Administrative Strategies for Designing and Supporting Large-Scale Digital Lecture Recording Environments

2011 ◽  
pp. 48-53
Author(s):  
Lisa A. Stephens
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Real Time ◽  
Student Teacher ◽  
Large Scale ◽  
Digital Recording ◽  
Teacher Interaction ◽  
Post Class ◽  
Administrative Strategies

The advent of blended learning and digital recording options has complicated the challenge of administering technology classrooms. From students’ perspective, “capturing” real-time student/teacher interaction is especially valuable for distance-learning applications or for those in traditionally seated environments as post-class tutorial/review. Survey evidence suggests that students highly value the convenience and flexibility of “anytime/anywhere” instructional access.

Google Classroom as A Tool for Blended Learning

2021 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
Ainul Anuar Adam ◽  
◽  
Zulaikha Khairuddin ◽  
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Oral Presentation ◽  
Student Teacher ◽  
Education System ◽  
Industrial Revolution ◽  
Education Sector ◽  
Quantitative Approach ◽  
Teacher Interaction ◽  
Students Satisfaction

Technology has moved forward and keep changing and evolved in times. Today, the education sector is introduced with Industrial Revolution 4.0 (IR 4.0), where it would be the latest journey for the education system. This study would like to identify students’ perceptions on usefulness of Google Classroom for Blended Learning, determine students’ perceptions on instruction delivery via Google Classroom for Blended Learning, and investigate students’ satisfaction in learning via Google Classroom for Blended Learning. Quantitative approach was used in this study and there were 100 respondents who participate in this study. They were undergraduate students who were enrolled for ELC590: English for Oral Presentation course. It was found that students thought that using Google Classroom as useful to be implemented in the classroom. At the same time, they mentioned that student-teacher interaction was more interactive, and instructions given by the lecturers were well-delivered. They felt that using Google Classroom should be used more in the future. Thus, Google Classroom should be one of the platforms used by the educators to have better and more engagement with the students when they conduct blended learning or online session.

Project Smart Remote Classroom Providing Novel Real-Time Interactive Distance Learning Technologies

2011 ◽  
pp. 2017-2025
Author(s):  
Yuanchun Shi ◽  
Weikai Xie ◽  
Guangyou Xu ◽  
Peifeng Xiang ◽  
Baopeng Zhang
Keyword(s):  
Distance Learning ◽  
Real Time ◽  
Large Scale ◽  
Virtual Classroom ◽  
Transport Layer ◽  
Prototype System ◽  
Teachers And Students ◽  
Project Smart ◽  
Distance Learning Technologies ◽  
Adaptive Content Delivery

Real-time interactive virtual classrooms play an important role in distance learning. However currently available systems are insufficient in supporting large-scale user access, and they cannot efficiently support accessing with heterogeneous devices and networks. Furthermore, these systems are usually desktop-based, until the result that the teacher’s experience is completely different from teaching in a real physical classroom. This paper discusses the Smart Remote Classroom project that deals with these difficulties using the following novel technologies: 1) A hybrid transport layer multicast protocol called TORM and an adaptive content delivery scheme called AMTM, which work together to enable large-scale users to access a virtual classroom with different devices and networks synchronously. 2) A dedicated software called SameView, which takes use of the proposed TORM and AMTM technology, and provides a rich set of functions for teachers and students to efficiently carry out the real-time interactive tele-education. 3) The Classroom augmented by Smart Space technology called Smart Classroom where the user interfaces of the SameView are incorporated in the classroom space. Thus the teacher can instruct the remote students just like teaching face to face in a conventional classroom. All these technologies have been successfully integrated and demonstrated in the prototype system at Tsinghua University.

Distance Learning and Interactivity

2020 ◽  
pp. 1-12
Author(s):  
Anastasis Nikiforos
Keyword(s):  
Distance Learning ◽  
Literature Review ◽  
Student Teacher ◽  
Student Interaction ◽  
Teacher Interaction ◽  
Interaction Distance ◽  
Learning Procedure ◽  
Content Interaction

This chapter explores the meaning of interaction in distance learning. It focuses on the main models of interaction that may appear during the learning procedure and centers to student-student interaction, student-teacher interaction, and finally student-content interaction. Through literature review, definitions are explored and clarified. The whole chapter is a small effort to give the reader a clarification and a perspective on interaction, distance learning, and how they are both connected to each other.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

INDIVIDUALISATION IN FLEXIBLE LEARNING, FROM A POST-POST-FOUNDATIONALIST PERSPECTIVE

2015 ◽  
Vol 37 (2) ◽  
pp. 101-114
Author(s):  
J L Van der Walt
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Best Practice ◽  
Flexible Learning ◽  
Per Se

Most practitioners in the field of flexible learning seem to be sufficiently aware of the importance of catering to the needs of their students. However, it appears that many are rather more conscious of the needs of the students as a group than as individuals per se. Others seem to be rather more concerned about the technology involved. After touching on the foundationalist and non-, post- or anti-foundationalist approaches to the problem of individualisation in flexible learning, the article discusses a number of guidelines for individualisation from a post-post-foundationalist perspective. This is followed by a section in which these guidelines are presented in practical terms. This outline of guidelines reveals that attempting to individualise from this perspective is no simple and straightforward matter, but that there might be practitioners in the field of flexible learning (open distance learning and blended learning) who already are following this approach as a best practice. A post-post-foundationalist approach to individualisation in flexible learning offers practitioners in the field a whole new vocabulary.

TOWARDS A SPIRITUALITY OF OPEN DISTANCE LEARNING

2015 ◽  
Vol 37 (2) ◽  
pp. 64-78
Author(s):  
Ferdinand Jacobus Potgieter
Keyword(s):  
Distance Learning ◽  
Student Teacher ◽  
Meaning Making ◽  
Knowledge Society ◽  
Life Meaning ◽  
Current Technology ◽  
Self Transcendence

This article suggests attention to the paideia of the soul as an educative corrective for preparing open distance learning students for living in the current technology-dependent world. This world is undergirded by a technology-rich knowledge society that privileges new informational epistemologies. In an attempt to suggest a spirituality of open distance learning that is based on the paideia (full-blown completeness) of the soul, use is made of the integrated interpretations of three relevant viewpoints. It is shown that spirituality in open distance learning is neither religion nor ethics; that it is essentially about the meaning in and of life, meaning-making and meaning-decoding, self-transcendence (especially as meaning-making), connection, engagement and a re-interrogation of all the major existentialist questions. It is a journey towards wholeness and compassion (as knowledge of love) of every student teacher.

Methods for the Quantification of Salivary Cortisol and of a-amylase in Biosensors and Portable Devices

2018 ◽  
Vol 68 (12) ◽  
pp. 2857-2859
Author(s):  
Cristina Mihaela Ghiciuc ◽  
Andreea Silvana Szalontay ◽  
Luminita Radulescu ◽  
Sebastian Cozma ◽  
Catalina Elena Lupusoru ◽  
...  
Keyword(s):  
Real Time ◽  
Medical Practice ◽  
Salivary Cortisol ◽  
Clinical Studies ◽  
Large Scale ◽  
Psychological Research ◽  
Portable Devices ◽  
Salivary Amylase ◽  
Specificity And Sensitivity

There is an increasing interest in the analysis of salivary biomarkers for medical practice. The objective of this article was to identify the specificity and sensitivity of quantification methods used in biosensors or portable devices for the determination of salivary cortisol and salivary a-amylase. There are no biosensors and portable devices for salivary amylase and cortisol that are used on a large scale in clinical studies. These devices would be useful in assessing more real-time psychological research in the future.

scholarly journals BattleNet: Capturing Advantageous Battlefield in RTS Games (Student Abstract)

2020 ◽  
Vol 34 (10) ◽  
pp. 13849-13850
Author(s):  
Donghyeon Lee ◽  
Man-Je Kim ◽  
Chang Wook Ahn
Keyword(s):  
Artificial Intelligence ◽  
Decision Making ◽  
Real Time ◽  
Large Scale ◽  
Outcome Predictor ◽  
Short Term ◽  
Rts Game

In a real-time strategy (RTS) game, StarCraft II, players need to know the consequences before making a decision in combat. We propose a combat outcome predictor which utilizes terrain information as well as squad information. For training the model, we generated a StarCraft II combat dataset by simulating diverse and large-scale combat situations. The overall accuracy of our model was 89.7%. Our predictor can be integrated into the artificial intelligence agent for RTS games as a short-term decision-making module.

Sign in / Sign up

Export Citation Format

Share Document