Interactive E-Textbook Platform Based on Block Editing Model in Crowdsourcing E-Learning Environments

2021 ◽  
Vol 17 (1) ◽  
pp. 50-66
Author(s):  
Ja-Ryound Choi ◽  
Soon-Bum Lim
Keyword(s):  
Programming Languages ◽  
Learning Environments ◽  
Visual Programming ◽  
Student Feedback ◽  
Feedback Information ◽  
Feedback Analysis ◽  
Digital Textbooks ◽  
E Learning ◽  
Visual Programming Language

Instructors can now work with students to create various textbooks based on crowdsourcing. In particular, as feedback provided by students is essential for determining the quality and direction of classes, instructors should interact with students who are currently participating in classes by exchanging feedback. This paper proposes a block editing model that can reflect student feedback. The block editing model is an interactive e-textbook editing model that is dynamically updated based on the feedback provided by students in real time without modifying the structure of digital textbooks. In particular, in order for even non-developers who do not know web programming languages to be able to produce interactive digital textbooks easily, the authors developed an editor that could help implement them based on Blockly, a visual programming language. This paper enables instructors to improve the direction and quality of classes depending on the learning achievement of students and understanding based on feedback information provided by students and feedback analysis.

scholarly journals Dental Education Challenges during the COVID-19 Pandemic Period in Italy: Undergraduate Student Feedback, Future Perspectives, and the Needs of Teaching Strategies for Professional Development

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 454
Author(s):  
Giuseppe Varvara ◽  
Sara Bernardi ◽  
Serena Bianchi ◽  
Bruna Sinjari ◽  
Maurizio Piattelli
Keyword(s):  
Undergraduate Student ◽  
Teaching And Learning ◽  
Dental Education ◽  
Student Feedback ◽  
Categorical Variables ◽  
Practical Training ◽  
Learning Approaches ◽  
New Methods ◽  
E Learning

The COVID-19 pandemic literally stopped most human movement and activities as it initially spread, which included dental practices and dental education. This defined the need for significative changes in teaching and learning with the use of “e-learning” methods, also for traineeships. This study was designed to determine the undergraduate student perception of these new methods as part of their education. This involved 353 students attending the Dental School of the G. D’Annunzio University of Chieti–Pescara, from the first to the sixth years. A questionnaire in Italian and was set-up using “Google Forms” and sent by email to the students. The questionnaire was divided into three parts: the first part included questions for general information, including age, sex and year of course; the second part had multiple choice questions related to their evaluation of the e-learning teaching, using a scale of opinion in the replies to each question (e.g., “scarce”, “fair”, “satisfying”, “very good” and “excellent”); and the third part included two open questions to indicate the strengths and limitations of these new teaching and learning approaches. The categorical variables in the first and second parts of the questionnaire were evaluated using Chi squared tests, setting significance at p < 0.05, while the comments were evaluated qualitatively. The student feedback showed significant appreciation (p < 0.05) of the new methods and the efforts that the lecturers put in to provide lectures of as high a quality as possible. However, a lack of practical training was significantly perceived as an important problem in the structure of their new curriculum (p < 0.05). COVID-19 has been an epic tragedy that has hit the human population not only in terms of health and healthcare, but also quality of life. This includes the quality of dental education within universities. However, the pandemic can be seen to also represent motivation to invest in the necessary technological innovation to deliver the best possible education to our future dentists.

scholarly journals Hybrid Java: The creation of a Hybrid Programming Environment

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Mark Noone ◽  
Aidan Mooney ◽  
Keith Nolan
Keyword(s):  
Programming Languages ◽  
Programming Language ◽  
Visual Programming ◽  
First Year ◽  
Programming Environment ◽  
Programming Environments ◽  
Hybrid Programming ◽  
Java Language ◽  
The Creation ◽  
Visual Programming Language

This article details the creation of a hybrid computer programming environment combining the power of the text-based Java language with the visual features of the Snap! language. It has been well documented that there exists a gap in the education of computing students in their mid-to-late teenage years, where perhaps visual programming languages are no longer suitable and textual programming languages may involve too steep of a learning curve. There is an increasing need for programming environments that combine the benefits of both languages into one. Snap! is a visual programming language which employs “blocks” to allow users to build programs, similar to the functionality offered by Scratch. One added benefit of Snap! is that it offers the ability to create one’s own blocks and extend the functionality of those blocks to create more complex and powerful programs. This will be utilised to create the Hybrid Java environment. The development of this tool will be detailed in the article, along with the motivation and use cases for it. Initial testing conducted will be discussed including one phase that gathered feedback from a pool of 174 first year Computer Science students. These participants were given instructions to work with the hybrid programming language and evaluate their experience of using it. The analysis of the findings along with future improvements to the language will also be presented.

scholarly journals Technical Quality of a Mobile SPOC

2018 ◽  
Vol 12 (5) ◽  
pp. 140
Author(s):  
Naima Belarbi ◽  
Abdelwahed Namir ◽  
Nadia Chafiq ◽  
Mohammed Talbi
Keyword(s):  
Learning Environments ◽  
Online Courses ◽  
Mobile App ◽  
Technical Quality ◽  
Quality Factors ◽  
Computer Based Learning ◽  
E Learning ◽  
Computer Based ◽  
Windows Phone

<p class="0papertitle">Computer based Learning Environments are mainly shaped by emerging environments such as Massive Open Online Courses (MOOCs), SPOCS (Small Private Online Courses) and Mobile learning. This variety challenges the quality of the content delivered in these various environments. In Moroccan higher education, SPOCS is a trending topic widely used in its context of blended learning. The present work focuses on an SPOC delivered as a hybrid mobile app and on factors that define its technical quality. The objective is to propose a set of technical quality factors which are defined following a study of literature, focusing on frameworks, labels, practices that are used to assess the quality of e-learning environments, MOOCs, SPOCs and mobile applications. ISO standards for the quality software and the guidelines for the most dominant Mobile Operating Systems (Android/IOS/Windows phone) are also considered when defining these criteria. The proposed criteria can be twofold used: 1) to assess the technical quality of an existing mobile SPOC; 2) constitutes guidelines to increase the technical quality of a new mobile SPOC</p>

A Conceptual Framework for E-Assessment in Higher Education

2014 ◽  
pp. 652-673 ◽  
Author(s):  
Luís Tinoca ◽  
Alda Pereira ◽  
Isolina Oliveira
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Four Dimensions ◽  
Assessment Culture ◽  
Digital Assessment ◽  
E Learning ◽  
Assessment In Higher Education ◽  
Assessment Strategies

The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, naturally implying the resource to a variety of assessment strategies. Within this context, we have seen the emergence of what has been called by several authors, the Assessment Culture. Furthermore, Higher Education e-learning environments have also promoted the use of new e-assessment strategies. Therefore, it is important to reconsider the concept of quality assessment in Higher Education online contexts, and particularly how to develop it in the present learning landscapes. In this chapter, the authors present a new conceptual framework for digital assessment in Higher Education supported by four dimensions—authenticity, consistency, transparency, and practicability—each composed by a set of criteria, aimed at promoting the quality of the assessment strategies being used. This framework was developed based on the expansion of the concept of validity supported by edumetric qualities.

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

Multidimensional Assessment of Open-Ended Questions for Enhancing the Quality of Peer Assessment in E-Learning Environments

2020 ◽  
pp. 147-173
Author(s):  
Loc Phuoc Hoang ◽  
Le Anh Phuong ◽  
Somjit Arch-int ◽  
Ngamnij Arch-Int
Keyword(s):  
Learning Environments ◽  
Process Model ◽  
Peer Assessment ◽  
Student Assessment ◽  
Assessment Method ◽  
Free Text ◽  
Multidimensional Assessment ◽  
Positive Attitudes ◽  
E Learning

In online learning environments, peer assessment activities lack the observation and supervision by the teacher or instructor. Therefore, students may be lacked full effort to assess their peers. There exist the students' hesitation about criticizing their peers and scoring their peers honestly, the likelihood for peer assessment to be occasionally unreliable and unfair. The present assessment methods focus only on the single-dimensional assessment of content rather than the activities and collaborations among the students. Students also have no chance to analyze and comment on their peer answers. This study explored the multidimensional assessment method on open-ended question to foster positive attitudes and full effort among students engaging in E-learning environments. The objectives are as follows: 1) To develop a process model for multidimensional assessment (M-DA) to enable effective learning 2) To develop free-text answers assessment by using vector space model and semantic extraction model 3) To develop an algorithm for evaluating students' based on multidimensional assessment. Two groups of parallel students taking an e-course were tested on the system. The results of experiment noted that the proposed method overcomes the method just focuses on student assessment only without consideration and evaluation of the quality of the peer assessment. In light of the findings, the proposed method actively impacted on the development and improvement of learning and the quality of peer assessment among students in E-learning environments.

Evaluating the Quality of Serious Games as Modern E-Learning Environments

2020 ◽  
pp. 206-221
Author(s):  
Yassine El Borji ◽  
Mohamed Khaldi
Keyword(s):  
Comparative Study ◽  
Learning Environments ◽  
Serious Games ◽  
Review Process ◽  
Research Effort ◽  
Learning Methods ◽  
E Learning ◽  
Specific Evaluation

This chapter focuses on aspects of the integration of serious games in the field of education by examining the quality of serious games intended to be integrated into education. This review process must take into account the coherence between all the aspects constituting the serious games as they are characterized by their diversity in terms of content and quality. By conducting a comparative study based on the various studies of evaluation and classification of serious games already carried out, the authors have focused their research effort in this chapter on the design of a tool for the evaluation of serious games quality intended to be used in the field of education. A tool that determines if the learning methods related to games are correlated with pedagogical aspects and contributes to the knowledge of serious games and promote their use in the educational sphere. The study offers two levels of evaluation, global and specific; the overall level allows a global judgment unlike the specific evaluation that ensures that there is always a balance between different aspects of serious games.

scholarly journals Development of the ICT Teachers’ Perceptions of the Contribution of Scratch Program to Programming Instruction Scale

2020 ◽  
Vol 4 (1) ◽  
pp. 53-71
Author(s):  
Serife Nur Yildiz ◽  
Alev Ates Cobanoglu ◽  
Tarik Kisla
Keyword(s):  
Programming Languages ◽  
Information And Communication Technologies ◽  
Programming Language ◽  
Visual Programming ◽  
Confirmatory Factor Analyses ◽  
Programming Instruction ◽  
Teachers Perceptions ◽  
National Education ◽  
Block Based ◽  
Visual Programming Language

Scratch which is one of the block-based software for facilitating programming teaching is commonly used for beginners of learning programming. However, there is a lack of studies about the perceptions of information and communication technologies (ICT) teachers regarding the contributions of this visual programming language. Therefore, this study deals with developing a scale for measuring ICT teachers’ perceptions based on unified theory of acceptance and use of technology (UTAUT) about Scratch’s contributions in teaching programming. The sample of the study includes 265 ICT teachers from Turkish Ministry of National Education (MoNE) secondary schools who used Scratch software in their courses. According to exploratory and confirmatory factor analyses results, final version for perceptions scale of ICT teachers regarding the contributions of block-based visual programming language (Scratch) includes 28 items. The Cronbach Alpha coefficient is 0.97. This scale can help the practitioners who aims at understanding the contributions of Scratch and the other block-based visual programming languages from ICT teachers’ perspective; the researchers who wish to investigate this contribution according to various variables and the decision-makers of using Scratch in programming instruction programs.  

A Hybrid Analysis of E-Learning Types and Knowledge Sharing Measurement Indicators

2014 ◽  
pp. 60-70
Author(s):  
Davood Qorbani ◽  
Iman Raeesi Vanani ◽  
Babak Sohrabi ◽  
Peter Forte
Keyword(s):  
Learning Environment ◽  
Knowledge Sharing ◽  
Conceptual Model ◽  
Learning Environments ◽  
Hybrid Analysis ◽  
Different Types ◽  
E Learning ◽  
Social Organizational ◽  
Learning Types

E-learning as a method of effective transference of knowledge is being widely used. This chapter introduces a conceptual model that shows administrators/directors of e-learning environments how to recognize and utilize different sets of knowledge sharing indicators (a combination of individual, social, organizational, and technical indicators) to enhance the quality of learning in e-learning environments. A model in which different types of e-learning can be employed is introduced and elaborated. Then, several knowledge-sharing indicators that have the potential of facilitating and enhancing the e-learning environment are presented. Finally, the conceptual model of knowledge sharing indicators to facilitate different types of e-learning environments is provided and discussed.

Evaluating the Quality of Serious Games as Modern E-Learning Environments

2022 ◽  
pp. 488-503
Author(s):  
Yassine El Borji ◽  
Mohamed Khaldi
Keyword(s):  
Comparative Study ◽  
Learning Environments ◽  
Serious Games ◽  
Review Process ◽  
Research Effort ◽  
Learning Methods ◽  
E Learning ◽  
Specific Evaluation

This chapter focuses on aspects of the integration of serious games in the field of education by examining the quality of serious games intended to be integrated into education. This review process must take into account the coherence between all the aspects constituting the serious games as they are characterized by their diversity in terms of content and quality. By conducting a comparative study based on the various studies of evaluation and classification of serious games already carried out, the authors have focused their research effort in this chapter on the design of a tool for the evaluation of serious games quality intended to be used in the field of education. A tool that determines if the learning methods related to games are correlated with pedagogical aspects and contributes to the knowledge of serious games and promote their use in the educational sphere. The study offers two levels of evaluation, global and specific; the overall level allows a global judgment unlike the specific evaluation that ensures that there is always a balance between different aspects of serious games.

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