Accessing Learning Management Systems With Smartphones

2021 ◽  
pp. 221-243
Author(s):  
Bret Miller ◽  
Michael Thomas
Keyword(s):  
United States ◽  
Online Learning ◽  
Student Engagement ◽  
Quantitative Data ◽  
Learning Management Systems ◽  
The United States ◽  
Management Systems ◽  
Learning Behavior ◽  
Online Classroom ◽  
Laptop Computers

Smartphones have many qualities that have made them potentially useful for learning (e.g., connectivity, interactivity, and personalization) but few studies have considered their role in understanding learning behavior and student engagement. This study investigated differences in the way students approach online learning, comparing those who use smartphones to access their online classroom with students who use more traditional tools, such as desktop and laptop computers. Specifically, the study was designed to investigate the use of smartphones and their effect on learning behavior and student engagement at a regionally accredited university in the United States. The chapter analyzes the quantitative data arising from the study and discusses why the results identified statistically significant differences in the ways students approached their own learning. Moreover, it also explores the engagement patterns which revealed that the type of tasks online students performed with a smartphone varied significantly from the tasks that students performed when using a desktop or tablet.

Incorporating “World View” into the LMS or CMS is Best

2012 ◽  
pp. 1220-1231
Author(s):  
Katherine Watson
Keyword(s):  
United States ◽  
Subject Matter ◽  
World View ◽  
Learning Management Systems ◽  
The United States ◽  
Management Systems ◽  
Course Management ◽  
Educational Materials ◽  
Linguistic Relativism ◽  
Different Cultures

“Linguistic relativism” leads people of different cultures to define, explain, and even see reality in images framed by their diverse languages. The most readily available and commonly used online educational materials are often scaffolded in unyielding structures shrouded in American standards and expectations. These Americano-centric course management and learning management systems render subject matter design and delivery, as well as assignment formulation, scheduling, and grading, difficult for educators who understand the importance of imbuing their materials with atypical alternative views of reality expressed in the worldviews of languages and cultures beyond the borders of the United States.

Incorporating “World View” into the LMS or CMS is Best

2011 ◽  
pp. 326-337
Author(s):  
Katherine Watson
Keyword(s):  
United States ◽  
Subject Matter ◽  
World View ◽  
Learning Management Systems ◽  
The United States ◽  
Management Systems ◽  
Course Management ◽  
Educational Materials ◽  
Linguistic Relativism ◽  
Different Cultures

“Linguistic relativism” leads people of different cultures to define, explain, and even see reality in images framed by their diverse languages. The most readily available and commonly used online educational materials are often scaffolded in unyielding structures shrouded in American standards and expectations. These Americano-centric course management and learning management systems render subject matter design and delivery, as well as assignment formulation, scheduling, and grading, difficult for educators who understand the importance of imbuing their materials with atypical alternative views of reality expressed in the worldviews of languages and cultures beyond the borders of the United States.

Incorporating “World View” into the LMS or CMS is Best

2012 ◽  
pp. 71-80
Author(s):  
Katherine Watson
Keyword(s):  
United States ◽  
Subject Matter ◽  
World View ◽  
Learning Management Systems ◽  
The United States ◽  
Management Systems ◽  
Course Management ◽  
Educational Materials ◽  
Linguistic Relativism ◽  
Different Cultures

“Linguistic relativism” leads people of different cultures to define, explain, and even see reality in images framed by their diverse languages. The most readily available and commonly used online educational materials are often scaffolded in unyielding structures shrouded in American standards and expectations. These Americano-centric course management and learning management systems render subject matter design and delivery, as well as assignment formulation, scheduling, and grading, difficult for educators who understand the importance of imbuing their materials with atypical alternative views of reality expressed in the worldviews of languages and cultures beyond the borders of the United States.

Didactic education in paediatric cardiology during the COVID-19 pandemic: a national fellow survey

2020 ◽  
pp. 1-4
Author(s):  
Madhusudan Ganigara ◽  
Chetan Sharma ◽  
Fernando Molina Berganza ◽  
Krittika Joshi ◽  
Andrew D. Blaufox ◽  
...  
Keyword(s):  
United States ◽  
Online Learning ◽  
United States Of America ◽  
Formal Education ◽  
Medical Training ◽  
Nationwide Survey ◽  
The United States ◽  
Negative Consequences ◽  
Paediatric Cardiology ◽  
The Impact

Abstract The coronavirus disease 2019 (COVID-19) pandemic has had a profound impact on medical educational curricula. We aimed to examine the impact of these unprecedented changes on the formal education of paediatric cardiology fellows through a nationwide survey. A REDCap™-based voluntary anonymous survey was sent to all current paediatric cardiology fellows in the United States of America in May, 2020. Of 143 respondents, 121 were categorical fellows, representing over one-fourth of all categorical paediatric cardiology fellows in the United States of America. Nearly all (140/143, 97.9%) respondents utilised online learning during the pandemic, with 134 (93.7%) reporting an increase in use compared to pre-pandemic. The percentage of respondents reporting curriculum supplementation with outside lectures increased from 11.9 to 88.8% during the pandemic. Respondents considered online learning to be “equally or more effective” than in-person lectures in convenience (133/142, 93.7%), improving fellow attendance (132/142, 93.0%), improving non-fellow attendance (126/143, 88.1%), and meeting individual learning needs (101/143, 70.6%). The pandemic positively affected the lecture curriculum of 83 respondents (58.0%), with 35 (24.5%) reporting no change and 25 (17.5%) reporting a negative effect. A positive effect was most noted by those whose programmes utilised supplemental outside lectures (62.2 versus 25.0%, p = 0.004) and those whose lecture frequency did not decrease (65.1 versus 5.9%, p < 0.001). Restrictions imposed by the COVID-19 pandemic have greatly increased utilisation of online learning platforms by medical training programmes. This survey reveals that an online lecture curriculum, despite inherent obstacles, offers advantages that may mitigate some negative consequences of the pandemic on fellowship education.

Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity

2021 ◽  
pp. 014303432110426
Author(s):  
Yi Ding ◽  
Tamique Ridgard ◽  
Su-Je Cho ◽  
Jiayi Wang
Keyword(s):  
United States ◽  
School Psychology ◽  
Graduate Students ◽  
School Psychologists ◽  
Quantitative Data ◽  
The United States ◽  
Future Directions ◽  
Recruitment And Retention ◽  
Urban University ◽  
Bilingual School

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

scholarly journals A Balanced Literacy Initiative for One Suburban School District in the United States

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Donita Shaw ◽  
Karen Hurst
Keyword(s):  
United States ◽  
School District ◽  
Quantitative Data ◽  
Balanced Literacy ◽  
The United States ◽  
Descriptive Statistics ◽  
Chi Square ◽  
Survey Question ◽  
Suburban School District ◽  
Pearson Correlations

The purpose of this study was to investigate how the teachers employed by this suburban USA school district implemented balanced literacy instruction. The 111 teachers who taught grades K-6 completed surveys and were observed. Quantitative data from the surveys and observations were analyzed through descriptive statistics, nonparametric chi-square tests, and Pearson correlations. One open-ended survey question was analyzed qualitatively. Findings show that the majority of teachers had an acceptable understanding of balanced literacy. There were differences among teachers’ instruction on literacy components and structures across grades. Weak correlations among self-reported and observed practices were found. Implications are discussed as the data are being used for research-informed improvements in the district.

scholarly journals Challenges when introducing electronic exam

2014 ◽  
Vol 22 ◽  
Author(s):  
Matti Kuikka ◽  
Markus Kitola ◽  
Mikko-Jussi Laakso
Keyword(s):  
Applied Sciences ◽  
Quantitative Data ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Technology ◽  
Essential Services ◽  
Personal Experiences ◽  
University Of Applied Sciences ◽  
Learning Management

Time pressures often necessitate the use of more efficient exam tools, such as electronic exams (e-exams), instead of traditional paper exams. However, teachers may face challenges when introducing e-exams in a higher education context. This paper describes what kinds of challenges teachers may face when introducing e-exams, based on experiences in Turku University of Applied Sciences (TUAS) where e-exams have been used since 2012. For this research, the authors used their personal experiences as administrators and teachers of current e-systems used for e-exams in universities in Turku, Finland. Quantitative data were collected by survey from teachers in TUAS (the case study). The learning management systems, Moodle, Optima and ViLLE, and dedicated e-examination systems, Soft Tutor and Tenttis, were also compared to clarify what kind of features are available in order to ease teachers’ work with examinations. The results identified various challenges during e-exam introduction in TUAS. The paper also provides a list of essential services or features for teachers to ease the introduction of e-exams. Among the analysed systems, ViLLE supported most of the required features, and can be used for both learning management and e-examination systems, providing teachers with one single system, which was found to be important to teachers. The key service found by this paper is ‘support for teachers’, which is in line with previous studies.Keywords: e-assessment; e-examination; e-exam; teacher; feature(Published: 8 October 2014)Citation: Research in Learning Technology 2014, 22: 22817 -http://dx.doi.org/10.3402/rlt.v22.22817

scholarly journals An impact of the distance on grandparental childcare: A comparative study conducted in Russia, the United States, and Brazil

2021 ◽  
pp. 139-152
Author(s):  
Olga Vladimirovna Semenova ◽  
◽  
Marina Lvovna Butovskaya ◽  
Keyword(s):  
United States ◽  
Quantitative Data ◽  
The United States ◽  
Cross Cultural ◽  
Online Surveys ◽  
R Software ◽  
Grandparental Childcare ◽  
Post Industrial ◽  
The Impact ◽  
Industrial Societies

We tested this prediction on data collected in three cultural contexts of modern post-industrial societies. Quantitative data on the frequency of grandparental involvement in childcare were collected via a set of online surveys conducted in 2019 in Russia, the United States, and Brazil (N= 1531) and analyzed in R software. The current research was also focused on the analysis of the impact of the distance between households on the frequency of kinship assistance in childcare. Results. We found significant cross-cultural universalizes: 1) the distance between households negatively affects the frequency of help; 2) the care of the maternal grandparents is significantly higher than the care of the paternal grandparents. Discussion. In this study we found that the distance between households and family kin side have stable significant impact on the grandparental help cross-culturally. At the same time, it was shown that grandparental help in childcare is significantly reduced in Brazil compared to the other two studied countries. The phenomenon of reduced kin help in Brazil is an important finding and requires further research by evolutionary psychologists, anthropologists, and sociologists.

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