scholarly journals Exploring Hong Kong Youth Culture via a Virtual Reality Tour

2021 ◽  
Vol 13 (23) ◽  
pp. 13345
Author(s):  
Alice Hiu Yan Cheung ◽  
Lixun Wang
Keyword(s):  
Virtual Reality ◽  
Hong Kong ◽  
Popular Culture ◽  
Distance Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Youth Culture ◽  
Tertiary Education ◽  
Critical Mode ◽  
Empirical Significance

The advantages of employing virtual reality tours in teaching are attributed to the virtual reality experience it provides to the students. In the case of teaching popular culture, benefits from the potential of VR tour are amplified by the empirical significance that would lead to the students’ imagination and reflection. In addition, an online VR tour suggests a flexibility that allows students to learn anyplace anytime, satisfying the need for blended learning and distance learning, which is a very critical mode of teaching and learning during the COVID-19 pandemic. This article discusses the advantages and challenges of blending “virtual reality” into the teaching of popular culture, and, furthermore, the implications of VR in tertiary education are discussed by examining the research that is conducted through the application of a VR tour in the course: Hong Kong Popular Culture. Sixty-eight students participated in the course. After implementing the VR tour, a questionnaire survey and interviews were conducted. In addition, students wrote essays to reflect on the youth culture of contemporary Hong Kong after the explanation of the tour, and these were also examined. We observed the positive responses from the students and the way in which the VR tour could enhance the learning qualities in the course on cultural studies.

Technology usage for teaching and learning law in open and distance learning: a Sri Lankan perspective

2020 ◽  
Vol 15 (1) ◽  
pp. 69-81
Author(s):  
Janaka Selvaras
Keyword(s):  
Distance Learning ◽  
Sri Lanka ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Technology Usage ◽  
Content Type ◽  
Learning And Teaching ◽  
Online Social Media ◽  
Open And Distance Learning ◽  
Learning Law

PurposeThe Open University of Sri Lanka (OUSL) is the only institution to deliver legal education through Open and Distance Learning (ODL) in Sri Lanka. This study aims to analyze technology usage in learning and teaching law in the ODL under OUSL to evaluate the accessibility and also challenges.Design/methodology/approachA combination of qualitative and quantitative methodologies has been used for the study. This includes both interviews with teachers and surveying among students on the usage of technology in learning and teaching law at OUSL. Since the LL.B Degree Programme of OUSL delivered at six regional centres in Sri Lanka, this study also includes the comparative analysis of technology usage in teaching and learning at selected regional centres.FindingsThe findings indicate that the majority of students have access to technology through mobile phones and are aware of blended learning. Even though they prefer to integrate blended learning with learning law, they do not prefer learning entirely online. Social media and mobile applications are the most preferred modes of blended learning by students. It is also acknowledged that the internal staff has knowledge and access to the use of technology in teaching law while the external staff faces challenges and is in need of adequate training.Originality/valueThe original contribution of this article provides insightful guidelines not only to the OUSL of Sri Lanka but also to the institutions offering similar disciplines through ODL to understand lecturers, learners in the future integration of technology.

scholarly journals Communication Idol: Using popular culture to catalyse active learning by engaging students in the development of entertaining teaching and learning resources

2016 ◽  
Vol 13 (5) ◽  
pp. 24-40
Author(s):  
Tinashe Dune ◽  
◽  
John Bidewell ◽  
Rubab Firdaus ◽  
Morwenna Kirwan ◽  
...  
Keyword(s):  
Popular Culture ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Experience ◽  
Learning Task ◽  
Health Science ◽  
Peer Ratings ◽  
Teaching Innovation ◽  
Learning And Teaching ◽  
Professional Health

Bringing popular culture to tertiary education can potentially increase student engagement with learning tasks and content, especially when the learning task has students producing the content. Using a singlegroup intervention plus post-test design, this study implemented and evaluated a purposely developed learning and teaching innovation capitalising on popular and consumer culture to promote active over passive learning in a large, interprofessional health science unit. Students were invited to develop educational video presentations in a friendly competition based on high-rating television musical and vocal talent quests, with cash prizes based on peer ratings, this being the intervention. From a cohort of 569 students in 12 undergraduate allied health programs, 14 students in seven teams of 1 to 3 students produced seven, high-quality videos about communication in professional health practice, and recorded their experiences of doing so. Ratings showed the majority found the process fun (85%) and instructive (64%), with 29% finding the task harder than expected. The prospect of prizes along with intrinsic motivators were reasons for producing a video. A further 285 students viewed the productions and for extra marks completed evaluation of the videos’ educational value. Videos were perceived as an educationally valuable yet entertaining way to engage unit content. Producers of videos rated the teaching and learning experience significantly more positively than students not involved in production. Qualitative analysis of open-ended responses supported relevant numerical findings. Barriers to producing videos were identified as time, resources, confidence and lack of a team. Results should encourage educators contemplating similar initiatives. The project highlights benefits of harnessing popular genres with which students identify, to encourage involvement in producing educationally justifiable content that rewards both performer and audience. The project shows how learning content and tasks created and presented in familiar and entertaining formats can catalyse students’ agentic engagement in tertiary curricula.

Promoting student-centred blended learning in higher education: A model

2021 ◽  
pp. 204275302110277
Author(s):  
Md. Kabirul Islam ◽  
Md. Fouad Hossain Sarker ◽  
M. Saiful Islam
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Tertiary Education ◽  
Peer Group ◽  
Asynchronous Mode ◽  
Learning Stage ◽  
Synchronous Mode ◽  
Quasi Experimental ◽  
Stage 1

This empirical study is conducted in a blended learning setting of a technology-focused private university in Bangladesh to offer a model that could help attain a comprehensive goal of blended learning. The main objectives of this study are to examine course design in a blended learning setting, strategies adopted by the course teachers to maximize students’ online interactions in a collaborative manner and how well these strategies had an impact on quality of blended teaching and learning in tertiary education. Drawing upon a quasi-experimental approach, qualitative data were collected by observing the teaching and learning activities of a course named ‘Bangladesh Studies’ over a four-month semester. Findings of this study suggest a model that would allow better student–teacher interaction in both synchronous and asynchronous modes of teaching and learning based on three sequential stages such as referring to and discussing online peer-group comments in the regular face-to-face classes in asynchronous mode (stage 1), off-campus synchronous mode of interactions to utilize students’ personal study hours (stage 2) and off-campus asynchronous mode of interactions to offer flexibility for collaborative learning (stage 3). It is argued that the model that has been offered could be useful in promoting innovative and contextual pedagogy which will essentially involve students in sharing, interacting and collaborating discussions for knowledge construction and hereby enable overall cognitive development of students in a blended learning environment.

scholarly journals Digital learning designs in physiotherapy education: A systematic review and meta-analysis.

2020 ◽  
Author(s):  
Nina Bjerketveit Ødegaard ◽  
Hilde Tinderholt Myrhaug ◽  
Tone Dahl-Michelsen ◽  
Yngve Røe
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Traditional Teaching ◽  
Digital Learning ◽  
Flipped Classrooms ◽  
Traditional Classroom Teaching ◽  
Meta Analyses ◽  
Physiotherapy Education

Abstract Background: Digital learning designs have the ability to support teaching and learning within higher education. However, the research on digital learning designs within physiotherapy education is limited. This study aims to identify and investigate the effectiveness of digital learning designs in physiotherapy education.Methods: The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital learning designs and technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For similar interventions, the learning effects were calculated using meta-analyses.Results: Altogether, 22 studies were included in the review (17 randomized controlled trials and five cohort studies). A blended learning design was used in 21 studies, a flipped classroom model in five and a distance learning design in one. Altogether, 10 of the 22 articles were included in meta-analyses, which showed statistically significant effects for flipped classrooms on knowledge acquisition (standardized mean difference [SMD]: 0.41; 95% confidence interval [CI]: 0.20, 0.62) and for interactive websites or applications (apps) on practical skills (SMD: 1.07; 95% CI: 0.71,1.43). The meta-analysis of different interactive websites/apps on knowledge acquisition favoured traditional teaching (SMD: 0.51; 95% CI:-0.80,1.82), but this was not statistically significant. Overall, the effects indicated that blended learning designs are equally as or more effective than traditional classroom teaching to achieve learning outcomes. Distance learning showed no significant differences compared to traditional classroom teaching.Conclusions: The results indicate that digital learning designs in the form of blended learning and distance learning were equally or more effective compared to traditional teaching in physiotherapy education. The meta-analysis revealed a significant effect on student learning in favour of flipped classrooms and interactive websites/apps. However, these results must be confirmed in larger controlled trials. Further, research should investigate how digital learning designs can facilitate students’ learning of practical skills and behaviour, learning retention and approaches to studying as well as references for teaching and learning in digital learning environments.

scholarly journals Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment

2016 ◽  
Author(s):  
Renee Crawford ◽  
Louise Jenkins
Keyword(s):  
Blended Learning ◽  
Team Teaching ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Advanced Technology ◽  
Pedagogical Change ◽  
Tertiary Teaching ◽  
Learning Platforms ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Increased accessibility of advanced technology, the targeted use of online learning platforms, student flexible learning expectations and the pressures of faculty budget constraints and priorities have called into question the effectiveness of traditional tertiary teaching and learning models. The tertiary education context must evolve at a pace consistent with the growing expectations and requirements of an innovative society. A teacher-led research project was devised to navigate through some of the complexities and implications associated with necessary pedagogical change in response to the transitioning digital tertiary environment. The development and implementation of blended learning and team teaching strategies were introduced into the pedagogy of a tertiary pre-service teacher education methods class. This paper reports on three sequential years of findings, which will explore student understandings of blended learning and team teaching and the overall impact they had on their learning in this context.

scholarly journals UPAYA MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN MATEMATIKA DENGAN PEMBELAJARAN TATAP MUKA TERBATAS MELALUI METODE BLENDED LEARNING PADA MASA PANDEMI COVID–19

2021 ◽  
Vol 1 (2) ◽  
pp. 168-173
Author(s):  
SITI ROFINGAH
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Health And Safety ◽  
Learning Method ◽  
Negative Consequences ◽  
Face To Face ◽  
Face To Face Learning

The main priority of providing education during Covid-19 pandemic to prioritize health and safety of students, educators, education staff, families, and the community in general, as well as considering the growth of the students and their psycho social conditions. The continuity of teaching and learning process that is not carried out in the school has potential to have a long lasting negative impact. Anticipating the negative consequences and issues of distance learning, SMA Negeri 1 Kota Depok, according to government guidelines, has implemented two new policies for limited Face-to-face learning and an emergency curriculum ( under special conditions). During the Covid-19 pandemic, online and offline learning must be done side by side. On the other hand the student learning outcomes are expected have good final result. The writer conducted Classroom Action Research as an effort to improve students' learning outcomes during the Covid-19 pandemic by using Blended Learning method which combine Face-to face learning method with distance learning. Based on the cycle 1 and cycle 2, there were found that Blended learning can improve students' learning outcomes in Mathematics subject for 12 graders of Science subject at SMAN 1 Kota Depok. ABSTRAKPrioritas utama penyelenggaraan pendidikan pada masa pandemi Covid–19 adalah untuk mengutamakan kesehatan dan keselamatan peserta didik, pendidik, tenaga kependidikan, keluarga, dan masyarakat secara umum, serta mempertimbangkan tumbuh kembang peserta didik dan kondisi psikososial. Kelangsungan belajar mengajar yang tidak dilakukan di sekolah berpotensi menimbulkan dampak negatif yang berkepanjangan. Mengantisipasi konsekuensi negatif dan isu dari pembelajaran jarak jauh, SMA Negeri 1 Kota Depok sesuai panduan pemerintah mengimplementasikan dua kebijakan baru Pembelajaran Tatap Muka Terbatas dan Kurikulum darurat (dalam kondisi khusus). Pada masa pandemi Covid–19 mengharuskan mengharuskan pembelajaran daring dan luring berjalan beriringan. Di sisi lain hasil belajar siswa yang diperoleh diharapkan tetap baik. Penulis melakukan Penelitian Tindakan Kelas sebagai upaya untuk meningkatkan hasil belajar pada masa pandemi Covid–19 dengan menggunakan pembelajaran Campuran (Blended Learning) yang mengkombinasikan metode pembelajaran tatap muka dengan pembelajaran jarak jauh. Berdasarkan hasil temuan pada siklus I dan siklus II ternyata pembelajaran Campuran (Blended Learning) dapat meningkatkan hasil belajar siswa pada mata pelajaran matematika Kelas XII IPA di SMAN 1 Kota Depok.

Virtual Reality or Virtually Real

2010 ◽  
pp. 91-111 ◽  
Author(s):  
John Lidstone ◽  
Paul Shield
Keyword(s):  
Virtual Reality ◽  
Graduate Students ◽  
Learning Environment ◽  
Blended Learning ◽  
Sense Of Community ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Communication Technologies ◽  
Mediated Communication ◽  
Post Graduate

This paper examines the enabling effect of using blended learning and synchronous internet mediated communication technologies to improve learning and develop a Sense of Community (SOC) in a group of post graduate students consisting of a mix of on-campus and off campus students. Both quantitative and qualitative data collected over a number of years supports the assertion that the blended learning environment enhanced both teaching and learning. The development of a SOC was pivotal to the success of the blended approach when working with geographically isolated groups within a single learning environment.

Legal Aspects of Distance Learning

2021 ◽  
Author(s):  
Martina Kovačič Kuzmić ◽  
Keyword(s):  
Distance Learning ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Formal Education ◽  
18Th Century ◽  
Tertiary Education ◽  
Personal Data ◽  
Legal Aspects ◽  
Online Tools ◽  
Information And Communication

The first concepts of distance learning date back to the 18th century. With the development of information and communication technology, the possibilities of this way of teaching and learning have become more accessible and increasingly popular, especially in the context of non-formal education and at the level of tertiary education. Due to the current epidemiological situation related to the spread of COVID-19, the education system has largely moved online and is at least partly on distance. The changed way of teaching and learning and the use of online tools bring a number of challenges, including legal ones. In this article, we first focus on the legal basis of distance learning during the epidemic and later on one of the area that has been particularly highlighted at this way of teaching, the protection of privacy and personal data. Based on the analysis of normative frameworks and examples from practice, we identify gaps in the regulation of exposed legal aspects of distance learning and during the discussion, we open up possibilities that can lead to new theoretical and practical solutions.

scholarly journals Digital learning designs in physiotherapy education: A systematic review and meta-analysis.

2021 ◽  
Author(s):  
Nina Bjerketveit Ødegaard ◽  
Hilde Tinderholt Myrhaug ◽  
Tone Dahl-Michelsen ◽  
Yngve Røe
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Traditional Classroom ◽  
Digital Learning ◽  
Flipped Classrooms ◽  
Traditional Classroom Teaching ◽  
Meta Analyses ◽  
Physiotherapy Education

Abstract Background: Digital learning designs have the potential to support teaching and learning within higher education. However, the research on digital learning designs within physiotherapy education is limited. This study aims to identify and investigate the effectiveness of digital learning designs in physiotherapy education.Methods: The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital learning designs and technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For similar interventions, the learning effects were calculated using meta-analyses. Results: Altogether, 22 studies were included in the review (17 randomized controlled trials and five cohort studies). A blended learning design was used in 21 studies, a flipped classroom model in five and a distance learning design in one. Altogether, 10 of the 22 articles were included in meta-analyses, which showed statistically significant effects for flipped classrooms on knowledge acquisition (standardized mean difference [SMD]: 0.41; 95% confidence interval [CI]: 0.20, 0.62), for interactive websites or applications (apps) on practical skills (SMD: 1.07; 95% CI: 0.71,1.43) and for students self-produced videos on a practical skill in a cervical spine scenario (SMD: 0.49; 95% CI: 0.06, 0.93). Overall, the effects indicated that blended learning designs are equally as or more effective than traditional classroom teaching to achieve learning outcomes. Distance learning showed no significant differences compared to traditional classroom teaching.Conclusions: The current findings from physiotherapy education indicate that digital learning designs in the form of blended learning and distance learning were equally or more effective compared to traditional teaching. The meta-analysis revealed a significant effect on student learning in favour of flipped classrooms and interactive websites/apps. However, these results must be confirmed in larger controlled trials. Further, research should investigate how digital learning designs can facilitate students’ learning of practical skills and behaviour, learning retention and approaches to studying as well as references for teaching and learning in digital learning environments.

scholarly journals Digital learning designs in physiotherapy education: a systematic review and meta-analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nina Bjerketveit Ødegaard ◽  
Hilde Tinderholt Myrhaug ◽  
Tone Dahl-Michelsen ◽  
Yngve Røe
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Traditional Classroom ◽  
Digital Learning ◽  
Flipped Classrooms ◽  
Traditional Classroom Teaching ◽  
Meta Analyses ◽  
Physiotherapy Education

Abstract Background Digital learning designs have the potential to support teaching and learning within higher education. However, the research on digital learning designs within physiotherapy education is limited. This study aims to identify and investigate the effectiveness of digital learning designs in physiotherapy education. Methods The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital learning designs and technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For similar interventions, the learning effects were calculated using meta-analyses. Results Altogether, 22 studies were included in the review (17 randomized controlled trials and five cohort studies). A blended learning design was used in 21 studies, a flipped classroom model in five and a distance learning design in one. Altogether, 10 of the 22 articles were included in meta-analyses, which showed statistically significant effects for flipped classrooms on knowledge acquisition (standardized mean difference [SMD]: 0.41; 95% confidence interval [CI]: 0.20, 0.62), for interactive websites or applications (apps) on practical skills (SMD: 1.07; 95% CI: 0.71,1.43) and for students self-produced videos on a practical skill in a cervical spine scenario (SMD: 0.49; 95% CI: 0.06, 0.93). Overall, the effects indicated that blended learning designs are equally as or more effective than traditional classroom teaching to achieve learning outcomes. Distance learning showed no significant differences compared to traditional classroom teaching. Conclusions The current findings from physiotherapy education indicate that digital learning designs in the form of blended learning and distance learning were equally or more effective compared to traditional teaching. The meta-analyses revealed significant effects on student learning in favour of the interventions using flipped classrooms, interactive websites/apps and students self-produced videos. However, these results must be confirmed in larger controlled trials. Further, research should investigate how digital learning designs can facilitate students’ learning of practical skills and behaviour, learning retention and approaches to studying as well as references for teaching and learning in digital learning environments.

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