scholarly journals Digital Learning Tools for Mobile Devices for Accomplish Hypothesis Testing of Statistical Parameters

2019 ◽  
Vol 13 (06) ◽  
pp. 15
Author(s):  
Francisco Javier Tapia Moreno ◽  
Hector Antonio Villa-Martinez
Keyword(s):  
Teaching And Learning ◽  
Digital Learning ◽  
Learning Tools ◽  
Statistical Parameters ◽  
Arithmetic Means ◽  
Educational Levels ◽  
Everyday Activities ◽  
The Difference ◽  
The University ◽  
Support Students

Technological changes have been associated with the evolution of computer and telecommunications systems. These changes have resulted in a rethinking of teaching and learning methods in the new digitalized environment at all educational levels. This rethinking motivates some teachers to design new digital tools that support students in their learning process, offering them an easier and more entertaining way to obtain knowledge. The digital learning tools are software and informatics programs that make everyday activities easier for students. We have designed four digital learning tools for the learning of inferential statistics that allow college students to perform hypothesis tests for: <em>i</em>) the arithmetic mean of the population, <em>ii</em>) the proportion of a population, <em>iii</em>) the difference between two arithmetic means, and <em>iv</em>) the difference between two proportions. These digital learning tools are products from the project “Statistics-to-Go” that is being developed at the University of Sonora. This project is now in its fourth stage.

Online Support for Students’ Writing Skills Development in a Technical Communication Introductory Module

2012 ◽  
pp. 772-785
Author(s):  
Yvonne Cleary
Keyword(s):  
Technical Communication ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Virtual Learning Environment ◽  
Online Support ◽  
Writing Problems ◽  
Communication Module ◽  
The Many ◽  
The University ◽  
Support Students

This chapter explores the development of online support for writing skills in one technical communication module taught at the University of Limerick. It demonstrates the need for writing support by exploring the many complexities of teaching and learning writing skills. Central to the discussion is the principle of process, rather than product, orientation. Students on the module have been surveyed over the past two years to determine their attitudes to, and perceptions of, their writing strengths and weaknesses. The chapter outlines and exemplifies the types of writing-problems students and instructors identify. Online support is posited as an intervention which facilitates autonomous learning. The chapter concludes by discussing how online resources, and especially the university virtual learning environment, Sakai (called Sulis at University of Limerick), can support students. It also suggests related research opportunities, especially in the area of using Web 2.0 technologies to foster autonomy.

Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses

2021 ◽  
pp. 60-83
Author(s):  
Nikleia Eteokleous ◽  
Rita Panaoura
Keyword(s):  
Lived Experiences ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Digital Learning ◽  
Online Environment ◽  
Learning Tools ◽  
Education Faculty ◽  
Faculty Experiences ◽  
Online Teaching And Learning

In this chapter, the two authors co-construct meaning of their individual lived experiences as education faculty engaging in online teaching and learning. It highlights each faculty unique experiences facilitating graduate student learning in an online environment. Co-construction of meaning centers on pedagogical approaches, program design and focus, reflection of faculty-self experiences, employment of digital learning tools, and utilization of best practices of each faculty experience with teaching and learning in an online environment. This narrative is co-constructed following a collaborative autoethnographic approach by two faculty, whereby the central descriptions of each faculty member is situated in one's lived experiences and rich story of facilitating and instructing courses in an online learning environment. The faculty experiences are mainly derived from teaching graduate courses offered by a department of education. The research method in presenting two self-reflective narratives in online teaching and learning extends to doing “collaborative autoethnography.”

scholarly journals Integrating Educational Technologies to Augment Learners' Academic Achievements

2020 ◽  
Vol 15 (02) ◽  
pp. 145 ◽  
Author(s):  
Preeti Jaiswal
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Information Age ◽  
Educational Technologies ◽  
Digital Learning ◽  
Learning Tools ◽  
Academic Achievements ◽  
Information And Communication ◽  
University Of Bahrain ◽  
Academic Year

Considering the manner in which technology is proliferating in all spheres of life, it is becoming pivotal to use Information and Communication Technology (ICT) in teaching and learning process, in today’s information age classrooms, by implementing digital learning tools. The purpose of this study is to determine the consequences of technological implementation on students’ academic achievements, in higher education. A mixed method, qualitative and quantitative, was used to collect data. A total of 40 students studying the course entitled English for Business in Department of English Language & Literature, College of Arts, during the academic year 2017-18 at University of Bahrain participated in this study. The findings obtained from the quantitative evaluation and qualitative dimensions of the study revealed that the course educators and students had a positive attitude towards the use of educational technologies as it impacted students’ performances positively.

scholarly journals ATTITUDE TOWARDS THE EDMODO USAGE IN LEARNING ACTIVITIES FOR ENGLISH LITERATURE STUDENTS

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Herland Franley Manalu ◽  
Diana Anggraeni ◽  
Asrul Munazar
Keyword(s):  
Online Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Industrial Revolution ◽  
Teaching Method ◽  
English Literature ◽  
Learning Activities ◽  
Learning Tools ◽  
The University

The increment of concern in the use of online learning tools into English Language Teaching to adopt the Industrial Revolution 4.0 has inspired this study to examine students’ thoughts on Edmodo, as one of the online learning tools, at the English Literature department within the University of Bangka Belitung. Edmodo is used by the researchers to discuss the students’ attitude in improving their English skills. Data were collected by means of questionnaires and interview. A Likert scale questionnaire was administered and open-ended interviews were conducted to get more information from the students. Data were qualitatively and quantitatively analysed by using SPSS v.22 Software. The results reveal that the Edmodo usage is aiding students’ cooperation in small group discussions, reflecting that teaching and learning activities established on the ground of communicative teaching method were able to improve cooperation and communication, raising students’ motivation to take part and involve in various learning and also empowering them to be self-determining and be more responsible for their own learning. This study is an endeavor to attract more researchers to do further investigations on this area within the Indonesian English learners at the university level.

Open and Distance Learning Tools and Strategies

2008 ◽  
pp. 34-47
Author(s):  
Cristina Girona
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Learning Tools ◽  
Educational Models ◽  
E Learning ◽  
Technological Means ◽  
The University ◽  
Learning Institutions

There exists nowadays an enormous variety of models of e-leaning, from the technological, methodological and management perspective. At the university level, but also in company-training, in schools and formal education institutions, the different educational models appear, moving in a continuum from those who use technology as a complement or support to traditional attended sessions, to those that base the teaching and learning process in completely online environments. They try a variety of teaching methods while using differing degrees of virtualisation in the organisation (Bates, 2005). Years ago, when ICT in education started to be widely used, the success of the e-learning experience and the institutions themselves depended on their technological means; the platform was the most important of the model adopted by e-learning institutions. Initial efforts were put in market analysis aiming at finding out which was the best platform developed by ICT providers. Major investments in economical terms were dedicated to the acquisition of what was considered “the best” platform. Some years later, it was seen that institutions were different from the rest, and that not all educational platforms could cover all their needs. They realised that the success of their educational offer could not only be based on technology but in the learning materials provided. At that moment, the industry of online resources and hypermedia materials for educational uses grew up quickly. For some years, the success of e-learning mainly depended on the quality of the online materials provided, and that distinguish one institution from others.

Online Support for Students' Writing Skills Development in a Technical Communication Introductory Module

2010 ◽  
pp. 280-293 ◽  
Author(s):  
Yvonne Cleary
Keyword(s):  
Technical Communication ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Virtual Learning Environment ◽  
Online Support ◽  
Writing Problems ◽  
Communication Module ◽  
The Many ◽  
The University ◽  
Support Students

This chapter explores the development of online support for writing skills in one technical communication module taught at the University of Limerick. It demonstrates the need for writing support by exploring the many complexities of teaching and learning writing skills. Central to the discussion is the principle of process, rather than product, orientation. Students on the module have been surveyed over the past two years to determine their attitudes to, and perceptions of, their writing strengths and weaknesses. The chapter outlines and exemplifies the types of writing-problems students and instructors identify. Online support is posited as an intervention which facilitates autonomous learning. The chapter concludes by discussing how online resources, and especially the university virtual learning environment, Sakai (called Sulis at University of Limerick), can support students. It also suggests related research opportunities, especially in the area of using Web 2.0 technologies to foster autonomy.

Game Informed Virtual Patients

2011 ◽  
pp. 304-322
Author(s):  
Michael Begg ◽  
David Dewhurst ◽  
Michael Ross
Keyword(s):  
Medical Education ◽  
Personal Development ◽  
Teaching And Learning ◽  
Virtual Patients ◽  
Learning Tools ◽  
Online Learning Communities ◽  
Patient Resources ◽  
New Learning ◽  
University Of Edinburgh ◽  
The University

Modern medical education necessitates a complex interleaving of issues relating to practice, professional and personal development, teaching and learning. This complexity has led, in part, to medical education being persistently located in the vanguard of eLearning development. Here, the authors describe our approach to the development of virtual patient resources and in particular how this iterative dialogue arising from the allied processes of practice, reflection and pedagogy required to create new learning tools and resources has contributed to professional development of those engaged in teaching medical students and in building online learning communities at the University of Edinburgh.

scholarly journals Surgical Treatment of 55 Patients with Pressure Ulcers at the Department of Plastic and Reconstructive Surgery Kosovo during the Period 2000–2010: A Retrospective Study

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Shkelzen B. Duci ◽  
Hysni M. Arifi ◽  
Mimoza E. Selmani ◽  
Agon Y. Mekaj ◽  
Musli M. Gashi ◽  
...  
Keyword(s):  
Reconstructive Surgery ◽  
Pressure Ulcers ◽  
Calculated Data ◽  
Duration Of Treatment ◽  
Statistical Parameters ◽  
Surgical Interventions ◽  
Plastic And Reconstructive Surgery ◽  
Clinical Center ◽  
The Difference ◽  
The University

Objective. The objective of this study is to determine the incidence of PUs, the distribution of PUs, common injuries contributing to the occurrence of PUs in patients admitted to the Department of Plastic and Reconstructive Surgery Kosovo for surgical interventions of PUs, localization of PUs in body, the topical treatment of pressure ulcers before surgical intervention, the methods of surgical interventions, number of surgical interventions, duration of treatment, complications, and mortality. Materials and Methods. This study includes 55 patients with PUs treated surgically in 2000–2010 period in the Department of Plastic and Reconstructive Surgery Kosovo. The data were collected and analyzed from the archives and protocols of the University Clinical Center of Kosovo. Data processing was done with the statistical package In Stat 3. From statistical parameters arithmetic median and standard deviation were calculated. Data testing is done with χ2-test and the difference is significant if P<0.05. Conclusion. Despite preventive measures against PUs, the incidence of Pus remains high.

scholarly journals COVID-19 PANDEMIC: AN OUTLINE OF DIGITAL LEARNING TOOLS FOR CREATING TEACHING AND LEARNING CONTENTS

2020 ◽  
pp. 11-20
Author(s):  
Saleh Musa ◽  
Abubakar Abdullahi ◽  
Hirhyel Audu ◽  
Umar Babagana
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Digital Learning ◽  
Learning Tools ◽  
Medical Studies ◽  
Level Of Education ◽  
Educational Stakeholders ◽  
Learning Content ◽  
Cost Issue ◽  
Prime Target

There is currently little or no literature on COVID-19 in relation to educational studies especially in the area of continuous teaching and learning activities. The only literature available is directly related to medical studies. This is not because education is not directly affected by the effect of the COVID-19 pandemic but rather because studies in education rarely incorporate effects of disease on the effective provision of education to learners across the globe. The paper focused on the digital learning tools for creating teaching and learning contents at COVID-19 pandemic lockdown. The prime target of the researchers is to outlinethe digital learning tools as it is useful for creating teaching and learning contents for teachers at all level of education. There are many free and paid online digital learning tools available for creating teaching and learning content, such tools include: schoology; Google classroom; Edmodo; Moddle; Grockit; ePals and a lot but just to mention but few. The aforementioned tools were free for some extent, but teachers/tutors and students have to use internet for using these tools for long teaching and learning purpose. Some of the benefits of digital learning tools include the following; to reduce time and cost, issue of any pandemic or lockdown and maintaining social distance to minimize the spread of the disease more especially during pandemic. The paper therefore suggested that there is need for insights regarding the use of digital learning tools and teachers/tutors and students alike should consider digital learning tools for creating and continuous teaching and learning activities. The paper also recommended among others that educational stakeholders in Nigeria should provide training for teachers on how to use various digital learning tools in creating teaching and learning contents.

scholarly journals PROFESSIONAL COMPETENCIES OF A HIGH SCHOOL TEACHER IN THE ERA OF DIGITALIZATION

2021 ◽  
pp. 56-61
Author(s):  
Polina Ananchenkova ◽  
◽  
Sergei Shapiro ◽  
Keyword(s):  
School Teacher ◽  
High School Teacher ◽  
Educational Process ◽  
Digital Learning ◽  
Learning Tools ◽  
School Teachers ◽  
Digital Competencies ◽  
The University ◽  
Sociological Studies ◽  
General Vector

The article reflects the results of some sociological studies, the results of which indicate the need for the formation of new, digital competencies for higher school teachers. Global economic processes and digital trends are transforming the content and technologies of pedagogical work, but many teachers are not ready for such innovations. The conclusion is made that the sustainable introduction of digital learning tools can be successful only if the general vector of digital transformation of the educational process is justified and supported by both the university administration and the teachers themselves.

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