Designing Tools and Activities for Educational Robotics in Online Learning

2022 ◽  
pp. 202-222
Author(s):  
Lucio Negrini ◽  
Christian Giang ◽  
Evgeniia Bonnet
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Major Change ◽  
Educational Robotics ◽  
Compulsory Schooling ◽  
School Closures ◽  
Educational Activities ◽  
Abrupt Shift ◽  
Teachers And Students ◽  
Remote Learning

The COVID-19 pandemic and the subsequent school closures created several challenges for teachers and students. From one day to the next, teachers had to rethink their educational activities and move to remote learning. Especially with regard to educational robotics activities, which makes large use of physical artefacts, this abrupt shift towards online learning represented a major change in how activities had to be designed and implemented. In this chapter, some experiences of online educational robotics activities carried out in compulsory schooling and teacher training are presented. The experiences are then discussed using a model for the development of educational robotics activities in order to reflect on how to design such activities that can be carried out online. The examples presented in this chapter showed there is great potential for educational robotics in online learning.

scholarly journals Implementation and evaluation of a remote seminar on the pedagogical use of educational robotics

2021 ◽  
Vol 1 (2) ◽  
pp. 48-57
Author(s):  
Tzimopoulos Nikos ◽  
◽  
Provelengios Petros ◽  
Iosofidou Maria ◽  
◽  
...  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Teacher Practice ◽  
Educational Robotics ◽  
The South ◽  
Face To Face ◽  
The Subject ◽  
Practice Community ◽  
Remote Learning

This article describes distance teacher training for educational robotics' pedagogical use, e.g., the planning, the implementation, and the evaluation by the teachers involved. The training seminars were organized as part of the Greek eTwinning community's seminars. They were based on a Teacher Practice Community of the South Aegean about using ICT in teaching practice. From 2018 we have included seminars on educational robotics. There is a growing interest in the use of educational robotics in teaching practice. Although the topic is such that face-to-face contact and experimentation with the subject is considered necessary, we tried to educate teachers using remote learning methodology. The project was successful, and the evaluation of the seminars was very positive.

Future Opportunities for Personalized Online Global Learning

2021 ◽  
pp. 88-101
Author(s):  
Syed Nadeem Akhtar
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
South Korea ◽  
Video Conferencing ◽  
High Growth ◽  
Global Learning ◽  
School Closures ◽  
Educational Activities ◽  
The World ◽  
Brick And Mortar

High growth and adoption in educational technology is not just a phenomenon of the emergence of the pandemic. In 2019 itself, the educational technology investments reached a whopping 18.66 billion US dollars and were predicted to reach 350 billion US dollars by 2025 in its normal course as existed then. With the language apps, virtual tutoring, video conferencing tools, or online learning soft wares, there has been a cloud burst in the field. With the pandemic in place, the phenomenon has taken more and newer dimensions. Currently, there are more than 1.2 billion children in 186 countries affected by the school closures due to the pandemic. In Europe, in Denmark, and in Sweden children up to the age of 11 are returning to nurseries and school after the initial closure of the schools. In Asia, in India, and in other neighbouring countries and South Korea, students are responding to roll calls from their teachers online. Thus, old brick-and-mortar classrooms are giving way to mouse and click and touch and navigate to machine man conversation. With this shift away from the classroom in many parts of the world, it is only natural for everyone to surmise the adoption of online learning and its continuance for the future and the resultant impact on the traditional market for educational activities.

scholarly journals ATIVIDADES EDUCATIVAS EMANCIPADORAS NA FORMAÇÃO DE PROFESSORES

2020 ◽  
Vol 17 (1) ◽  
pp. 59-71
Author(s):  
Rafael Rossi ◽  
Aline Santana Rossi
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Educational Activities ◽  
Ontological Priority ◽  
Teachers And Students ◽  
Training Courses ◽  
Human Integrity

This article is an instrument through which we problematize the discussion about the possibilities of developing emancipatory educational activities in teacher training courses based on Tonet's reflections (2013) and from de critical-historic pedagogy. We list four possible activities of this nature, taking into account the specificity of the educational dimension, the contradictions that permeate education in capitalism, the distinction between the immediate interests of the empirical students and the essential interests of the concrete students and, still, the dialectical reciprocity of the contents and forms of teaching, with the ontological priority of content over forms. Thus, such activities are proposed with the greatest concern for a teaching practice that values the critical promotion of the intellectual, scientific, artistic and philosophical level of teachers and students. It is a humanist stance, which defends the elaboration of criticism and human integrity against all the misrepresentations that this form of sociability imposes on us

scholarly journals Teaching ESP during emergency remote learning (ERL): Best practices

2021 ◽  
Vol 10 (2) ◽  
pp. 154-162
Author(s):  
Yuyun Putri Mandasari ◽  
Eka Wulandari
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Best Practices ◽  
Survey Research ◽  
Learning Process ◽  
Learning Experiences ◽  
Teaching English ◽  
Online Mode ◽  
Teachers And Students ◽  
Remote Learning

After a year more of living with COVID-19, the teachers’ and students’ resilience is still demanding, particularly regarding language online learning. Both parties must keep struggling to fulfill the learning requirements in times of crisis. One of the challenges in language issues is teaching English for Specific Purpose (ESP) in higher education during emergency remote learning (ERL) including teaching ESP at Poltekkes Kemenkes Malang in 2020-2021. At these times, ESP teachers have to design the materials by taking a lot of consideration regarding the students’ needs, goals, learning model, activities, tools, and feedback that met the emergency due to Coronavirus outbreak. They planned, implemented, and evaluated the learning process until they can find the best ones for the students. This study was a survey research with 23 participants of ESP lecturers. This article presented some best practices of teaching ESP in the online mode during ERL as the best experience of ESP lecturers, in the hope that it will be able to give some new insights for fellow educators to help them to provide better learning experiences for the students.

College Professors Turning Chaos Into Collegial Collaboration

2021 ◽  
pp. 1-18
Author(s):  
Lindamichelle Baron ◽  
Xin Bai
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Professional Growth ◽  
Course Design ◽  
Faculty Members ◽  
Smooth Transition ◽  
College Professors ◽  
Abrupt Shift ◽  
Personal Wellbeing ◽  
Remote Learning

This chapter discusses some challenges two faculty members faced after an abrupt shift to online learning during the pandemic of COVID-19. It also identifies opportunities that arose through their collegial collaboration to help students make a smooth transition to the remote learning setting. The two professors reflected on experiential strategies over varied topics including course design, student engagement and empowerment, and socioemotional support needed by both students and instructors in the process of collaboration and mutual mentoring. These discussions are documented over nine months in the form of conversations as the pandemic is stretching over two semesters. It illustrates the importance of collegial collaboration for promoting professional growth and personal wellbeing of both students and professors during times of crisis and chaos.

Self-regulated learning in online learning environments: strategies for remote learning

2020 ◽  
Vol 121 (5/6) ◽  
pp. 321-329
Author(s):  
Richard Allen Carter Jr ◽  
Mary Rice ◽  
Sohyun Yang ◽  
Haidee A. Jackson
Keyword(s):  
Online Learning ◽  
Future Research ◽  
Content Type ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Teachers And Students ◽  
The Usa ◽  
K 12 ◽  
Remote Learning

Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic. Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment. Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families. Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

Covid-19 Pandemic And Sustainabilitystudy At Madrasah Ibtidaiyyahpsm Sulursewu, Teguhan, Ngawi, East Java

2020 ◽  
Vol 1 (02) ◽  
pp. 103-114
Author(s):  
Moh. Toriqul Chaer ◽  
Muhammad Atabiqul As'ad ◽  
Qusnul Khorimah ◽  
Erik Sujarwanto
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Psychological Impact ◽  
Educational Institutions ◽  
Participatory Action ◽  
Social Phenomena ◽  
Learning Programs ◽  
Teachers And Students ◽  
The Government

The continuity of learning programs during the COVID-19 pandemic found educational institutions, especially Madrasah Ibtidaiyyah (MI) temporarily closed the learning process in schools. To prevent the spread of COVID-19 that is currently engulfing Indonesia. Lack of preparation, readiness and learning strategies have a psychological impact on teachers and students. Declining quality of skills, lack of supporting facilities and infrastructure. Learning from home (online) is an effort by the government program to ensure the continuity of learning in the pandemic period. The research method uses participatory action research (PAR), which focuses on understanding social phenomena that occur in the community and mentoring efforts on the problems faced. The assistance effort is to help the children of MI Sulursewu, Ngawi in participating in online learning related to; 1). Preparation of activities, 2). Counselling participants offline method, 3). Offline activities method. Results of the study show that the mentoring activities following the target of achievement; first, the activity can be carried out following the schedule that has been set. Second, students are always on time for the online learning hours that have been set. Offline methods show that efforts can help ease the burden on parents, but can also make it easier for students to receive subject matter.  

scholarly journals Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

2021 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Abdulfattah S. Alqahtani ◽  
Baian A. Baattaiah ◽  
Huda I. Al-Mohammed
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Satisfaction ◽  
High Satisfaction ◽  
E Learning ◽  
Students Satisfaction ◽  
Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

scholarly journals An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Despoina Schina ◽  
Cristina Valls-Bautista ◽  
Anna Borrull-Riera ◽  
Mireia Usart ◽  
Vanessa Esteve-González
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Self Efficacy ◽  
Group Intervention ◽  
Preschool Teachers ◽  
Ease Of Use ◽  
Educational Robotics ◽  
Perceived Ease Of Use ◽  
Significant Difference ◽  
The Impact

Abstract Purpose This study explores pre-service preschool teachers’ acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course. Methodology This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers’ acceptance and self-efficacy towards ER, and participants’ training journals. Findings The results show that pre-service teachers’ acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers’ acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation. Value Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers’ education.

Sign in / Sign up

Export Citation Format

Share Document