scholarly journals Virtual Dialogue Assistant for Remote Exams

Mathematics ◽  
2021 ◽  
Vol 9 (18) ◽  
pp. 2229
Author(s):  
Anton Matveev ◽  
Olesia Makhnytkina ◽  
Yuri Matveev ◽  
Aleksei Svischev ◽  
Polina Korobova ◽  
...  
Keyword(s):  
Online Education ◽  
Language Processing ◽  
Point Of View ◽  
Traditional Classroom ◽  
Automated System ◽  
Modern Natural ◽  
Core Components ◽  
System Review ◽  
Online Distance Learning ◽  
Online Distance

A Virtual Dialogue Assistant (VDA) is an automated system intended to provide support for conducting tests and examinations in the context of distant education platforms. Online Distance Learning (ODL) has proven to be a critical part of education systems across the world, particularly during the COVID-19 pandemic. While the core components of ODL are sufficiently researched and developed to become mainstream, there is still a demand for various aspects of traditional classroom learning to be implemented or improved to match the expectations for modern ODL systems. In this work, we take a look at the evaluation of students’ performance. Various forms of testing are often present in ODL systems; however, modern Natural Language Processing (NLP) techniques provide new opportunities to improve this aspect of ODL. In this paper, we present an overview of VDA intended for integration with online education platforms to enhance the process of evaluation of students’ performance. We propose an architecture of such a system, review challenges and solutions for building it, and present examples of solutions for several NLP problems and ways to integrate them into the system. The principal challenge for ODL is accessibility; therefore, proposing an enhancement for ODL systems, we formulate the problem from the point of view of a user interacting with it. In conclusion, we affirm that relying on the advancements in NLP and Machine Learning, the approach we suggest can provide an enhanced experience of evaluation of students’ performance for modern ODL platforms.

PROBLEMATIC ISSUES OF ONLINE EDUCATION

2020 ◽  
Vol 65 (4) ◽  
pp. 52-59
Author(s):  
M. M. Baibekova ◽  
◽  
Z. ZH. Kumisbek ◽  
S. L. Makhmudova ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Education System ◽  
Point Of View ◽  
Learning System ◽  
Online Distance Education ◽  
Distance Learning System ◽  
Psychological Point ◽  
Online Distance ◽  
Fear And Anxiety

In this article, the current situation in the field of Education, which occupies the last place in the field of online distance education, will reveal in detail the current problems of online distance education.It took place all over the world.In the context of the epidemiological situation, all of us will have to serve and live in a new way. Today, there are almost no people who are not affected by these changes. Each of us must adapt to these changes and switch to a habitual way of life. First of all, the education system for children, including the entire population, will have to be transformed and transformed. Distance learning will have to be transformed not only from a technical point of view, but also from a pedagogical and psychological point of view. Teachers, students, and parents-all participants in the relationship of the education system, even the distance learning system, need psychological support.Coronavirus-the word was a word that took place in the language and mind of every inhabitant of the planet. The pandemic, which has engulfed the entire world, has not only destroyed the usual daily lifestyle, but also caused fear and anxiety in people's lives. In this article, we will discuss in detail and in detail the current problems of online education in universities.

scholarly journals Online education in new period of sustainable development after the pandemic

2021 ◽  
Vol 244 ◽  
pp. 11053
Author(s):  
Oksana Barabash ◽  
Dmitry Sknarev ◽  
Irina Maslova ◽  
Marina Bereznyatskaya ◽  
Alena Prakhova
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Natural Science ◽  
Scientific Literature ◽  
Sharp Decrease ◽  
Research Topic ◽  
Sociological Research ◽  
Online Distance Learning ◽  
Online Distance ◽  
Online Format

The article is devoted to the problem of assessing the effectiveness of the online distance learning format, based on the results of work during the first wave of the COVID-19 pandemic. The purpose of the article is to identify specific problems faced by students of various education profiles: natural science and humanitarian. The objectives of the article are to analyze the scientific literature on the research topic, as well as present the results of the empirical research conducted by the authors among two groups of respondents. The methodology of the article is based on a systematic approach and includes a group of general scientific methods (analysis, synthesis, deduction, induction), as well as special methods: content analysis of scientific literature on the research topic, the method of sociological research (questionnaire survey), as well as the method of statistical analysis. Based on the results of the study, the authors came to the following conclusions: the online format of distance learning is not compatible with a number of natural science disciplines, which leads to a sharp decrease in the quality of education, especially in the field of applied sciences.

Impact of Online Learning in K-12

2018 ◽  
pp. 357-375
Author(s):  
Jerri Ward-Jackson ◽  
Chien Yu
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Distance Learning ◽  
Online Education ◽  
Learning Outcomes ◽  
Success Rates ◽  
Learning Capabilities ◽  
Online Distance Learning ◽  
Online Distance ◽  
K 12

Online learning capabilities in K-12 education have changed tremendously in the past years and are continually evolving in the traditional classrooms. The overall growth in the total number of high school students currently taking online distance learning courses as well as the importance of distance learning as a solution to educational challenges has increased the need to study more closely the factors that contribute to distance learning outcomes and success rates in K-12. Therefore, the challenge that emerges for educators, researchers, scholars, and advocates for students is to carefully and effectively join the growth and power of K-12 online learning for the benefit of the students involved. This chapter provides an overview of factors that contribute to learning outcomes and success rates for K-12 distance education. Some of the challenges, issues, and considerations affecting implementation of K-12 online education are discussed.

Behave Yourself!

2014 ◽  
pp. 14-31
Author(s):  
Jane Lund ◽  
Carolyn Snell
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Empirical Evidence ◽  
Learning Process ◽  
Traditional Education ◽  
Educational Environment ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

Research into the design, delivery, support, and administration of Online Distance Learning (ODL) programmes in higher education is developing but still nascent with theories and discourses from many areas of traditional education being examined and developed to address the particular affordances of online education. Whilst debate continues about the procurement of and best application of educational technologies and systems, one aspect of the debate seems clear, that the technology and content alone is not “e-learning.” Directing someone to an online repository does not mean learning will necessarily take place. Whilst the technology and the content are essential, both are important only insofar as the affordances they provide for learning to take place. Using empirical evidence, this chapter argues that the actions of the tutor are therefore pivotal in an educational environment where the learning process is directed at more than simply accessing information.

scholarly journals Educating the citizen of academia online?

2011 ◽  
Vol 12 (4) ◽  
pp. 77 ◽  
Author(s):  
Mariann Solberg
Keyword(s):  
Online Education ◽  
Online Courses ◽  
University Education ◽  
The Arctic ◽  
Academic Education ◽  
Online Distance Education ◽  
Online Distance Learning ◽  
Online Distance ◽  
The University ◽  
Hans Georg Gadamer

<p>The Arctic is a vast, sparsely populated area. The demographic situation points to online distance education as a solution to support lifelong learning and to build competence in the region. An overall aim of all university education is what Hans Georg Gadamer calls Bildung, what we in Norwegian call dannelse and what Richard Rorty has called edification. A first problem to be addressed here is that in online distance learning some teachers find that is harder to support the development of the student’s voice. Being able to express oneself and to position oneself in a scientific community is vital for a well educated graduate. Another problem in online education has been the extensive use of writing as a means in the student’s learning process. Writing is vital to academic education, but in online courses there is in general a danger of overuse. At the University of Tromsø we have tested the web conference tool Elluminate Live. This is a real-time application, integrated in the University’s learning management system (LMS), Fronter. The application enables synchronous oral dialogue, simultaneous sharing of texts, and so forth. I present our main experience with the use of Elluminate Live and discuss the extent to which this application has turned out to be helpful in developing the quality of online courses.</p>

The effects of perceived quality differences between the traditional classroom and online distance learning on student satisfaction: evidence from COVID-19 pandemic in Indonesia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Istijanto
Keyword(s):  
Regression Analysis ◽  
Distance Learning ◽  
Student Satisfaction ◽  
Deep Understanding ◽  
Perceived Quality ◽  
Traditional Classroom ◽  
Teaching Staff ◽  
Content Type ◽  
Online Distance Learning ◽  
Online Distance

Purpose This study aims to investigate the aspects of perceived quality differences that influence student satisfaction when the mode of learning is changed from the traditional classroom to online distance learning because of the COVID-19 pandemic. Design/methodology/approach This study used an online survey for data collection by distributing online questionnaires to students at a private university in Indonesia. Convenience sampling was applied as the sample method. A total of 253 valid questionnaires were acquired, and all items were recorded on the seven-point comparative scale. Exploratory factor analysis was adopted to identify the dimensions of perceived quality. Then, multiple regression analysis was used to examine the impacts of these dimensions on student satisfaction. Findings Four dimensions of perceived quality differences were identified, namely, the perceived quality of the campus facilities, learning process, teaching staff and administrative staff. Regression analysis results proved that the perceived differences in the quality dimensions between the traditional classroom and online distance learning had positive and significant effects on student satisfaction. Research limitations/implications As a result of using a convenient sample, this study exhibited a limited sample and context. Therefore, the generalizability of these findings is limited. Future research can use a stratified sample with more diverse categories of respondents. Practical implications The findings of this study will help universities that plan to change the mode of learning from traditional classroom to online distance learning. Higher education institutions can gain a deep understanding of these perceived quality attributes that have significant impacts on student satisfaction. Originality/value To the author’s best knowledge, this study is the first to address the effect of changing modes of learning from traditional classroom to online distance learning because of the COVID-19 pandemic on student satisfaction in the Indonesian context.

scholarly journals Assessing Quality And Effectiveness In Fully Online Distance Education

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Michael Smith ◽  
Donald Macdonald
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Remote Communities ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
The Past ◽  
Online Distance Learning ◽  
Online Distance

Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in face-to-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS. This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.

scholarly journals Search for an optimal model for using online education in higher education in the context of sustainable digitalization

2021 ◽  
Vol 258 ◽  
pp. 07077
Author(s):  
Alexander Dyatlov ◽  
Vitaliy Kovalev ◽  
Alexey Kravets
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Optimal Model ◽  
Distance Learning Technologies ◽  
Online Distance Learning ◽  
Online Distance

The relevance of the presented article is determined by the widespread use of online distance learning technologies in the educational space of higher education in Russia. This process is supported and initiated, among other things, by the modern Russian authorities, whose actions are based on the presumption of the ability of online education to provide the same quality of the educational process that takes place in the classroom-contact format. The authors ‘ hypothesis is based on the fact that the widespread introduction of online education cannot be evaluated positively, since its quality has not been tested empirically. Institutionalization should be carried out only after it is scientifically confirmed “where”,” for whom”,” by whom “ online education can be implemented. For this purpose, the authors study the types of online education, its content, and assess the readiness of students to study online. The goal is formulated as determining the segments of the educational process in higher education in which online education will improve the quality of training of qualified specialists.

scholarly journals Development of distant online learning in universities of Yakutia during the COVID-19 pandemic

2021 ◽  
pp. 1071-1083
Author(s):  
Vladimir Polikarpovich Barakhsanov ◽  
Olga Gerasimovna Gotovtseva ◽  
Anna Ilinichna Danilova ◽  
Tuyara Aleksandrovna Petrova ◽  
Tatiana Aleksandrovna Smetanina
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Statistical Processing ◽  
Survey Method ◽  
Digital Education ◽  
Information Block ◽  
The Republic ◽  
Online Distance Learning ◽  
Online Distance ◽  
Regional Education

The manuscript presents the organization of online distance learning for students of the three universities by means of digital education technologies at worldwide quarantine period due to COVID-19. The purpose of the study is to increase the level of subject competence among students in the context of organizing distance online education during a pandemic, taking into account the specifics of regional education. A study involved the survey method considering the specifics of the organization of online learning in the regional education system with statistical processing of data from the research results. The results allowed for increasing the efficiency of work with students in conducting classes in the disciplines of the information block during a pandemic using the Moodle platform, which reasonably indicates the need to consider the peculiarities of the educational environment in the development of subject competence among students of three universities of the Republic of Sakha (Yakutia).

scholarly journals Estrategias de dinamización de la enseñanza online del diseño = Dynamization Strategies for Online Teaching of Design

2020 ◽  
pp. 77
Author(s):  
Begoña Yañez Martínez ◽  
Daniel Vega Borrego
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Research Group ◽  
Online Teaching ◽  
Performance Capacity ◽  
Innovative Strategies ◽  
Online Distance Learning ◽  
Online Distance

El presente artículo aborda la necesidad de dinamizar y humanizar la educación online. Para ello aprovechamos las posibilidades que ofrecen las tecnologías al servicio de la educación para ir más allá en la enseñanza del diseño y el arte, incorporando estrategias innovadoras que motiven a los alumnos y contribuyan al desarrollo de su capacidad de trabajo tanto autónomo como colaborativo, a distancia. Para ello presentamos dos experiencias que se han puestoen acción por miembros del grupo de investigación DiSEA de UNIR, en las que se aplican las posibilidades de la enseñanza online a distancia, combinadas con facetas más lúdicas y prácticas, ayudando a asimilar los contenidos teóricos mediante la implicación de la experiencia y el protagonismo directo de los alumnos en las acciones educativas. Mostramos resultados que se extraen de estas prácticas como ejemplo de implicación y motivación de los alumnos hacia las tareas propuestas. Las conclusiones de ambas acciones son favorables y aplicables a otras experiencias similares.AbstractThis article addresses the need to humanize and make dynamic the online education. For that purpose, we will take advantage of the possibilities that education-oriented technologies have to offer. Our research goes beyond the teaching of design and art disciplines and incorporates innovative strategies that encourage students to contribute with their performance capacity in autonomous and collaborative tasks. In this pursuit, we detail two experiences that have been put into action by members of the research group DiSEA from UNIR University. These two approaches apply the possibilities of online distance learning combined with more playful and practical facets. The aim is to help students to assimilate theoretical contents with the involvement of experience and the direct leadership of students in educational actions. We show the results that can be drawn of these practices as examples of implication and motivation of students in relation with the proposed tasks. The conclusions of both actions are positive and can be applied to similar experiences.

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