scholarly journals Hybrid Dialog

2010 ◽  
pp. 314-331 ◽  
Author(s):  
Tobias Zimmermann ◽  
Karen-Lynn Bucher ◽  
Daniel Hurtado
Keyword(s):  
Online Learning ◽  
Behavioral Skills ◽  
Web Based ◽  
Hybrid Course ◽  
Learning Platform ◽  
Large Lecture ◽  
Learning Success ◽  
University Of Zurich ◽  
The University ◽  
And Training

Attendance at classical lectures usually leads to rather poor learning success. A wide variety of studies show that while lectures are as effective as any other method for transmitting information, they are inferior in many other dimensions. Lectures are not as effective as discussion methods in promoting thought and they are ineffective at teaching behavioral skills and subject-related values as well as at awakening interest in a subject. Still ex-cathedra teaching is a favored way to cope with a high student-to-teacher ratio. To solve this conflict between organizational and pedagogical requirements, a group of researchers at the Institute of Teacher Education at the University of Zurich has developed a hybrid course setting using an online learning platform. Their setting incorporates a dialog among students within a large lecture class. Furthermore a feedback loop enables the lecturer to continuously adjust the content of the lecture to the learning process of the students. In this article, the authors first present the structure of this setting and then illustrate how to implement it by the web-based open source learning management system OLAT (Online Learning and Training). Based on their research, they focus on key components for the success of their hybrid dialog. They show how individual and group learning can be fostered with corresponding assignments, assessments, and assigned roles such as moderators. Thus, the authors will define their position that the challenge of a large lecture class can be met while successfully implementing social learning and process-oriented assessments of academic achievement.

Hybrid Dialog

2012 ◽  
pp. 623-640
Author(s):  
Tobias Zimmermann ◽  
Karen-Lynn Bucher ◽  
Daniel Hurtado
Keyword(s):  
Online Learning ◽  
Behavioral Skills ◽  
Web Based ◽  
Hybrid Course ◽  
Learning Platform ◽  
Large Lecture ◽  
Learning Success ◽  
University Of Zurich ◽  
The University ◽  
And Training

Attendance at classical lectures usually leads to rather poor learning success. A wide variety of studies show that while lectures are as effective as any other method for transmitting information, they are inferior in many other dimensions. Lectures are not as effective as discussion methods in promoting thought and they are ineffective at teaching behavioral skills and subject-related values as well as at awakening interest in a subject. Still ex-cathedra teaching is a favored way to cope with a high student-to-teacher ratio. To solve this conflict between organizational and pedagogical requirements, a group of researchers at the Institute of Teacher Education at the University of Zurich has developed a hybrid course setting using an online learning platform. Their setting incorporates a dialog among students within a large lecture class. Furthermore a feedback loop enables the lecturer to continuously adjust the content of the lecture to the learning process of the students. In this article, the authors first present the structure of this setting and then illustrate how to implement it by the web-based open source learning management system OLAT (Online Learning and Training). Based on their research, they focus on key components for the success of their hybrid dialog. They show how individual and group learning can be fostered with corresponding assignments, assessments, and assigned roles such as moderators. Thus, the authors will define their position that the challenge of a large lecture class can be met while successfully implementing social learning and process-oriented assessments of academic achievement.

scholarly journals Teacher Education Freshmen Applicants’ Current State in the New Normal’s Learning Delivery Platforms

2020 ◽  
Vol 3 (3) ◽  
pp. 1528-1536
Author(s):  
Mark Angelo C. Reotutar
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Low Income ◽  
Teaching And Learning ◽  
New Normal ◽  
Learning Platform ◽  
Current State ◽  
Learning Platforms ◽  
Low Income Families ◽  
The University

The online learning platform (OLS) is currently the new normal learning setting amidst the Covid-19 pandemic. Teachers need to look on the other side of the traditional classroom-based learning mode to make teaching and learning in the new normal possible. It aimed to analyze the current state of the teacher education freshmen applicants concerning the new normal learning platforms. This study employed a descriptive method of research and considered a sample of 85 freshmen applicants in the College of Teacher Education in the academic year 2020-2021. The frequencies and percent value was used to analyze the data gathered. The following are the verdicts of the study, the bulk of the respondents belong to low-income families with farming as their family source of income. Most of the respondents have their mobile phones while the great majorities are using mobile data only. All of the respondents do not have any idea about the different platforms in online learning. Based on the findings, the researcher concluded that the freshmen applicants in the College of Teacher Education cannot totally survive and are not yet ready to embrace the new normal learning platforms due to poverty and lack of resources. It is therefore recommended that the University administration needs to open other sources of learning platforms such as the use of printed learning materials of which will be delivered door-to-door to the students. Besides, the College of Teacher Education should plan and initiate on how to make learning flexible and more engaging.

Design and Implementation of Web-Based E-Learning Platform

2014 ◽  
Vol 536-537 ◽  
pp. 599-602
Author(s):  
Yang Nan
Keyword(s):  
Online Learning ◽  
Data Access ◽  
Sql Server ◽  
Web Based ◽  
Learning Platform ◽  
Ajax Technology ◽  
E Learning ◽  
Data Layer ◽  
Overall Performance ◽  
Windows Server

This paper attends to study Windows Server and SQL Server to form a combination of the two operating systems to establish an online learning platform. The platform basically completed the user needs to achieve functional, but also focuses on the application of Ajax technology, the use of this technology at the user level can be completed without page refresh can be achieved through video effects, the data layer, it reduces the data access to the database pressure, improve the overall performance of the overall learning platform, the results show that the techniques of this paper can be used in a very good application and online learning platform.

Internet-Based Remote Laboratories as a Part of a Blended Learning Environment

2012 ◽  
pp. 128-154 ◽  
Author(s):  
Miladin Stefanovic ◽  
Milan Matijevic ◽  
Vladimir Cvjetkovic
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Practical Training ◽  
Web Based ◽  
Face To Face ◽  
Remote Laboratories ◽  
The Right ◽  
And Training

Blended learning is a mixture of online learning and face-to-face activities. Online learning suffers from a lack of practical and laboratory work which is mandatory for learning in many specific fields. Adult training is also mainly focused on knowledge related to specific useful competencies and practical skills so practical training is an inseparable part of adult learning and training. Web laboratories with remotely controlled laboratory experiments should provide a necessary practical component in the concept of online learning. There are many different classifications, implementations and usages of web laboratories. This chapter deals with web laboratories, trying to define a framework for the development of web laboratories, to define pre-requests, architecture and software realization of web based laboratories and to find the right blend. This chapter also presents the contribution of web laboratories in blended learning and other possible benefits for the concept of blended learning for adults.

scholarly journals A formative evaluation of a web-based tutorial

Curationis ◽  
2001 ◽  
Vol 24 (3) ◽  
Author(s):  
SM Meyer
Keyword(s):  
South African ◽  
Formative Evaluation ◽  
Web Based ◽  
Nursing Science ◽  
National Qualifications Framework ◽  
University Of Pretoria ◽  
The University ◽  
New Education ◽  
And Training

Lecturers of the Department of Nursing Science of the University of Pretoria (UP) were requested to participate in an informal evaluation of a software program. The software evaluated were developed as a tutorial by the author of this article. The content of the tutorial concerns the current issues of the new education and training dispensation in South Africa, and specifically how to compile unit standards to meet the requirements of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF). The purpose of the evaluation was to assess the quality of the software. Participants were provided with a questionnaire, as well as criteria for the evaluation of software as presented in literature and information on the Web. The feedback has been useful and suggestions made by the participants have been used to improve and add to the product.

Multimedia Integration in Active Online Learning Environments

2009 ◽  
pp. 569-575
Author(s):  
Holim Song ◽  
Terry T. Kidd
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Learning Environments ◽  
Information Technologies ◽  
Communication Technologies ◽  
Access To Education ◽  
Web Based ◽  
The World ◽  
Education Delivery ◽  
And Training

The terms distance learning, online learning, and Webbased instruction have become buzzwords and catch phrases for the new phenomenon of learning. These terms used to describe an ever-changing environment represent approaches that focus on opening the access to education and training provision for adult learners, freeing the adult learners from the traditional constraints of time and place. Online learning is one of the most rapidly growing fields of education around the world, and its potential impact on all education delivery systems has been greatly emphasized through the development of Web-based information technologies, multimedia, communication technologies, and, more importantly, the Internet.

Overview of STEPPS

2016 ◽  
pp. 1-28
Author(s):  
Nancee S. Blum ◽  
Don St. John ◽  
Bruce Pfohl ◽  
Donald W. Black
Keyword(s):  
Group Treatment ◽  
Adjunctive Treatment ◽  
Common Language ◽  
University Of Iowa ◽  
Behavioral Skills ◽  
The University ◽  
User Friendly ◽  
Evidence Based Programs ◽  
And Training

This chapter provides an overview of Systems Training for Emotional Predictability and Problem Solving (STEPPS), a manualized, cognitive-behavioral, skills-based group treatment program, originally developed as an adjunctive treatment for outpatients with borderline personality disorder. STEPPS was developed at the University of Iowa in 1995 in response to patient and provider needs. A detailed manual was developed and training workshops are conducted nationally and internationally. The systems component is unique to the program and refers to providing the client’s support system, (i.e., family members, friends, and key professionals) with an understanding of the STEPPS approach, a common language to communicate clearly about BPD, and ways to reinforce the skills that patients are acquiring. The program has been implemented worldwide and is included in SAMSHA’s NREPP list of evidence-based programs. The program is user-friendly and easily learned and delivered by therapists. A follow-up program, STAIRWAYS, is also described.

scholarly journals Within these hyperporous walls: An examination of a rebundled online learning model of higher education

2020 ◽  
Vol 36 (5) ◽  
pp. 85-101
Author(s):  
Paula Shaw ◽  
Pauline Green ◽  
Marlies Gration ◽  
Christine Rhodes ◽  
David Sheffield ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Knowledge Exchange ◽  
Data Capture ◽  
Small Scale ◽  
Online Student ◽  
University Experience ◽  
The University ◽  
And Training ◽  
Data Capture And Analysis

Through this paper, we explore unbundling, the separation of various aspects of education, resources, teaching and assessment (Ossiannilsson et al., 2015) and rebundling, where these activities are “recombined into new configurations with little loss of functionality” (Ge et al., 2004, p. 1). We chart the evolution of online learning at the University of Derby, from a small-scale learning and certification bundle to a rebundled online university experience. In this rebundled model, a bespoke department is responsible for the operationalisation and quality of the university’s online experience. Firstly, we established the quality impact of this model, using higher education institution (HEI) value drivers. Secondly, focus groups explored macro (national), meso (institutional) and micro (practice) issues from strategic manager, academic and student experience perspectives. To facilitate discussion about the online university experience, we used a new conceptual pedagogic realignment with organisational priorities and horizon emergent technologies (PROPHET) framework. Based on our findings, we make recommendations to HEIs that are considering rebundling online learning. These include the equitable data capture and analysis of online student demographics; consideration of academic well-being and training; and the university-wide benefits obtained from knowledge exchange with online professionals, in relation to future-focused technologies and policymaking. Implications for practice or policy: HEIs should be equitable in their data capture and analysis processes, incorporating all online student and learner demographics. HEIs should seek out and utilise the expertise of online professionals in institutional policymaking. HEIs should refocus academic workload planning and training to include online learning. HEIs should engage in evidence-based knowledge exchange with online professionals to ensure a future-focused cohesive university experience.

scholarly journals Code Pocket: Development of Interactive Online Learning of STEM’s Subject

2019 ◽  
Vol 8 (2) ◽  
pp. 5537-5542
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Stem Education ◽  
Learning Experience ◽  
Web Based ◽  
Learning And Teaching ◽  
Learning Platform ◽  
E Learning ◽  
The Subject ◽  
Waterfall Model

As to promote and develop STEM education in Malaysia, various approaches have been taken, including improving the curriculum of secondary school by enhancing the contents of the Technology subjects. In this paper, we are concentrating on the issues raised in learning and teaching the computer science subject specifically in supporting the students to understand the syllabus. We propose an interactive online learning application (Code Pocket) using Waterfall model to assist students in learning the subject and enables teachers to monitor the performance of the students. Code Pocket is a web-based application which acts as e-learning platform that consists of many modules such as notes, quiz and reporting. A dashboard menu panel is provided to enable easy navigation. This application provides alternative learning and teaching mechanisms by providing flexible learning environment that promotes online and mobile learning which can be accessed at anytime and anywhere. With interactive features, the learning experience will be better and interesting.

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