PAUL

2010 ◽  
pp. 173-186 ◽  
Author(s):  
Charoula Angeli ◽  
George Veletsianos
Keyword(s):  
Teacher Development ◽  
Teaching And Learning ◽  
Virtual Communities ◽  
Learning Systems ◽  
Pedagogical Content ◽  
Computer Based Learning ◽  
Body Of Knowledge ◽  
Content Domain ◽  
E Learning ◽  
Virtual Communities Of Practice

Adaptive e-learning systems can be extremely valuable tools in developing innovative learner-centered environments in any content domain. One area that can benefit greatly from adaptive e-learning systems is teacher development in the educational uses of computers. In this chapter, we discuss the design of PAUL, an adaptive computer-based learning environment for the development of ICT-related pedagogical content knowledge, a unique body of knowledge that teachers need to develop in order to be able to teach with ICT. PAUL combines two opposing trends in adapting instruction, namely instruction that is both controlled by the learner and the system. We expect the impact of PAUL to be significant as it will provide a venue for effective teacher professional development situating learning in virtual communities of practice and supporting teacher thinking about the educational uses of ICT in teaching and learning.

scholarly journals An Approach to Smart Study using Pen and Paper Learning

2017 ◽  
Vol 12 (05) ◽  
pp. 117
Author(s):  
Ahmad Tasnim Siddiqui ◽  
Mohd Muntjir
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Traditional Education ◽  
Learning Systems ◽  
Digital Format ◽  
Smart Study ◽  
Digital Contents ◽  
E Learning ◽  
Traditional Manner

With the emergence of new technologies the area of education is also growing very fast. By using new innovations teaching and learning has become technically very strong. Learning is becoming tech learning or e-learning. Educators and students are getting very smart and hence study and learning is also becoming smart. Maximum available learning systems don’t involve pen and paper based learning. Due to the emergence of ICTs in the learning atmosphere it doesn’t indicate that our traditional education methodologies have become outdated. Smart study is such a stage which allows students continue to learn in smart way by using smart pens and papers. Using smart paper and pen the contents written on the paper can be converted into digital format. Smart study using pen and paper is helpful for practicing handwriting in same traditional manner. This paper presents a smart study platform which combines work with printed and digital contents.

Artificial Intelligence Methods in E-Learning

2019 ◽  
pp. 287-307
Author(s):  
Meltem Eryılmaz ◽  
Afaf Muftah Adabashi ◽  
Ali Yazıcı
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Intelligent Tutoring ◽  
Learning Systems ◽  
Educational Systems ◽  
Educational Materials ◽  
Tutoring Systems ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Effective Teaching And Learning

Gathering and extracting knowledge from the large amount of data available today is becoming more and more important in our information society, and similarly, learning is an essential important part of our everyday lives. The new requirements of the competing world and the development of more advanced technologies have also changed traditional educational systems, which now employ better and more effective teaching and learning methods. In this regard, the integration of artificial intelligence (AI) technologies in the field of education offers both great challenges and opportunities in building e-learning systems. E-learning systems allow learners to access the educational materials ubiquitously from anywhere at any time. Therefore, these systems have to become adaptive to the needs and preferences of each individual learner. This chapter presents a review of the important concepts and background for research to include introduction and examination of e-learning systems and intelligent tutoring systems (ITSs), available today.

scholarly journals An Assessment of E-Learning System for Instructors and Students of Panpacific University

2018 ◽  
Vol 1 (1) ◽  
pp. 63-70
Author(s):  
Jane M. Fernandez ◽  
Gina Lee M. Santos ◽  
Wennielyn C. Javier
Keyword(s):  
Student Learning ◽  
User Satisfaction ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
The Impact ◽  
Computer Studies ◽  
Positive Effect

Through teaching innovations, E-learning play a vital role in education. The researcher attests by determining the e-learning systems influence on students and instructors. In order to know the perceptions of the students and Instructors the researcher conducted a survey regarding their current experiences. The main purpose of the study was to investigate the impact of elearning used by the School of Computer Studies at Panpacific University. This study will detail the e-learning impacts which had on Instructors and Student participant’s performance about the level of user satisfaction and productivity, utilization and problems encountered. The study found out that the use of e-learning systems shows a positive effect on student learning. Instructors utilized e-learning system as presentation and preparation tool in teaching and learning. Most instructors positively confirm that e-learning supports teaching and learning effectively implemented.

scholarly journals Preparing Students for Success in a Changing World: The Role of Virtual Whiteboards in the Modern Classroom

2021 ◽  
Author(s):  
Kevin Fuchs
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Systems ◽  
Information Communication ◽  
E Learning ◽  
Changing World

Information communication and technologies (ICT) as a facilitator of active learning (AL) in higher education is becoming an increasingly important tool. One of the most significant developments with the use of ICT in higher education over the last decade has been the integration and application of e-learning systems to support the processes of teaching and learning. The implementation of ICT into the classroom should not be seen as merely an add-on, but should be included with purpose: meaningfully implemented based on pedagogy. Despite the suggested power of ICT in educating students for a modern future, the implementation of these technologies into the classroom is not as widespread as expected; debate still abounds as to what role ICT should play in the classroom. This research examined a variety of dependable attributes that assessed the engagement of undergraduate students (n1=87) through virtual whiteboards. This quantitative inquiry revealed that students perceived virtual whiteboards as beneficial for their learning and improved their engagement level in the classroom. Furthermore, a correlation between the level of engagement and the year of study was revealed as the primary implication of this research.

scholarly journals Challenges and Effectiveness of Using the SHAD Social Network During COVID-19 According to Teachers, Parents and Students

2021 ◽  
Vol 19 (4) ◽  
pp. pp296-304
Author(s):  
Elham Akbari
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Teaching And Learning ◽  
Effective Interaction ◽  
Learning Systems ◽  
Learning Tools ◽  
Technical Problems ◽  
Student Autonomy ◽  
Technical Developments ◽  
E Learning

The present research analysed the challenges and effectiveness of using the SHAD social network in the COVID-19 era from the perspective of teachers, parents, and students of middle schools in Tehran. The sample size for the present qualitative research was based on theoretical saturation, and the data were collected through purposive judgements and snowball techniques. Thematic analysis was used to consider the qualitative data from 75 interviews. Eight themes were attained from 43 subcategories extracted from the verbal predicates; these themes related to the problems using SHAD, including lack of software and hardware infrastructures, user lack of familiarity with the new educational technology, lack of appropriate space for effective interaction, unconstructive interference in the education process and the impossibility of appropriate evaluation of operations, as well as psychological and behavioural disorders. According to the research findings, there were considerable differences between private and state schools in facing the problems and challenges. Participants believed that the quality of teaching in an online environment is lower than in face-to-face teaching, which they viewed as preferable. The degree of learning also decreased in the COVID-19 era, although both teachers and students spent more time and energy teaching and learning, and parents (notably) had considerably more involvement. In addition to using SHAD or the learning management system (LMS), all schools received help from social networks and were more satisfied with these external networks. However, teachers specified that student autonomy improved in the COVID-19 era, and the resulting environment was more suitable for introverted students, allowing them to be more involved. Finally, the research results indicate that creating a social network unique to education is not welcomed by the social network users, who preferred to use their favourite ones. This research supports e-learning practice by revealing that some widely-used social networks could become e-learning tools. In a few cases, due to the technical developments of these apps, these social networks have advantages over new e-learning systems. Solving technical problems is key to improving the performance e-learning systems, and teachers need to improve their ability in using online tools, while parents also need to be more involved in the learning process.

scholarly journals Investigation of Emerging Trends in the E-Learning Field Using Latent Dirichlet Allocation

2021 ◽  
Vol 22 (2) ◽  
pp. 1-18
Author(s):  
Fatih Gurcan ◽  
Ozcan Ozyurt ◽  
Nergiz Ercil Cagitay
Keyword(s):  
Adaptive Learning ◽  
Teaching And Learning ◽  
Latent Dirichlet Allocation ◽  
High Volume ◽  
Learning Systems ◽  
Mobile Platforms ◽  
Emerging Trends ◽  
E Learning ◽  
Learning Factors ◽  
Dirichlet Allocation

E-learning studies are becoming very important today as they provide alternatives and support to all types of teaching and learning programs. The effect of the COVID-19 pandemic on educational systems has further increased the significance of e-learning. Accordingly, gaining a full understanding of the general topics and trends in e-learning studies is critical for a deeper comprehension of the field. There are many studies that provide such a picture of the e-learning field, but the limitation is that they do not examine the field as a whole. This study aimed to investigate the emerging trends in the e-learning field by implementing a topic modeling analysis based on latent Dirichlet allocation (LDA) on 41,925 peer-reviewed journal articles published between 2000 and 2019. The analysis revealed 16 topics reflecting emerging trends and developments in the e-learning field. Among these, the topics “MOOC,” “learning assessment,” and “e-learning systems” were found to be key topics in the field, with a consistently high volume. In addition, the topics of “learning algorithms,” “learning factors,” and “adaptive learning” were observed to have the highest overall acceleration, with the first two identified as having a higher acceleration in recent years. Going by these results, it is concluded that the next decade of e-learning studies will focus on learning factors and algorithms, which will possibly create a baseline for more individualized and adaptive mobile platforms. In other words, after a certain maturity level is reached by better understanding the learning process through these identified learning factors and algorithms, the next generation of e-learning systems will be built on individualized and adaptive learning environments. These insights could be useful for e-learning communities to improve their research efforts and their applications in the field accordingly.

Converting Traditional Learning to Online Environments

2019 ◽  
pp. 36-49
Author(s):  
Irvin Renzell Heard
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Computer Based Learning ◽  
Technology Innovations ◽  
E Learning ◽  
Computer Based ◽  
Online Environments ◽  
Traditional Approaches ◽  
New Student

Teaching and learning are transitioning from traditional classroom-based approaches to computer-based learning environments. The demand for technology innovations generate from the new student generation who was born into a technology-driven era termed digital natives. While a large majority of current teachers come from a less technical generation termed digital immigrants. A teacher cannot reap the benefits of online teaching approaches if they are not trained on how to convert traditional methods to online learning and do not understand the available technologies. This chapter covers e-learning paradigms, e-tools, and e-assessments for converting traditional approaches to online environments.

Using IMS Learning Design in Educational Situations

2011 ◽  
pp. 282-294
Author(s):  
Paul Hazlewood ◽  
Amanda Oddie ◽  
Mark Barrett-Baxendale
Keyword(s):  
Teaching And Learning ◽  
Learning Systems ◽  
Learning Activities ◽  
Learning Design ◽  
E Learning

IMS Learning Design (IMS LD) is a specification for describing a range of pedagogic approaches. It allows the linking of pedagogical structure, content, and services, whilst keeping the three separate, thus providing the potential for reuse as well as forming the basis for interoperability between learning activities and services. As such, this specification promises unprecedented opportunities to build effective tutor support and presence into e-learning systems. The tools that implement the specification have primarily been used for research purposes and have not been targeted at teaching practitioners or learners working in teaching and learning situations. There is a perception amongst practitioners and tool developers that the specification and tools are too technical or difficult for practitioner use. This chapter examines practitioner use of current tools for creating IMS LD and the use of IMS LD units of learning (UoLs) with learners through projects being undertaken at Liverpool Hope University (LHU). It presents some of the experiences and findings gained from these projects. The chapter also examines current technologies and tools for creating and running IMS LD UoLs, and finally discusses the potential and future for IMS LD.

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