The Infusion of Technology Within the Classroom Facilitates Students' Autonomy in Their Learning

2018 ◽  
pp. 2532-2544
Author(s):  
Fariel Mohan ◽  
Garry Soomarah
Keyword(s):  
Learning Community ◽  
Virtual Classroom ◽  
Pass Rate ◽  
Virtual Classrooms ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Reflective Questions ◽  
The University

This experiment investigated whether the infusion of technology in teaching as a scaffolding tool can improve the pass rate of mathematics at the University of Trinidad & Tobago. The use of technology facilitated the building of a virtual classroom which was based on scaffolding thus aiding students by either peers or the instructor until they are comfortable to move onto a next level. The virtual classroom was used to stimulate discussions on students' knowledge of mathematics ensuring no focus was on the technology nor the instructor. These discussions provide opportunities for the students to discover his/her existing level within the learning community. Within this learning community, everybody was anonymous including the instructor thus motivating the students to comment on the reflective questions. This encouraged students to collaborate and provide prompt feedback. Suggestions obtained from the students into improving the virtual classroom were considered resulting into 4 virtual classrooms.

The Infusion of Technology Within the Classroom Facilitates Students' Autonomy in Their Learning

2019 ◽  
pp. 380-394
Author(s):  
Fariel Mohan ◽  
Garry Soomarah
Keyword(s):  
Trinidad And Tobago ◽  
Learning Community ◽  
Virtual Classroom ◽  
Pass Rate ◽  
Virtual Classrooms ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Reflective Questions ◽  
The University

This experiment investigated whether the infusion of technology in teaching as a scaffolding tool can improve the pass rate of mathematics at the University of Trinidad and Tobago. The use of technology facilitated the building of a virtual classroom which was based on scaffolding, thus aiding students by either peers or the instructor until they are comfortable to move on to the next level. The virtual classroom was used to stimulate discussions on students' knowledge of mathematics ensuring no focus was on the technology nor the instructor. These discussions provide opportunities for the students to discover his/her existing level within the learning community. Within this learning community, everybody was anonymous including the instructor thus motivating the students to comment on the reflective questions. This encouraged students to collaborate and provide prompt feedback. Suggestions obtained from the students into improving the virtual classroom were considered resulting in four virtual classrooms.

scholarly journals Saudi Females Beginners’ Attitudes Towards Full-online Learning Through EFL Virtual Classrooms During COVID-19 Pandemic

2021 ◽  
pp. 1-34
Author(s):  
Eilaf Eid Alotaibi
Keyword(s):  
English Language ◽  
Group Discussion ◽  
Virtual Classroom ◽  
English Language Teaching ◽  
Negative Attitudes ◽  
Virtual Classrooms ◽  
Online Mode ◽  
Efl Students ◽  
Preparatory Year ◽  
The University

Mastery of English is indispensable for students to pursue their university major in Saudi Arabia. Therefore, it is mandatory for Saudi undergraduates studying at the preparatory year programs to get high scores in the EFL course to be eligible to enroll in the Bachelor’s degree programs. However, the sudden shift to distance learning worldwide to curb the spread of the COVID-19 pandemic affects the university beginners’ attitudes to learn EFL. This article examines the general perceptions of Jubail University College EFL female students’ towards learning English through full online mode. Also, the study displays the benefits and drawbacks the EFL students have encountered while using the virtual classroom during the pandemic. Their views were investigated through in-depth one-on-one interviews and focused group discussion done virtually by the author. The results reveal that the majority of students have formed negative attitudes toward EFL virtual classrooms and preferred traditional classrooms. In addition, the results present solutions suggested by the participants to enhance the quality of full-online English language teaching, which could be useful for EFL language instructors

scholarly journals Virtual Classroom: A Future of Education Post-COVID-19

2020 ◽  
Vol 8 (4) ◽  
pp. 101-104
Author(s):  
Swapnil Alhat
Keyword(s):  
Online Courses ◽  
Virtual Classroom ◽  
Large Section ◽  
Virtual Classrooms ◽  
Human Contact ◽  
Research Scholar ◽  
Online Business ◽  
Future Of Education ◽  
The University ◽  
Foreign Universities

Unexpectedly, COVID-19 has impacted and affected our world, and our world surely be the changing world when the dust of corona settles down. As we have learned to live within four walls without a cringe moreover online business would be a preferred way of shopping for a large section of the population to avoid human contact and stay protected from the lethal virus. The like virtual classrooms would be a new normal for our educational institutes. Some of the foreign universities like St. Andrews recently awarded a Ph.D. degree to the research scholar who defended his dissertation through video conferencing. Therefore that day is not far away from where classes would be run at the convenience of the students. Online courses are gradually catching the speed; there would come a time when the whole degree would be awarded to students without attending the university or college. Like this, in this paper, the researcher has endeavored the possibility of Virtual Classroompost-COVID-19 world.

scholarly journals Las aulas virtuales y el aprendizaje en los posgrados de la universidad “UNIANDES” de Ambato- Ecuador: B-Learning en posgrados de UNIANDES / Virtual Classrooms and Learning in College Graduate UNIANDES Ambato – Ecuador: B -Learning postgraduate UNIANDES

2016 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Eduardo Gustavo Fernández Villacrés
Keyword(s):  
Research Work ◽  
Virtual Classroom ◽  
Educational Model ◽  
Virtual Classrooms ◽  
Graduate Department ◽  
Educación Virtual ◽  
The University ◽  
Virtual Support ◽  
Independent Work

ABSTRACTThis research work deals with the problems raised in the graduate department of the University UNIANDES Ambato - Ecuador, this problem essentially has to do with a decrease in the quality of learning. It is proposed as a solution, incorporating virtual classrooms, as critical to raising educational quality that element. Virtual classrooms involve the implementation of so-called B-learning educational model, in which education is mixed with virtual classroom. This educational model will be implemented by a specific department associated with the direction, the department of virtual support define the platform, the scheme of virtual classroom training, virtual classrooms and everything that has to do with the technological aspect. It is expected as a result of the implementation of this proposal, the independent work of the Grandee, who has more contact is improved.RESUMENEl presente trabajo investigativo aborda la problemática suscitada en el departamento de posgrados de la Universi-dad UNIANDES de Ambato-Ecuador, esta problemática esencialmente tiene que ver con una disminución en la calidad del aprendizaje. Se propone como solución, la incorporación de las aulas virtuales, como elemento fundamental para la elevación de dicha calidad educativa. Las aulas virtuales involucran la implementación del modelo educativo denominado B-learning, en el cual la educación virtual se mezcla con la presencial. Este modelo educativo será ejecutado por un departamento específico asociado a la dirección, dicho departamento de apoyo virtual define la plataforma, el esquema de las aulas virtuales, la capaci-tación, los salones virtuales de clase y todo lo que tiene que ver con el aspecto tecnológico. Se espera como resultado de la aplicación de esta propuesta, se mejore el trabajo autónomo de los maestrantes, que haya mayor contacto entre docentes y alumnos, además que estos se familiaricen más con los aspectos tecnológicos vigentes hoy en día. Contacto principal: [email protected]

scholarly journals On strategies to improve student engagement

2020 ◽  
Author(s):  
Maria Asunción García ◽  
Ana María Valle
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Flipped Classroom ◽  
Basque Country ◽  
Virtual Classroom ◽  
Project Based Learning ◽  
Virtual Classrooms ◽  
Spanish Higher Education ◽  
The University ◽  
The Impact

After Bologna declaration, the change of roles between student and instructor in Spanish Higher Education has meant the search of new strategies to improve student engagement. In fact, they are trying to transform the previous extremely instructor-centred model to a learner-centred model. In this line, many courses of Higher Education have used new learning methods, such as problem-based learning, project-based learning or flipped classroom, during the last decade. Faculty also is able to count on new tools, for example, virtual classrooms. In this paper, we analyse the use of  a virtual classroom in an elective course of the Degree in Mathematics at the University of the Basque Country to detect the assignments to improve student engagement and the impact on achievement of competences. We conclude that the inclusion of collaborative assignments in virtual classrooms increases their use and, hence, student engagement. Moreover, the acquisition of competences is also getting stronger, as the percentage of students that pass the course increases.

scholarly journals Saudi Females Beginners’ Attitudes Towards Full-online Learning Through EFL Virtual Classrooms During COVID-19 Pandemic

2021 ◽  
Author(s):  
Eilaf Eid Alotaibi
Keyword(s):  
English Language ◽  
Group Discussion ◽  
Virtual Classroom ◽  
English Language Teaching ◽  
Negative Attitudes ◽  
Virtual Classrooms ◽  
Online Mode ◽  
Efl Students ◽  
Preparatory Year ◽  
The University

Mastery of English is indispensable for students to pursue their university major in Saudi Arabia. Therefore, it is mandatory for Saudi undergraduates studying at the preparatory year programs to get high scores in the EFL course to be eligible to enroll in the Bachelor’s degree programs. However, the sudden shift to distance learning worldwide to curb the spread of the COVID-19 pandemic affects the university beginners’ attitudes to learn EFL. This article examines the general perceptions of Jubail University College EFL female students’ towards learning English through full online mode. Also, the study displays the benefits and drawbacks the EFL students have encountered while using the virtual classroom during the pandemic. Their views were investigated through in-depth one-on-one interviews and focused group discussion done virtually by the author. The results reveal that the majority of students have formed negative attitudes toward EFL virtual classrooms and preferred traditional classrooms. In addition, the results present solutions suggested by the participants to enhance the quality of full-online English language teaching, which could be useful for EFL language instructors.

Virtual classroom project

2017 ◽  
Author(s):  
Nicholas Gmeiner
Keyword(s):  
Virtual Reality ◽  
Students With Disabilities ◽  
Learning Experience ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Video Capture ◽  
Interactive Learning Environment ◽  
Virtual Reality Technology ◽  
Virtual Classrooms ◽  
Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

Sustaining University-Community Partnerships in Indigenous Communities: Five Lessons from Papakōlea

2019 ◽  
Vol 16 (1-2) ◽  
pp. 35-63
Author(s):  
Robert Agres ◽  
Adrienne Dillard ◽  
Kamuela Joseph Nui Enos ◽  
Brent Kakesako ◽  
B. Puni Kekauoha ◽  
...  
Keyword(s):  
Learning Community ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Community Based ◽  
Urban And Regional Planning ◽  
Culture Of Learning ◽  
Community Values ◽  
University Of Hawai'i ◽  
The University

This resource paper draws lessons from a twenty-year partnership between the Native Hawaiian community of Papakōlea, the Hawai‘i Alliance for Community-Based Economic Development, and the Department of Urban and Regional Planning at the University of Hawai‘i. Key players and co-authors describe five principles for sustained partnerships: (1) building partnerships based upon community values with potential for long-term commitments; (2) privileging indigenous ways of knowing; (3) creating a culture of learning together as a co-learning community; (4) fostering reciprocity and compassion in nurturing relationships; and (5) utilizing empowering methodologies and capacity-building strategies.

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

The center for research and education on accessible technology and experiences (CREATE)

2021 ◽  
pp. 1-3
Author(s):  
Jennifer Mankoff ◽  
Jacob O. Wobbrock
Keyword(s):  
People With Disabilities ◽  
Interactive Systems ◽  
Technology Research ◽  
Use Of Technology ◽  
Full Participation ◽  
The World ◽  
Research And Education ◽  
The University ◽  
Paradigm Shifting ◽  
Improve Access

In an era of rapidly evolving technology and increasing interconnection, full participation in society depends on the successful use of technology. Thus, to ensure equity and participation for people with disabilities, technology must be accessible - we must create and adapt interactive systems to improve access to technology and to the world at large. The University of Washington Center for Research and Education on Accessible Technology and Experiences (CREATE) is dedicated to propelling accessible technology research and education from incremental improvements to paradigm-shifting breakthroughs that enable greater inclusion and participation for people of all abilities.

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