Trends and Advances

2009 ◽  
pp. 331-340
Author(s):  
Chao Lee
Keyword(s):  
Open Source ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Systems ◽  
Server Software ◽  
New Ideas ◽  
Increasing Demand ◽  
Teaching Learning ◽  
Network Technologies

In this chapter, we will discuss the advances in open source products and the trends in the technologies used for developing online teaching/learning systems. The topics of trends and advances discussed in previous chapters will be summarized in this chapter. We will also look at new features and new ideas in the application of the open source products that will potentially have an impact on the online teaching/ learning systems. The discussion will start with the advances in the network related open source tools. As more and more university courses are taught online, there is an increasing demand for faster and more reliable network technologies. A lot of effort has been made to improve network hardware and software. In this chapter, we will examine some of the new network and telecommunication related technologies and how these new technologies will impact online teaching and learning. Then, we will look at the advances in server operating systems and services. We will investigate the trends in server software, hardware, and services. We will discuss the new and emerging technologies that can potentially improve servers’ performance and reliability.

scholarly journals Teacher Training's Needs in University Context: A Case Study of a Chilean University of Applied Sciences

2021 ◽  
Vol 16 (09) ◽  
pp. 119
Author(s):  
Diego Gormaz-Lobos ◽  
Claudia Galarce-Miranda ◽  
Hanno Hortsch ◽  
Carolina Vargas-Almonacid
Keyword(s):  
Applied Sciences ◽  
Teacher Training ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Technologies ◽  
Academic Staff ◽  
Face To Face ◽  
University Of Applied Sciences ◽  
Teacher Training Programs ◽  
Teaching Learning

Frequently, the teacher training programs in Chilean universities are designed from a generic vision of pedagogical competencies (not necessarily specialized for a particular discipline) and in form of face-to-face activities. The new demands of the society and the economy, the constant specializations of the scientific fields, and the incorporation of new technologies for teaching and learning make that the typical contemporary forms for the teacher academic training must be reviewed and analyzed. The main goal of this paper is to present the results of a survey about teaching needs on Engineering Pedagogy in engineering departments of INACAP (a Chilean university of applied sciences). In general, the in-strument and indicators seek to obtain information about: (i) needs/demands related to engineering didactic fundamentals, (ii) requirements for the structuring and assessment of teaching-learning processes in a university context, (iii) requirements for the design and evaluation of face-to-face as well as online teaching-learning activities in engineering, among others. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) in cooperation with the academic staff of INACAP at the Talca campus, under the pedagogical support of the Technische Universität Dresden (Germany), Faculty of Education. Based on these research results and on the IGIP Curricula, a teacher training program for the academic staff of the engineering schools in online modality was designed and implemented.

scholarly journals Coronavirus Disease 2019 and Its Effect on Teaching and Learning Process in the Higher Educational Institutions

2021 ◽  
Vol 8 (1) ◽  
pp. 90-107
Author(s):  
Harshavardhan Reddy Kummitha ◽  
Naveen Kolloju ◽  
Prakash Chittoor ◽  
Venkatesh Madepalli
Keyword(s):  
Digital Divide ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
Cross Sectional Study ◽  
Successful Implementation ◽  
Cross Sectional ◽  
Training Programmes ◽  
Teaching Learning

In response to the coronavirus disease 2019 (COVID-19) pandemic, most of the higher education institutions (HEIs) across the globe have replaced conventional teaching with online teaching. However, the technological preparedness of countries of varied nature differs significantly. In this context, the purpose of the study is to answer the following research question: how are the HEIs mitigating the difficulties that have resulted from the COVID-19 pandemic to facilitate online teaching–learning process? The study is carried out based on a cross-sectional study from 281 academic professionals who are employed in HEIs in India and Ethiopia. The findings from this comparative study highlight that digital divide and lack of institutional preparedness are found to be major problems that constrained the effective implementation of online teaching/learning. Besides, this study also found that training programmes for the faculty members to utilize web resources and facilitate online teaching were found to be limited in both the countries. The article concludes by offering suggestions and policy advice to minimize the digital divide and for successful implementation of online teaching in HEIs.

scholarly journals The functionality of interactive digital platforms in online teaching and learning

2021 ◽  
Vol 70 (1) ◽  
pp. 105-125
Author(s):  
Aleksandar Novaković
Keyword(s):  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Spring Semester ◽  
Online Teaching And Learning ◽  
Digital Platforms ◽  
Online Tools ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Effective Use

This paper looks at the functionality of three interactive digital platforms for creating a virtual environment in online teaching and learning - Hangouts Meet, Zoom and Microsoft Teams. These platforms have started being widely used during the 2019-nCoV pandemic. On the basis of a review and comparison of their integrated functions and features, as well as of observations made in the course of their parallel use during the spring semester of 2019/20 at the Department of the Serbian language of the Faculty of Philosophy in Niš, the author has established that these platforms have the same general characteristics, while differences exist in the area of integrated functions that can be used by teachers and students. Taking into consideration this segment of the analysis, the author concludes that the interactive digital platforms Zoom and Microsoft Teams are better adapted to the implementation of online instruction than Google's Hangouts Meet, as they enable screen sharing and the following of textual communication, direct sharing of sound by means of a sound card, using a chosen photograph to create an appropriate learning environment, textual communication with one or more participants of the teaching/learning process, special formatting of text in messages, the exchange of teaching/learning materials in real time and for the duration of the call, conducting short surveys within the program, and the recording of each individual lesson. However, the paper also suggests ways of increasing the functionality of all analyzed platforms by using simple add-ons and online tools. By providing a detailed overview of all integrated functions, the paper discusses the methodological implications for their more effective use in online instruction.

Changes in Content of Online Teaching in pre and during COVID-19 Era: A Comparative Analysis in Private School Setup in India

2020 ◽  
Vol 15 (02) ◽  
pp. 07-10
Author(s):  
Manpreet Kaur
Keyword(s):  
Comparative Analysis ◽  
Online Education ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Teachers ◽  
Content Development ◽  
Teachers And Students ◽  
Set Up ◽  
Teaching Learning

The process of teaching and learning through online or virtual mode has been gradually becoming an important part of the Indian education sector. Teachers and students in higher education have already been effectively using online education mode to optimize the learning process. Schools, too, have been using educational technologies in many ways at all levels and across all grades. But with the unexpected worldwide spread of the COVID-19 pandemic in the year 2020, a sudden exponential boom has come in the online teaching set up. Until now, online teaching was assumed to be an aid to the teaching-learning transactions and was immediately adopted as the only way out, to continue with the pedagogical process in schools and colleges. This research attempts to make a comparative analysis of the changes in various aspects of online teaching before and during the COVID-19 era, including content development and delivery and type of information shared with students in private schools of NCR of India. Data collected by the investigator from school teachers about their usage of online methodologies from 2017 will be compared with school teachers’ data in August 2020, and its educational implications will be discussed.

IS ONLINE LEARNING A BETTER ALTERNATIVE TO TRADITIONAL TEACHING FOR MEDICAL STUDENTS - A STUDY IN LIGHT OF COVID-19 PANDEMIC

2021 ◽  
pp. 11-12
Author(s):  
Arijit Majumdar ◽  
Soumali Biswas ◽  
Tanushree Mondal
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Traditional Teaching ◽  
Classroom Learning ◽  
Learning Methods ◽  
Cross Sectional ◽  
E Learning ◽  
Teaching Learning

Aim And Objective: The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. In India, responses to the COVID-19 pandemic in medical education resulted in closures of medical colleges and adoption of online teaching-learning methods, which is challenging for both faculty and students. Rising concerns among students urged to evaluate strength and weakness of ongoing online teaching and learning methods. The objective of the study was to nd out the perceptions of students regarding E-learning during lockdown period of COVID-19 pandemic. Methods: A descriptive cross sectional study was conducted at IPGME & R Kolkata. A sample size of 600 was calculated. MBBS students of all levels participated in this study. A Google questionnaire was developed and was validated by Medical education unit of the college. The Google questionnaire was mailed to the students. The data was transferred to excel sheet and analysis was done on various parameters to derive descriptive statistics between classroom teaching and online teaching Results: Total 600responses were received. 340 (56.7%) males and 260(43.3%) females participated in the study. 41.7% students use mobile phones as their gadgets for E- learning and 33.3% use laptops followed by desktop (16.7%) and tablet (8.3%) Overall only 10 % students preferred to use only E- learning. 50% students preferred classical didactic learning. And 40% preferred a combination of classical ofine and E - learning as useful method of learning. Conclusions: Students did not prefer E- learning over classroom learning. They admit the usefulness of E -learning. But, classroom learning with rational use of E -learning is preferred by the students.

Synchronous Tools in Support of Teaching and Learning

2013 ◽  
pp. 172-191
Author(s):  
Clark Shah-Nelson
Keyword(s):  
Online Education ◽  
Open Source ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Instant Messaging ◽  
Web Conferencing ◽  
Commercial Enterprise ◽  
Effective Use ◽  
Blended Course

Instant messaging and text chat, online collaborative whiteboards, web conferencing and other synchronous Web 2.0 tools are increasingly finding their way into higher education and are available in both commercially-branded and open source varieties. This chapter describes excellent practices and challenges in using these tools for synchronous and blended course delivery, collaboration, learning activities, and technical support, based on the author’s experience in online education and online-teaching support. Synchronous tools can provide immediate and efficient communication for instructors, learners and support staff, foster community and establish a heightened sense of social presence. An increasing number of practitioners in the field of distance learning are using synchronous tools to reach their learning and support objectives (Murphy and Rodríguez Manzanares, 2008). Today, institutions have a whole menu of synchronous tools to choose from, ranging from free and open-source software to more costly commercial enterprise systems. These tools enable education and support for teaching and learning to happen across great distances and on all types of mobile and not-so-mobile computer devices. This chapter will describe some of these tools, the types of needs that drive their use, and strategies for effective use and implementation.

Impact and Role of AI Technologies in Teaching, Learning, and Research in Higher Education

2021 ◽  
pp. 190-203
Author(s):  
Pradeep Tomar ◽  
Shivani Verma
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Process ◽  
Higher Learning ◽  
Educational Institutions ◽  
Intelligent Machines ◽  
Human Thinking ◽  
Teaching Learning

The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education with the potential to fundamentally change governance and the internal architecture of institutions of higher education. The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. This chapter will cover all the positive and negative aspects of AI technologies on teaching, learning, and research in higher education.

An Embedded Collaborative Systems Model for Implementing ICT-based Multimedia Cartography Teaching and Learning

2008 ◽  
pp. 1193-1215
Author(s):  
Shivanand Balram ◽  
Suzana Dragicevic
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Systems ◽  
Collaborative Systems ◽  
Student Background ◽  
Systems Model ◽  
Multimedia Cartography ◽  
Information And Communication ◽  
Teaching Learning

Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.

An Embedded Collaborative Systems Model for Implementing ICT-based Multimedia Cartography Teaching and Learning

2008 ◽  
pp. 1254-1269
Author(s):  
Shivanand Balram ◽  
Suzana Dragicevic
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Systems ◽  
Collaborative Systems ◽  
Student Background ◽  
Systems Model ◽  
Multimedia Cartography ◽  
Information And Communication ◽  
Teaching Learning

Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.

Opportunities and Challenges of Connections, Trust, Diversity, and Conflict for Motivation, Volition, and Engagement in Online Learning

2021 ◽  
pp. 49-67
Author(s):  
Ramesh Chander Sharma
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Assessment Practices ◽  
Design Assessment ◽  
Assessment And Evaluation ◽  
Computer Monitors ◽  
Teaching Learning ◽  
Online Facilitation

Motivation is an important parameter for successful completion of the course by the student. There are many factors that can mar such motivation like digital fatigue, poor instructional design, facilitator competency, course design, assessment practices, and student support. For online teaching learning, the authors spend a lot of time in front of computer monitors, keep typing on computer keyboard, listen to audio using headsets, etc. The students may be sitting in live meeting of their class and not understand what is expected of them. They may have a sense of being lost and demotivated. The students may not want to ask questions for fear of appearing foolish. This chapter looks into the factors related to motivation in online teaching and learning settings. It examines the factors related to motivation like deepening connections, dealing with diversity, managing conflict, teacher capabilities for online facilitation, providing feedback, providing educational resources to students, digital fatigue, assessment and evaluation practices for online learning, and conversing.

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