scholarly journals Construction of Modern Educational Technology MOOC Platform Based on Courseware Resource Storage System

2017 ◽  
Vol 12 (09) ◽  
pp. 105
Author(s):  
Jing Li
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Online Teaching ◽  
Evaluation Model ◽  
Storage System ◽  
Development Trend ◽  
Storage Technology ◽  
Learning Attitude ◽  
Attitude Learning ◽  
Resource Storage

With the development of Internet era, distance education has become a fashionable educational mode. More and more teaching functions can be implemented via this platform. Hence, an online teaching platform with complete teaching functions becomes an essential development trend in the whole higher educational mode. Based on connectivism theory, multimedia real-time storage technology and five-dimensional evaluation model of blended learning, a MOOC platform of Modern Educational Technology was constructed in this paler by combining multimedia resource storage technology. Besides, the design was implemented from 2 parts: functional structure of the platform and each module of the platform. Meanwhile, the effect of the MOOC platform was tested through five-dimensional evaluation model of blended learning from three aspects: learning attitude, learning process and learning effect. Results demonstrate that the score of participation degree is 4.94, interaction degree is 2.14, fitness is 4.13, satisfaction is 4.29 and effect degree is 4.375. These findings indicate that the MOOC platform can well promote students’ learning and is a good platform.

The Application of Energy Storage System in Wind Power Integration

2013 ◽  
Vol 724-725 ◽  
pp. 630-634
Author(s):  
Qi Hui Liu ◽  
Xiao Ming Wang ◽  
Zhi Yan Li
Keyword(s):  
Energy Storage ◽  
Wind Power ◽  
Large Scale ◽  
Low Voltage ◽  
Storage System ◽  
Development Trend ◽  
Wind Power Integration ◽  
Advantages And Disadvantages ◽  
Storage Technology ◽  
Energy Storage Technology

Briefly introduces the development trend of wind power and the various energy storage technologies in wind power system, include their principles, advantages, disadvantages and development prospects. Challenges for large-scale wind power integration are summarized. With regard to the problems in power quality, stability, economic, low voltage ride-through (LVRT) ability induced by the grid integration of wind power, the recent progress of solutions based on the energy storage technology is discussed, and the advantages and disadvantages of various schemes are analyzed. Based on the existing research achievements and the characteristics of the energy storage technology, some suggestions have been put forward on assure the stability of the electric power grid and power supply quality.

Impact of capital enrichment on resource allocation efficiency in China’s manufacturing industry

2021 ◽  
pp. 1-17
Author(s):  
Lina Ma ◽  
Fengju Xu ◽  
Lihua Wang ◽  
Akther Taslima
Keyword(s):  
Resource Allocation ◽  
Manufacturing Industry ◽  
Evaluation Model ◽  
Development Trend ◽  
Inhibitory Effect ◽  
Capital Allocation ◽  
Curvilinear Relationship ◽  
Allocation Efficiency ◽  
Capital Allocation Efficiency ◽  
Resource Allocation Efficiency

Capital enrichment (CE) results from capital flows, which reflect the capital distribution among different regions and industries. This paper constructs the evaluation model of resource allocation efficiency from the perspective of capital and innovation resources. It expounds on CE’s theoretical mechanism by using the panel data from 2011 to 2018 for system GMM estimation. It finds that the manufacturing capital allocation efficiency (CAE) and innovation resource allocation efficiency (IRAE) show a volatile development trend. Both static and dynamic panel models show that there is a significant U-shaped curvilinear relationship between CE and CAE, CE and IRAE. CE’s inhibitory effect on CAE and IRAE decreases with the improvement of CE until it exceeds the critical value of 8.27 and 8.93. After that, its impact on CAE and IRAE changes from negative to positive.

scholarly journals A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Sedef Uzuner Smith ◽  
Suzanne Hayes ◽  
Peter Shea
Keyword(s):  
Communities Of Practice ◽  
Blended Learning ◽  
Community Of Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Theoretical Framework ◽  
Future Research ◽  
Online Teaching And Learning ◽  
Integrative Research

After presenting a brief overview of the key elements that underpin Etienne Wenger’s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?

scholarly journals Students’ opinions about studying from home during the COVID-19 pandemic in Indonesia

2021 ◽  
Vol 16 (2) ◽  
pp. 499-510
Author(s):  
Hermanto Hermanto ◽  
Ni Gusti Made Rai ◽  
Arfan Fahmi
Keyword(s):  
Online Learning ◽  
Online Survey ◽  
Descriptive Statistics ◽  
Teaching Methodology ◽  
Motivation To Learn ◽  
Learning Attitude ◽  
Traditional Mode ◽  
Attitude Learning ◽  
The University ◽  
Attitude And Motivation

The implementation of online learning during the COVID-19 pandemic may affect students’ learning attitude and motivation to some extent. This paper aims to describe the university students’ opinions about learning attitude and motivation while studying from home due to the COVID-19 pandemic in Indonesia. A non-experimental research design was used with an exploratory quantitative method. A total of 238 respondents participated in the online survey from April 22 to 29, 2020. Descriptive statistics was used to analyse the collected data by using SPSS 23. The results showed that 52.5% (n = 125) of the respondent did not enjoy studying from home and 91.5% (n = 218) did not gain as much knowledge as in the traditional mode, although they still had a higher motivation to learn and had a better relationship with their family members. Interesting materials and enjoyable teaching methodology and interaction are therefore suggested.    Keywords: Covid-19; studying from home; online learning attitude; learning motivation

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals STUDENTS' NEEDS IN ENGLISH TEACHING MATERIALS FOR KINDERGARTEN STUDENTS

2020 ◽  
Vol 3 (3) ◽  
pp. 173
Author(s):  
Iin Inawati ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Foreign Language ◽  
Personal Information ◽  
Kindergarten Students ◽  
Learning Preferences ◽  
Learning Needs ◽  
Learning Attitude ◽  
Attitude Learning ◽  
Language Needs ◽  
Homeroom Teachers ◽  
Descriptive Survey

The aim of this study was to investigate the students actual foreign language needs (Masuhara, 1998: 239-260) , namely : first,  personal needs which focus on their personal information and second, learning needs covers five points, to be exact: learning attitude, learning preferences regarding activities, teaching media and topics in the EFL classroom, the gap between the target level and the present level of proficiency. A descriptive survey research design was used in this study. A set of smiley questionnaire were collected from for 113 kindergarteners from six kindergartens in Pringsewu District, Lampung Province, Indonesia. Furthermore, interviews with six homeroom teachers and six principals were conducted to get deeper data. The results show that the students are members of various tribe, included in the low to middle socioe-conomic class, the number of students surveyed is more female than male (62 female and 51 male) aged 6-7 years old. They have positive attitude toward EFL class, and they prefered learning English using games to other activities . Animals, numbers and foods were the students favorite topics. Furthermore, from four kinds of oral competencies they were able to naming objects. 

The Application of Fuzzy Comprehensive Evaluation Model in the Teaching Evaluation System

2013 ◽  
Vol 303-306 ◽  
pp. 1452-1455 ◽  
Author(s):  
Shu Wen Sun ◽  
Yu Wen Zhai
Keyword(s):  
Evaluation System ◽  
Online Teaching ◽  
Evaluation Method ◽  
Comprehensive Evaluation ◽  
Evaluation Model ◽  
Fuzzy Comprehensive Evaluation ◽  
Teaching Evaluation ◽  
Comprehensive Evaluation Method ◽  
Time Control ◽  
Control Change

According to the subjectivity, randomness and fatigue of the satisfaction selection of online teaching evaluation indicators for the students, the level of teachers teaching can not truly measure by the evaluation results. This paper introduces the fuzzy comprehensive evaluation method to deal with the evaluation data, and Practice has proved that this method produced results more equitable to reflect on teaching level. Which help teachers to promptly improve and improve teaching, the variable quality of teaching time control for process control, change the static management for dynamic management.

Blending Face-to-Face and Technology

2014 ◽  
pp. 105-119 ◽  
Author(s):  
Philip G. Pulley
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Universal Design ◽  
Teaching Method ◽  
Learning Model ◽  
Flipped Learning ◽  
Face To Face ◽  
History Of ◽  
Flipped Classrooms ◽  
Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

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