Affective Computing in E-Learning Modules

2020 ◽  
pp. 169-189
Author(s):  
Mahima Maharjan ◽  
Soonja Yeom ◽  
Soo-Hyung Kim ◽  
Si Fan
Keyword(s):  
Facial Expression ◽  
Personality Traits ◽  
Learning Environments ◽  
Affective Computing ◽  
Inverse Relation ◽  
Facial Analysis ◽  
Positive Correlation ◽  
Learning Modules ◽  
Video Clips ◽  
E Learning

This article presents a study on emotions of students and their reactions towards learning and watching video clips with different personality traits, with the help of existing facial expression analyzing applications. To demonstrate this, the user's expressions are recorded as video while watching the movie trailer and doing the quiz. The results obtained are studied to find which emotion is most prevalent among the users in different situations. This study shows that students experience seemingly different emotions during the activity. This study explores the use of affective computing for further comprehension of student emotion in learning environments. While previous studies show that there is a positive correlation between emotion and academics, the current study demonstrated the existence of the inverse relation between them. In addition, the study of the facial analysis of movie trailer confirmed that different people have different ways of expressing the feeling. Results of the study will help to further clarify connection between various personality traits and emotions.

Interface Design

2011 ◽  
pp. 157-172
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Technological

2011 ◽  
pp. 71-85
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Evaluation

2011 ◽  
pp. 189-213
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Management

2011 ◽  
pp. 49-70
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Ethical

2011 ◽  
pp. 146-156
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Pedagogical

2011 ◽  
pp. 86-145
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Institutional

2011 ◽  
pp. 1-48
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Trends in the use of affective computing in e-learning environments

2021 ◽  
Author(s):  
Nesreen Mejbri ◽  
Fathi Essalmi ◽  
Mohamed Jemni ◽  
Bader A. Alyoubi
Keyword(s):  
Learning Environments ◽  
Affective Computing ◽  
E Learning

scholarly journals Elektroninio mokymosi metodų naudojimo Vilniaus universitete raida ir perspektyvos

2013 ◽  
Vol 63 ◽  
pp. 82-90
Author(s):  
Povilas Abarius
Keyword(s):  
Learning Environments ◽  
Virtual Learning ◽  
Learning Objects ◽  
Virtual Learning Environments ◽  
Learning Methods ◽  
Learning Modules ◽  
Learning Content ◽  
Content Development ◽  
E Learning ◽  
Vilnius University

Straipsnyje analizuojami elektroninio mokymosi metodai, naudojami Vilniaus universitete nuo 2000 iki 2010 metų, ir apžvelgiamos tolesnio jų plėtojimo perspektyvos. Pagrindinė kryptis, pagal kurią buvo plėtojamas elektroninis mokymasis, buvo turinio kūrimas virtualiose mokymosi aplinkose (WebCT, Blacboard Vista WebCT, Moodle). Naudojami vaizdo konferencijų metodai neturi tiek išliekamosios vertės, kaip interaktyvūs mokymosi moduliai, esantys virtualiose mokymosi terpėse. Todėl ateityje tikslinga plėtoti e. mokymosi modulių kūrimą, sudarant dėstytojams palankias sąlygas kurti ir naudoti juos didinant mokymosi efektyvumą ir kokybę. Pateikiami tolesnės e. mokymosi sistemos plėtros siūlymai: tobulinti dėstytojų mokymo kurti e. mokymosi objektus ir e. modulius sistemą; pakeisti dėstytojų motyvavimo kurti ir naudoti e. modulius tvarką; naudojantis mokymosi objektų metaduomenų sistema atlikti turinio kūrimo procesų stebėseną; išanalizuoti galimybes kartu su kitomis aukštojo mokslo institucijomis kurti mokymosi objektų biblioteką.Pagrindiniai žodžiai: e. mokymosi ištekliai, virtualios mokymosi terpės, Vilniaus universitetas, mokymosi objektai, e. mokymosi moduliaiUse of e-learning methods: the evolution and prospects in Vilnius UniversityPovilas AbariusSummaryThe paper analyzes use of e-learning methods in Vilnius University from 2000 to 2010 and an overview of the future prospects of their development. The main direction of e-learning content development was use the virtual learning environments (WebCT, WebCT Vista Blacboard, Moodle). Video conferencing techniques do not have as high resale value as interactive learning modules in virtual learning environments use. Therefore, it is appropriate to develop e. learning modules, facilitating teachers to create and use them to increase learning efficiency and quality. The proposed some recommendations:•  development of training teachers how to develop e. learning objects and e. learning modules;•  transform teachers’ motivation system;•  using learning objects metadata information system to carry out e. curriculum development monitoring;•  analyze opportunities with other institutions of higher education to create an e. learning object library.

Resource Support

2011 ◽  
pp. 173-188
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

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