Augmented Reality

2018 ◽  
pp. 291-309
Author(s):  
Nhu Le ◽  
Hanh Dinh
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Language Education ◽  
Future Research ◽  
Quality Of Teaching ◽  
Technological Tools ◽  
Language Classrooms

Rapid advancement in technology has altered the way language education is conceptualized and practiced. Technological tools, when effectively integrated with appropriate pedagogical foundations, can enhance the quality of teaching and learning experiences. Augmented reality (AR) has emerged as one of the latest technologies offering a new way to bridge virtual and reality worlds. Due to the widespread proliferation of digital technology, the implementation of AR on mobile devices such as smartphones and tablets has become a growing trend in educational settings. Regardless of the advantages that AR technology brings to language classrooms, there have been very few studies exploring the design, evaluation, and applications of AR for educational purposes. Therefore, this chapter aims to (a) introduce AR technology in learning environments, (b) embrace its potentials and foreseeable hindrances to language education, (c) discuss practical and applicable ways to use this merging technology effectively in the classroom, and (d) propose some issues for future research.

Improving quality of teaching and learning in classes by using augmented reality video

2019 ◽  
Vol 128 ◽  
pp. 88-101 ◽  
Author(s):  
Joanne Yip ◽  
Sze-Ham Wong ◽  
Kit-Lun Yick ◽  
Kannass Chan ◽  
Ka-Hing Wong
Keyword(s):  
Augmented Reality ◽  
Teaching And Learning ◽  
Quality Of Teaching

The Usability of Mobile Devices in Distance Learning

2020 ◽  
pp. 262-278 ◽  
Author(s):  
Fırat Sarsar ◽  
Tarık Kişla ◽  
Melih Karasu ◽  
Yüksel Deniz Arıkan ◽  
Murat Kılıç
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Learning Processes ◽  
New Techniques ◽  
Factors Affecting ◽  
Communication Techniques ◽  
Technological Developments ◽  
Effective Use

Thanks to technological developments, distance education helped new techniques and strategies to emerge in the instruction field. However, these developments may cause problems about integration of the interaction between students and instructors. Communication is seen as one of the biggest problems. Instructors' online communications and their attitudes towards this process affect quality of teaching and learning processes. Other factors affecting this process are learning environment and its effective use. This study is designed to incorporate a mixed method with the aim of reflecting instructors' experiences about different communication techniques and learning environments. In scope of this research, the researchers planned a four-week process using the communication that the researchers have been establishing with Ege University Faculty of Education's instructors. The researchers will use different mobile devices and feedback methods for the process.

scholarly journals Novice Teachers’ Concerns, Early Professional Experiences and Development: Implications for Theory and Practice

2018 ◽  
Vol 9 (1) ◽  
pp. 100-114 ◽  
Author(s):  
Olena Zhukova
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Theory And Practice ◽  
Future Research ◽  
Full Time ◽  
Quality Of Teaching

Abstract Quality teaching, being a key factor in shaping students’ academic and personal growth, has been at the centre of scientific debate for many years. Sustainable professional development of novice teachers has recently been recognized worldwide as one of the key areas for improving the quality of teaching and learning in schools. Given that the initial years on the job are generally characterised by novice teachers as the most challenging and intense in their career, the following questions typically arise: What can be done to sustain and facilitate teaching at the early developmental stages in teachers’ career? What are the contextual factors and the prerequisites leading to the quality of teaching and learning? The article presents the findings from a two-year longitudinal qualitative study aimed to contribute to the research base for understanding this crucial stage. More specifically, the purpose of this study was to provide deeper understanding and insights into key factors influencing and shaping novice teachers’ early professional development and learning, as well as their capacities to effectively adapt to their new roles and operate in complex and dynamically changing open-ended school environment. The research is framed as a cross-case analysis of 4 cases of novice teachers working in public secondary schools. The data were collected through multiple sources (i.e. semi-structured in-depth interviews, questionnaire, and focus groups) over a two-year period spanning the participants’ first and second full-time teaching years. Substantial differences in experiences and beliefs among the novice teachers, with varying levels of job satisfaction and professional support received, were identified in the study. The authors have also identified numerous patterns of novice teachers’ teaching practice closely associated with teachers’concerns and early professional experience interpretations, which might result in substantial fluctuation in teaching quality and teacher’s career paths. Implications for teacher education programs, mentoring, supervision, teachers’ professional development, and future research are discussed.

ZPD Incidence Development Strategy for Demand of Information Technology in Engineering Teaching: Comparing Teachers Belong to Different University

2011 ◽  
Vol 267 ◽  
pp. 926-930 ◽  
Author(s):  
Yan Hui Chen
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Development Strategy ◽  
Delphi Method ◽  
Teaching And Learning ◽  
Future Research ◽  
Quality Of Teaching ◽  
Regional University ◽  
Learning Issues

Many regional higher education institutes (mainly regional university) promoted to be comprehensive regional higher education institutes (CRHEIs) from 2006 in China. Students in those CRHEIs become more and more, and the quality of teaching should be improved. This paper reports on findings amongst staff in adopting information technology at Linyi University and Southwest University. The methodology for carrying out the tasks involved using questionnaire that assessed views of staff in their use of email, software tools and internet facilities for teaching and learning issues. We discussed these issues using normative Delphi method. The paper ends with recommendations for future research.

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Fisika

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Jawane Malau
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Student Response ◽  
Learning Tools ◽  
Learning Group ◽  
Learning Plan ◽  
Quality Of Teaching

<p>This research was conducted for the purpose of getting a clear and complete <br />picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent. </p><p> </p>

Research on mixed learning mode based on MOOCs and micro class in internet background

2021 ◽  
pp. 1-8
Author(s):  
Zhang Zhehua
Keyword(s):  
Learning Process ◽  
Mixed Mode ◽  
Teaching And Learning ◽  
The Internet ◽  
Teaching Mode ◽  
Quality Of Teaching ◽  
Challenges And Opportunities ◽  
New Challenges ◽  
New Form

In the era of education information and globalization, a new mode of teaching and micro class has emerged in the background of the Internet, which brings new challenges and opportunities to the teaching of the classroom. MOOCs has been piloted and applied in many universities in the form of SPOC. As a new form of curriculum, micro course has been applied to the teaching and learning process. The integration of Moor and micro class resources helps to turn the classroom into a mixed mode. This article will focus on this hot topic to analyse the characteristics of the class, the characteristics of the micro class and the influence on the students and teachers, to improve the quality of teaching and to realize the individualized and active study of the students. The article summarizes the results of blended teaching mode at home and abroad, and explores the development and application of MOOC and micro class resources.

Receptive Skills: Reading & Listening (ReaL) Resource Pack with App Support

2018 ◽  
Vol 2 (3) ◽  
pp. 35
Author(s):  
Nur Ain Abdul Malek ◽  
Nor Syamimi Iliani Che Hassan ◽  
Nor Hairunnisa Mohammad Nor ◽  
Hanis Kamarudin
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Language Teaching ◽  
New Technology ◽  
Lesson Plans ◽  
Independent Learning ◽  
Self Directed Learning ◽  
Technology In The Classroom ◽  
Support Materials ◽  
Language Classrooms

Educators all over the world have been incorporating smartphones specifically by using mobile applications (apps) in teaching. However, many educators encourage students to use smartphones especially for independent learning without any guidance. It is easy to assume that students would know how to use a certain app on their own. Barrs (2011) asserts that students demonstrate greater interest to continue self-directed learning using mobile devices when they are provided detailed guidance and explanation on how to use smartphone appropriately in classroom settings. This suggests that guided lessons using apps may increase the level of effectiveness in language teaching and learning. The objectives of the resource pack designed are to offer guided approach to the use of apps in language classrooms and to provide support materials to consolidate the lessons. Meanwhile, the novelty lies in the comprehensiveness of the lesson plans and materials while incorporating new technology in the classroom. The resource pack will give a valuable contribution to instructors in the teaching of English particularly on receptive skills like reading and listening. The development of this resource pack which is based on two apps: NST Mobile and LEB English is timely to educators who have interest in incorporating mobile devices in language teaching. Basically, this resource pack underscores a compilation of exciting and meaningful lesson plans meant for educators to conduct listening and reading instructions. Knowing time constraints often experienced by educators in preparing for their classes, worksheets are also included for the proposed lesson plans so that learning outcomes can be achieved at the end of the lessons.

scholarly journals Performance Assessment of University Lecturers: A Data Mining Approach

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Milkhatun Milkhatun ◽  
Alfi Ari Fakhrur Rizal ◽  
Ni Wayan Wiwin Asthiningsih ◽  
Asslia Johar Latipah
Keyword(s):  
Community Service ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Learning Approaches ◽  
Teaching Materials ◽  
Study Program ◽  
Data Mining Approach ◽  
Quality Of Teaching ◽  
Significant Difference

A lecturer with a good performance has a positive impact on the quality of teaching and learning. The said quality  includes the delivery of teaching materials, learning methods, and ultimately the academic results of students. Performance of lecturers contributes significantly to the quality of research and community service which in turn improves the quality of teaching materials. It is desirable, therefore, to have a method to measure the performance of lecturers in carrying out the Tri Dharma (or the three responsibility) activities, which consist of teaching and learning process, research, and community service activities, including publications at both national and international level. This study seeks to measure the performance of lecturers and cluster them into three categories, namely "satisfactory", "good", and "poor". Data were taken from academic works of nursing study program lecturers in conducting academic activities. Clustering process is carried out using two machine learning approaches, which is K-Means and K-Medoids algorithms. Evaluation of the clustering results suggests that K-Medoids algorithm performs better compared to using K-Means. DBI score for clustering techniques using K-Means is -0.417 while the score for K-Medoids is -0.652. The significant difference in the score shows that K-Medoids algorithm works better in determining the performance of lecturers in carrying out Tri Dharma activities.

scholarly journals Characteristics of Online Learning in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 66 (1) ◽  
pp. 135-155
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Face To Face ◽  
Quality Of Teaching ◽  
Teaching Learning ◽  
Students Success

"In the context in which the teaching, learning, and assessment processes take place in the online environment, the question arises whether the currently organized learning situations are as effective as the learning situations carried out in the classroom, before the beginning of the pandemic. One of the disadvantages of online learning is related to the teacher’s low control over students’ activity. Factors such as initiative, creativity, efficient time management, intrinsic motivation, responsibility, and intellectual curiosity play an important role in students’ success in learning activities. Attendance at courses should not be formal and superficial and should be a process that involves the active and interactive participation of the students in the learning process. Providing high-quality educational opportunities to all students is a goal that is increasingly difficult to achieve in the context of the absence of face-to-face interactions. Also, applying a curriculum focused on the needs of the learner is becoming hard to achieve. Through this research, we aim to investigate issues related to how online learning takes place and to establish ways in which we can increase the efficiency of current teaching and learning processes. The study revealed that in the opinion of most of the students, the current epidemiological context has influenced in a negative way the quality of teaching and the student-teacher educational relationship. Keywords: Interactive learning, eLearning, independence in learning, higher education, efficient strategies "

scholarly journals Lecturers’ Perceptions on Challenges and Expectations on Work Conditions: Case of Zimbabwe Rural State University

2021 ◽  
Vol 9 (2) ◽  
pp. 87
Author(s):  
Munyaradzi Chidarikire
Keyword(s):  
Learning Outcomes ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Work Conditions ◽  
Highly Qualified ◽  
Quality Of Teaching ◽  
Education Data ◽  
University Lecturers

This qualitative paper explored the Zimbabwe rural university lecturers’ experiences, challenges, and expectations in the execution of their duties, as they are highly de-motivated. The Zimbabwe Higher and Tertiary Education 5.0 thrust states the roles of universities as consisting of five critical issues: Teaching, Research, Community Engagement, Innovation, and Industrialization have been greatly affected by challenges cited in this article. There is a dearth of literature on the challenges faced by and there is a lack of solutions propagated by lecturers in universities located in rural areas in Zimbabwe. The quality of teaching and learning outcomes in Zimbabwe universities have been deteriorating due to financial, high workload among others. Hence, there is a need to engage in this study to find university lecturers’ views on how these challenges should be addressed to enhance the quality of teaching and learning outcomes. Abraham Maslow’s theoretical framework and narrative paradigm were used in this paper. A purposive sample was used to select nine knowledge-rich university lecturers from Faculty of Education. Data was generated through focus group discussions and content thematic analysis was used to analyze data. The participants responded to two critical questions: ‘what are the challenges faced by rural university lecturers and what should be done to mitigate challenges affecting lecturers in rural areas?’ This article found that highly qualified university lecturers in Zimbabwe are leaving rural universities to international universities seeking greener pastures. Therefore, the paper recommended that Zimbabwe university lecturers should receive salaries and other benefits at par with international universities.

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