Empowering Students in Computer-Supported Education

2012 ◽  
pp. 198-207 ◽  
Author(s):  
Yongming Shi ◽  
Si Fan ◽  
Yun Yue
Keyword(s):  
Teaching And Learning ◽  
Learning Theories ◽  
Traditional Learning ◽  
Learning Needs ◽  
Web Based ◽  
Individualized Learning ◽  
Learning And Teaching ◽  
Learner Centred Learning ◽  
Computer Based ◽  
Supported Education

In the past two decades, computers and web-based technologies have created a computer-based focus in the field of education. The computer-supported teaching and learning has revolutionised the concept of education around the world, which creates both opportunities and challenges in the field of education. It is believed that computer-based technologies have developed to augment the traditional learning and teaching at all educational levels. Computer-supported education empowers learners by promoting the notions of learner-centred learning approach, encouraging interactions among students or between students and lecturer, and addressing the individualized learning needs. This chapter explains some important concepts in computer-supported education, and presents the learning theories that underpin this area. Furthermore, it discusses the benefits of web-based technologies for students at various levels and issues that require further research.

The Effects of i2Flex Learning on Students' Holistic Well-Being and Academic Success

2016 ◽  
pp. 411-427
Author(s):  
Alessandra Sax
Keyword(s):  
Academic Success ◽  
Teaching And Learning ◽  
Well Being ◽  
Traditional Learning ◽  
Social Environments ◽  
Web Based ◽  
School Work ◽  
Technological Advances ◽  
Brick And Mortar ◽  
21St Century Learners

With rapid changes taking place in today's society, individuals need more than ever to be equipped with tools that will assist them to cope with the changes they are faced with within multitude domains of their lives: school, work and social environments. As learning is a life- long process that touches and interacts with many domains of one's individual life and overall functioning, individuals must be flexible and able to adapt to the everyday changes around them. More specifically in education, students over the last decade with increased technological advances, have opportunities that extend beyond the brick -and- mortar traditional learning environment, thus indicated as “blending learning”; a combination of web-based teaching and learning experiences along with structured individual and collaborative interaction among students and their teachers. The i2Flex model, piloted at the American Community Schools of Athens, Greece will be examined and illustrate how learning within this framework, assists students in being flexible, adaptive and skilled 21st century learners.

Opportunities in Web-Based Teaching

2000 ◽  
pp. 17-32 ◽  
Author(s):  
Orasa Tetiwat ◽  
Magid Igbaria
Keyword(s):  
Educational Level ◽  
Modern Technology ◽  
Minimum Condition ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Web Based ◽  
Technological Infrastructure ◽  
Good Design ◽  
Learning And Teaching ◽  
K 12

Web-based teaching technology has become a popular tool for many institutions in this decade. It can be used for every educational level from K-12 to higher education and distance education in many different fields. In order to make these opportunities possible, there are many requirements, including sufficient funding, a strong technological infrastructure, hardware and software, good design and interface, operations, maintenance, training, and cooperation of every involved party. When these requirements have been met as a minimum condition, Web-based teaching can provide many benefits to students, teachers, parents, and educational institutions. It is one alternative of modern technology that has been developed to augment traditional learning and teaching at all educational levels.

A Theoretical Model for Designing Online Education in Support of Lifelong Learning

2011 ◽  
pp. 29-45 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Lifelong Learning ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
Course Design ◽  
Web Based ◽  
Individualized Learning ◽  
Learner Centered ◽  
New Strategies

The escalating infusion of online education to promote lifelong learning has triggered a re-examination of teaching and learning not witnessed since perhaps the advent of the printed textbook. Textbooks changed the landscape of individualized learning as professors added reading to their inventory of instructional strategies. Today, distance education, in all its manifestations from programmed instruction to Web-based courses, requires instructors to employ new strategies in course design and delivery in order to engage students and promote learner-centered activities. The rapid growth of distance education (especially for the adult learner) serves to challenge traditional methodologies in which education is designed, delivered, and assessed. This chapter introduces a new model for designing instruction using this state-of-the-art venue, an archetype for effective instructional design for lifelong learning.

scholarly journals Students’ Acceptance on Blended Learning: A Case Study

2018 ◽  
Vol 7 (4.38) ◽  
pp. 992
Author(s):  
Mohd Ramadan Ab Hamid ◽  
Emmy Hainida Khairul Ikram ◽  
Siti Sabariah Buhari ◽  
Farhanah Ahmad Shuhaimi ◽  
Norazmir Md Nor ◽  
...  
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Demographic Data ◽  
Health Sciences ◽  
Traditional Learning ◽  
Web Based ◽  
Electronic Learning ◽  
Learning Platform ◽  
Health Sciences Students ◽  
E Learning

Electronic Learning (E-Learning) has been widely used as a complement to the traditional learning method. It includes the introduction of blended learning (BL) that fully utilises the use of Learning Management System (LMS). The aim of this study is to examine students’ acceptance of blended learning specifically with the use of Openlearning (OL) as an online learning platform to complement traditional teaching. 137 students had participated in this study. OL was introduced to the Health Sciences students, who enrolled in the Principles of Nutrition course. Students explored teaching materials, videos, activities, and several assessments in OL while facilitated by facilitators for 14 weeks. A self-administered questionnaire was given via online to the participants to evaluate their attitudes and acceptance towards OL. Descriptive statistic was used to describe the demographic data and t-test was performed to report the level of acceptance. Overall results showed students were very satisfied with blended learning using OpenLearning as a web-based tool. Students accepted OL as it is easy to use and convenient. They also agreed that the usage of OL in teaching and learning will improve their academic performance. In conclusion, it is proven that Health Sciences students accepted the use of OL in blended learning.    

scholarly journals Web-based lecture technologies and learning and teaching: a study of change in four Australian universities

2011 ◽  
Vol 15 (4) ◽  
Author(s):  
Maree Gosper ◽  
M. MacNeill ◽  
Rob Phillips ◽  
Greg Preston ◽  
Karen Woo ◽  
...  
Keyword(s):  
Educational Research ◽  
Teaching And Learning ◽  
Educational Innovation ◽  
Research Literature ◽  
Teaching Approaches ◽  
Disciplinary Differences ◽  
Web Based ◽  
Learning And Teaching ◽  
Innovation And Change ◽  
Australian Universities

Educational innovation and change is multidimensional, involving individuals and organisations. It is best achieved when it is accompanied by new teaching approaches and the alteration of beliefs, as well as taking into account disciplinary differences in teaching and learning, the educational research literature, and evidence about the benefits of the innovation

scholarly journals Impelementasi Media Daring Dalam Mendukung Pembelajaran di Masa Pendemi

2021 ◽  
Vol 1 (03) ◽  
pp. 110-115
Author(s):  
Ubaidillah Kamal Faseh ◽  
Septi Gumiandari
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Needs ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Minimum Data ◽  
Library Research ◽  
E Learning

The Covid-19 pandemic has caused many activities to stop, including activities teaching and learning conventionally. Until a solver or deep solution is needed respond to these problems. Teaching and learning activities carried out online is a way to overcome that problem. Destination The research was to determine the use of online learning e-learning media for students at a university in Indramayu. The research instrument carried out on the collection of information and data is by means of questionnaires and library research. As a result of this research shows that online learning has been implemented well, and takes advantage of various learning media such as WhatsApp, Google Classroom, Zoom and Google Meet so learning becomes more varied and makes students not bored quickly and understand faster material delivered. There are several obstacles faced in implementation of online teaching and learning activities, namely the internet network that is not stable, lacking maximum availability of physical references and minimum data quota Internet. Online learning needs to be used as best as possible in activities learning and teaching because it is an innovation in learning so that students and lecturers can conduct lectures efficiently and effectively.

scholarly journals THE EFFECTIVENESS OF COOPERATIVE LANGUAGE LEARNING IN TEACHING VOCABULARY

2016 ◽  
Vol 5 (2) ◽  
pp. 269-281
Author(s):  
Wahyu Trimastuti
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Initial Step ◽  
Traditional Learning ◽  
Learning Method ◽  
Learning And Teaching ◽  
Engineering Teams ◽  
Language Teaching And Learning

This study aims to determine whether the Cooperative Language Teaching and Learning method is more effective than the traditional learning to teach vocabulary. This is an experimental quantitative research. The population for this study is freshmen majoring in management. The use of Cooperative Language Teaching and Learning method through engineering teams-games-tournament (TGT) in the English vocabulary learning is considered to be effective, creative, and fun to increase the students’ motivation to learn and to improve their vocabulary mastery. The findings showed that the Cooperative Language Teaching and Learning is an effective method to teach vocabulary. It is, thus, recommended that (1) the Cooperative Language Learning and Teaching improve the students’ ability to remember vocabulary, (2) students are expected to be more active in the learning process in order to improve the ability to solve the problem of vocabulary (3) the results of this study can be used as an initial step to hold further research.

The Misunderstanding of Music-Technology-Education: A Meta Perspective

2012 ◽  
pp. 432-456 ◽  
Author(s):  
Evangelos Himonides
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Music Technology ◽  
Learning Needs ◽  
Active Engagement ◽  
Prior Learning ◽  
Learning And Teaching ◽  
Policy Frameworks ◽  
Recent Position ◽  
Primary Focus

This article explores the concept of “technology” within the wider contexts of music and education. It draws upon a recent position paper by Himonides and Purves (2010), which argues that technology should not be viewed as a solution for the music educator to apply in the classroom. “Music technology” should be treated like any other tool that supports learning and teaching; helps us engage with valued forms of knowledge; celebrates and recognizes the importance of prior learning and experience; requires the teacher to scaffold learning; needs assessment to be congruent with learning; promotes the active engagement of the learner; fosters both individual and social processes and outcomes; recognizes the significance of informal learning; depends on teacher learning; and, finally, demands consistent policy frameworks with support for teaching and learning as the primary focus.

The Purpose of K-12 Education From a Theoretical Perspective

2021 ◽  
pp. 1-23
Keyword(s):  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Theory Development ◽  
Learning Theories ◽  
Learning Networks ◽  
Learning And Teaching ◽  
Universal Language ◽  
Theoretical Perspectives ◽  
Learning Development ◽  
K 12

Teaching and learning theories have developed from the work of the psychology, sociology, and education academies. No single theory can account for learning development in humans. An obvious statement, of course, but a declaration that educators need to remember occasionally. Theories do provide a universal language for the purposes of enquiry, investigation, and implementation. This chapter seeks to make connections between theory development in advancing education priorities and the need for learning networks to associate with earning networks. Theoretical perspectives create an effective teaching and learning framework. This chapter will offer several definitions of theory, a review of the different types of theory – including description and range of education theorists from the 19th and 21st centuries. Subject matter, including the usefulness and suitability of using theory in developing constructs on learning; the accountability of learning and teaching; and learning as shared work, are discussed. The focus of the chapter includes a case study.

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