scholarly journals Khan Academy: as potencialidades como objeto de aprendizagem

2021 ◽  
Vol 7 (2) ◽  
pp. e2008
Author(s):  
Cassiano Scott Puhl ◽  
Bruno Resende ◽  
Thaísa Jacintho Müller
Keyword(s):  
Khan Academy

Este artigo apresenta uma avaliação de um ambiente da plataforma Khan Academy como um objeto de aprendizagem (OA), verificando as suas potencialidades para a compreensão do conteúdo de ângulos formados por retas paralelas cortadas por uma transversal. Na avaliação do OA foram considerados os seguintes critérios: usabilidade, interação, interatividade, acessibilidade, qualidade do conteúdo, efetividade e apresentação. A análise foi predominantemente qualitativa, enfatizando-se a descrição ao invés dos dados numéricos. Concluiu-se que o OA possui potencial para proporcionar a compreensão do conteúdo de ângulos formados por retas paralelas cortadas por uma transversal, visto que a plataforma tem um ambiente agradável e motivador para que o estudante se envolva na realização das atividades, bem como na organização didática dos conteúdos, proporcionando que o estudante aprenda no seu ritmo.

scholarly journals ALAS-KA: A learning analytics extension for better understanding the learning process in the Khan Academy platform

2015 ◽  
Vol 47 ◽  
pp. 139-148 ◽  
Author(s):  
José A. Ruipérez-Valiente ◽  
Pedro J. Muñoz-Merino ◽  
Derick Leony ◽  
Carlos Delgado Kloos
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Khan Academy

scholarly journals O uso da plataforma Khan Academy para o ensino de matemática no Brasil: um mapeamento sistemático

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 101-110
Author(s):  
Reury Rabynne Alves da Silva ◽  
Ana Emília Victor Barbosa Coutinho
Keyword(s):  
Khan Academy

A inserção de tecnologias digitais na educação permite ao professor a adoção de novas possibilidades pedagógicas que visem minimizar as dificuldades enfrentadas pelos estudantes em disciplinas como a matemática. Nesse contexto, a plataforma Khan Academy oferece aos estudantes um aprendizado mais ativo, dinâmico e personalizado, ao mesmo tempo em que permite ao professor acompanhar o desempenho de suas turmas e de cada aluno individualmente. Neste trabalho, apresentamos os resultados de um mapeamento sistemático da literatura que teve como propósito identificar os trabalhos publicados nos últimos cinco anos que propõem o uso da plataforma Khan Academy para o ensino de matemática no Brasil. Os resultados indicam que a plataforma Khan Academy vem sendo inserida aos poucos no processo de ensino e aprendizagem de matemática em todos os níveis de educação no Brasil.

scholarly journals Exploration of Factors Affecting Learners' Motivation in E-learning

2019 ◽  
pp. 1269-1275
Author(s):  
Shubham Dubey ◽  
Biro Piroska ◽  
Manjulata Gautam
Keyword(s):  
Dropping Out ◽  
Individual Factor ◽  
Factors Affecting ◽  
E Learning ◽  
Learning Platforms ◽  
The Common ◽  
Khan Academy ◽  
Future Work ◽  
The Impact

The world is changing rapidly, so is academics. E-learning has altered the area of academics and education. ICT enabled learning has given ideal services to students by providing any type of content on demand which is proportional to the performance of students. The concentration of learner has been found instinctive; thus there is a need of engaging mind towards course progress with its entirety till the objectives of the course will be achieved. There are several e-learning platforms available as EdX, Udacity, Khan Academy, Alison those have a number of learners registered for various courses. Studies suggest that these platforms suffer from the common problem of learners’ dropping out. Investigations also claim early leaving rate is increasing due to lack of quality of content, distraction factors, learners’ mind change, outdated and succinct information, and some more detraction factors. These issues have been observed on the basis of early leaving rates in various MOOCs. Thus there is a mammoth scope for minimizing the impact of these reasons on the learners’ mind. It can be achieved by identifying these factors affecting learners’ motivation during the course. This study is aiming on identifying these factors. The approach is to explore some certain keywords on previous literature (total 41) and then calculating their frequencies and co-factors associated with them. Both grouped factors contribution and individual factor contribution have been taken care. The study gives a direction for future work towards overcoming these actor and engaging learners in ICT enabled learning.

Four Strategies for Remote Workforce Training, Development, and Certification

2014 ◽  
pp. 1-16 ◽  
Author(s):  
Robert Gibson
Keyword(s):  
Value Chain ◽  
Business Strategy ◽  
Open Systems ◽  
Traditional Education ◽  
Workforce Education ◽  
Workforce Training ◽  
Learning Support ◽  
Training Development ◽  
Ongoing Training ◽  
Khan Academy

Companies and organizations are increasingly turning to remote-based teleworkers to fill vital positions. This is due to a variety of circumstances, including increasing difficulty in locating and attracting potential employees who possess the requisite skills required for positions, locating potential employees who reside in close geographic proximity to the corporate facilities, high costs associated with relocating employees across the country or globe, and high costs associated with supporting a large, localized workforce. Therefore, developing and supporting a strong remote workforce becomes a critical business strategy and an important component of the corporate Value Chain. Providing ongoing training, development, and credentialing for these remote teleworkers can be challenging for many companies – despite technological advancements in recent years. In response, many companies are increasingly taking it upon themselves to provide workforce education and certification – bypassing traditional education formats in favor of emerging models for training, development, and competency certification. Four strategies/models are proposed in this chapter for training and credentialing remote teleworkers, including utilization of Open Systems, which are gaining popularity in corporations such as Google, the Khan Academy, and Autodesk; Badging and Open Badging, which are commonly used in corporations such as Samsung, NASA, and Disney; Gamification and 3D Simulation Strategies, which are used in a variety of corporate training; and Learning Support Managers, which are used by companies such as Apple, Inc.

Four Strategies for Remote Workforce Training, Development, and Certification

Gamification ◽  
2015 ◽  
pp. 770-785 ◽  
Author(s):  
Robert Gibson
Keyword(s):  
Value Chain ◽  
Business Strategy ◽  
Open Systems ◽  
Traditional Education ◽  
Workforce Education ◽  
Workforce Training ◽  
Learning Support ◽  
Training Development ◽  
Ongoing Training ◽  
Khan Academy

Companies and organizations are increasingly turning to remote-based teleworkers to fill vital positions. This is due to a variety of circumstances, including increasing difficulty in locating and attracting potential employees who possess the requisite skills required for positions, locating potential employees who reside in close geographic proximity to the corporate facilities, high costs associated with relocating employees across the country or globe, and high costs associated with supporting a large, localized workforce. Therefore, developing and supporting a strong remote workforce becomes a critical business strategy and an important component of the corporate Value Chain. Providing ongoing training, development, and credentialing for these remote teleworkers can be challenging for many companies – despite technological advancements in recent years. In response, many companies are increasingly taking it upon themselves to provide workforce education and certification – bypassing traditional education formats in favor of emerging models for training, development, and competency certification. Four strategies/models are proposed in this chapter for training and credentialing remote teleworkers, including utilization of Open Systems, which are gaining popularity in corporations such as Google, the Khan Academy, and Autodesk; Badging and Open Badging, which are commonly used in corporations such as Samsung, NASA, and Disney; Gamification and 3D Simulation Strategies, which are used in a variety of corporate training; and Learning Support Managers, which are used by companies such as Apple, Inc.

Independent E-Learning

2019 ◽  
pp. 120-136 ◽  
Author(s):  
Danielle McKain
Keyword(s):  
Independent Learning ◽  
Future Research ◽  
Learning Resources ◽  
Motivation To Learn ◽  
Advantages And Disadvantages ◽  
History Of ◽  
E Learning ◽  
Personal Use ◽  
Khan Academy ◽  
Research Recommendations

Recent advances in technology provide the opportunity for independent e-learning virtually anytime and anywhere. Although technology offers options that can meet the needs of most learners, distractions, and motivation to learn are concerns. This chapter will provide a brief history of independent e-learning and Khan Academy, as well as research on motivation to learn and gamification. In addition, Khan Academy case studies and other independent learning resources will be discussed along with advantages and disadvantages of use. The increase in free e-learning resources that are available for classroom and personal use is changing the world of education and learning. Future research recommendations are also presented.

Use of Khan Academy and Mathematics Achievement

2020 ◽  
pp. 37-63
Author(s):  
Kelli Millwood Hill ◽  
Kodi Weatherholtz ◽  
Rajendra Chattergoon
Keyword(s):  
Student Achievement ◽  
Standard Deviation ◽  
School District ◽  
Mathematics Classroom ◽  
Middle School Mathematics ◽  
Long Beach ◽  
Balanced Assessment ◽  
Race Ethnicity ◽  
And Mathematics ◽  
Khan Academy

In summer 2017, Long Beach Unified School District partnered with Khan Academy to support pilot teachers in their implementation of Khan Academy in the classroom. This study examined how the use of Khan Academy in the middle school mathematics classroom relates to student achievement on the mathematics portion of the state standardized assessment. Results indicated that students who used Khan Academy for more than 30 minutes a week, the recommended usage time, scored an additional 22 points (0.20 standard deviation units) on the 2018 mathematics portion of the Smarter Balanced Assessment, compared to students who did not use Khan Academy. Additionally, these results hold true regardless of race/ethnicity, gender, eligibility for free/reduced lunch, or English learner status.

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