scholarly journals Adaptive Synchronization of Semantically Compressed Instructional Videos for Collaborative Distance Learning

2011 ◽  
pp. 72-86
Author(s):  
Dan Phung ◽  
Giuseppe Valetto ◽  
Gail E. Kaiser ◽  
Tiecheng Liu ◽  
John R. Kender
Keyword(s):  
Online Courses ◽  
Adaptive Synchronization ◽  
Learning Tools ◽  
Student Groups ◽  
Instructional Videos ◽  
E Learning ◽  
Collaborative Learning Tools ◽  
Video Player ◽  
Group Member ◽  
Adaptation Model

The increasing popularity of online courses has highlighted the need for collaborative learning tools for student groups. In this article, we present an e-Learning architecture and adaptation model called AI2TV (Adaptive Interactive Internet Team Video), which allows groups of students to collaboratively view instructional videos in synchrony. Video player actions, like play, pause and stop, can be initiated by any group member and and the results of those actions are synchronized with all the other students. These features allow students to review a lecture video in tandem, facilitating the learning process. AI2TV upholds the invariant that each student will receive semantically equivalent content at all times.

scholarly journals Approaches to the development of online learning In the digital environment of higher education in Yakutia

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 173-180
Author(s):  
Elizaveta Afanasyevna Barakhsanova ◽  
Mikhail Petrovich Sivtsev ◽  
Nyurgun Mikhailovich Pavlov ◽  
Afanasy Radnaevich Batorov ◽  
Maria Egorovna Alekseeva
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Tools ◽  
Digital Environment ◽  
Professional Activities ◽  
E Learning ◽  
The Republic ◽  
Online Distance Learning ◽  
Online Distance ◽  
Educational Applications

The authors justified the idea of developing online courses based on the use of Moodle tools, allowing the formation of knowledge in the field of technological and methodological skills and abilities to use educational applications, services, and their application in professional activities in the implementation of online learning in the digital environment of the university.  Assessment of the effectiveness of the online course is confirmed by the solution of professional tasks from the knowledge of the digital educational environment with interdisciplinary content and tasks requiring the use of e-learning tools. Analysis of the results using two-way analysis of variance revealed a significant effect of factors on the effective feature using the F-test. The significance of the study lies in the development of online advanced training courses aimed at improving the technological level of teachers and educators of the Republic of Sakha (Yakutia) in the implementation of the remote format of training using online distance learning tools and technologies. 

scholarly journals Evaluate the Use of Moodle Platforms for Education in University of Duhok Using Online Survey Application

2021 ◽  
Vol 11 (2) ◽  
pp. 152-157
Author(s):  
Jihan A. Rasool ◽  
◽  
Sarhan S. Dawood
Keyword(s):  
Online Survey ◽  
Online Courses ◽  
Academic Staff ◽  
The Internet ◽  
Learning Tools ◽  
Study Results ◽  
E Learning ◽  
Training Courses ◽  
College Of Engineering ◽  
Free Open Source

Development countries uses E-Learning as a form of education to cooperate with the challenges of globalization, the birth of the internet and so on. Moodle is a Learning Management System (LMS) which is a free open source platform designed to assist educators in creating online courses with opportunities for dynamic interaction. In this paper the meaning of Moodle was carried out, then the web form (Google Form) is created as a Database to store the answers, gathering feedback and as statistical software to provide analytics of the effect of using Moodle by the lecturer’s opinion or perspective in College of Engineering, University of Duhok (UoD), Kurdistan Region of Iraq; their questioners are completed on the internet. The study results point out that 72.55% of lecturers were interested in services provided by Moodle@uod, mostly utilized as a depot for getting the course’s materials but the interactive learning tools are not effectively invested. Where 29.73% used the application in making quizzes; 32.43% for communicating with their students this is because of the instability of internet services. For that, the authors suggest satisfying academic staff desires in taking training courses to be more familiar with using Moodle Platform.

scholarly journals Innovative Authoring Tools for Online-Courses with Assignments - Integrating Heterogeneous Tools of e-Learning Platforms into Hybrid Application Solutions

2016 ◽  
Vol 11 (02) ◽  
pp. 12 ◽  
Author(s):  
Matthias Then ◽  
Benjamin Wallenborn ◽  
Birgit R. Ianniello ◽  
Duc Binh Vu ◽  
Michael Fuchs ◽  
...  
Keyword(s):  
Data Exchange ◽  
Online Courses ◽  
Learning Tools ◽  
Course Content ◽  
Integration Architecture ◽  
E Learning ◽  
Learning Platforms ◽  
Methods Of Learning ◽  
Effective Use ◽  
Support Software

This paper is concerned with an essential topic in e-learning - course content authoring. Besides supporting the concept of Competence-Based Learning (CBL) our solution is aiming to make effective use of an open integration architecture fostering the interoperability of hybrid e-learning solutions. Modern scenarios ask for interoperable software solutions to seamlessly integrate existing e-learning infrastructures and legacy tools with innovative technologies while being cognitively efficient to handle. In this way, prospective users are enabled to use them seamlessly without learning overheads. At the same time, methods of Learning Design (LD) in combination with CBL are getting more and more important to produce and maintain easy to facilitate solutions. Our approach of developing a competence-based course-authoring and assignment-support software bridges the gaps between Moodle and established legacy infrastructures by embedding existing legacy tools via Learning Tools Interoperability (LTI). The underlying conceptual architecture for this integration approach and its components will be introduced; furthermore a Moodle plugin will be outlined, which enables Moodle for LD- and CBL-support including corresponding data exchange with our course authoring tool. The paper concludes with an outlook on future plans for our research and development.

scholarly journals Student Experience of E-Learning Tools in HE: An Integrated Learning Framework

2017 ◽  
Vol 11 (2) ◽  
pp. 39
Author(s):  
Aftab Dean ◽  
Andy Lima
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Massive Open Online Courses ◽  
Learning Tools ◽  
Effective Learning ◽  
Learning Framework ◽  
E Learning ◽  
The Uk

Over the last decade the adoption of a Virtual Learning Environment (VLE), at University, has become an accepted norm of support for student learning. However, despite the major investment in VLE’s there is a major disparity between what universities are offering, on their online platforms, and how this material and activities are being utilised by students. This research provides empirical evidence of the passive use, both by tutors and students, of the VLE. The literature provides evidence of the inertia that still exists, within Higher Education (HE), among tutors, to fully embrace the spectrum of VLE engagement tools. The lack of transition, among many tutors, to utilise the VLE as a pedagogical engagement tool continues to impact the expectations of fee paying students in the UK, who no longer expect that a Socratic dialogue will suffice to catalyse their intellectual curiosity. Today’s generation of students have been exposed to a plethora of technologies that facilitates the acquisition of instant information and often through a multitude of sensory (visual, audio) formats. Furthermore, with the growth of Massive Open Online Courses (MOOCS) that are freely available to students the expectations, of HE students, from universities is becoming more demanding. In light of this competitive virtual learning landscape the authors propose a learning framework. To enable universities to create a unique and effective learning experience, for their students, through prudent investment in VLE tools and a complimentary learning environments. Resulting in deeper learning and informed students prepared for seminars.

scholarly journals Online resources and software for teaching and learning Latin

2019 ◽  
Vol 12 (3) ◽  
pp. 93-108
Author(s):  
Olena Balalaieva
Keyword(s):  
Language Learning ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Online Courses ◽  
Educational Process ◽  
Online Resources ◽  
Learning Tools ◽  
Scientific Publications ◽  
Electronic Textbooks ◽  
E Learning

ABSTRACT: The aim of this article is to review electronic resources in Latin, analyzing their didactic potential to help Classical teachers to effectively organize the educational process, diversifying the set of tools, and enhancing their work. Today, most of the useful links are accumulated on domestic professional sites devoted to the study of Latin. Many foreign scientists and teachers simply do not know about their existence. From time to time, attempts are made to summarize information and provide content for studying Classic languages in scientific publications, but such information quickly becomes outdated and needs to be regularly updated. This article provides an overview of the current most popular resources on Latin: digital libraries and databases, online courses, electronic textbooks, dictionary, translators etc.; describing the current state of the development of e-learning tools and websites for the study of Latin in Ukraine. KEYWORDS: electronic educational resources; online resources; language learning; Latin language.   RESUMO: O objetivo do artigo é revisar recursos eletrônicos em Latim, analisando seu potencial didático para ajudar os professores clássicos a organizar efetivamente o processo educacional, diversificando o conjunto de ferramentas e aprimorando o seu trabalho. Hoje, a maioria dos links úteis é acumulada em vários sites domésticos dedicados ao estudo do Latim. Muitos cientistas e professores estrangeiros simplesmente não sabem sobre sua existência. De tempos em tempos, são feitas tentativas de resumir informações e fornecer conteúdo para o estudo de línguas clássicas em publicações científicas, mas essas informações rapidamente ficam desatualizadas e precisam ser atualizadas regularmente. Este artigo fornece uma visão geral dos recursos mais populares da atualidade em Latim: bibliotecas digitais e bancos de dados, cursos online, livros eletrônicos, dicionário, tradutores etc.; descreve o estado atual de desenvolvimento das ferramentas de e-learning e sites para o estudo do Latim na Ucrânia. PALAVRAS-CHAVE: recursos educacionais eletrônicos; recursos online; aprendizagem de línguas; língua latina.

scholarly journals COMBINING AHP AND GOAL PROGRAMMING IN THE CONTEXT OF THE ASSESSMENT OF E-LEARNING

2019 ◽  
Vol 11 (3) ◽  
pp. 301-312 ◽  
Author(s):  
Monica De Castro-Pardo ◽  
Concepcion De la Fuente-Cabrero ◽  
Pilar Laguna-Sanchez ◽  
Fernando Perez-Rodriguez
Keyword(s):  
Goal Programming ◽  
Analytical Hierarchy Process ◽  
Online Courses ◽  
Programming Model ◽  
User Preferences ◽  
Learning Tools ◽  
Goal Programming Model ◽  
E Learning ◽  
Online Business ◽  
Hierarchy Process

The Analytical Hierarchy Process is a very common method used in Multi-Criteria Decision Making (MCDM) to analyze participative assessments. However, due to the qualitative nature of this methodology, a high percentage of inconsistencies need to be addressed when analyzing user preferences. This work analyzes the efficiency of the Goal Programming model in order to reduce inconsistencies with pairwise comparisons when working with inexpert participants and time limitations. A case study has been carried out that assesses online courses in higher education with the Analytical Hierarchy Process in order to understand the usefulness and feasibility of the method. Evaluation of four e-learning tools (collaboration tools, content tools, tutorial sessions and evaluation tools) used in an online business degree were collected from 72 students through a ‘Saaty-type’ survey, and the model was applied to improve the consistency of these results. This model has been able to minimize the inconsistencies of individual preferences while avoiding the loss of primary information.

scholarly journals Organization of self-study of English in a non-language specialized university based on an online platform

2020 ◽  
pp. 126-134
Author(s):  
Emelyanova Olga A.
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Courses ◽  
Education Institution ◽  
Foreign Languages ◽  
Learning Tools ◽  
English Classes ◽  
Self Study ◽  
E Learning ◽  
Interactive Exercises

The article deals with the ways of organizing self-study of cadets in a non-linguistic higher education institution when studying English. The possibilities of such a distance learning tool as a platform for creating online courses and interactive exercises are considered, in particular the Progress Me platform. The tools of the platform and its advantages in comparison with other similar resources are analyzed in detail. As an example of working with the platform, the reader is offered a course created on the basis of Progress Me and tested by the author in English classes. The course is targeted at students in the legal profession and consists of several sections. The aim of developing the course, as well as writing this article, is to optimize the process of teaching foreign languages in higher education using e-learning tools.

scholarly journals Innovative Tools to Assess a Large Number of Students in the Open Distance and e-Learning MOOCs

2021 ◽  
Author(s):  
Ramashego Shila Mphahlele
Keyword(s):  
Learning Theory ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Online Courses ◽  
Assessment Tools ◽  
Learning Tools ◽  
Human Capabilities ◽  
Study Materials ◽  
Sources Of Authority ◽  
E Learning

The literature on students registered in the Open Distance and e-Learning (ODeL) institutions suggests many obstacles related to their summative-driven assessments, which give insufficient time for study, difficulties in access and use of innovative assessment tools, ineffective feedback, and lack of feedback of study materials. These challenges lead students to learn just enough to get grades without understanding the topics or acquiring knowledge and skills. On the other hand, massive Open Online Courses (MOOCs) give students, who have to fulfil multiple roles and are affected by the barriers of distance, cost and time, an opportunity to pursue their studies online. This chapter employed humanistic learning theory (HLT) to present a variety of digital teaching and learning tools that enable assessment suitable for a large number of students in the ODeL MOOCs. Humanistic learning theory emphasises a shift towards considering students, their characteristics, and their influence on learning. In addressing the gap created by assessments that were not focused on the specific human capabilities, including creativity, personal growth, and choice, this chapter first presents principles of HLT linking them with the form of assessments in MOOCs. Secondly, the ways to assess a large number of students in ODeL MOOCs are outlined. Lastly, various digital tools that can assess a large number of students are discussed, considering students as sources of authority.

PERSONIFICATION OF STUDENTS INDEPENDENT WORK ON THE FORMATION OF THE ABILITY TO SOLVE COMPUTATIONAL PROBLEMS ON THE BASIS OF AUTOMATED TRAINING AND DIAGNOSTIC SYSTEM

2018 ◽  
pp. 26-32
Author(s):  
N. I. Pak ◽  
E. V. Asaulenko
Keyword(s):  
Diagnostic System ◽  
Educational Process ◽  
Box Model ◽  
Self Management ◽  
Practical Implementation ◽  
Learning Tools ◽  
Theoretical Rationale ◽  
E Learning ◽  
Independent Work ◽  
Selection Of

The relevance of the study under consideration is due to the need to increase the efficiency of students independent work in solving computational problems. A theoretical rationale is proposed and the practical implementation of an automated training and diagnostic system for the formation of skills to solve problems according to the “white box” model is described. The leading idea of the study is the construction of mental schemes for a given topic, which allow to visualize the dynamics of changes in the learner’s level of ability to solve computational problems. The methods of accounting for forgetting educational information and methods of personalized selection of tasks are substantiated. The site for self-management of user independent work is available at the link: http://msbx.ru. The materials of the article are of practical value for teachers who use e-learning tools in the educational process.

ANALYSIS OF STUDENT ACTIVITIES ON COMPUTER - A STUDY ON PUNJAB UNIVERSITY, INDIA

2012 ◽  
Vol 3 (3) ◽  
pp. 354-358
Author(s):  
Dr Gunmala Suri ◽  
Sneha Sharma
Keyword(s):  
Learning Activities ◽  
Information Collection ◽  
Learning Tools ◽  
Student Activities ◽  
Group Activities ◽  
E Learning ◽  
Faculty Department ◽  
Self Learning

The purpose of this research is to investigate and understand how students are using computer. The activities that a student undertakes with the help of computers which might be fulfilling some academic or non academic purpose, is of great interest. It will help in understanding the limitations and potentials offered by the technology for use of computer in classroom. This paper brings out the three major kinds of activities that students undertake with computer; self learning activities, Information collection tasks and communication and group activities. The study further analyses the effect of demographics i.e. gender, age and faculty (department) of students on the activities with computer. The results show that gender has no impact on the activities of students with computer. The age impacts only the activities related to Information collection by using computer where as the faculty of student significantly impacts all the activities viz. self learning activities, Information collection tasks and communication and group activities. The findings from this research can be used in designing future e-learning initiatives and development e-learning tools

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