The Use of Learning Objects as an Alternative for Providing Curriculum Flexibility in Engineering Courses

Face To Face Learning ◽

Multidisciplinary Staff ◽

Online Learning Resources

This chapter is intended for tutors, professors, and students, and seeks to contribute to the development of online communication activities as a means of providing curriculum flexibility in engineering courses. It describes the use of online learning resources, called Learning Objects (LO), and their development at the Pontifical Catholic University of Parana (PUCPR) by a multidisciplinary staff. The design of the LOs takes into account the difficulties students encounter during face-to-face activities as reported in previous studies carried out by the authors during their teaching careers. LOs allow Information and Communication Technology (ICT) to be used as an aid to face-to-face learning, with reorganized learning and teaching strategies. LOs are available in the university’s own virtual environment, Eureka, and can be accessed by approximately 14,000 students and more than 1,200 teaching staff at the institution. Student feedback was also collected and is described here.

Managing and Designing Online Courses in Ubiquitous Learning Environments - Advances in Mobile and Distance Learning ◽

From Ubiquitous to Ubiquitous Blended Learning Environments

10.4018/978-1-5225-9779-7.ch011 ◽

2020 ◽

pp. 215-232 ◽

Cited By ~ 1

Author(s):

Alev Ateş-Çobanoğlu

Keyword(s):

Blended Learning ◽

Online Courses ◽

Ubiquitous Learning ◽

Learning And Teaching ◽

Face To Face ◽

On Line ◽

Face To Face Learning ◽

On Line Learning ◽

Seat Time

As advances in information and communication technology increasingly transform learning and teaching; blended learning and ubiquitous learning concepts have gained attention and become pervasive in 21st century. With the help of recent advances in mobile learning, wireless networks, RFID tags, a new model of blended learning—ubiquitous blended learning—that takes advantage of increasing ubiquity of online devices in online phase of blended learning is considered to gain attention in designing online courses. In this chapter, the author presents a picture of ubiquitous and blended learning studies while focusing on the results of ubiquitous learning and suggesting a rationale for such designs. The author defines ubiquitous blended learning as an instructional design approach that integrates ubiquitous technologies involved on-line and/or virtual learning with face-to-face learning by decreasing seat-time in class and increasing outdoor learning activities to facilitate learning from not just the teacher but from peer to peer and on-line learning communities as well.

M-English – Podcast

Handbook of Research on Mobility and Computing ◽

10.4018/978-1-60960-042-6.ch016 ◽

2011 ◽

pp. 250-266 ◽

Cited By ~ 1

Author(s):

Célia Menezes ◽

Fernando Moreira

Keyword(s):

Information And Communication Technologies ◽

Communication Technologies ◽

New Era ◽

Learning And Teaching ◽

Face To Face ◽

Mp3 Players ◽

Face To Face Learning ◽

Role Of Information

At the beginning of the 21st century in a world dominated by technology it is essential to enhance and update the school, creating conditions for the students to succeed, consolidating the role of Information and Communication Technologies (ICT) as a key resource for learning and teaching in this new era. In this chapter we will describe a study that was carried out in a Portuguese school. As a means to overcome some of the existing logistical obstacles in the school, where the possibility of carrying out ICT activities without restrictions was still dreamlike, the podcast was implemented as an m-learning tool. Being aware of the fact that nowadays mobile phones and mp3 players are part of our students’ lives, we took advantage of this fact and the podcast was used as a tool to support, to enhance and to motivate students to learn English, used thus as a complement to traditional (face-to-face) learning.

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

Frontiers in Education ◽

10.3389/feduc.2021.638470 ◽

2021 ◽

Vol 6 ◽

Author(s):

Zakaryia Almahasees ◽

Khaled Mohsen ◽

Mohammad Omar Amin

Keyword(s):

Online Learning ◽

Online Education ◽

Data Privacy ◽

Privacy And Security ◽

Learning And Teaching ◽

Face To Face ◽

Learning Challenges ◽

Face To Face Learning ◽

Method Of Instruction ◽

Self Learning

COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

Teaching Online

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch007 ◽

2010 ◽

pp. 84-102

Author(s):

P. Toyoko Kang

Keyword(s):

Online Learning ◽

Second Language ◽

Social Distance ◽

Teaching Online ◽

Learning And Teaching ◽

Face To Face ◽

Prosodic Phrase ◽

Mental Language ◽

Face To Face Learning ◽

Audio Files

This chapter provides an argument endorsing blendedlearning and teaching for foreign language (FL)/second language (L2) courses, in lieu of total online learning andteaching or total face-to-face learning and teaching (FFLT). Two main arguments are posed, citing concrete examples. First, that in total online learning and teaching, one of the greatest challenges is to reduce the psychological and social distance between teacher and student that leads to a dysfunctional parser (a mental language processor) for FL/L2. And secondly, online learning and teachingencourage more input, hence clarify communication---by making not only currently incomprehensible input comprehensible but also hard-tobe-comprehended output easy-to-comprehend---- through “self-negotiation of form and meaning,” and the parser’s strategy of being “first (prosodic phrase) come, first interpreted/processed.” This chapter proceeds to strongly recommend that FL/L2 teachers make simple audio files to provide their students with spoken input to prevent students from employing the L1 strategy of “first come, last interpreted/ processed.” Furthermore, this chapter shows what kind of spoken input is to be recorded in audio files for students in Elementary Japanese II and Intermediate Japanese I.

Innovative practices in ODL — the experience of Open University Malaysia

Asian Association of Open Universities Journal ◽

10.1108/aaouj-07-01-2012-b007 ◽

2012 ◽

Vol 7 (1) ◽

pp. 79-85 ◽

Cited By ~ 3

Author(s):

Chiam Chooi Chea ◽

Lim Tick Meng ◽

Phang Siew Nooi

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Internet Technology ◽

Knowledge Generation ◽

Innovative Technology ◽

Open University ◽

Learning And Teaching ◽

Face To Face ◽

E Learning ◽

With the advancements in communications technology brought about by the advent of the Internet and World Wide Web, attention has been drawn to Open and Distance Learning (ODL) as a mode for teaching and learning. In Malaysia, the establishment of ODL universities such as Open University Malaysia (OUM) has expanded the role of ICT in learning and knowledge generation. By leveraging on Internet technology, ODL universities are able to transmit education across the country and even globally. ODL sets about making quality e-learning and e-content more accessible to both facilitators and learners. Utilising this method, new opportunities are continuously created to make higher education more accessible to those who seek to improve and upgrade themselves. This paper examines OUM's practice of using the innovative technology of online learning and teaching to make higher education easily accessible to those that seek it. With greater advancements in technology, the future of higher education may lie more with ODL than with traditional face-to-face learning.

The Critical and Historical View in Communities of Practice (CoP) for the Development in Education

Cases on Collaboration in Virtual Learning Environments ◽

10.4018/978-1-60566-878-9.ch019 ◽

2010 ◽

pp. 301-316

Author(s):

Neli Maria Mengalli ◽

José Armando Valente

Keyword(s):

Cultural Practices ◽

School Management ◽

Educational Approach ◽

Social Transformations ◽

Face To Face ◽

Historical View ◽

Catholic University ◽

Close Relationship ◽

Blended Course

This chapter describes the training course for school managers for the use of information and communication technology (ICT) that was developed at Sao Paulo Pontifical Catholic University, (PUC-SP), Brazil. This was a blended course, using face-to-face and online activities, providing school managers with the experience of using ICT to share experiences, and to learn about effective ways of using ICT for school management. Even though the school managers had no previous experience with technology they succeed in changing their working reality and understanding the use of ICT to interact, exchange documents and organize their ideas. This experience has produced two other important results. One is the interaction that enables the formation of collaborative networks and partnership among school managers. Social and cultural practices were considered for analysis concerning the subjects that contributed to the creation of the ICT culture in the school. The authors have considered this network and the building of this community as the seed of a community of practice (CoP), as proposed by Wenger (1998a). Second, it was possible to see a close relationship between Wenger’s theory and Freire’s (2003) educational approach, which showed that social transformations are constructed on the basis of participants’ will and in the presence of leadership in a historic moment.

Blended Learning in Research Statistics Course at The English Education Department of Borneo Tarakan University

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i07.13231 ◽

2020 ◽

Vol 15 (07) ◽

pp. 61 ◽

Cited By ~ 2

Author(s):

Ridwan Ridwan ◽

Hariaty Hamid ◽

Irianto Aras

Keyword(s):

Blended Learning ◽

Information And Communication Technology ◽

Communication Technology ◽

English Education ◽

Education Department ◽

Training And Education ◽

Face To Face ◽

Statistics Course ◽

The development of information technology that is very rapidly grown nowa-days, particularly the development of information and communication technology enriches the development of the concept of learning based on blended learning. The characteristics of its apparatus, which can always be accessed anytime, any-where, multiuser and offers all its simplicity have made blended learning as a me-dium of instruction which is very appropriate for the development of education. One of the courses considered essential to utilize the information and communica-tion technology is a research statistics because the process of learning, this course has two fundamental parts which cannot be separated to one another, namely the-ory and practice. Thus, it needs a plan of learning activities which combine face-to-face learning and online-based learning interaction. The research was required to conduct to develop blended learning on research statistics course for the stu-dents of English Education Department of Teacher Training and Education Facul-ty of Borneo Tarakan University under a Research and Development by using the ADDIE’s model. The evaluation which was conducted to find out validity, prac-ticality, and effectiveness of blended learning drew three main conclusions: First, the design and development of learning devices were appropriate to be used as guidelines in implementing the learning process. Second, the process of learning was implemented in accordance with the plans and learning devices as well as a learning setting. Third, the students’ learning achievement was classically com-pleted. Thus, the blended learning was found to be valid, practical, and effective for the development of learning

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

Translation and Translanguaging in Multilingual Contexts ◽

10.1075/ttmc.00052.per ◽

2020 ◽

Vol 6 (2) ◽

pp. 172-182

Author(s):

María Perramon ◽

Xus Ugarte

Keyword(s):

Information And Communication Technologies ◽

Online Teaching ◽

Teaching And Learning ◽

Teaching Staff ◽

Teaching Resources ◽

Face To Face ◽

University Degree ◽

The University ◽

Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

Rekonstruksi Pembelajaran Bahasa Arab di Pondok Pesantren Assunniyyah Jember

ISLAMICA Jurnal Studi Keislaman ◽

10.15642/islamica.2017.12.1.47-77 ◽

2017 ◽

Vol 12 (1) ◽

pp. 173-203

Author(s):

Abdul Haris

Keyword(s):

Formal Education ◽

Arabic Language ◽

Teaching Staff ◽

Teacher Qualifications ◽

Policy Makers ◽

Face To Face ◽

National Examination ◽

Education Environment ◽

Student Graduation ◽

This article attempts to unravel the failure of Arabic learning in formal education institutions and tries to offer alternative solutions. The failure of formal education institutions in learning Arabic is mostly due to the lack of clarity in the vision of the policy makers on the position and significance of Arabic materials. This is reflected in the policy regarding the frequency of face-to-face learning, qualificat-ions of teaching staff, preparation of textbooks, and the position of Arabic language materials which are still not included in the category of national examination materials. The success of Assunniyyah Islamic Boarding School in Kencong Jember in learning Arabic is because they are able to present bī’ah ‘Arabīyah (Arabic milieu) in the pesantren, even though they use ta’zīr as one of their approaches. Formal education institutions are less successful, or even fail in learning Arabic because they fail to present bī’ah ‘Arabīyah in their neighborhood. There are many points that need to be addressed in the context of designing Arabic learning in the formal education environment, both related to the creation of the environment, teacher qualifications and standardization of textbooks as learning resources, or related to the position of Arabic as material that adequately deter-mines student graduation.

FROM PRINT TO SCREEN: METHODOLOGY, MEDIA, AND TRANSITION OF QUR’ANIC LEARNING IN INDONESIA

Khazanah Jurnal Studi Islam dan Humaniora ◽

10.18592/khazanah.v17i2.3211 ◽

2019 ◽

Vol 17 (2) ◽

pp. 191

Author(s):

Muhamad Zulfar Rohman

Keyword(s):

New Media ◽

Traditional Methods ◽

Islamic World ◽

Learning And Teaching ◽

Face To Face ◽

Teaching Platform ◽

This article aims to discuss the shift in the methodology of Qur’anic learning in Indonesia that is influenced by media. There are four cases used to map the contestations in the traditional era: Baghdadi, Qiroati, Iqro ', and Yanbu'a. Those have the same characteristic, namely face-to-face learning which is then challenged by the new media that infiltrate the Islamic world. One of the new media described in this paper is the Qur’anCall that is initiated by the PPPA Daarul Qur’an led by the famous preacher Yusuf Mansur. This is a learning and teaching platform for the Qur'an based on a video call. The character possessed by the Qur’anCall is very different from the traditional methodology. Based on this issue, the author examines the changes in Qur’anic learning in the traditional and modern eras then elaborates the effects that have caused. The finding shows that there are degradations from various performative aspects which are inherent in the traditional methods of Qur’anic learning. Furthermore, the authority of the Qur’anic teacher who was once held by the Qur'anic experts can be in the hands of people with low qualifications.