Collaborative E-Learning Techniques

2011 ◽  
pp. 101-114
Author(s):  
Andreas Konstantinidis ◽  
Thrasyvoulos Tsiatsos ◽  
Stavros Demetriadis ◽  
Andreas S. Pomportsis
Keyword(s):  
Collaborative Learning ◽  
Open Source ◽  
Virtual Environments ◽  
Learning Management Systems ◽  
Integrated Approach ◽  
Educational Process ◽  
Online Environment ◽  
Face To Face ◽  
Learning Techniques ◽  
E Learning

This chapter compares the potential of Learning Management Systems (LMSs) and Multi-User Virtual Environments (MUVEs) to facilitate the implementation of traditional face to face collaborative learning techniques in an online environment and discusses the benefits and challenges of an integrated approach. Initially, the chapter focuses on the application of collaborative learning techniques in traditional and computer supported didactical settings. Following this, the practice of utilizing LMSs in the contemporary educational process is analyzed, and the use of MUVEs in order to facilitate collaborative learning at a distance is subsequently presented. Ultimately, the chapter aims to clarify how the fruitful combination of these two technological approaches to the collaborative learning pedagogy can both diminish their weaknesses and amplify their strengths. For this reason, the final section of the chapter focuses on presenting an integrated approach, which merges two open source solutions: the popular LMS Moodle with the promising MUVE OpenSim.

Collaborative E-Learning Techniques

2012 ◽  
pp. 900-913
Author(s):  
Andreas Konstantinidis ◽  
Thrasyvoulos Tsiatsos ◽  
Stavros Demetriadis ◽  
Andreas S. Pomportsis
Keyword(s):  
Collaborative Learning ◽  
Open Source ◽  
Virtual Environments ◽  
Learning Management Systems ◽  
Integrated Approach ◽  
Educational Process ◽  
Online Environment ◽  
Face To Face ◽  
Learning Techniques ◽  
E Learning

This chapter compares the potential of Learning Management Systems (LMSs) and Multi-User Virtual Environments (MUVEs) to facilitate the implementation of traditional face to face collaborative learning techniques in an online environment and discusses the benefits and challenges of an integrated approach. Initially, the chapter focuses on the application of collaborative learning techniques in traditional and computer supported didactical settings. Following this, the practice of utilizing LMSs in the contemporary educational process is analyzed, and the use of MUVEs in order to facilitate collaborative learning at a distance is subsequently presented. Ultimately, the chapter aims to clarify how the fruitful combination of these two technological approaches to the collaborative learning pedagogy can both diminish their weaknesses and amplify their strengths. For this reason, the final section of the chapter focuses on presenting an integrated approach, which merges two open source solutions: the popular LMS Moodle with the promising MUVE OpenSim.

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

scholarly journals Distance Learning in Greece during Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. p69
Author(s):  
Apostolou George ◽  
Papatsimpas Achilleas ◽  
Gounas Athanasios ◽  
Gkouna Ourania
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Educational Process ◽  
Statistical Hypothesis ◽  
Hypothesis Tests ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
Face To Face Learning ◽  
Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

Key Factors for Maximizing the Effectiveness of Blended E-Learning

2014 ◽  
pp. 410-437
Author(s):  
Maria Pavlis-Korres
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Educational Process ◽  
Educational Outcome ◽  
Learning Program ◽  
Face To Face ◽  
Scientific Staff ◽  
Learning Programs ◽  
E Learning ◽  
Program Content

The chapter focuses on the main factors, which should be met in order to maximize the effectiveness of a blended e-learning program for adult learners. The factors discussed in this chapter are derived from the perspectives of the learners, scientific staff, administrative staff, and the technical staff engaged in the distance learning process. Specifically, these factors have emerged through the internal evaluation of a national program, Design and Implementation of Distance Learning Programs, implemented in Greece via the Distance Adult Education Center for Lifelong Learning. Findings on the strengths and weaknesses of the program as well as suggestions for implementation of future related programs are also discussed in the chapter. The findings indicate that harmonization of program content and the educational process with the principles of adult education both in face-to-face and online environment has a positive effect on the educational outcome of the program. In addition, the appropriate use of the communication tools in the Learning Management System (LMS) is very important for the effectiveness of the program.

scholarly journals The role of the ICT teacher in e-learning-based teaching

2021 ◽  
Vol 26 ◽  
pp. 93-100
Author(s):  
Fetri Sukisworo ◽  
Marsono Marsono ◽  
Widiyanti Widiyanti
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Human Life ◽  
Face To Face ◽  
Use Of Technology ◽  
Learning Techniques ◽  
E Learning

The Covid-19 pandemic has had a fundamental impact on various aspects of humanity. Starting from attacking health, this pandemic has hit the education sector which is quite influential on human life. Enforcement of regulations while maintaining a distance of about one meter has implications for the education process in Indonesia. Therefore, the educational element must encourage the distance learning process. The term arises because it sees distance learning as an alternative to face-to-face methods so that education can always be held without controversy under any circumstances. This activity raises the use of technology that is used as teaching material for distance education. Distance learning techniques allow users to take advantage of technologies such as online learning. Teachers will be required to abandon using traditional techniques whose methods are somewhat indifferent. Online learning creates internet connectivity and the use of information technology in helping the teaching and learning process that can be applied in Google Classroom. In this article, researchers focus on using Google Classroom in the context of implementing distance learning during the Covid-19 pandemic.

scholarly journals Intelligent Edutab Box: Supporting Real-Time Face-to-Face Collaborative Learning

2021 ◽  
Vol 25 (2) ◽  
pp. 258-269
Author(s):  
Yuto Omae ◽  
Kazutaka Mizukoshi ◽  
Tatsuro Furuya ◽  
Takayuki Oshima ◽  
Norihisa Sakakibara ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Information And Communications Technology ◽  
Learning System ◽  
Computer Supported Collaborative Learning ◽  
Learning Groups ◽  
Educational Benefits ◽  
Face To Face ◽  
E Learning ◽  
Learning Analysis

Educational benefits of collaborative learning have been demonstrated in several studies and various systems have been developed to date. Numerous efforts have been made to enhance these benefits by supporting collaborative learning with information and communications technology. These efforts have primarily involved support for constructing collaborative learning groups, for collaborative learning in e-learning environments, and for collaborative learning analysis. This study aims to develop a computer-supported collaborative learning system that supports instructors in real time to facilitate collaborative learning in a face-to-face environment with multiple learners at the same time to provide enhanced support. Both the learner and instructor have one tablet terminal and conduct collaborative learning in a single classroom. Herein, the learner can use the tablet to save an educational log and freely browse the educational log of another learner. By referencing the educational logs, learners can learn through face-to-face communication. Additionally, the instructor can determine (1) who is viewing whose educational log and to what extent and (2) which learner is struggling to achieve targets. Herein, an overview of the proposed system is provided and the results obtained using the proposed system are reported to evaluate its effectiveness.

scholarly journals Methodological approaches to the development of complex electronic educational resources in applied economic disciplines based on LMS Moodle

2021 ◽  
pp. 185-193
Author(s):  
N.P. Khyzhak ◽  
Keyword(s):  
Practical Experience ◽  
Educational Process ◽  
Learning System ◽  
Educational Technologies ◽  
Online Environment ◽  
Modern Education ◽  
Distance Learning System ◽  
E Learning ◽  
Methodological Approaches ◽  
Effective Organization

Abstract. E-learning and the online environment are an integral part of the present and future of modern education. The article formulates the basic requirements for the development of an electronic educational and methodological complex for the effective organization of the educational process using distance educational technologies. The practical experience of developing a comprehensive electronic educational resource for the discipline «Taxes and Taxation» of the bachelor’s program in the LMS Moodle distance learning system is generalized. The article contains guidelines for planning, developing and creating optimal content for standard LMS Moodle elements, providing high-quality training for bachelors in economics.

Education During COVID-19 Outbreak: College of Pharmacy Experience (Preprint)

2020 ◽  
Author(s):  
Abdulkareem M. Albekairy ◽  
Shmeylan Al Harbi ◽  
Mohammad Shawaqfeh ◽  
Abdulmalik A Alkatheri ◽  
Aiman Obaidat ◽  
...  
Keyword(s):  
Educational Process ◽  
Assessment Methods ◽  
World Health ◽  
Action Plans ◽  
Continuous Assessment ◽  
Face To Face ◽  
Contact Hours ◽  
E Learning ◽  
Health Organization ◽  
The University

UNSTRUCTURED In response to the announcement of coronavirus disease 2019 (COVID-19) pandemic by the World Health Organization on March 11, 2020, a worldwide closure of schools and educational institutions has been implemented to combat the spread of the disease. This has resulted in transferring from face-to-face teaching to virtual schooling and e-learning to continue the second semester of the academic year 2019-2020. The main objective of this article is to review and reflect on the experience of the College of Pharmacy at King Saud Bin Abdulaziz University for Health Sciences in implementing action plans concerning applying e-learning in the delivery of the remaining curriculum and assessment methods after the announcement of COVID-19 pandemic. The feedback of the students was surveyed to address issues of preparedness, attitude and barriers concerning e-learning. Action plans were implemented at the university and the college levels. The educational process went very smooth by e-learning and several assessment methods have been applied in continuous assessment and final examinations. A total of 170 contact hours have been delivered by live broadcasting whereas 125 contact hours were recorded. Minimal number of lectures and topic discussion sessions have been deleted and some have been transferred to the next semester. The survey results indicated good satisfaction of the students in the e-learning process were approximately 75% of them have responded to a survey that was prepared for this purpose. This experience could provide a helpful guidance and insight to deal with such a crisis to rapidly move from regular educational activities by face-to-face teaching to e-learning.

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