Using IT to Augment Authentic Learning

2006 ◽  
pp. 172-181
Author(s):  
Sandra Jones
Keyword(s):  
Real World ◽  
Web Sites ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Activity ◽  
Discussion Boards ◽  
Face To Face ◽  
Access Information ◽  
Student Centred Learning

This chapter discusses how information technology (IT) can be used to augment the authenticity of the learning experience in student-centred learning environments. It argues that technology provides the opportunity to embed students in learning activity by bridging the gap between the “real world” and the classroom. The particular learning environment used to illustrate this is a restaurant complex with a number of outlets that was designed by the author to provide a common work environment. Using the Distributed Learning System (DLS) to which all students have access, the author was able to increase the authenticity of the “case” by first, having students access information (as employees and/or lessees’) about the commercial conditions facing the company, and its policies and practices). Second, “employees” were able to communicate through discussion boards. Third, students were able to access resources through hyperlinks to external Web sites. The author concludes that there is need for a mixture of face-to-face and virtual learning opportunities in order to add real-world authenticity to experiential learning opportunities.

scholarly journals Managing change: The use of mixed delivery modes to increase learning opportunities

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Sue Franklin ◽  
Mary Peat
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Virtual Learning Environment ◽  
First Year ◽  
Delivery Modes ◽  
Managing Change ◽  
Asynchronous Communications ◽  
Student Centred Learning

Science teaching in the new millennium will need to suit the students' needs and understanding, and employers' expectations. Choosing to learn will help form the learning opportunities presented. This paper looks at the way the delivery of teaching and learning materials for large first year biology units of study has changed over a period of time during which there have been reductions in staff resources and increases in student numbers. The strategies currently used to manage student learning and improve the learning experience will be detailed. These include a mix of on campus and online opportunities such as the management of laboratory classes in a peer mode model and the recent re-purposing of existing online resources to provide a Virtual Learning Environment (VLE). The VLE offers a safe, student centred learning environment with access to synchronous and asynchronous communications, and access to learning and assessment materials. Reasons for the development of the VLE are discussed, with ideas on the management of campus based teaching in the experimental sciences.

scholarly journals An entrepreneurial activity implementation and assessment among pharmacy students amid the COVID-19 pandemic lockdown

2022 ◽  
pp. 16-22
Author(s):  
Elaine V. Nguyen ◽  
So Hyun Kim ◽  
Mohammed A. Islam ◽  
Youngil Chang ◽  
Judy Aoyagi ◽  
...  
Keyword(s):  
Learning Experience ◽  
Pharmacy Students ◽  
Entrepreneurial Activity ◽  
Learning Activity ◽  
First Year ◽  
Care Needs ◽  
Tank Model ◽  
Face To Face ◽  
Gift Certificate ◽  
Activity Survey

Objective: To implement and assess innovation and entrepreneurship (IE) learning experience in professional pharmacy students using presentations based on the Shark Tank model. Methods: First-year doctor of pharmacy students were invited to participate in an IE learning experience emphasising the importance of self-care needs of the society during the early phase of the COVID-19 pandemic crisis. Students’ proposals were assessed by Sharks (inquisitors) based on a grading rubric, and a post-activity survey captured students’ reflections of their experience. Results: Twelve students participated in the IE activity, and presented their proposals virtually in a Shark Tank style format. Students’ scores for the proposals ranged from 87.5% (capable entrepreneurs) to 56.8% (incapable entrepreneurs), with the winner receiving a gift certificate. Survey ratings given by students on a scale of one to five for the IE activity were overwhelmingly favourable, with both the activity (4.73 (1.09)) and presentation style (4.27 (0.37)) viewed to be timely and relevant. Conclusion: An IE learning activity was implemented and assessed in the pharmacy programme using Shark Tank style presentations. The authors believe such initiatives, conducted either virtually or face-to-face, could serve as prototypes for professional pharmacy schools interested in creating exciting ways to implement IE activities in their programmes.

scholarly journals SOLUSI PEMBELAJARAN JARAK JAUH MENGGUNAKAN APLIKASI ZOOM DAN WHATSAPP GROUP DI ERA NEW NORMAL PADA WARGA BELAJAR PAKET C DI PUSAT KEGIATAN BELAJAR MASYARAKAT (PKBM) BINA INSANI

JIPSINDO ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 162-176
Author(s):  
Nugraha Permana Putra
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Learning System ◽  
Learning Activity ◽  
Observation Data ◽  
Community Learning ◽  
New Normal ◽  
Face To Face ◽  
Network Connection ◽  
Activity Center

Dunia sedang dihadapkan permasalahan rumit dan berkepanjangan mengenai pandemi Coronavirus Disease (covid-19). Di Indonesia, salah satu upaya pencegahan penyebaran virus tersebut adalah dengan membuat kebijakan pembelajaran jarak jauh pada sektor pendidikan. Kebijakan pembelajaran jarak jauh secara tidak langsung telah mengubah paradigma sistem pembelajaran konvensional yang semula tatap muka di kelas kemudian berubah menjadi secara virtual dan tidak bertemu langsung di kelas. Untuk menggali dan mengeksplore data pada penelitian ini menggunakan penelitian kualitatif deskriptif dengan teknik pengumpulan data observasi, wawancara dan studi dokumentasi untuk mendapatkan simpulan yang baik. Artikel ini membahas mengenai penggunaan aplikasi Zoom dan Whatsapp Group sebagai media pembelajaran jarak jauh di Pusat Kegiatan Belajar Mengajar (PKBM) Bina Insani serta faktor penghambat dalam penggunaannya. Dalam implementasinya, aplikasi Zoom dan Whatsapp Group menawarkan beberapa setting pembelajaran diantaranya asinkron mandiri, asinkron kolaboratif, dan sinkron maya. Beberapa fitur yang ditawarkan aplikasi Whastapp Group untuk menunjang aktifitas pembelajaran adalah download, upload, assignment. Sedangkan untuk aplikasi Zoom menawarkan fitur forum diskusi. Hambatan yang dialami Tutor dan Warga Belajar umumnya adalah kurangnya pengetahuan dan informasi mengenai manajemen perkuliahan menggunakan aplikasi Zoom, Whatsapp Group dan kurang stabilnya koneksi jaringan internetDISTANCE LEARNING SOLUTIONS USING THE ZOOM AND WHATSAPP GROUP APPLICATIONS IN THE NEW NORMAL ERA OF CITIZENS LEARNING PACKAGE C AT THE COMMUNITY LEARNING ACTIVITY CENTER (PKBM) BINA INSANIThe world is faced with complicated and prolonged problems regarding the Coronavirus Disease (covid-19) pandemic. In Indonesia, one of the efforts to prevent the spread of the virus is by making a distance learning policy in the education sector. The distance learning policy has indirectly changed the paradigm of the conventional learning system, which was originally face-to-face in class and then turned virtual and did not meet in person in the class. To find and explore data in this study used descriptive qualitative research with observation data techniques, interviews, and documentation studies to get good conclusions. The article discusses the use of the Zoom and Whatsapp Group applications as distance learning media at the Bina Insani Teaching and Learning Center (PKBM) and the inhibiting factors in their use. In its implementation, the Zoom and Whatsapp Group applications offer several learning settings such as self-synchronization, synchronization, and virtual synchronization. Some of the features offered by the Whastapp Group application to support learning activities are downloading, uploading, carrying out tasks. Meanwhile, the Zoom application offers a discussion forum feature. The obstacles that help Tutors and Learning Citizens are based on knowledge and information about course management using the Zoom application, Whatsapp Group, and the unstable internet network connection

Adapting Problem-Based Learning to an Online Learning Environment

2011 ◽  
pp. 676-701 ◽  
Author(s):  
Lisa Lobry de Bruyn
Keyword(s):  
Learning Outcomes ◽  
Problem Based Learning ◽  
Learning Objects ◽  
Learning Activity ◽  
Discussion Boards ◽  
Learning Design ◽  
Student Interactions ◽  
Face To Face ◽  
Face To Face Instruction

This chapter explores through a case study approach of a tertiary-level unit on Land Assessment for Sustainable Use, the connections between three key elements of learning—learning outcomes, learning design, and learning objects—in the context of problem based learning conducted in an online environment. At the “heart” of learning is the achievement of learning outcomes guided pedagogically by the learning design (“head”) with the support of well-designed, pedagogically-sound learning objects (“hands”). All the students participating in this case study were undertaking the unit as off-campus or “distance” students, either at under- or post-graduate level. This chapter defines the use of learning objects and learning design in a problem based learning context. Primary evidence is presented to demonstrate the effectiveness of the problem based learning design and integrated learning objects in facilitating learning outcomes when students communicated online on discussion boards within a course management system (WebCT) under two circumstances: one, as a collective group (2001-2003) before face-to-face instruction and practice in problem based learning; and two, in small groups (2004-2006) after receiving face-to-face instruction and practice in problem based learning. Improved student participation rates and quantity and quality of online student interactions on discussion boards seemed to be the consequence of early scaffolding of student learning through face-to-face instruction and practice in the problem-based learning activity, as well as working in small peer groups for subsequent discussion board activity. Overall there seemed to be improved student comprehension of and interaction with the learning design and learning objects in the small group experience of the problem based learning activity, which resulted in a more fulfilling and robust form of learning.

scholarly journals Designing a Women’s Refuge: An Interdisciplinary Health, Architecture and Landscape Collaboration

2017 ◽  
Vol 6 (6) ◽  
pp. 139 ◽  
Author(s):  
Suzanne Dean ◽  
Claire Williams ◽  
Samantha Donnelly ◽  
Tracy Levett-Jones
Keyword(s):  
Social Change ◽  
Nursing Students ◽  
Lived Experience ◽  
Real World ◽  
Positive Impact ◽  
Learning Experience ◽  
Learning Activity ◽  
Social Good ◽  
Women And Children ◽  
The Impact

University programs are currently faced with a number of challenges: how to engage students as active learners, how to ensure graduates are ‘work ready’ with broad and relevant professional skills, and how to support students to see their potential as agents of social change and contributors to social good. This paper presents the findings from a study that explored the impact of an authentic, interdisciplinary project with health, architecture and landscape students. This project facilitated students’ entrée into the lived experience of women and children requiring refuge services as a result of homelessness and/or domestic violence. Students collaborated with stakeholders from the refuge sector, visiting sites, undertaking individual research, exchanging ideas and problem-solving, to develop a design guide for a women’s refuge.  Focus groups were conducted at the conclusion of the activity to gauge students’ perceptions of the value of the activity. Results indicated that the ‘hands-on’ and collaborative nature of the learning experience in a real-world context was valued, primarily due to its direct relevance to professional practice. Architecture and landscape participants reported an increase in their understanding and knowledge of refuge clients, and many expressed a commitment to further learning and contribution to the sector. Nursing students felt that the authentic learning experience helped prepare them for the ‘real world’ of practice and that it aided development of their professional identities and capacity to effect real-world change. The learning activity had a positive impact on knowledge acquisition and students’ confidence to act as agents of social change.

scholarly journals Implementing E-Learning as a Tool: Solution for Pandemic Disease in Case of Wollega University

2020 ◽  
pp. 65-71
Author(s):  
Etana Fikadu Dinsa
Keyword(s):  
Educational Institution ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Approaches ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
High Level ◽  
The University

Wollega University is a public higher educational institution established in February 2007 in western part of Ethiopia. After that, the university is making a valuable contribution to the overall development of the country by producing high-level professionals, conducting problem-solving research and providing services to the surrounding communities, working in partnership with all stakeholders. This university provides teaching learning system face to face learning approaches. Due to this during this pandemic disease the university closes the teaching learning method to reduce transmissions of the virus. The researcher can able to propose E-learning as a solution to keep the continuity of education during this pandemic disease. In this paper the benefits of e-learning, features and the challenges to advancement and implementation of new educational system (E-learning) opportunities for this university are also briefly outlined.

scholarly journals Agency rescues competition for credit assignment among predictive cues from adverse learning conditions

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Mihwa Kang ◽  
Ingrid Reverte ◽  
Stephen Volz ◽  
Keith Kaufman ◽  
Salvatore Fevola ◽  
...  
Keyword(s):  
Real World ◽  
Learning Experience ◽  
Science Research ◽  
Learning System ◽  
Learning Theories ◽  
Cue Competition ◽  
Credit Assignment ◽  
Learning Conditions ◽  
Underlying Mechanisms ◽  
The Individual

AbstractA fundamental assumption of learning theories is that the credit assigned to predictive cues is not simply determined by their probability of reinforcement, but by their ability to compete with other cues present during learning. This assumption has guided behavioral and neural science research for decades, and tremendous empirical and theoretical advances have been made identifying the mechanisms of cue competition. However, when learning conditions are not optimal (e.g., when training is massed), cue competition is attenuated. This failure of the learning system exposes the individual’s vulnerability to form spurious associations in the real world. Here, we uncover that cue competition in rats can be rescued when conditions are suboptimal provided that the individual has agency over the learning experience. Our findings reveal a new effect of agency over learning on credit assignment among predictive cues, and open new avenues of investigation into the underlying mechanisms.

scholarly journals A Scoping Review of Videoconferencing Systems in Higher Education

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Hosam Al-Samarraie
Keyword(s):  
Higher Education ◽  
Current Knowledge ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Learning And Teaching ◽  
Face To Face ◽  
Desktop Videoconferencing ◽  
Specific Learning ◽  
Teaching Situations

Videoconferencing as a learning tool has been widely used among educators and learners in order to induce effective communication between learners and teachers or learners and their peers, especially when face-to-face means are not possible. Different types of videoconferencing platforms or systems have emerged for use in today’s higher education institutions. Previous research has focused on examining the potential of three different forms of videoconferencing systems: desktop videoconferencing (DVC), interactive videoconferencing (IVC), and Web videoconferencing (WVC). In this study, a review of the literature was conducted to increase the current knowledge regarding the use of these videoconferencing systems. A classification of the videoconferencing paradigms from the constructivism and cognitivism perspectives was provided. The summary of the results for these videoconferencing systems revealed specific learning opportunities, outcomes, and challenges for both learners and instructors. The results suggest that current policy and teaching strategies are not ready to provide an accessible and comprehensive learning experience in DVC and IVC. Relative to previously conducted studies regarding the use of videoconferencing in higher education, this study offers a broader consideration of relevant challenges that emerge when using certain videoconferencing systems in both learning and teaching situations.

scholarly journals Tinjauan Model Pembelajaran Blended Learning pada Perguruan Tinggi di Era New Normal Covid-19: Kebijakan dan Implementasi

2021 ◽  
pp. 34-45
Author(s):  
Zamzami Zainuddin
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Learning Experience ◽  
Learning Model ◽  
Theory And Practice ◽  
Learning Activity ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Face To Face Instruction

This article aims to review the potential of a Blended learning model implementation in Indonesian higher education institutions during the time of Covid-19. This conceptual paper attempts to explain the concept of Blended learning in terms of theory and practice, based on the literature discussed in several reputable international journals. Blended learning is defined as a learning model integrating face-to-face instruction with an online learning environment or e-learning. Initially, this model proposes to improve the deficiencies of a traditional learning model which is lack of technological resources, and at the same time to develop the gap of e-learning practice which is lack of a face-to-face learning experience. In the blended instruction, students will learn through face-to-face interaction in the classroom and supported by digital media such as a Website, Video, or Learning Management System (LMS). Meanwhile, the use of technologies is ordinarily applied for students' learning and peer-interaction outside of the class, especially for online discussion and homework submission. This method emphasizes that learning activity should not only occur in the classroom but also outside of the class through the digital device.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

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