scholarly journals Using Videos in Blended E-Learning for a Structural Steel Design Course

2021 ◽  
Vol 11 (6) ◽  
pp. 290
Author(s):  
Bilal EL-Ariss ◽  
Essam Zaneldin ◽  
Waleed Ahmed
Keyword(s):  
Structural Steel ◽  
Learning Outcomes ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Structural Engineering ◽  
Online Survey ◽  
Face To Face ◽  
E Learning ◽  
Academic Year ◽  
Steel Design

Conventional methods of teaching structural engineering topics focus on face-to-face delivery of course materials. This study shows that using video-based e-learning in delivering an undergraduate Structural Steel Design course satisfactorily achieved most of the course learning outcomes. Video-based e-learning with animations and simulations gives students a profound understanding of the course intricate design materials. To gauge the effectiveness of video-based e-learning of the course, an online evaluation was conducted by sixty-eight undergraduate students at the United Arab Emirates University using Blackboard. The evaluation consisted of an online survey that was accessible by students who took the structural steel design course in the academic year 2019 using instructional videos provided to them as Quick Response (QR)-codes. The structural steel design course has six learning outcomes (CLOs), and the performance of students in the six CLOs was compared with that of students who took the same course in the academic year 2018 using the traditional face-to-face lecturing method. The survey data was statistically analyzed, and the results revealed that students’ performance improved, and most of the CLOs were attained. Video-based e-learning with animations resulted in better learning outcomes compared to face-to-face lecturing. Accessing the course instruction videos anytime and anywhere is one of the remarkable benefits to the students studying through the e-learning approach.

scholarly journals Advantages and Disadvantages of Using e-Learning in University Education: Analyzing Students’ Perspectives

2021 ◽  
Vol 19 (3) ◽  
pp. 107-117
Author(s):  
Alaa Zuhir Al Rawashdeh ◽  
Enaam Youssef Mohammed ◽  
Asma Rebhi Al Arab ◽  
Mahmoud Alara ◽  
Butheyna Al-Rawashdeh ◽  
...  
Keyword(s):  
United Arab Emirates ◽  
Learning System ◽  
University Education ◽  
Classroom Setting ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Major Transformation ◽  
Conventional Classroom ◽  
Academic Year

: The architecture of a learning system implies a heavy task for e-learning to be integrated into a complicated system that is flexible, time scalable, and capable of lasting, even though there are many diverse tools. Currently, higher education in United Arab Emirates is experiencing a major transformation, considering increased accessibility. Therefore, the study aims to identify the advantages and disadvantages of e-learning in university education in United Arab Emirates. A descriptive study design was used to randomly select students from Ajman university, who were enrolled in 2018/2019 academic year. A close-ended structured questionnaire was constructed to collect data from students. Frequencies and percentages were used to analyse the data collected. 81% students stated that e-learning provides scientific material in an interesting way. Similarly, 80% students have responded that e-learning increases the possibility of contact between students among themselves and between the students and the teacher. 73% students indicated that due to increasing social isolation, they spend more time in front of the technical means of social interaction account and face-to-face with others. 70% students have indicated that there is a presence of electronic illiteracy among parents, which reduces their ability to follow their children electronically. It is essential for potential e-learners to understand the differences between an e-learning classroom setting and a conventional classroom setting as there are both advantages and disadvantages of e-learning to both environments that can probably influence their overall performance as a student.

scholarly journals Not Computers, Only Teachers Can Make Education Exciting.

2016 ◽  
Vol 7 (5) ◽  
pp. 1369-1372
Author(s):  
DIETER GRASEDIECK
Keyword(s):  
New Media ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Vice President ◽  
Project Work ◽  
Face To Face ◽  
Human Contact ◽  
Significant Difference ◽  
E Learning ◽  
The Relationship

The advantage of presence learning is the ability to spontaneously discuss issues and problems with students face to face. Individual learning can be improved by changing teaching methods, for example through project work or tele -tutoring. by combining presence learning with phases of e-learning and also intensive telephone counselling. The following question is the focus of the report: What guiding principles for learning should the teachers at schools or universities stri ve for in the digital age and how can they implement these guidelines in the work assignments? "The belief that education can, in any case, be replaced by a computer program is a myth. Human contact and mentoring make a significant difference in the learning outcomes", says Sebastian Thrun (Professor at Stanford University and vice president of Google). He looks at both educational traditions, which see the trust and the relationship between the teachers and the pupils or students as the basis of learning, as well as at the results of empirical research on learning. "Even for the digital technology and new media the educational primacy applies: Man is and remains the teacher of man" (Lankau, 2014).

scholarly journals Evaluation of Clinical Students' Perspectives and Satisfaction Levels on Practical Practices at the Faculty of Dentistry of Tokat Gaziosmanpaşa University in the Covid-19 Pandemic

2021 ◽  
pp. 20-22
Author(s):  
Işıl Sarıkaya
Keyword(s):  
Statistical Analysis ◽  
Online Survey ◽  
Practical Training ◽  
Dental Practice ◽  
Chi Square ◽  
Face To Face ◽  
Chi Square Test ◽  
Survey Results ◽  
5Th Grade ◽  
Academic Year

Aim: It was aimed to reveal the perspectives and satisfaction levels of 4th and 5th grade-clinical students who go on practice education at Tokat Gaziosmanpaşa University Faculty of Dentistry in the 2020-2021 Academic Year. Methods: Within the scope of the study, 146 students in total, who did their face-to-face internship between October 5 and December 11, 2020, were asked to participate in an online survey with 10 questions. Clinical students were asked about their perspective on Covid-19 infection, whether they felt safe in their dental practice, their families' level of anxiety about their internship, and whether they voluntarily chose dentistry. Results: According to the survey results; 15.1% of the students agree (TA), 27.4% agree (A), 37% partially agree (PA), 13% disagree (D) with the statement “I am pleased to have internships since the beginning of the term” 7.5% of them answered, “Strongly disagree” (SD). Pearson’s chi-square test was used in the statistical analysis of the answers given by 4th and 5th-grade students to the first 9 questions of the questionnaire consisting of the same questions. According to the survey results, it was also observed that most students chose the dentistry profession of their own will (TA 39%, A 36.3%, PA 13.7%). The number of students who think they feel safe in terms of infection control during their internship is 60% in total (TA 5.5%, A 17.1%, PA 37.7%). Conclusion: Despite the increasing number of cases until today, it is thought that the process has been successfully managed and that the students have gained experience in practical training, albeit limited.

scholarly journals What do College Learners Think of Synchronous Learning?

2021 ◽  
Vol 20 (4) ◽  
pp. 82-98
Author(s):  
Gentjana Taraj
Keyword(s):  
Teaching And Learning ◽  
Face To Face ◽  
Internet Skills ◽  
Synchronous Learning ◽  
College Learners ◽  
Attitudes And Perceptions ◽  
Traditional Mode ◽  
E Learning ◽  
Face To Face Learning ◽  
Academic Year

Advancements in educational technology and improvements in the internet’s connectivity has increased the interest of universities in e-learning worldwide. Unlike many institutions around the world, the traditional form of teaching in Albania before the Covid-19 pandemic was face-to-face where both lectures and seminars were attended physically in the classroom. However, the Covid-19 pandemic imposed on them the necessity to move from auditoriums to e-learning immediately without any preparation. This paper aims to investigate the Albanian learners’ attitudes and perceptions of synchronous e-learning during the second semester of the 2019 – 2020 academic year. A survey consisting of 15 questions was distributed to a total of 168 undergraduate and graduate learners in 2 public universities in Albania. Results from the study showed that the learners preferred face-to-face learning over synchronous learning. The lack of motivation, low level of interaction with their instructors and peers, and the feeling of isolation were their main concerns. Meanwhile, the learners appreciated the fact that e-learning helped them to improve their computer and internet skills. It is also less expensive and more comfortable than the traditional mode of teaching and learning.

scholarly journals Mathematics Distance Learning amid the COVID-19 Pandemic in the UAE: High School Students’ Perspectives

2021 ◽  
Vol 20 (1) ◽  
pp. 292-307
Author(s):  
Hanan Almarashdi ◽  
Adeeb M. Jarrah
Keyword(s):  
High School ◽  
High School Students ◽  
Distance Learning ◽  
United Arab Emirates ◽  
Online Survey ◽  
Learning Experience ◽  
Educational Institutions ◽  
School Students ◽  
Face To Face ◽  
Negative Perceptions

In light of the COVID-19 pandemic that has resulted in several countries being locked down, there has been a paradigm shift in terms of learning worldwide. As a result, educational institutions in the United Arab Emirates (UAE) have acted swiftly and shifted from face-to-face education to distance learning. Thus, this study investigated high school students’ perspectives on the distance learning of mathematics. The research employed a quantitative method using a developed and validated online survey. The convenience sampling consisted of 580 high school students in Al Ain. Descriptive statistical analysis of the mean and standard deviation of scores was used and then interpreted based on Gagné’s rating (1991). In general, the results showed that the students had an ambivalent view of their distance learning experience. Notably, students’ most negative perceptions were about missing the interaction with teachers and colleagues, and disapproving of the unfavourably long screen times. Furthermore, 78.3% of the participants showed no preference for choosing to study mathematics by distance learning in the future, given a choice. This study has extra relevance since the process of distance learning has become more prevalent in the UAE owing to the COVID-19 pandemic. Thus, it is imperative that educational institutions try to understand the complexity and embedded nature of distance learning, and the challenges encountered by students while they are studying mathematics in an online environment.

scholarly journals EFEKTIVITAS MEDIA E-LEARNING BERBASIS EDMODO TERHADAP HASIL BELAJAR SISWA KELAS V SDN 02 NGABUL JEPARA

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Nabila Nur Zahara ◽  
Murtono Murtono ◽  
Ika Ari Pratiwi
Keyword(s):  
Learning Outcomes ◽  
Statistical Tests ◽  
Statistical Test ◽  
Experimental Designs ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
E Learning ◽  
Language Content ◽  
Academic Year

This study aims to analyze the effectiveness of Edmodo-based E-Learning media on the learning outcomes of fifth grade students on the theme of 6 Heat and the Transfer of Indonesian Language and PPKn SDN 02 Ngabul Jepara in the academic year 2020/2021. This research uses pre-experimental designs with one-group pretest-posttest design. The use of Edmodo-based E-Learning media on the learning outcomes of fifth grade students on the theme of 6 Heat and Transfers of Indonesian and PPKn content shows that in the pretest results on Indonesian language content there are 20 students declared complete while on PPKn content 25 students are declared complete and on the posttest results In the Indonesian language content, 34 students were declared complete while in the PPKn content there were 35 declared complete. The statistical test showed that there was the effectiveness of Edmodo-based E-Learning media on the learning outcomes of the theme of 6 Heat and Its Transfer in Indonesian content, the t count was -8.241 and the sig (2-tailed) value was 0.000 0.05 and PPKn was obtained. the result of t count is -9.031 and the sig value (2-tailed) is 0.000 0.05. Based on the results of these statistical tests, it can be concluded that the use of Edmodo-based E-Learning media is effective in using the learning outcomes of fifth grade students on the theme of 6 Heat and the Transfer of Indonesian Language and PPKn content.

scholarly journals ‘Covid-19 and Me’. A Serendipitous Teaching and Learning Opportunity in a 1st Year Undergraduate Medical Anthropology Course

Journal ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 38-45
Author(s):  
Andrew Russell ◽  
Lucy Johnson ◽  
Emily Tupper ◽  
Alice-Amber Keegan ◽  
Halima Akhter ◽  
...  
Keyword(s):  
Medical Anthropology ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Affective Learning ◽  
Post Exercise ◽  
Learning Opportunity ◽  
Face To Face ◽  
The World ◽  
Academic Year ◽  
Written Reflection

‘Covid-19 and Me’ was an affective learning blog post exercise assigned to 1st year undergraduate students taking a medical anthropology module at the start of academic year 2020-21.  We describe the way in which a collective analysis of the accounts was undertaken and how these were presented and discussed in a set of online and face-to-face seminars. We discuss whether Covid-19 was indeed a ‘portal’ in Arundhati Roy’s use of the term, arguing that it was the written reflection and collective anthropological analysis of their accounts, rather than the virus itself, that enabled students to ‘imagine the world anew’.

Inequality and Access to Online Education During a Global Crisis

2021 ◽  
pp. 340-361
Author(s):  
Herbert Ntuli ◽  
Edwin Muchapondwa ◽  
Victor Ntuli ◽  
Lina Mangwende
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Education Policies ◽  
Face To Face ◽  
Free Data ◽  
The Impact ◽  
Method Approach

The impact of inequality and technology on access to online education has received tremendous attention within the past two decades from researchers across the globe. What remains under-researched is the knowledge of how shocks such as the COVID-19 pandemic affect access to online education. The main objective of the study was to examine inequality in accessing online education in the context of a crisis in a developing region. A mixed-method approach was used to collect and analyze online survey data based on 393 undergraduate students from six countries in Southern Africa. Both observable and hidden inequality sources such as income and participation in household chores compromise the quality of online education. A shift from face-to-face teaching to online education is likely to result in learning difficulties and deterioration in the quality of education. Policies such as the provision of free data improve the learning experience by reducing inequality. Therefore, decision-makers should take into consideration inequality in designing policies and strategies during a crisis.

Motivational intermediaries of self-regulation among university students

2017 ◽  
Vol 9 (3) ◽  
pp. 448-464 ◽  
Author(s):  
Douglas Russell ◽  
Racquel Warner
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Time Perspective ◽  
Middle Eastern ◽  
Self Regulation ◽  
Future Time Perspective ◽  
Content Type

Purpose The concept of self-regulated learning (SRL) has become increasingly important in higher educational institutes seeking to provide students with a holistic education. It is important for students entering, and faculty within higher education, to understand whether future time perspective (FTP) or self-efficacy is more predictive of self-regulation. The paper aims to discuss these issues. Design/methodology/approach Through the use convenience sampling, data were collected via an online survey from 130 undergraduate students attending universities in the United Arab Emirates (UAE). Data were analysed using regression analysis and inferential measures identifying themes in participants study habits in order to examine whether it is FTP or self-efficacy that more strongly predicts SRL behaviours. Findings Results suggest that self-efficacy is a much stronger predictor of SRL in undergraduate students than goal setting, as measured by FTP. Student’s most deficient SRL behaviours related to reading and comprehension of texts prescribed across modules. Research limitations/implications Due to the fact that only an adjusted 33 per cent of self-regulation was predicted by the two variables under consideration, researchers are encouraged to identify further variables that may predict students SRL. Practical implications This paper seeks to support both students and faculty in how to draw on SRL in order to optimize students’ success in higher education. Originality/value The current research supports the identification of learning behaviours specific to branch campuses in a Middle-Eastern context.

scholarly journals COVID-19 Outbreak: Insights about Teaching Tasks in a Chemical Engineering Laboratory

2020 ◽  
Vol 10 (9) ◽  
pp. 226 ◽  
Author(s):  
Sergio Nogales-Delgado ◽  
Silvia Román Suero ◽  
José María Encinar Martín
Keyword(s):  
Chemical Engineering ◽  
University Teaching ◽  
Face To Face ◽  
Virtual Tools ◽  
Teachers And Students ◽  
E Learning ◽  
The Government ◽  
Online Library ◽  
The University ◽  
Academic Year

Apart from the evident tragedy that the COVID-19 outbreak has meant regarding both personal and economic costs, the normal functioning of the academic year has been drastically altered at all educational levels. Regarding Spain, the state of alert implemented by the government from mid-March to June has affected traditional face-to-face sessions at universities, as they were forbidden and replaced by online lessons. The aim of this work was to explain our own experience during the COVID-19 outbreak in a chemical engineering laboratory at the University of Extremadura, concerning the university teaching and the final degree project follow-up, whose method of teaching was active and participatory, based on constructivism and focused on the student as the center of the learning process. Thus, the confinement affected both the teachers and students differently, depending on the degree of completion of their main tasks and their previous skills with computing and virtual tools, among other factors. The existence of an operating virtual campus and an online library has made the transition to total e-learning and telework easier for teachers and students.

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