scholarly journals A Comparative Study of E-learning Platform in Reading and Translating Course for Engineering Students

2016 ◽  
Vol 11 (04) ◽  
pp. 120 ◽  
Author(s):  
Xue Shi
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Developed Countries ◽  
The United States ◽  
Web Based ◽  
Face To Face ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning

Web-based learning environments are being more widely used in higher education to support face to face teaching activities. Universities in Europe, the United States, and other developed countries extensively use e-learning platforms; however, this is still in the trial stage in Chinese universities and educational institutions. Moodle has been considered as an interactive e-learning tool to motivate students and involve them in resolving both individual and collaborative tasks. In order to improve class attendance and homework assignments submission, an e-course was developed via Moodle and proved to be a positive teaching/learning experience. Following this study, a series of conclusions can be drawn concerning its benefits in terms of stimulating students’ interest in homework tasks and increasing their frequency of interaction with teachers and among colleagues.

Cloud Based e-Learning Platform: An Effective Virtual Learning Environment for Higher Education Institutions

2020 ◽  
Vol 17 (9) ◽  
pp. 4585-4592
Author(s):  
Nidhi Gupta ◽  
Neeraj Sharma ◽  
Sanjay Sood
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Developed Countries ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Education Standards ◽  
Web Based ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning

The teaching-learning process, especially in higher education has always been a matter of great concern in developing countries as it makes the nation’s youth capable and is a mainstay towards its development. With the introduction of ICT, it has become even more important to change the learning methodology using the latest technologies like e-Learning, m-Learning, Cloud Computing etc., to match with the education standards of developed countries. This aim of this paper is to provide an insight about the use of e-Learning and cloud computing in HEIs. The paper also discusses the various cloud based adoption technologies used for HEIs and illustrates the comparative analysis of the web based and cloud based e-Learning system.

scholarly journals Design and Implementation of a Gesture-Aided E-Learning Platform

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 8042
Author(s):  
Wolfgang Kremser ◽  
Stefan Kranzinger ◽  
Severin Bernhart
Keyword(s):  
Learning Outcomes ◽  
Field Test ◽  
Learning Experience ◽  
Learning Content ◽  
Learning Platform ◽  
System Usability Scale ◽  
E Learning ◽  
Learning Platforms ◽  
Reference Implementation ◽  
Generic System

In gesture-aided learning (GAL), learners perform specific body gestures while rehearsing the associated learning content. Although this form of embodiment has been shown to benefit learning outcomes, it has not yet been incorporated into e-learning. This work presents a generic system design for an online GAL platform. It is comprised of five modules for planning, administering, and monitoring remote GAL lessons. To validate the proposed design, a reference implementation for word learning was demonstrated in a field test. 19 participants independently took a predefined online GAL lesson and rated their experience on the System Usability Scale and a supplemental questionnaire. To monitor the correct gesture execution, the reference implementation recorded the participants’ webcam feeds and uploaded them to the instructor for review. The results from the field test show that the reference implementation is capable of delivering an e-learning experience with GAL elements. Designers of e-learning platforms may use the proposed design to include GAL in their applications. Beyond its original purpose in education, the platform is also useful to collect and annotate gesture data.

scholarly journals Promoting Students’ Global Perspectives Through a Gamified e-Learning Platform

2021 ◽  
Vol 6 ◽  
Author(s):  
Frankie Y. W. Leung ◽  
Martin Lau ◽  
Kelvin Wan ◽  
Lisa Law ◽  
Theresa Kwong ◽  
...  
Keyword(s):  
Learning Experience ◽  
Global Perspectives ◽  
Global Issues ◽  
Learning Platform ◽  
Before And After ◽  
E Learning ◽  
Learning Platforms ◽  
Cognitive Knowledge ◽  
Survey Responses ◽  
Development Of Students

With the rapid growth of internationalization in tertiary institutions worldwide, the development of students’ global perspectives has attracted the attention of many universities. However, this development is a challenging one due to the complicated nature of global issues and their incompatibility with traditional subject-specific boundaries of classroom teaching. Through two eTournaments organized on a proprietary gamified e-learning platform named “PaGamO,” this study examined participating students’ learning experience and their change of global perspectives due to their participation in the eTournaments. Data were collected before and after the two eTournaments, and 217 survey responses were considered to be valid and were further analyzed. The findings showed that participating students achieved the satisfaction level of enjoyment (M = 3.62) and their awareness of the United Nations Sustainable Development Goals (SDGs) (M = 3.96) had been improved. In addition, the findings also revealed that 1) students enjoyed and perceived a better understanding of the SDGs in terms of perceptual dimensions like value-oriented and partnership-oriented, rather than the global issues about substantial threats or environmental issues; 2) the “intrapersonal effect” of students had been significantly reduced after the eTournaments; 3) positive significant correlations were found between the level of enjoyment and frequency of question-attempt in relation to the change of cognitive knowledge and interpersonal social interaction. The findings of this study offered some possible insights into students’ gameplay experience concerning dimensions of global perspectives and also support the findings of prior research on how gamified e-learning platforms could contribute to the development of students’ global perspectives.

A Blended Learning Approach in Mathematics

2012 ◽  
pp. 22-42 ◽  
Author(s):  
B. Abramovitz ◽  
M. Berezina ◽  
A. Berman ◽  
L. Shvartsman
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Traditional Teaching ◽  
Web Based ◽  
Face To Face ◽  
Undergraduate Engineering ◽  
Traditional Lectures ◽  
E Learning ◽  
Face To Face Learning ◽  
Online Assignments

In this chapter we present our work aimed at interweaving e-learning and face-to-face learning in Calculus courses for undergraduate engineering students. This type of blended learning (BL) contains the best properties of e-learning and face-to-face learning and helps overcome many obstacles in traditional teaching. We use our approach in order to improve students’ conceptual understanding of theorems. We describe online assignments specifically designed to help students better understand the meaning of a theorem. These assignments are given to students in addition to traditional lectures and tutorials with the objective that they can learn to learn on their own. Students “discover” the theorem and study it independently, by using a “bank” of examples and a lot of theoretical exercises we supply. The assignments are built in such a way that students receive feedback and instructions in response to their Web-based activity.

scholarly journals COVID-19 AND EDUCATION MANAGEMENT: THE CASE OF SILESIAN REGION - POLAND

2021 ◽  
Vol 2 ◽  
pp. 162-168
Author(s):  
Luis Ochoa Siguencia ◽  
Gilberto Marzano ◽  
Renata Ochoa-Daderska ◽  
Zofia Gródek-Szostak ◽  
Anna Szeląg-Sikora
Keyword(s):  
Higher Education ◽  
Social Relations ◽  
Education System ◽  
Learning Experience ◽  
Teaching Staff ◽  
Teaching Methodology ◽  
Higher Education System ◽  
Face To Face ◽  
E Learning ◽  
Teaching Learning

COVID-19 outbreak has changed the economic and social relations and caused a critical impact on the higher education system. The closure of University campuses to prevent community transmission of the Coronavirus SARS-CoV-2 has shifted face-to-face classes to online learning, distance learning, e-learning, mobile learning, and social learning. E-Learning and virtual education may become an essential component of the higher education system in the next years. Accordingly, teaching staff had to adapt their teaching methodology and tools to eLearning tools and platforms for effective student engagement. This paper reports on a first study conducted from December 2020 to January 2021, involving one hundred Higher Schools teachers of Management in the Silesia Region.The study showed many serious problems related to the emergency teaching-learning experience since it was essentially based on the translation of face-to-face approach in the online environment. 

scholarly journals Developing an Effective e-Learning Platform

2020 ◽  
pp. 249-261
Author(s):  
Noora Yousef A Alomran ◽  
Amani Osama M Alameer ◽  
Maryam Sami K Alherz ◽  
Mohammed Fahed Tayfour ◽  
Muneerah Alshabanah ◽  
...  
Keyword(s):  
Programming Languages ◽  
Unified Modeling Language ◽  
Developed Countries ◽  
Learning System ◽  
Modeling Language ◽  
Web Based ◽  
Unified Modeling ◽  
Learning Platform ◽  
Share Data ◽  
E Learning

Modern institutions, corporations, schools and universities in developed countries believe that e-Learning is a way for educating larger number of students in less time and lesser amount of resources. This research aims to design and develop a web-based e-learning system to make the environment of e-learning more adaptive and intelligent for the learners. The main values of the proposed research are accessibility and interoperability that make learning applications and components share data more easily and communicate more effectively. The proposed work was developed and designed using ASP.Net, SQL, XML and the Unified Modeling Language (UML) programming languages.

Open Source for Higher Conventional and Open Education in India

2013 ◽  
pp. 136-153
Author(s):  
Ramesh C. Sharma
Keyword(s):  
Distance Education ◽  
Open Source ◽  
Single Mode ◽  
Open Educational Resources ◽  
Web Based ◽  
Face To Face ◽  
Education In India ◽  
E Learning ◽  
Teaching Learning ◽  
Correspondence Courses

Distance Education in India has come a long way since the launch of correspondence courses in 1962 at the Delhi University. There have been many changes over the period of time, and thus, a transition was observed from print based correspondence courses to media supported distance education. With the advent of technology, expansion of telephone network, and lowering of tariff, there has been expansion of e-learning services, web based education, and mobile learning. Currently there are around 600 conventional (face-to-face) universities in India serving around 1.2 billion students. Starting with one Open University in 1982, now we have 15 open universities. There are single mode and dual mode distance education institutions. These provide instructions from print based to technology enabled means. All these developments transformed the teaching learning. Many of the institutions followed Open Educational Resources and Open Source movement. Reasons are varied for adopting open source. With the purpose to reduce the costs on software development, freedom to improve the software and freedom to redistribute to help neighbours has made individuals, institutions, and governments support open source. In this chapter, the author examines some of the initiatives of Open Source in the field of higher, open and distance education in India.

Open Source for Higher Conventional and Open Education in India

2015 ◽  
pp. 1247-1264
Author(s):  
Ramesh C. Sharma
Keyword(s):  
Distance Education ◽  
Open Source ◽  
Single Mode ◽  
Open Educational Resources ◽  
Web Based ◽  
Face To Face ◽  
Education In India ◽  
E Learning ◽  
Teaching Learning ◽  
Correspondence Courses

Distance Education in India has come a long way since the launch of correspondence courses in 1962 at the Delhi University. There have been many changes over the period of time, and thus, a transition was observed from print based correspondence courses to media supported distance education. With the advent of technology, expansion of telephone network, and lowering of tariff, there has been expansion of e-learning services, web based education, and mobile learning. Currently there are around 600 conventional (face-to-face) universities in India serving around 1.2 billion students. Starting with one Open University in 1982, now we have 15 open universities. There are single mode and dual mode distance education institutions. These provide instructions from print based to technology enabled means. All these developments transformed the teaching learning. Many of the institutions followed Open Educational Resources and Open Source movement. Reasons are varied for adopting open source. With the purpose to reduce the costs on software development, freedom to improve the software and freedom to redistribute to help neighbours has made individuals, institutions, and governments support open source. In this chapter, the author examines some of the initiatives of Open Source in the field of higher, open and distance education in India.

scholarly journals Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Laura Jayne Nelles ◽  
Cathy M Smith ◽  
Leila R Lax ◽  
Lynn Russell
Keyword(s):  
Medical Practice ◽  
Web Site ◽  
Knowledge Building ◽  
Educational Process ◽  
Web Based ◽  
Face To Face ◽  
Learning Platform ◽  
Communication Program ◽  
E Learning ◽  
Site Web

The cultural, legal and ethical aspects of medical practice in Canada can be problematic for International Medical Graduates (IMGs) to access and learn. The professional behaviours that depend on effective communication often challenge IMGs as they attempt to enter the Canadian medical system. The Communication and Cultural Competence Program provides a complex interactive web-based environment in which IMGs can learn and practice skills required to navigate these specific elements of medical practice. The educational design of this web site is based on the theory of knowledge building (Scardamalia & Bereiter, 2003). This paper examines how video simulation is used on the web site to support this design. Experiential simulation pedagogy, typically used in high-fidelity face-to-face encounters, is analyzed. Strategies to translate this pedagogy to an e-learning format to operationalize authentic knowledge building are described. Commentaries replace live facilitation and a communication tool, the Observation Guide, allows learners to participate in the simulation. This examination provides insight into the complexity involved in creating on-line resources that extend beyond clinical content repositories, illustrating the potential for web-based programs to provide reflective and recursive learning. A wide skill set with a broad base of support was necessary to create a virtual environment with depth and authenticity. Translating the process from live simulation to a mid-fidelity digital video format allowed for deeper understanding of how the unique skills of experienced simulators impact the educational process. This multi-dimensional e-learning platform has potential for teaching complex skills in medical programs. Les médecins diplômés à l’étranger (MDE) peuvent avoir des difficultés à accéder aux aspects culturels, légaux et éthiques de la pratique médicale au Canada et à les apprendre. Les comportements professionnels qui dépendent de l’efficacité de la communication posent des difficultés aux MDE lorsqu’ils tentent d’entrer dans le réseau de la santé canadien. Le « Programme de communication et de compétence culturelle » offre un environnement virtuel interactif complexe permettant aux MDE d’apprendre et de pratiquer les compétences requises afin d’intégrer ces éléments particuliers de la pratique médicale. Le concept pédagogique de ce site Web est basé sur la théorie de la construction du savoir (Scardamalia & Bereiter, 2003). Le présent article traite de la façon dont la simulation vidéo sur le site Web est utilisée pour appuyer ce concept. Il analyse la pédagogie expérientielle faisant appel à la simulation généralement utilisée dans les rencontres en face à face en haute fidélité. Il décrit les stratégies visant à traduire cette pédagogie en un format de cyberapprentissage afin d’opérationnaliser le concept de construction du savoir authentique. Les commentaires remplacent l’animation en direct et un outil de communication, le Guide d’observation, permet aux apprenants de participer à la simulation. Cette analyse donne un aperçu de la complexité de la création des ressources en ligne qui vont au-delà des référentiels de contenu clinique et illustre le potentiel des programmes sur Internet d’offrir un apprentissage réflectif et récursif. Une longue liste d’habiletés et un soutien important ont été nécessaires pour créer un environnement virtuel caractérisé pas sa profondeur et son authenticité. La transformation du processus de simulation en direct au format vidéo numérique de moyenne fidélité a permis de mieux comprendre l’influence des compétences uniques des simulateurs expérimentés sur le processus pédagogique. Cette plate-forme de cyberapprentissage multidimensionnel possède le potentiel d’enseigner des compétences complexes dans les programmes médicaux.

scholarly journals Code Pocket: Development of Interactive Online Learning of STEM’s Subject

2019 ◽  
Vol 8 (2) ◽  
pp. 5537-5542
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Stem Education ◽  
Learning Experience ◽  
Web Based ◽  
Learning And Teaching ◽  
Learning Platform ◽  
E Learning ◽  
The Subject ◽  
Waterfall Model

As to promote and develop STEM education in Malaysia, various approaches have been taken, including improving the curriculum of secondary school by enhancing the contents of the Technology subjects. In this paper, we are concentrating on the issues raised in learning and teaching the computer science subject specifically in supporting the students to understand the syllabus. We propose an interactive online learning application (Code Pocket) using Waterfall model to assist students in learning the subject and enables teachers to monitor the performance of the students. Code Pocket is a web-based application which acts as e-learning platform that consists of many modules such as notes, quiz and reporting. A dashboard menu panel is provided to enable easy navigation. This application provides alternative learning and teaching mechanisms by providing flexible learning environment that promotes online and mobile learning which can be accessed at anytime and anywhere. With interactive features, the learning experience will be better and interesting.

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