. Specifically, we wanted to: 1. Identify supports and barriers during the transition to ERT; 2. Compare instructors experiences with the student experiences; 3. Explore these supports and barriers within the context of social presence, teaching presence, and/or cognitive presence during ERT as well as how these supports and barriers relate to scaffolding in emergency remote courses Design: Using grounded theory techniques, we applied two-cycle, qualitative analyses to assess the instructor transcripts. In first-cycle analysis, we used open coding to develop initial ideas from the data. We then used second cycle coding to generate categories with definitions and criteria agreed upon during discussion-based consensus building. Finally, these categories and descriptions were used to code student survey data. Analyses/Interpretations: Instructors identified twice as many barriers as supports in their teaching during the transition to ERT and identified casual and formal conversations with colleagues as valuable supports. Emerging categories for barriers consisted of academic integrity concerns as well as technological difficulties. Similarly, students identified more barriers than supports in their learning during the transition to ERT. More specifically, students described pre-existing course structure, classroom technology, and community as best supporting their learning. Barriers that challenged student learning included classroom environment, student availability, and student emotion and comfort. Contribution: Together, this research will help us understand supports and barriers to teaching and learning during the transition to ERT. This understanding can help us better plan and prepare for future emergencies, particularly at MSIs, where improved communication and increased access to resources for both students and instructors are key.

Delivering patient education by group videoconferencing into the home: Lessons learnt from the Telehealth Literacy Project

2016 ◽  
Vol 22 (8) ◽  
pp. 483-488 ◽  
Author(s):  
Annie Banbury ◽  
Lynne Parkinson ◽  
Susan Nancarrow ◽  
Jared Dart ◽  
Leonard C Gray ◽  
...  
Keyword(s):  
Patient Education ◽  
Older People ◽  
Social Presence ◽  
Program Planning ◽  
Visual Aids ◽  
Post Intervention ◽  
Desktop Computer ◽  
Technical Problems ◽  
Implementation Phase ◽  
Home Based

We examined the procedures for implementing group videoconference (VC) education for older people delivered into the home environment to identify the most common themes affecting the optimum delivery of VC home-based groups to older people. Participants ( n = 52) were involved in a six-week group VC patient education program. There were a total of 44 sessions, undertaken by nine groups, with an average of four participants (range 1–7) and the facilitator. Participants could see and hear each other in real-time whilst in their homes with customised tablets or a desktop computer. The data presented here are based on a program log maintained by the facilitator throughout the implementation phase of the project and post intervention. The VC group experience is influenced by factors including the VC device location, connection processes, meeting times, use of visual aids and test calls. Social presence can be improved by communication protocols and strategies. Robust information technology (IT) support is essential in mitigating technical problems to enhance users’ experience. Group patient education can be delivered by VC into homes of older people. However, careful pre-program planning, training and support should be considered when implementing such programs.

X-Ray Analysis of Frozen Hydrated Sections:The Unconventional Approach

1982 ◽  
Vol 40 ◽  
pp. 754-757
Author(s):  
R. Beeuwkes ◽  
A. Saubermann ◽  
P. Echlin ◽  
S. Churchill
Keyword(s):  
Ratio Method ◽  
Frozen Sections ◽  
Technical Problems ◽  
Sample Handling ◽  
X Ray ◽  
Common Group ◽  
Ideal Method ◽  
Classic Paper ◽  
Physical Principles ◽  
The Ideal

Fifteen years ago, Hall described clearly the advantages of the thin section approach to biological x-ray microanalysis, and described clearly the ratio method for quantitive analysis in such preparations. In this now classic paper, he also made it clear that the ideal method of sample preparation would involve only freezing and sectioning at low temperature. Subsequently, Hall and his coworkers, as well as others, have applied themselves to the task of direct x-ray microanalysis of frozen sections. To achieve this goal, different methodological approachs have been developed as different groups sought solutions to a common group of technical problems. This report describes some of these problems and indicates the specific approaches and procedures developed by our group in order to overcome them. We acknowledge that the techniques evolved by our group are quite different from earlier approaches to cryomicrotomy and sample handling, hence the title of our paper. However, such departures from tradition have been based upon our attempt to apply basic physical principles to the processes involved. We feel we have demonstrated that such a break with tradition has valuable consequences.

On the High Voltage Electron Microscopy (1 MeV) of Biological Thick Sections

1972 ◽  
Vol 30 ◽  
pp. 464-465
Author(s):  
William H. Massover
Keyword(s):  
Electron Microscopy ◽  
High Voltage ◽  
Present Report ◽  
Biological Tissues ◽  
Specimen Preparation ◽  
Technical Problems ◽  
High Voltage Electron Microscopy ◽  
Thin Sections ◽  
Voltage Electron ◽  
High Voltage Electron

Stereoscopic examination of thick sections of fixed and embedded biological tissues by high voltage electron microscopy has been shown to allow direct visualization of three-dimensional fine structure. The present report will consider the occurrence of some new technical problems in specimen preparation and Image interpretation that are not common during lower voltage studies of thin sections.Thick Sectioning and Tissue Coloration - Epon sections of 0.5 μm or more that are cut with glass knives do not have a uniform thickness as Judged by their interference colors; these colors change with time during their flotation on the knife bath, and again when drying onto the specimen support. Quoted thicknesses thus must be considered only as rough estimates unless measured in specific regions by other methods. Chloroform vapors do not always result in good spreading of thick sections; however, they will spread spontaneously to large degrees after resting on the flotation bath for several minutes. Ribbons of thick sections have been almost impossible to obtain.

Improvement of cytoprotective and antioxidant activity of Rosa canina L. and Salix alba L. by controlled differential sieving process against H2O2-induced oxidative stress in mouse primary splenocytes

2017 ◽  
Vol 87 (3-4) ◽  
pp. 191-200 ◽  
Author(s):  
Nidhal Soualeh ◽  
Aliçia Stiévenard ◽  
Elie Baudelaire ◽  
Rachid Soulimani ◽  
Jaouad Bouayed
Keyword(s):  
Antioxidant Activity ◽  
Antioxidant Activities ◽  
Biological Activities ◽  
Good Alternative ◽  
Activity Levels ◽  
Salix Alba ◽  
Rosa Canina ◽  
Free Process ◽  
Plant Powders ◽  
Sieving Process

Abstract. In this study, cytoprotective and antioxidant activities of Rosa canina (RC) and Salix alba (SA), medicinal plants, were studied on mouse primary splenocytes by comparing Controlled Differential Sieving process (CDSp), which is a novel green solvent-free process, versus a conventional technique, employing hydroethanolic extraction (HEE). Thus, preventive antioxidant activity of three plant powders of homogeneous particle sizes, 50–100 µm, 100–180 µm and 180–315 µm, dissolved directly in the cellular buffer, were compared to those of hydroethanolic (HE) extract, at 2 concentrations (250 and 500 µg/mL) in H2O2-treated spleen cells. Overall, compared to HE extract, the superfine powders, i. e., fractions < 180 µm, at the lowest concentration, resulted in greater reactive oxygen species (ROS) elimination, increased glutathione peroxidase (GPx) activity and lower malondialdehyde (MDA) production. Better antioxidant and preventive effects in pre-treated cells were found with the superfine powders for SA (i. e., 50–100 µm and 100–180 µm, both p < 0.001), and with the intermediate powder for RC (i. e., 100–180 µm, p < 0.05) versus HE extract. The activity levels of catalase (CAT) and superoxide dismutase (SOD) in pretreated splenocytes exposed to H2O2, albeit reduced, were near to those in unexposed cells, suggesting that pretreatment with the fine powders has relatively restored the normal levels of antioxidant-related enzymes. These findings supported that CDSp improved the biological activities of plants, avoiding the use of organic solvents and thus it could be a good alternative to conventional extraction techniques.

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