University Student Perspectives Towards Distance Mathematics Education in the COVID-19 Process

2022 ◽  
pp. 361-384
Author(s):  
Anıl Burcu Ozyurt Serim
Keyword(s):  
Distance Education ◽  
Mathematics Education ◽  
Private University ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Media Technology ◽  
Social Fields ◽  
E Learning ◽  
Distance Education System

E-learning in mathematics education can be an approach that could provide much better learning environments in the pandemic. The COVID-19 cases have started to increase social anxiety and anxiety in many countries around the world. The current COVID-19 pandemic, which affects all countries, causes problems in economic and social fields, especially in education. The rapid growth of information communication technologies has led to the development and spread of the distance education system. Due to COVID-19, teachers and academics had to learn methods of teaching students using online resources, social media technology, and e-learning activities more effectively. The main purpose of this study is to collect students' views on distance education in mathematics lectures. This study will assist the planning and execution of the distance education carried out in universities during the COVID-19 outbreak. The population of this current study includes college students in a private university. The sample consists of 596 university students.

scholarly journals Implementation of E-Learning Innovative Technologies in The Process of Studying Foreign Languages by Students of Agrarian Universities

2020 ◽  
Vol 8 (1) ◽  
pp. 75-84
Author(s):  
Marina Anatoliivna Bilotserkovets ◽  
◽  
Oksana Yuriivna Gubina ◽  
Oleksandr Mykolaiovych Kobzhev ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Foreign Languages ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Educational Materials ◽  
Study Results ◽  
E Learning

The article reveals the implementation of innovative e-learning technologies in the process of mastering the discipline “Foreign language in the professional direction” by students of agricultural universities. Actual approaches to teaching humanities require the use of information-communication technologies (ICT) for educational purposes, that allows increasing the volume of educational materials and modernizing it with the help of multimedia presentation tools. The application of information-communication technologies contributes to the students’ mastering of foreign languages knowledge as a tool of communication in a global society and the development of their information competencies. Particular attention is paid to the characteristics of the content, structure and objectives of the electronic training course on learning English, German, Ukrainian and Russian as foreign languages for students of the distance learning form of Sumy National Agrarian University. The presented distance learning course is an innovative development exemplar, that provides learners’ study of educational textual, audio and video materials in the mode of independent work with a computer and facilitates regulating the order of interaction of students with a computer. Such interaction contributes to the improvement of the efficiency of the educational process through the introduction of new methods and means of teaching educational materials; stimulates students’ interest in the study of foreign languages through the use of innovative information-communication technologies; responsiveness of the feedback and the possibility of direct consultation with the teacher in the educational environment of the Moodle platform. The analysis of the experimental study results showed predominantly sufficient and high levels of humanitarian knowledge in experimental groups that were trained on the basis of the electronic course in the educational environment of Moodle platform; in contrast to the low and initial levels in the control groups.

Network-Based Continuous Education Opportunities

2014 ◽  
pp. 117-134
Author(s):  
Edita Butrimė ◽  
Vaiva Zuzevičiūtė
Keyword(s):  
Teaching And Learning ◽  
Communication Technologies ◽  
Professional Activity ◽  
Information Communication Technologies ◽  
Full Potential ◽  
Information Communication ◽  
Educational Support ◽  
University Teachers ◽  
E Learning ◽  
Almost All

The purpose of this chapter is to analyze and present theoretical and empirical findings about the ways that teachers in Higher Education (HE) interpret the role of ICT for their professional development both as teachers in HE and as medical professionals in some cases. Two research questions were formulated: 1) Why is the employment of technologies fully accepted and promoted in almost all aspects of professional activity, but employment of ICT for teaching and learning at HE is not always used to its full potential? 2) What (if any) educational support is needed for university teachers to use available e-learning opportunities for their own development as teachers to a greater extent? Educational support for university teachers to use contemporary information communication technologies and network provisions more effectively for their competence development are presented.

Challenges Facing the Semantic Web and Social Software as Communication Technology Agents in E-Learning Environments

2010 ◽  
Vol 1 (4) ◽  
pp. 18-30 ◽  
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Semantic Web ◽  
Information Acquisition ◽  
Global Economy ◽  
Communication Technologies ◽  
Social Software ◽  
Information Communication Technologies ◽  
Cultural Issues ◽  
Information Communication ◽  
E Learning ◽  
Efficient Information

The semantic web describes the process whereby information content is made available for machine consumption. With increased reliance on information communication technologies, the semantic web promises effective and efficient information acquisition and dissemination of products and services in the global economy, in particular, e-learning. Despite the semantic web’s promises, certain challenges face the realization of these goals. In this paper, the author addresses key challenges, including technological and socio-cultural issues, in addition to discussing specific implications relating to the direction of the semantic web.

Experiences in Collaboration in Distance Education from the Caribbean, Looking Beyond Electronic

2011 ◽  
pp. 54-73
Author(s):  
Christine Marrett
Keyword(s):  
Distance Education ◽  
Developing Countries ◽  
Human Resource Development ◽  
Tertiary Education ◽  
Communication Technologies ◽  
Tertiary Level ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Institutional Collaboration ◽  
The Caribbean

Information communication technologies (ICTs) have facilitated institutional collaboration in distance education. Based on the study, Institutional collaboration in distance education at the tertiary level in the small, developing countries of the Commonwealth Caribbean: To what extent does it enhance human resource development? (Marrett, 2006), the author examines the experiences in the Caribbean between 1982 and 2002. She explores not only the role played by ICTs, but also some of the issues that arise beyond those presented by the technology, highlighting aspects that need attention in order to ensure successful institutional collaboration in tertiary education, and makes recommendations to overcome the challenges.

Challenges Facing the Semantic Web and Social Software as Communication Technology Agents in E-Learning Environments

2012 ◽  
pp. 265-278
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Semantic Web ◽  
Information Acquisition ◽  
Global Economy ◽  
Communication Technologies ◽  
Social Software ◽  
Information Communication Technologies ◽  
Cultural Issues ◽  
Information Communication ◽  
E Learning ◽  
Efficient Information

The semantic web describes the process whereby information content is made available for machine consumption. With increased reliance on information communication technologies, the semantic web promises effective and efficient information acquisition and dissemination of products and services in the global economy, in particular, e-learning. Despite the semantic web’s promises, certain challenges face the realization of these goals. In this paper, the author addresses key challenges, including technological and socio-cultural issues, in addition to discussing specific implications relating to the direction of the semantic web.

Current Use and Attitude Towards Learning Management Systems (LMS) in Turkish Universities

2019 ◽  
pp. 278-288
Author(s):  
Ulas Akkucuk ◽  
Selen Balkaya
Keyword(s):  
Learning Management Systems ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Revolutionary Change ◽  
Factors Affecting ◽  
Software Applications ◽  
E Learning ◽  
Learning Management ◽  
And Training

Nowadays, online learning has become a phenomenon and many believe that e-learning can be the next revolutionary change in education. E-learning is a way of learning supported by information communication technologies (ICT) that makes it possible to deliver education and training to anyone, anytime and anywhere. Learning management system (LMS) applications are software applications for the administration, documentation, tracking, reporting and delivery of e-learning courses and programs. With the advancement of technology in general, LMS applications are increasingly becoming the preferred method for learning among students, teachers and others. LMS applications enable university students and teachers to benefit from today's technology in their learning process. LMS applications will play a major role in education, and technology will get stronger with effective usage of LMS applications. Therefore, defining the current situation in Turkey about LMS applications usage and factors affecting adoption of LMS applications are important for future LMS design and management.

Network-Based Continuous Education Opportunities

2016 ◽  
pp. 1079-1096
Author(s):  
Edita Butrimė ◽  
Vaiva Zuzevičiūtė
Keyword(s):  
Teaching And Learning ◽  
Communication Technologies ◽  
Professional Activity ◽  
Information Communication Technologies ◽  
Full Potential ◽  
Information Communication ◽  
Educational Support ◽  
University Teachers ◽  
E Learning ◽  
Almost All

The purpose of this chapter is to analyze and present theoretical and empirical findings about the ways that teachers in Higher Education (HE) interpret the role of ICT for their professional development both as teachers in HE and as medical professionals in some cases. Two research questions were formulated: 1) Why is the employment of technologies fully accepted and promoted in almost all aspects of professional activity, but employment of ICT for teaching and learning at HE is not always used to its full potential? 2) What (if any) educational support is needed for university teachers to use available e-learning opportunities for their own development as teachers to a greater extent? Educational support for university teachers to use contemporary information communication technologies and network provisions more effectively for their competence development are presented.

Network-Based Continuous Education Opportunities

2016 ◽  
pp. 1111-1128
Author(s):  
Edita Butrimė ◽  
Vaiva Zuzevičiūtė
Keyword(s):  
Teaching And Learning ◽  
Communication Technologies ◽  
Professional Activity ◽  
Information Communication Technologies ◽  
Full Potential ◽  
Information Communication ◽  
Educational Support ◽  
University Teachers ◽  
E Learning ◽  
Almost All

The purpose of this chapter is to analyze and present theoretical and empirical findings about the ways that teachers in Higher Education (HE) interpret the role of ICT for their professional development both as teachers in HE and as medical professionals in some cases. Two research questions were formulated: 1) Why is the employment of technologies fully accepted and promoted in almost all aspects of professional activity, but employment of ICT for teaching and learning at HE is not always used to its full potential? 2) What (if any) educational support is needed for university teachers to use available e-learning opportunities for their own development as teachers to a greater extent? Educational support for university teachers to use contemporary information communication technologies and network provisions more effectively for their competence development are presented.

Sistem Pendidikan Jarak Jauh Berbasis e-Learning Pada Mata Kuliah Pendidikan Matematika I: Studi Kasus di Universitas Terbuka

2020 ◽  
Vol 3 (2) ◽  
pp. 388-395
Author(s):  
Khaerul Anam ◽  
Raden Sudarwo ◽  
Gunawan Wiradharma
Keyword(s):  
Distance Education ◽  
Mathematics Education ◽  
Education System ◽  
Implementation Evaluation ◽  
Online Tutorial ◽  
Online Tutorials ◽  
Mathematical Symbols ◽  
E Learning ◽  
Distance Education System

Penelitian ini bertujuan untuk mengetahui bagaimana penerapan tutorial online berbasis e-learning dalam sistem pendidikan jarak jauh pada mata kuliah Pendidikan Matematika 1 di Universitas Terbuka. Penerapan yang dimaksud di sini adalah bagaimana perencanaan, pelaksanaan, evaluasi, serta apa saja kendala yang dihadapi selama kegiatan tersebut. Metode penelitian yang digunakan dalam penelitian ini adalah menggunakan metode deskriptif kualitatif dengan pendekatan studi kasus. Hasilnya penelitian ini menunjukkan bahwa (1) Perencanaan Tutorial di sediakan langsung dari UT pusat, tutor tinggal melaksanakan; (2) Pelaksanaan tutorial dimulai dengan membuat video sapaan pada setiap inisiasi, kemudian memantau dan menanggapi dari  pertanyaan atau tanggapan mahasiswa terhadap diskusi atau permasalahan yang disajikan, selanjutnya memeriksa dan memeberikan feedback terhadap tugas-tugas mahasiswa pada pertemuan ke 3, 5 dan 7; (3) Evaluasi dilihat dari kehadiran sebesar 20%, keaktifan mahasiswa dalam diskusi 30% dan tugas tutorial sebesar 50%. Nilai tutorial online akan berkontribusi jika nilai Ujian Akhir Semester lebih dari 30%; (4) Kendala yang dialami yaitu keterbatasan akses, tutor maupun mahasiswa masih kurang aktif, penulisan simbol-simbol Matematika. Abstract: Distance Education System Based E-learning in Mathematics Education I) This study aims to find out how to apply e-learning-based online tutorials in the distance education system in Mathematics Education 1 course at Universitas Terbuka. The application referred in this study is the planning, implementation, evaluation, and the constraints encountered during the activity. The research method used in this study is the qualitative method with a case study approach.The results of this study indicate that (1)The planning is provided directly from the UT centre, the tutor only have to carry out the plan; (2)The tutoring begins by making a greeting video at each initiation, then monitoring and responding students' questions or responses on the discussions or issues presented, providing enrichment, then examining student assignments at the 3rd, 5th and 7th meeting; (3)Evaluation is seen from the attendance by 20%, the activeness of students in discussions by 30% and tutorial assignments by 50%. The value of online tutorials will contribute if the value of the Final Semester Examination is more than 30%; (4)The constraints experienced are as follows: The access is limited, the tutors and students are still less active, Mathematical symbols writing, the RAT SAT is not in accordance with the assignments or material in online tutorial activities.

ICT Support to Those Providing Care to Elderly

2015 ◽  
pp. 397-413
Author(s):  
Efstathios A. Sidiropoulos ◽  
Vasiliki I. Zilidou ◽  
Maria A. Karagianni ◽  
Lazaros I. Ioannidis ◽  
Evangelia D. Romanopoulou ◽  
...  
Keyword(s):  
Communication Technologies ◽  
Learning System ◽  
Learning Needs ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Content Learning ◽  
E Learning ◽  
Training Activities ◽  
Ict Training ◽  
Elderly Caregivers

This chapter discusses the training needs of elderlies' caregivers on Information Communication Technologies (ICTs). More precisely it describes the carers' digital skills diversity and efforts which include a broad range of skill and content learning needs. This work is part of the project DISCOVER that aims to develop competencies for EU carers. A thorough analysis of the followed training activities as well as the service and pilot methodology in four European countries is presented. The purpose of this chapter is to describe the existing limitations that carers face in ICT training and propose an efficient model for the establishment of an e-learning system for professional and family elderly caregivers.

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