How Are You Going to Keep Them in the Classroom After They've Seen MTV? Online Education in a Virtual World

2001 ◽  
pp. 56-73 ◽  
Author(s):  
Fred Niederman ◽  
Bruce Rollier
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Learning Process ◽  
Fixed Time ◽  
Standard Of Living ◽  
Teaching Online ◽  
Goods And Services ◽  
The Poor ◽  
Impact Of Technology ◽  
The Impact

Can technology make education more attainable for those on the lower economic levels? If so, this might raise the standard of living for everyone, not just the poor, because their increased income would enable them to consume more goods and services and share more of the tax load. Can technology make education more available to those who cannot conveniently take classes at a fixed time and place? Can it meet the needs of busy professionals for frequent upgrading of their skills? Is teaching online and at a distance as effective as classroom teaching? Can all students learn through this medium, and if not what type of student can most benefit? Will it meet the needs of the MTV generation, who have become accustomed to acquiring most of their knowledge from a television set? What are the most promising technologies that will improve the effectiveness of distance learning? We will explore these topics in this chapter, commencing with some thoughts about the impact of technology in the learning process.

scholarly journals Design and Build Distance Learning Media Based on the Business Simulator-Integrated (SIMBIZ-Integrated) Application to Support the Learning Process of Students Affected by the COVID-19 Pandemic

2021 ◽  
Author(s):  
Suryo Hadi Wira Prabowo ◽  
Achmad Murdiono ◽  
Jefry Aulia Martha ◽  
Nangkula Utaberta
Keyword(s):  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Integration System ◽  
Business Courses ◽  
Process Learning ◽  
Business Application ◽  
Design Build ◽  
Media Integration ◽  
The Impact

The COVID-19 pandemic has a very broad impact. This pandemic not only affects health, but also education. This is because measures to prevent the spread of the virus require the application of physical distancing. With the application of physical distancing, conventional learning in the classroom cannot be implemented, so distance learning media is needed to continue the teaching and learning process. Learning media in an educational context is a very strategic instrument that helps determine the success of the teaching and learning process. This is because with their limitations, humans are often less able to capture and respond to things that are abstract or that have never been recorded in their memory. Media can support learning by providing a deeper understanding of the material being discussed. This study aimed to design, build and test a business simulator application integration system (SIMBIZ-Integrated) as a distance-learning medium that could help the learning process which has been disrupted due to the COVID-19 outbreak. In addition, this research examines the current conditions of media utilization in distance learning and the effectiveness of the use of business application media in introductory business courses. Keywords: Distance Learning Media Integration System, Integrated Business Simulator Application (SIMBIZ-Integrated), Prevention of the Impact of the COVID-19 Pandemic

scholarly journals The impact of COVID-19 on education in Poland: Challenges related to distance learning

2021 ◽  
Vol 94 (3) ◽  
pp. 397-411
Author(s):  
Adam Hibszer ◽  
Mariola Tracz
Keyword(s):  
Distance Learning ◽  
Survey Research ◽  
Learning Process ◽  
Work Organization ◽  
The World ◽  
The Impact

The spread of COVID-19 all over the world triggered major changes in the organization of the education in many countries. Governments have adopted various solutions to reduce the disruption caused to education. This article, which is based on survey research (N=246) conducted among teachers in various types of schools in Poland, provides an analysis of the solutions in the field of distance learning and the organization of learning process during lockdown. The results show that teachers encountered a number of difficulties in distance learning. They concerned, among others: lack of access among certain students to computers, insufficient competences of teachers to teach remotely, work organization, and the fact that students were bored with this learning form. The advantages included, among others: increasing digital competences and developing new forms of assessing students’ knowledge.

Collective Intelligence in Online Education

2018 ◽  
pp. 285-305
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Social Networks ◽  
Social Media ◽  
Online Education ◽  
Collective Intelligence ◽  
Cultural Factors ◽  
Interactive Mode ◽  
Educational Theories ◽  
Impact Of Technology ◽  
The Impact

Collective intelligence may be loosely defined as the capacity of a group to think, learn, and create collectively. Online education reflects an interactive mode relative to information, particularly because of social media, that can involve expertise and resources that generate collective intelligence to address issues. Several theories reflect a belief in the dynamic and situational meanings that collectives create. The impact of technology, particularly in terms of social networks, also informs collective intelligence-related educational theories. This chapter explains conditions for optimum use of collective intelligence, noting individual and group behaviors, cultural factors, and its application in online education.

scholarly journals The Impact of Experience on the Intrinsic Motivation of EFL Teachers Who Teach Online

2021 ◽  
Vol 22 ◽  
pp. 99-112
Author(s):  
Beril Er ◽  
Necmiye Karataş
Keyword(s):  
Online Education ◽  
Intrinsic Motivation ◽  
Online Teaching ◽  
Teacher Motivation ◽  
Preparatory School ◽  
Teaching Online ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The Impact

Remote teaching has become more popular than before in Turkey as in most parts of the world because of Covid-19 pandemic. Most of the teachers and students have had some difficulties in adapting to distance education. It has been observed that the motivation of both parties might be affected by this sudden shift to online education. Although many reasons affecting teacher motivation have been identified so far, it is believed that every single study will contribute to the purpose of bettering the present EFL teaching. The current study aims to investigate the role of experience on the intrinsic motivation of EFL teachers involved in online teaching andto find out whether years of experience have an effect on teachers' intrinsic motivation. In this study, the data was compiled from 46 EFL teachers working at Istanbul Aydin University English Preparatory School. An adapted Attitude/Motivation Test Battery (AMTB) questionnaire was used to gather the data. The obtained descriptive data were analyzed by using SPSS. The results of this study proved that experience does not have a significant impact on EFL teachers’ motivation teaching online.

scholarly journals Analysis on the Influence of The Epidemic on Teaching-Learning Process in Palghar Area

2021 ◽  
Vol 13 (SUP 1) ◽  
pp. 53-56
Author(s):  
Juita Tushar Raut ◽  
Vikram Patil
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Online Courses ◽  
The Novel ◽  
The Stability ◽  
Teaching Learning ◽  
The Right ◽  
The Impact ◽  
Back To Work

The unexpected outburst of the novel COVID-19, carried a lot of damage to whole world. To contain the epidemic, people had to stay where they were. They could not go back to work places or to school or colleges. The offline courses were due to many reasons infeasible, what brought unexpected changes to education. Aside from efforts to solve this co19 problem, the state must continue to maintain the stability and sustainability of the learning process that is the right of all citizens. India experienced the same thing. The online courses, learning process came into the picture. The influence focusses on the teaching and learning-effect, the transformation of the teaching forms. This paper mainly focussed on the impact of online-learning process on the parents. This research aims to determine how parents and their children feel about online education and also learn about their experiences.

scholarly journals Learning Profile at SD 3 Banjar Sari During the Covid-19 Pandemic

Educatio ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 21-30
Author(s):  
Linda Feni Haryati ◽  
◽  
Nursaptini Nursaptini ◽  
Keyword(s):  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Design Research ◽  
Basic Education ◽  
Education Levels ◽  
Learning At Home ◽  
The Republic ◽  
The Impact

Indonesia began to be affected by Covid-19 in early 2020, of course, this will give changes to all sectors of life. One sector that has also felt the impact is the education sector. On March 24, 2020, the Minister of Education and Culture of the Republic of Indonesia issued a government circular number 4 of 2020 concerning the Implementation of Education Policy in an Emergency for the Spread of COVID, by stipulating the provisions of the teaching and learning process starting from tertiary to basic education levels to be carried out online or learning at home. This distance learning course provides new challenges for teachers, students, and parents, in its implementation. This research aims to find out more clearly how the distance learning process and what obstacles are faced by teachers, students, and parents at SDN 3 Banjar Sari during the Covid-19 Pandemic. The method used in this research is qualitative research methods. This type of research uses a multi-case study design. Research results: the teacher has tried to do several learning methods, but until now there is no method that is considered the most effective in the teaching and learning process during the Covid-19 pandemic. Each method used by the teacher does not escape from various obstacles and shortcomings. Even so, teachers still try their best to carry out their duties in order to realize the goals of education

Behave Yourself!

2014 ◽  
pp. 14-31
Author(s):  
Jane Lund ◽  
Carolyn Snell
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Empirical Evidence ◽  
Learning Process ◽  
Traditional Education ◽  
Educational Environment ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

Research into the design, delivery, support, and administration of Online Distance Learning (ODL) programmes in higher education is developing but still nascent with theories and discourses from many areas of traditional education being examined and developed to address the particular affordances of online education. Whilst debate continues about the procurement of and best application of educational technologies and systems, one aspect of the debate seems clear, that the technology and content alone is not “e-learning.” Directing someone to an online repository does not mean learning will necessarily take place. Whilst the technology and the content are essential, both are important only insofar as the affordances they provide for learning to take place. Using empirical evidence, this chapter argues that the actions of the tutor are therefore pivotal in an educational environment where the learning process is directed at more than simply accessing information.

The Use of Mobile Devices in University Distance Learning

2021 ◽  
Vol 13 (4) ◽  
pp. 1-20
Author(s):  
Sean B. Eom
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Mobile Devices ◽  
Learning Process ◽  
Extrinsic Motivation ◽  
Structural Model ◽  
Cognitive Learning ◽  
Process Variables ◽  
Self Regulated Learning ◽  
Student Dialogue

Mobile devices, primarily cell phones, smartphones, and tablet PCs, have gradually been introduced into the university campus and online education over the past few decades. Does the use of mobile devices in distance learning motivate students and affect the learning process? These are important questions that were raised more than a decade ago, but they are still unanswered. This research aims to answer these vital questions. A total of 323 valid and unduplicated responses from online students at a Midwestern university in the U.S. were used to examine the structural model, using SmartPLS v. 3.3.2. This study shows that the use of mobile devices positively affects the students' intrinsic and extrinsic motivation to learn, which in turn positively affects the cognitive learning process variables (student-student dialogue, student-instructor dialogue, and metacognitive self-regulated learning processes). Furthermore, the learning process variables positively affect the perceived learning outcomes.

Influence of Internet Access on the Stability, Concentration and Volume of Attention of 11th Grade Students

2020 ◽  
Vol 8 (2) ◽  
pp. 48-58
Author(s):  
Kalina Bobeva ◽  
Daniela Kozhuharova
Keyword(s):  
Learning Process ◽  
Information Society ◽  
Psychological Impact ◽  
Internet Access ◽  
The Internet ◽  
Learning Material ◽  
The Stability ◽  
Impact Of Technology ◽  
The Impact ◽  
11Th Grade

The information society in which we live increasingly makes us dependent on the Internet. This brings positives in the organization of the learning process of modern students, as it diversifies the methods and means and arouses their interest more easily. On the other hand, digitization leads to the need of further research in the field of the psychological impact of technology on students. Attention plays an important role in the learning process, as it is a mechanism regulating the psyche and ensures the course of mental processes. Attention with its characteristics largely determines the behavior, assimilation of learning material and student achievement. In this article we present the results of a study of the impact of Internet access on the resilience, concentration and volume of attention in 11th grade students.

scholarly journals TaBAT: Design and Experimentation of a Learning Analysis Dashboard for Teachers and Learners

10.28945/4820 ◽  
2021 ◽  
Vol 20 ◽  
pp. 331-350
Author(s):  
Yassine Safsouf ◽  
Khalifa Mansouri ◽  
Franck Poirier
Keyword(s):  
Academic Success ◽  
Online Education ◽  
Learning Process ◽  
Self Regulation ◽  
Assessment Model ◽  
Future Research ◽  
Control Group ◽  
Analysis Tool ◽  
Online Learners ◽  
The Impact

Aim/Purpose: Since the beginning of the COVID-19 pandemic, many countries have adopted online education as an alternative to face-to-face courses. This has increased awareness of the importance of analyzing learning data left by students to improve and evaluate the learning process. This article presents a new tool, named TaBAT, created to work with different LMSs in the form of dashboards accessible online and allowing teachers to monitor the progress of their learners and at the same time allow learners to visualize their learning process. Background: TaBAT is designed based on the results of our previous research on factors that can influence the success of online learners, where we proposed and statistically validated a model for assessing the success of online learners called e-LSAM (e-Learner Success Assessment Model). Methodology: Two studies are presented in this article. The first one is conducted on a group of students from two classes (each composed of two groups) of a higher institute in Morocco, who participated in courses organized in blended learning on the Moodle platform. For each class, one of the two groups had access to the experiment to use the TaBAT tool (exposed group) to analyze the learning traces, while the second group did not have access to the dashboard (control group). The second study aimed to understand the impact of the usage of the TaBAT tool on the two exposed groups. Contribution: The purpose of this article is to present a new analysis tool as well as to test this tool and to evaluate its impact on self-regulation and the prediction of academic success and, finally, to see how these students evaluate this tool. Findings: The results of the TaBAT usage demonstrate the effectiveness of the success algorithm, based on our theoretical model e-LSAM. The results also prove that this tool was able to increase the performance of the students of both groups exposed. The general evaluations of the participants also confirmed these results. Impact on Society: The article proposes a tool for institutions to facilitate the monitoring and control of students’ learning process. The tool provides visual information for teachers to study and react to in the educational context and gives students visualizations to promote their self-reflection and increase their performance and academic success. Future Research: Generalize the use of the TaBAT tool, incorporating both private and public institutions, in order to confirm the results obtained in this article and at the same time improve the self-regulation and academic success of learners.

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