scholarly journals Aspetti emotivi e relazionali nell'e-learning

2008 ◽  
Keyword(s):  
Natural Language ◽  
Cognitive Processes ◽  
Multimodal Communication ◽  
Face To Face ◽  
Computer Communication ◽  
E Learning ◽  
Machine Interface ◽  
Man Machine Interface

This book investigates the role of emotions and multimodal communication in face-to-face teaching and in e-learning, and assesses the incidence of these not merely verbal components on the cognitive processes of the student. It also presents certain types of man-machine interface that utilise natural language in written, vocal and multimodal form; the latter implement a new metaphor of interaction with the computer that is more human-oriented. This is, therefore, a new and interdisciplinary theme of research that highlights the technical and theoretical complexity that e-learning specialists and scholars of multimodal communication and emotions address in order to devise new systems of human-computer communication that are more natural and more motivating for learning.

An Exploratory Analysis of the Role of Emotions in E-Learning

2010 ◽  
pp. 563-571 ◽  
Author(s):  
M. A. Rentroia-Bonito ◽  
J. Jorge ◽  
C. Ghaoui
Keyword(s):  
Learning Processes ◽  
Learning Support ◽  
Face To Face ◽  
Learning Contexts ◽  
The People ◽  
E Learning ◽  
Individual Learning Processes ◽  
The Individual ◽  
The Impact

Technology-rich environments are assuming a key role in the individual learning processes. Still, one of the major IT challenges identified in the education field is to establish e-learning as a credible and viable complement to face-to-face education. This represents a paradigm shift in the way of learning, which is driving changes at individual, process, institutional, and societal levels. However, despite last-decade advances in the application of usability principles in system design, there is still a need to better understand the people-technology fit in learning contexts. Current results, gaps, and issues define the challenges that dictate new requirements. Among these new requirements, minimizing the impact of the distance factor on communication and learning effectiveness calls for alternatives approaches. Due to the importance of communication among instructor and students in learning, the scope of this work focuses on exploring the role of emotions within the user and learning-support technology fit.

Active Man Machine Interface for Advanced Rotorcraft

1993 ◽  
Vol 37 (15) ◽  
pp. 1032-1032
Author(s):  
Monica Z. Weiland ◽  
Brian A. Convery ◽  
Allen L. Zaklad ◽  
Wayne W. Zachary ◽  
Clarence A. Fry ◽  
...  
Keyword(s):  
Information Management ◽  
Cognitive Model ◽  
Software Tools ◽  
Cognitive Modelling ◽  
Context Sensitive ◽  
The Future ◽  
Modelling Methodology ◽  
Machine Interface ◽  
Man Machine Interface

The proliferation of digital avionic information presented to pilots has produced a critical need for intelligent avionic information management, particularly in the area of Caution, Warning, and Advisory (CWA) systems. This demonstration illustrates the role of an Active Man Machine Interface (AMMI) in the context of CWA systems in rotorcraft of the future. The basis of the AMMI's intelligence demonstrated here is provided by a cognitive model that 1) prunes the alert stream to only those messages that have meaning to the pilot depending on the tactical context, and 2) provide context-sensitive advice on the basis of the tactical context. The CWA AMMI is currently being designed using COGNET, an cognitive modelling methodology (Zachary, 1989), and implemented using BATON, a set of software tools used to implement and embed COGNET models into existing systems (Zachary et al, 1991).

Design and Realization of ECP Dynamic Navigation Based on .NET

2014 ◽  
Vol 687-691 ◽  
pp. 2073-2077
Author(s):  
Shao Jing Zhou ◽  
Wen Chen ◽  
Wei Li ◽  
Zhen Ting Chen ◽  
Hui Rong
Keyword(s):  
Resource Sharing ◽  
Development Platform ◽  
Learning Platform ◽  
Dynamic Navigation ◽  
E Learning ◽  
Machine Interface ◽  
Man Machine Interface ◽  
Net Framework

The E-learning has penetrated into people's life, and has become an important learning way. Because there is no uniform development platform, which leads to resource sharing is poor; developers have to carry a lot of repeated work, so it is necessary to construct the ECP. To construct unified e-learning platform, need to consider its commonness and individuality, and e-learning home reflects the most prominent. Man-machine interface of the e-learning home is main navigation links, so this is to realize dynamic navigation as research object, designed and implemented the ECP dynamic navigation based on .NET Framework.

scholarly journals Pemanfaatan E-Learning Quipper School oleh Guru dan Siswa untuk Optimalisasi Pembelajaran di MAN 1 Ponorogo

2018 ◽  
Vol 3 (2) ◽  
pp. 153-160
Author(s):  
Ghulam Asrofi Buntoro ◽  
Dwiyono Ariyadi ◽  
Indah Puji Astuti
Keyword(s):  
Learning System ◽  
Learning And Teaching ◽  
Face To Face ◽  
Teachers And Students ◽  
Innovative Learning ◽  
E Learning ◽  
Computer Based ◽  
Strongly Agree ◽  
Communication And Information Technology

The role of Science and Technology (IT) is huge nowadays. The role covers many fields. One of them is education. MAN 1 Ponorogo is one of the schools in Ponorogo district that has extra computer-based activities for a minimum level of diploma 1. It affects the increase in lesson hours. Therefore, to maximize face-to-face required innovative learning media. One such example is e-learning. E-learning is also expected to be used actively by students. E-learning is a learning system that utilizes communication and information technology (ICT) in the learning process between teachers and learners. The purpose of this program is to socialize e-learning quipper to teachers and students in MAN 1 Ponorogo to optimize learning and teaching activities (KBM). In the event, seventeen teachers were present and active. Eleven teachers strongly agree with e-learning quipper because it is easy and useful. As of the 24 students present and active, 2 students still have difficulty in using e-learning quipper. Thus, more than 95% of participants can use the e-learning quipper.

scholarly journals The role of the ICT teacher in e-learning-based teaching

2021 ◽  
Vol 26 ◽  
pp. 93-100
Author(s):  
Fetri Sukisworo ◽  
Marsono Marsono ◽  
Widiyanti Widiyanti
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Human Life ◽  
Face To Face ◽  
Use Of Technology ◽  
Learning Techniques ◽  
E Learning

The Covid-19 pandemic has had a fundamental impact on various aspects of humanity. Starting from attacking health, this pandemic has hit the education sector which is quite influential on human life. Enforcement of regulations while maintaining a distance of about one meter has implications for the education process in Indonesia. Therefore, the educational element must encourage the distance learning process. The term arises because it sees distance learning as an alternative to face-to-face methods so that education can always be held without controversy under any circumstances. This activity raises the use of technology that is used as teaching material for distance education. Distance learning techniques allow users to take advantage of technologies such as online learning. Teachers will be required to abandon using traditional techniques whose methods are somewhat indifferent. Online learning creates internet connectivity and the use of information technology in helping the teaching and learning process that can be applied in Google Classroom. In this article, researchers focus on using Google Classroom in the context of implementing distance learning during the Covid-19 pandemic.

scholarly journals Gamification in e-learning: The mitigation role in technostress

2021 ◽  
Vol 10 (2) ◽  
pp. 606
Author(s):  
Faridiah Aghadiati Fajri ◽  
RY. Kun Haribowo P. ◽  
Nurisqi Amalia ◽  
Dina Natasari
Keyword(s):  
Technology Implementation ◽  
Feedback Mechanism ◽  
User Resistance ◽  
Face To Face ◽  
Digital World ◽  
Business Applications ◽  
Quasi Experimental ◽  
E Learning ◽  
The Impact

The digital world demands graduates who are accustomed to deal with technology. Blended learning is one of the strategies by combining online media with face-to-face classes. It cannot be denied that students who interact with technology experience stress and tension. This condition have an impact on the learning process so that a way out is needed to bring it down. Gamification is a gaming technique that is applied to non-game applications to increase pleasure when interacting with these applications. This feature has been implemented in business applications, social media, e-commerce, and e-learning. However, the impact of playfulness in mitigating technostress has not been studied. This research examined the role of feedback mechanism and presentation mechanism in giving pleasure in LMS. Furthermore, this playfulness is expected to reduce the stress experienced by users. The research was conducted using a quasi-experimental method by giving participants time to follow the course with the gamification feature. The results showed that the gamification mechanism is able to provide pleasure which in turn will reduce the user's stress level. Based on the user-perceived of playfulness, gamification can reduce stress levels so it will reduce user resistance and increase the effectiveness of technology implementation.

scholarly journals E-Teaching in Higher Education: An Essential Prerequisite for E-Learning

2018 ◽  
Vol 7 (2) ◽  
pp. 93-97 ◽  
Author(s):  
Sarah Guri-Rosenblit
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
New Technologies ◽  
Higher Education Institutions ◽  
Undergraduate Level ◽  
Face To Face ◽  
E Learning ◽  
Teaching In Higher Education ◽  
Essential Prerequisite

The discourse on the implementation of the digital technologies in higher education settings focuses mainly on students’ learning rather than on professors’ teaching. The little attention paid to the crucial role of teachers in online settings results in a restricted and moderate adaptation of the technologies in higher education worldwide. In most higher education institutions, the new technologies are used mainly for add-on functions and not for substituting face-to-face encounters or for an intensive web-enhanced teaching. This article starts with briefly explaining why most students, particularly at the undergraduate level, are unable and/or unwilling to study by themselves without expert teachers to guide their knowledge construction, discusses the problematics of digital literacy of teachers, examines the main reasons for the reluctance of many academics to utilize the technologies more fully in their teaching, and concludes by recommending some strategies for incorporating more fully the huge array of the technologies’ capabilities in higher education institutions. 

scholarly journals The Role of e-Tutor Competencies in Postgraduate e-Learning Courses: Spotlight on Emotion Management

2021 ◽  
Vol 13 (17) ◽  
pp. 9716
Author(s):  
Elisabeth Bustos-Contell ◽  
Luis Porcuna-Enguix ◽  
José Serrano-Madrid ◽  
Gregorio Labatut-Serer
Keyword(s):  
Student Satisfaction ◽  
Action Plan ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Financial Statements ◽  
Emotion Management ◽  
Face To Face ◽  
E Learning ◽  
Key Driver

The role of e-learning in the existing and challenging educational era is crucial. However, it is necessary to overcome some drawbacks such as feelings of isolation and a lack of emotional contact. In this sense, emotion management is a key driver of student satisfaction in e-learning, which is significantly related to students’ motivation, learning, cognitive strategies, self-regulation, and personality antecedents in the classroom. This article examines an online postgraduate course in financial statements auditing, describing the resources used by the e-tutor to conduct affective tutorials, reduce students’ feelings of isolation, increase student involvement, and achieve success in e-learning. The results of a survey administered to 125 students over the period 2015 to 2020 indicate that students who receive emotional support have higher levels of satisfaction with the course in terms of all satisfaction indicators. In addition, female e-learning students are more satisfied with intensive e-tutor monitoring overall but are less gratified by non-face-to-face e-tools. Our study responds to the calls in the 2021–2027 Digital Education Action Plan to improve and reset education and training for the digital age.

scholarly journals Analysis of The Impact of E-Learning on Fifth Grade Students

2021 ◽  
Vol 4 (1) ◽  
pp. 72
Author(s):  
Aji Wicaksana ◽  
Ferina Agustini ◽  
Aries Tika Damayani
Keyword(s):  
Fifth Grade ◽  
School Students ◽  
Data Presentation ◽  
Face To Face ◽  
Fifth Grade Students ◽  
Analysis Technique ◽  
E Learning ◽  
The Impact

When implementing E-learning, the teacher does not meet face to face with students, even though the role of the teacher in schools is very important in addition to teaching and educating students. It causes E-learning to have various impacts, both negative and positive impacts. This study aimed to analyze E-learning learning in fifth-grade elementary school students. This type of research was qualitative research. The techniques used to collect data were observation, interviews, questionnaires, and documentation. The instrument used to analyze the data was a questionnaire. The technique used in analyzing the data was descriptive qualitative. The data analysis technique in this study used three data acquisition procedures, namely data reduction, data presentation, and data verification. The result of the research is that E-learning can increase students' motivation and interest in learning more actively. E-learning is more flexible and can be accessed from anywhere. Can make students more independent in solving problems. The obstacle faced by students is the lack of supporting technology facilities for this learning process, such as the quality of gadgets and signals in the area around the school.

scholarly journals Speech Driven Gaze in a Face-to-Face Interaction

2021 ◽  
Vol 15 ◽  
Author(s):  
Ülkü Arslan Aydin ◽  
Sinan Kalkan ◽  
Cengiz Acartürk
Keyword(s):  
Multimodal Communication ◽  
Gaze Direction ◽  
Social Signals ◽  
Job Interview ◽  
Communication Modality ◽  
Face To Face ◽  
Social Gaze ◽  
Speech Features ◽  
High Level

Gaze and language are major pillars in multimodal communication. Gaze is a non-verbal mechanism that conveys crucial social signals in face-to-face conversation. However, compared to language, gaze has been less studied as a communication modality. The purpose of the present study is 2-fold: (i) to investigate gaze direction (i.e., aversion and face gaze) and its relation to speech in a face-to-face interaction; and (ii) to propose a computational model for multimodal communication, which predicts gaze direction using high-level speech features. Twenty-eight pairs of participants participated in data collection. The experimental setting was a mock job interview. The eye movements were recorded for both participants. The speech data were annotated by ISO 24617-2 Standard for Dialogue Act Annotation, as well as manual tags based on previous social gaze studies. A comparative analysis was conducted by Convolutional Neural Network (CNN) models that employed specific architectures, namely, VGGNet and ResNet. The results showed that the frequency and the duration of gaze differ significantly depending on the role of participant. Moreover, the ResNet models achieve higher than 70% accuracy in predicting gaze direction.

Sign in / Sign up

Export Citation Format

Share Document