scholarly journals A Visual Dashboard to Track Learning Analytics for Educational Cloud Computing

Sensors ◽  
2019 ◽  
Vol 19 (13) ◽  
pp. 2952 ◽  
Author(s):  
Diana M. Naranjo ◽  
José R. Prieto ◽  
Germán Moltó ◽  
Amanda Calatrava
Keyword(s):  
Cloud Computing ◽  
Real World ◽  
Learning Analytics ◽  
Self Regulation ◽  
Time Frame ◽  
Self Awareness ◽  
Face To Face ◽  
Student Activity ◽  
Amazon Web Services ◽  
High Level

Cloud providers such as Amazon Web Services (AWS) stand out as useful platforms to teach distributed computing concepts as well as the development of Cloud-native scalable application architectures on real-world infrastructures. Instructors can benefit from high-level tools to track the progress of students during their learning paths on the Cloud, and this information can be disclosed via educational dashboards for students to understand their progress through the practical activities. To this aim, this paper introduces CloudTrail-Tracker, an open-source platform to obtain enhanced usage analytics from a shared AWS account. The tool provides the instructor with a visual dashboard that depicts the aggregated usage of resources by all the students during a certain time frame and the specific use of AWS for a specific student. To facilitate self-regulation of students, the dashboard also depicts the percentage of progress for each lab session and the pending actions by the student. The dashboard has been integrated in four Cloud subjects that use different learning methodologies (from face-to-face to online learning) and the students positively highlight the usefulness of the tool for Cloud instruction in AWS. This automated procurement of evidences of student activity on the Cloud results in close to real-time learning analytics useful both for semi-automated assessment and student self-awareness of their own training progress.

scholarly journals Insights from Learning Analytics for Hands-On Cloud Computing Labs in AWS

2020 ◽  
Vol 10 (24) ◽  
pp. 9148
Author(s):  
Germán Moltó ◽  
Diana M. Naranjo ◽  
J. Damian Segrelles
Keyword(s):  
Cloud Computing ◽  
Learning Analytics ◽  
Cloud Provider ◽  
Online Students ◽  
Computing Services ◽  
Hands On ◽  
Data Processing Tool ◽  
Amazon Web Services ◽  
Course Length ◽  
And Performance

Cloud computing instruction requires hands-on experience with a myriad of distributed computing services from a public cloud provider. Tracking the progress of the students, especially for online courses, requires one to automatically gather evidence and produce learning analytics in order to further determine the behavior and performance of students. With this aim, this paper describes the experience from an online course in cloud computing with Amazon Web Services on the creation of an open-source data processing tool to systematically obtain learning analytics related to the hands-on activities carried out throughout the course. These data, combined with the data obtained from the learning management system, have allowed the better characterization of the behavior of students in the course. Insights from a population of more than 420 online students through three academic years have been assessed, the dataset has been released for increased reproducibility. The results corroborate that course length has an impact on online students dropout. In addition, a gender analysis pointed out that there are no statistically significant differences in the final marks between genders, but women show an increased degree of commitment with the activities planned in the course.

scholarly journals THE SPECIFIC FEATURES OF THE SPIRITUAL INTELLIGENCE DEVELOPMENT AMONG THE FUTURE EDUCATORS

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Eduard Pomytkin ◽  
◽  
Daria Bohdanova ◽  
Keyword(s):  
Self Regulation ◽  
Individual Characteristics ◽  
Spiritual Intelligence ◽  
Theoretical Research ◽  
Professional Activity ◽  
Success Factor ◽  
Self Awareness ◽  
The Individual ◽  
High Level ◽  
Intelligence Development

The results of theoretical research identify the following specific features of spiritual intelligence development among future educators: awareness of self-realization, ability to forecast, professionalism, and capability of the person to self-regulation. Spiritual intelligence is represented as the highest form of intelligence of the teacher’s personality, which determines the structure of one’s values, is used for self-expression (which is the primary goal of pedagogical activity), and is a determining success factor in the process of forming a model of understanding the meaning of life by the followers. The spiritual intelligence of a teacher guides one’s ability for self-improvement and self-motivation for effective, humanistic-oriented pedagogical activity, and is the main mean of finding teacher's own “Me” within the framework of the professional activity. The core traits of the highly-developed spiritual intelligence of the teacher are seen in one’s ability to inspire others, to a deep self-awareness, to flexibility in making pedagogical decisions, as well as in one's capability of representing compassion and openness in relation to the learners. Spiritual and intellectual abilities and skills may have significant differences among people, depending on the individual characteristics of the individual, one’s spiritual beliefs, religious preconditions for one’s formation and development. The spiritual intelligence of the individual can be advanced throughout life, and this tendency may be referred to as the necessary prerequisite for the professional development of teachers and their achievement of a high level of pedagogical mastery.

scholarly journals EXPLORING STUDENTS’ ATTITUDES TOWARDS ONLINE-BASED LEARNING SYSTEM IN THE NEW NORMAL: AN EXPLORATORY FACTOR ANALYSIS

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Alliesa R. Acuña ◽  
Flore Aubrey R. Aman ◽  
Princess Dawn D. Apas ◽  
Tomas Jr A. Diquito
Keyword(s):  
Factor Analysis ◽  
Technology Acceptance ◽  
Self Regulation ◽  
Principal Component ◽  
Learning System ◽  
New Normal ◽  
Face To Face ◽  
Students Attitudes ◽  
High Level ◽  
And Control

<p>The implementation of online learning modality in the “New Normal Education” shifted the track of education institutions across the globe from conducting face-to-face classes to holding online-classes. The study presented in this paper aimed to explore students’ attitude towards online-based learning system in the “New Normal” education. Specifically, it investigated the factor structure and the level of attitudes of 200 students towards online-based learning system. This study utilized a mixed method of research utilizing in-depth interview and a dimension reduction technique through Principal Component Analysis. Results revealed that, attitudes toward online-based learning system is multidimensional exploring eight dimensions namely: Engagement, Convenience, Satisfaction, Technology Acceptance, Adaptability, Interaction, Self-Regulation and Control. Moreover, the level of attitudes of students revealed a high level of convenience, technology acceptance, adaptability, interaction, assessment satisfaction, self-regulation and control and a moderate level of student engagement. Thus, the researchers recommend a training proposal for teachers as well as recalibrating the result of the study utilizing Confirmatory Factor Analysis. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>

scholarly journals Age, Residence, Parents’ Educational Attainment and Exposure to Media Affect Students’ Learning Styles

2015 ◽  
Vol 21 (1) ◽  
Author(s):  
Elvin A. Balallo ◽  
Crizzle A. Bajet-Paz
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Self Regulation ◽  
Learning Preferences ◽  
Three Dimensions ◽  
Self Awareness ◽  
Correlational Method ◽  
High Level

Most students are unaware of their learning styles and emotional intelligence.  Thus, it is important to know one’s learning styles and emotional intelligence because they can be used to increase self-awareness as to their strengths and weaknesses as learners. The study determined the learning styles and emotional intelligence of the students in the College of Technology of University of Northern Philippines, Philippines.  The study utilized descriptive-correlational method of research. Results showed that student respondents have an overall high level of learning style in all of its three dimensions: visual, auditory, and kinesthetic. Also, they have an overall high level of emotional intelligence in all of its dimensions. The overall level of learning styles of the respondents is significantly related with self-motivation while visual learning style is significantly linked to self-regulation.  Likewise, auditory learning style is significantly related to self-awareness, self-motivation, social skills and the overall level of emotional intelligence.  Meanwhile, kinesthetic learning style is significantly related to social awareness and self-motivation. The university should conduct an assessment of learning preferences of the students to determine their strengths and weaknesses. Likewise, emotional intelligence tests should be given to students to provide essential data on the attitudes of these students. Keywords –   Education, learning styles, emotional, intelligence, students, descriptive-correlational design,  Ilocos Sur, Philippines

Navigating Your Way to the Hybrid Cloud

2017 ◽  
pp. 15-38
Author(s):  
John Easton ◽  
Rashik Parmar
Keyword(s):  
Cloud Computing ◽  
Real World ◽  
Hybrid Cloud ◽  
High Level Architecture ◽  
Computing Systems ◽  
Business Outcomes ◽  
Different Types ◽  
Computing Environments ◽  
High Level ◽  
Near Future

The authors believe that cloud computing systems should become hybrid in nature for organisations to realise the full business potential that the cloud offers: increased agility, velocity and innovation in business IT. Yet hybrid environments are complex to design, implement and run. To the organisations implementing them, these systems present many architectural challenges that must be solved if the resulting solution is to deliver desired business outcomes. This chapter defines the different types of hybrid cloud: those seen to date as well as those that will emerge in the near future. Using seven key business use cases as a framework, the authors propose a high-level architecture for hybrid cloud computing environments that is practically illustrated with real-world client examples.

scholarly journals When you are talking to yourself, is anybody listening? The relationship between inner speech, self-awareness, wellbeing, and multiple aspects of self-regulation

2021 ◽  
Vol 7 ◽  
pp. 8-24
Author(s):  
Paul Verhaeghen ◽  
Grazia Mirabito
Keyword(s):  
Sense Of Self ◽  
Self Regulation ◽  
Inner Speech ◽  
Hierarchical Regression ◽  
Moral Foundations ◽  
Self Awareness ◽  
Moral Foundation ◽  
Attention Regulation ◽  
Inner Dialogue ◽  
High Level

This correlational study of 433 adults (260 college students and 173 Mechanical-Turk workers) examined how the selfreported functions and experienced phenomenology of habitual inner speech (action guidance, problem solving/search, memory/attention regulation, emotion regulation, evaluate/motivate, other voices, inner dialogue, condensed speech) relate to self-awareness (self-reflection and controlled sense-of-self in the moment), potentially influence high-level aspects of self-regulation (self-preoccupation, self-compassion, wisdom, and the moral foundations of individualizing and binding), and psychological wellbeing. Hierarchical regression analysis revealed partial and mutual mediation between inner speech variables and self-awareness variables. Self-awareness was more consistently associated with self-regulation. The only inner speech variables associated with self-regulation in a beneficial way were memory/attention regulation (for wisdom about the self and the individualizing moral foundation) and evaluate/motivate (for the binding moral foundation). These findings suggest that, with the exception just described, inner speech (with the present dependent variables, and in adults) is easiest understood as an epiphenomenon.

scholarly journals Professional Self-Awareness as a Factor of Personal and Professional Self-Development of University Students

2020 ◽  
Vol 20 (4) ◽  
pp. 454-464
Author(s):  
Zhanna G. Garanina ◽  
Natalia V. Andronova
Keyword(s):  
University Students ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Development ◽  
Professional Self ◽  
Self Knowledge ◽  
High Level ◽  
Development Of Students

Introduction. The article analyzes the problem of professional self-awareness, and the influence of this phenomenon on the process of personal and professional self-development of students. A theoretical study of this problem has shown that professional self-awareness is one of the most important prerequisites for the self-development and self-improvement of university students. Materials and Methods. The article presents the results of an empirical study of the characteristics of self-awareness and self-development of students of the Mordovian State University. A set of methods was used: questionnaire “Ability for self-development” I. V. Zvereva, methodology “Readiness for self-knowledge and self-development” T. A. Ratanova, N. F. Shlyakhta, test “Determination of the level of development of reflexivity” by A. V. Karpov, “Questionnaire of self-attitude” by V. V. Stolin, S. R. Pantileev, methods of researching self-assessment by S. A. Budassi, test “Assessment of self-control in communication” by M. Snyder, questionnaire “The style of self-regulation of students’ behavior” by V. I. Morosanova. Results. Statistically significant correlations between the reflexive, affective and regulatory components of students’ self-awareness and the level of their personal and professional self-development were revealed. It has been found that a high level of development of students’ reflective qualities is associated with their desire for self-knowledge. The connection between self-regulation and readiness for self-knowledge and self-development determines the ability of students to carry out systematic and purposeful work on themselves. It is shown that students with high and above average levels of self-development are aware of the changes taking place in the structure of their personality in the process of vocational training. These students are characterized by higher indicators of reflexivity, self-attitude and self-esteem compared to students with low and below average levels of self-development. Discussion and Conclusion. The results obtained confirm the assumption that personal and professional self-development is conditioned by the students’ ability to reflect and realize their personal and professional qualities.

scholarly journals Emotional Self-Efficacy among A Sample of Faculty Members and Its Relation to Gender (Male/Female), Experience, Qualification, and Specialization

2016 ◽  
Vol 10 (1) ◽  
pp. 211
Author(s):  
Samer A. Abdel-Hadi
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Academic Community ◽  
Faculty Members ◽  
Abu Dhabi ◽  
Self Awareness ◽  
Arithmetic Means ◽  
Community Awareness ◽  
The Subject ◽  
High Level

The present study aimed to identify the level of emotional self-efficacy among a sample of faculty members who speak Arabic at the Abu Dhabi University. The study sample consisted of 99 faculty members Ph.D. and master’s holders from scientific, social and education and management and humanities disciplines in University branches: Abu Dhabi and AlAin. The Arabian version of the emotional self-efficacy scale standardized on the Emirati environment was applied which consists of 27 items distributed on four aspects: using and managing your own emotions, identifying and understanding your own emotions, dealing with emotions in others and perceiving emotions through facial expressions and body language.To detect the level of emotional self-efficacy the researcher calculated the arithmetic means, and deviations from the faculty member’s performance on the four scale aspects and the scale as a whole, the results showed a high level of emotional self-efficacy with faculty members who speak Arabic at the Abu Dhabi University. The study also found that there were no statistically significant differences at the level (0.05) or less between faculty members due to the variables gender (male/female), qualification, specialization, and years of experience. The researcher recommended the importance of academic community awareness of emotional self-efficacy and further studies on the subject of emotional self-efficacy in the light of other variables such as self-regulation and self-awareness.

scholarly journals Students’ Self-Perceptions of Self-Awareness/Self-Regulation when Experiencing Unexpected Situations in an Interprofessional Clinical Simulation

2021 ◽  
Author(s):  
Elena Espiritu ◽  
Steven Busby ◽  
Julie Hunt ◽  
Renee Brown ◽  
Beth Hallmark ◽  
...  
Keyword(s):  
Research Study ◽  
Self Regulation ◽  
Technical Skills ◽  
Self Awareness ◽  
Face To Face ◽  
Clinical Simulation ◽  
Self Perceptions ◽  
Healthcare Environment ◽  
The Moment ◽  
Challenging Situation

Background: The healthcare environment is becoming increasingly complex and demanding; therefore, providers need to possess both technical and non-technical skills to respond in unexpected circumstances. Self-awareness and regulation are non-technical skills where an individual becomes aware of personal and others’ emotions and then modulates those emotions to effectively act during a challenging situation. Educational programs need to embed more opportunities for students to develop these skills to enhance patient outcomes. Purpose: The purpose of this research study was to explore student self-perceptions of self-awareness and self-regulation when experiencing unexpected situations in an interprofessional clinical simulation. Methods: Healthcare students (n = 109) from four disciplines participated in this qualitative research study involving an interprofessional small group, face to face simulation with unexpected circumstances. Following the simulation, participants engaged in a semi-structured debriefing. Comments were recorded and analyzed to develop a thematic structure. Results: Participants had varying views about their level of preparedness to handle complex, unexpected situations ranging from feeling not prepared at all to recognizing that they need to be equipped for anything. Students also reported a greater appreciation for the interprofessional team, acknowledging the need for one another as they navigated unexpected circumstances. Some students used their self-awareness and regulation skills in the moment to manage their emotions and move to action in response to the unexpected circumstances, while others benefited from observing and hearing from others during the simulation and debriefing session. Conclusions: The interprofessional simulation helped to prepare students to navigate unexpected challenging patient care circumstances. Students experienced some role and action confusion in response to the emotionally charged scenario; however, they recognized the importance of being self-aware, regulating their own emotions and the skills of the interdisciplinary team to best meet the needs of the patient and family. Additional opportunities for non-technical skill practice should be included in healthcare curriculums to enhance students’ preparedness for the current healthcare environment. Further research is recommended to determine best practices for teaching these non-technical skills.

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

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