Online Poker and the Individuals Who Play It

2001 ◽  
pp. 104-123
Author(s):  
Ramesh Venkataraman
Keyword(s):  
Online Games ◽  
Face To Face ◽  
Online Mode ◽  
Online Poker

In this chapter, we trace the evolution of the two types of online poker games, characterize the players who play them and examine the reasons for the success of both these online games. The data and observations presented in the chapter are based on: a) personal observations, b) comments from players in response to open-ended questions posed online, and c) a survey that examined the attitudes of players towards online poker. By examining factors such as the characteristics of the medium, the background of the players, and the players’ attitudes towards the game we hope to be able to draw some conclusions regarding how a game that inherently requires face-to-face contact is able to thrive in an online mode.

Differences in Student Performance in Epidemiology Depending on Study Mode

2019 ◽  
Vol 5 (3) ◽  
pp. 208-213 ◽  
Author(s):  
Erin Mathieu ◽  
Anagha Killedar ◽  
Tim Driscoll
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Discussion Board ◽  
Online Students ◽  
Face To Face ◽  
Online Mode ◽  
Recorded Lecture ◽  
Instructor Interaction ◽  
Study Mode ◽  
Performance Results

Studies regarding the effectiveness of online learning compared with that of face to face (F2F) learning are conflicting. Some studies show students studying online have better outcomes, some show they have worse outcomes, and others show there is no difference. This retrospective cohort study compares competence in epidemiological concepts at the end of a graduate unit between Masters of Public Health students who studied F2F and those who studied online. In this unit, F2F students attended a 1-hour lecture (which was recorded) and a 2-hour tutorial each week. Online students listened to the recorded lecture and covered the same tutorial material through a facilitated asynchronous discussion board or a weekly synchronous 2-hour webinar. Students completed the same optional in-semester assignment and end of semester open-book exam. The results from 442 students (55% F2F) who completed the unit between 2015 and 2018 inclusive were included. The analysis compared final unit marks, controlling for prior academic performance. Results indicate that competence was reasonable in both formats of the unit but higher in F2F students, who after adjustment for prior degree academic performance achieved an average of 4.6 (95% confidence interval [2.2, 7.1]) more marks than online students. The better performance for F2F students was particularly true for students with poorer prior academic performance. These results suggest that F2F mode was more effective than online mode, particularly for students with a lower prior academic performance. Course instructors could usefully focus on enhancing student–instructor interaction and targeting students with lower academic ability when delivering online units of study.

scholarly journals DESAIN USER INTERFACE GAME FAIRPLAY POKER MENGGUNAKAN METODE UCD (USER CENTERED DESIGN)

2021 ◽  
Vol 7 (01) ◽  
pp. 122-130
Author(s):  
Henry Bastian ◽  
Godham Eko Saputro
Keyword(s):  
User Interface ◽  
Design Methodology ◽  
Online Games ◽  
The Internet ◽  
Card Game ◽  
User Centered Design ◽  
Poker Game ◽  
Effective Media ◽  
Online Poker ◽  
User Centered

AbstrakDi Indonesia, salah satu permainan yang menjadi kegemaran adalah bermain game Poker. Poker merupakan permainan kartu aturan yang dapat dimainkan secara langsung maupun lewat internet. Game Poker online adalah salah satu sarana efektif untuk menghabiskan waktu sekaligus hiburan kesenangan bermain poker dengan banyak orang. Salah satu game Poker yang terkenal adalah Zynga Poker. Pencarian data yang ditemukan bahwasannya permainan tersebut mempunyai kekurangan pada bagian user interface yang berat saat digunakan sehingga penulis mencoba untuk membuat user interface game online sejenis menggunakan metode UCD (User-Centered Design) dengan nama game FairPlay Poker. Desain yang dihasilkan adalah desain ilustrasi 2D yang digunakan dengan lebih ringan. Kata kunci: Game, metode UCD, User interface, Poker, AbstractIn Indonesia, one of the favorite online games is poker. Poker is a card game with some rules that can be played directly or via the internet. Online Poker game is one of the effective media to spend time and amuse pleasure by playing poker with peoples. The Infamous Poker game is known as Zynga Poker. From the data search that had been done, the game still has a few weaknesses in the heavy User Interface that the authors try to develop a similar user interface poker game. Which name the Fairplay Poker using UCD (User-Centered Design) methodology. A design resulted in an illustration designed in 2D that can improve loading with lighter. Keywords: Game, UCD Method, User interface, Fairplay

scholarly journals Something Old, Something New:  Initial Teacher Education in the Online Mode

2021 ◽  
Author(s):  
◽  
Anne Yates
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Beginning Teachers ◽  
Learning Experience ◽  
Methodological Approach ◽  
Initial Teacher Education ◽  
Face To Face ◽  
Online Study ◽  
Online Mode ◽  
Multiple Case

<p>Access to the internet has allowed online learning to become widespread. However, online learning can be met with scepticism and is often seen as second best. This thesis examines experiences of several beginning teachers who completed their initial teacher education solely in the online mode. It sought to discover perceptions of their preparedness to teach in a face-to-face classroom. The methodological approach was a multiple case study underpinned by a constructivist paradigm. Nine beginning teachers volunteered to complete two surveys and seven agreed to be interviewed. Using inductive content analysis, three overarching themes emerged. Participants were in general agreement that the content covered in the online course was comprehensive and had prepared them well to begin teaching, though findings did indicate that the beginning teachers experienced a theory/practice divide between what was learnt from the online content and what they experienced in schools during practicum. Studying online had advantages and challenges, the major advantage being the flexibility online study affords, and the major challenge coping with the sense of isolation from peers. The beginning teachers were in a variety of contexts and received varying induction support. Those receiving little support encountered difficulties in managing students' behaviour and experienced falling efficacy, emphasising that effective induction is essential for beginning teachers to thrive and develop professionally. The findings from this research identified recommendations to improve the online initial teacher education learning experience. The links between the online programme and teaching practicum need strengthening so these parts of the programme align. Lecturers need to make full use of Web 2.0 tools to develop tasks that create learning communities and dispel the feeling of isolation. Further research into the relationship between induction support and efficacy needs to occur to see if this phenomenon is more widespread.</p>

scholarly journals E-counselling support during COVID-19 pandemic: analysis of learners’ feedback

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anil K. Dimri
Keyword(s):  
Research Study ◽  
Social Issues ◽  
Electronic Devices ◽  
Significant Proportion ◽  
Cost Effective ◽  
Content Type ◽  
Face To Face ◽  
Online Mode ◽  
Online Counselling ◽  
Online Platforms

PurposeThis research study aimed to collect feedback from the learners on the usefulness and effectiveness of the online counselling sessions organised during COVID-19 lockdown through online platforms to provide academic support to the learners.Design/methodology/approachThe link of a questionnaire designed in a Google Form sent to IGNOU learners of the January 2020 session enrolled under the jurisdiction of IGNOU Regional Centre (RC) Chandigarh through email as well as SMSs. Total responses received were 487, out of which 445 responses were complete, roughly 8% of the total registered learners during the January 2020 session. The questionnaire contained questions on a cross-section of online counselling issues, besides questions on the learners' profile.FindingsMajority of the learners were satisfied with the input provided while organising online counselling sessions during COVID-19 lockdown in India. A significant proportion of learners (88%) used smartphones for attending counselling sessions. Facebook page of the RC rated as a relatively better option than other online platforms. However, more than 50% of learners faced Internet connection problems and found them a significant hurdle for smooth viewing of online counselling sessions. The proportion of learners who encountered difficulties in handling electronic devices was insignificant. The learner's feedback on many attributes such as usefulness and effectiveness of the online counselling sessions, interaction with the academic counsellors, e-content used in the counselling was significantly positive. A significant proportion of the learners have reported that face to face counselling could be replaced with online sessions in future, considering its flexibility in terms of place and schedule of learning and availability of recording of such sessions.Research limitations/implicationsThe research study was conducted under Chandigarh region of IGNOU which has a predominantly urban population. Thus the results of the study are limited to Chandigarh region and the region with similar socio-economic settings. This certainly limits the scope of the study.Practical implicationsThe study certainly provides valuable feedback to the ODL policymakers to consider replacing face-to-face counselling with an online mode in a phased manner. Online counselling options will be highly cost-effective, easily manageable, and provide flexibility for learners and resource persons, resulting in addressing learners' non-attendance related issues in the face-to-face counselling sessions.Social implicationsIn the analysis of our finding it is clearly stated that the Internet connectivity and availability of electronic devices is an important issue to provide online counselling support to socially and economically disadvantaged groups. Therefore, the research study also identifies such social issues as a major challenge for providing online counselling support to the learners.Originality/valueThis is an original empirical research study and data collected is used in the analysis for the first time. This analysis is based on the feedback gathered from the learners registered at IGNOU RC Chandigarh during the January 2020 session. The data and derived results not used in any other study.

scholarly journals Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

2021 ◽  
Vol 13 (21) ◽  
pp. 12248
Author(s):  
Hanadi Mohamed AbdelSalam ◽  
Maura A. E. Pilotti ◽  
Omar J. El-Moussa
Keyword(s):  
Academic Success ◽  
General Education ◽  
Test Performance ◽  
Math Education ◽  
Face To Face ◽  
Online Mode ◽  
Sustainable Education ◽  
Face To Face Instruction ◽  
General Education Courses ◽  
Education Courses

The present study was driven by the assumption that a key feature of sustainable education is its ability to preserve standards of quality even amid unforeseen, potentially disruptive events. It asked whether students’ academic success in math general education courses differed between synchronous online (during the COVID-19 pandemic) and face-to-face (before the pandemic), under the ancillary assumption that computational competency, a pillar of sustainable education, shapes enduring success in a variety of professional fields. As the early identification of at-risk students and ensuing remedial interventions can bring about academic success, the study also investigated the predictive validity of students’ initial performance in online and face-to-face math courses. Two general education courses (introductory calculus and statistics), taught by the same instructor, were selected. Class grades did not differ between instructional modes, thereby providing no evidence for the widespread concern that the switch to the online mode had damaged learning. Yet, during the semester, test and homework performance were differentially sensitive to modes of instruction. Furthermore, both test and homework performance during the first half of the semester predicted class grades in online courses, whereas only test performance predicted class grades in face-to-face courses. These results suggest that sustainable math education in times of crisis is feasible and that educators’ consideration of the differential predictive value of test and homework performance may aid its attainment.

scholarly journals Online University Teaching at the time of COVID-19 (2020): An Australian Perspective

2021 ◽  
Vol 9 (2) ◽  
pp. 183-200
Author(s):  
Erika K. Smith ◽  
Ece Kaya
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Education Sector ◽  
University Teaching ◽  
Learning Space ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Online Mode ◽  
Near Future

The impacts of COVID-19 have been widespread, and the education sector has not been immune to its effects. In March 2020 Australian universities were forced into a shutdown, which prompted an unanticipated, sudden shift in education, from on-campus and face-to-face to an off-campus and online mode of teaching and learning. This paper describes the experiences of two Sydney-based university unit coordinators, from two different institutions, who rapidly shifted their units online as a result of COVID-19. In particular, it applies reflection as a research method, to share what the authors’ encountered as successful, and what was challenging about teaching online. Motivating and retaining students was a key challenge identified by the authors. Therefore, the paper discusses the authors’ application of various digital programs and tools in their response to this challenge of motivation and engagement. It is hoped that our experiences might benefit those looking to integrate programs and tools in the online teaching and learning space. Although Australia is currently one of the most successful countries in their handling of COVID-19, there is still great uncertainty about the future. Globally the pandemic shows no signs of abating, as many countries struggle to manage high levels of transmission and infection rates, which in turn have an impact on the education sector more broadly. Consequently, online learning may be the ‘new normal’ for many institutions in the near future. Therefore, it is important for educators to share their online teaching experiences that can contribute to greater understandings of this space.

scholarly journals Fostering Learner Autonomy by using Moodle as Pedagogical Tool: Reflections on Students’ Perceptions

2019 ◽  
Vol 4 (2) ◽  
pp. 162-172
Author(s):  
Arjun Neupane
Keyword(s):  
Mathematics Education ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
Online Teachers ◽  
Face To Face ◽  
Online Mode ◽  
Collaborative Learning Communities ◽  
The Face

Moodle is an open source for e-learning system. It is as a tool for delivering contents to students and it is useful to build rich collaborative learning communities. It allows users to be active learners, who actively participate in the online learning process. Based on this background, this study aimed to investigate the students’ views on the use of Moodle in mathematics education. This study gave attention to the variables of perceived usefulness, perceived ease of use, attitude and students’ self- efficacy in learning mathematics.  Participants of this study consisted of 24 students, who took first and second semester courses at the master's level in Mathematics Education in 2018 batch from Open and Distance Education Center (ODEC), TU. There are 21 male and three female students. Four students were chosen for the interview including one female representative. Data triangulation between the data of interviews, online observation, and interviews with online teachers was used to analyze and analysis of the data. Three online teachers were chosen for interview purposively. The finding revealed that students had a positive perception towards the use of Moodle and were happy to learn mathematics from the online mode rather than the face-to-face mode. It is suggested that the Moodle if used appropriately and systematically, benefits tutors and students equally.

scholarly journals Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students

2021 ◽  
Vol 13 (16) ◽  
pp. 8735
Author(s):  
Juan Luis Martín Ayala ◽  
Sergio Castaño Castaño ◽  
Alba Hernández Santana ◽  
Mariacarla Martí González ◽  
Julién Brito Ballester
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Student Performance ◽  
Final Exam ◽  
Conditioning Factors ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
Containment Measures ◽  
The Face

The COVID-19 pandemic, and the containment measures adopted by the different governments, led to a boom in online education as a necessary response to the crisis posed against the education system worldwide. This study compares the academic performance of students between face-to-face and online modalities in relation to the exceptional situation between the months of March and June 2020. The academic performance in both modalities of a series of subjects taught in the Psychology Degree at the European University of the Atlantic (Santander, Spain) was taken into account. The results show that student performance during the final exam in the online modality is significantly lower than in the face-to-face modality. However, grades from the continuous evaluation activities are significantly higher online, which somehow compensates the overall grade of the course, with no significant difference in the online mode with respect to the face-to-face mode, even though overall performance is higher in the latter. The conditioning factors and explanatory arguments for these results are also discussed.

scholarly journals Learning Remotely during a Pandemic: Are Students in a Developing Country Fully Equipped with Tools for Swift Changes?

2021 ◽  
Vol 13 (15) ◽  
pp. 8635
Author(s):  
Eranda Perera ◽  
Kelum A. A. Gamage
Keyword(s):  
Online Learning ◽  
Developing Country ◽  
Rural Areas ◽  
Learning Experience ◽  
Battery Life ◽  
Face To Face ◽  
Resource Limitations ◽  
Online Mode ◽  
Higher Educational ◽  
Remote Learning

Many higher educational institutes are forced to the online mode of lecture delivery without fully understanding students’ perspectives of remote study during COVID-19, and the resource limitations of students to engage successfully in remote learning. The present study aimed to understand this gap and the students’ perspective. We collected and analysed the devices, which used by the students to connect to remote learning in a developing country. It was found that the majority of students are dependent on the laptop-smartphone combination to engage in remote learning, particularly the students in rural areas. The results highlighted the importance of smartphones in the online learning experience, considering their affordability, relatively long battery life, inbuilt internet capabilities, and portability. Although students indicated their willingness for remote learning, they clearly recognised the need for face-to-face teaching return to avoid some of the challenges and disadvantages they face as a part of remote learning.

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