Educators’ Expectations on Technology Enhanced Education (TEE)

2011 ◽  
Vol 2 (3) ◽  
pp. 41-55
Author(s):  
Carlo Giovannella ◽  
Claudia Di Lorenzo ◽  
Simona Scarsella ◽  
Corrado Amedeo Presti
Keyword(s):  
Collaborative Design ◽  
Large Scale ◽  
Learning Experience ◽  
Socialization Process ◽  
Self Evaluation ◽  
Content Sharing ◽  
Communication Assessment ◽  
E Learning ◽  
On Line ◽  
Perceptions And Expectations

This paper reports and discusses the result of a survey focused on the perceptions and expectations on TEE applications, conducted among 500 Italian educators (university, high/middle/elementary schools and professionals) involved in on-line or blended learning practices. The expectations are quite basic ones, although may depend on the educational level: support to content sharing and production, communication, assessment and team working are at the top of rank; much less relevant appear to be items like: support to socialization, process design and personalization. Very similar results have been obtained also from a survey among schools’ teachers, novices for TEE, attending a Master in “e-learning: methods, techniques and applications”. The survey was conducted after the conclusion of the first part of the master carried on according to a very traditional distance learning process: content download, self-evaluation tests, tutor assistance upon request. However, after the participation to the second part of the Master, organized as a collaborative, design inspired P3BL (problem, project and process based learning) experience, their opinions on TEE changed in a considerable manner. This indicates how necessary a dissemination action on a large scale among educators with regard to both TEE potentialities and design literacy would be.

Educators’ Expectations on Technology Enhanced Education (TEE)

2013 ◽  
pp. 175-187 ◽  
Author(s):  
Carlo Giovannella ◽  
Claudia Di Lorenzo ◽  
Simona Scarsella ◽  
Corrado Amedeo Presti
Keyword(s):  
Collaborative Design ◽  
Large Scale ◽  
Learning Experience ◽  
Socialization Process ◽  
Self Evaluation ◽  
Content Sharing ◽  
Communication Assessment ◽  
E Learning ◽  
On Line ◽  
Perceptions And Expectations

This paper reports and discusses the result of a survey focused on the perceptions and expectations on TEE applications, conducted among 500 Italian educators (university, high/middle/elementary schools and professionals) involved in on-line or blended learning practices. The expectations are quite basic ones, although may depend on the educational level: support to content sharing and production, communication, assessment and team working are at the top of rank; much less relevant appear to be items like: support to socialization, process design and personalization. Very similar results have been obtained also from a survey among schools’ teachers, novices for TEE, attending a Master in “e-learning: methods, techniques and applications”. The survey was conducted after the conclusion of the first part of the master carried on according to a very traditional distance learning process: content download, self-evaluation tests, tutor assistance upon request. However, after the participation to the second part of the Master, organized as a collaborative, design inspired P3BL (problem, project and process based learning) experience, their opinions on TEE changed in a considerable manner. This indicates how necessary a dissemination action on a large scale among educators with regard to both TEE potentialities and design literacy would be.

Efficiency and problems of distance learning: Experience of Russia and Kazakhstan

2021 ◽  
pp. 21-32
Author(s):  
A. S. Adzhemov ◽  
A. B. Denisova ◽  
D. Zh. Satybaldina ◽  
Sh. Zh. Seilov
Keyword(s):  
Distance Learning ◽  
Large Scale ◽  
Learning Experience ◽  
Systematic Analysis ◽  
Limited Mobility ◽  
Existing Problems ◽  
Teachers And Students ◽  
National University ◽  
E Learning ◽  
Distance Work

The last decade has been marked by large-scale and rapid changes in education, taking place on the basis of modern infocommunication and digital technologies, new hardware and software, as well as teaching methods updated in accordance with this. The limited mobility of citizens due to the coronavirus pandemic further intensified these processes, when, even with a low readiness of educational institutions to switch to distance (electronic, remote) technologies, teachers and students had to quickly master these technologies and use them in practice. The resulting experience allows us to identify not only problematic, sometimes even negative, features of distance learning, but also to make sure of the undoubted advantages of these technologies. The article points out the need for a systematic analysis when deciding on the use of e-learning, taking into account both technical and methodological, as well as personnel readiness for the implementation of this technology.The article analyzes these problems using the example of teaching both technical and humanitarian disciplines. The experience of distance work is analyzed on the example of cooperation between the Moscow Technical University of Communications and Informatics (Russia) and the L. N. Gumilyov Eurasian National University (Kazakhstan), which in its practical activities purposefully invites foreign professors to deliver lectures, guide undergraduates, etc., including those based on distance technology. The data of an anonymous questionnaire survey of students of these universities are given, allowing to assess the effectiveness of the decisions made, as well as to clarify the existing problems.

Experiences of Implementing a Large-Scale Blended, Flipped Learning Project

2019 ◽  
pp. 559-571
Author(s):  
Hazel Owen ◽  
Nicola Dunham
Keyword(s):  
New Zealand ◽  
Large Scale ◽  
Tertiary Education ◽  
Learning Experience ◽  
Flipped Learning ◽  
Tertiary Institution ◽  
Post Secondary ◽  
Aotearoa New Zealand ◽  
E Learning ◽  
Personal Reflections

In the context of ongoing global adoption of all forms of technology, e-learning has continued to evolve, informed by a growing body of research. Many schools, tertiary institutions, and other organizations are implementing a variety of e-learning initiatives, although frequently it appears the investment does not always equate to more engaged, knowledgeable, skilled learners. Tertiary education in Aotearoa, New Zealand covers all post-secondary education and is analogous to the term higher education in other countries. This chapter draws on the implementation of a large-scale blended, flipped learning project at a tertiary institution in Aotearoa, New Zealand. The project (within the Health Science faculty) was driven by a desire to improve student learning experiences and develop a common semester with a suite of interdisciplinary postgraduate qualifications. The discussion is based on personal reflections, which provide different perspectives of the initial phases, from three participants in the associated study (two of whom are also the authors of this chapter). During the project, two key prevalences were observed. The first was an ingrained set of beliefs, often unquestioned, that shaped overall expectations of what an e-learning experience might comprise. Interpretations and implications are discussed using the lens of mindsets to illustrate how beliefs of “self” fundamentally influence a person's ability to embrace—and thrive in—a period of change. The second prevalence was a familiarity with large-scale, “monolithic” e-learning developments, which translated into discomfort with an agile approach. The overall aim of this chapter is to provide sufficient detail to draw educators and administrators together to apply the recommendations offered, while providing support for “change agents,” as well as those ambivalent about reform. The authors are keen to highlight how ultimately rewarding, but also emotionally and physically demanding, the implementation of reform can be for those educators on the front lines.

scholarly journals Measuring Teachers-As-Learners’ Digital Skills and Readiness to Study Online for Successful e-Learning Experience

2019 ◽  
Vol 21 (2) ◽  
pp. 5-16
Author(s):  
Evija Mirķe ◽  
Sarma Cakula ◽  
Lilian Tzivian
Keyword(s):  
Online Learning ◽  
Education Reform ◽  
Online Courses ◽  
Learning Experience ◽  
Self Evaluation ◽  
Survey Form ◽  
Digital Skills ◽  
Education Levels ◽  
E Learning ◽  
Online Learning Readiness

Abstract Previous studies have analysed the need to measure learners’ readiness for online learning. In the framework of education reform in Latvia, by the end of 2021 the National Centre for Education will implement online courses for all school teachers. However, there is a lack of studies investigating teachers-as-learners’ readiness to study online in Latvia. The aim of the study was to assess Latvian teachers’ readiness to study online with focus on the differences of respondents’ socio-demographic or professional characteristics. 1092 teachers from 100 schools filled in the self-evaluation survey form online. Statistically significant differences were found in all subscales of the survey. Differences in digital skills and in readiness to study online were found at all education levels by respondents’ gender, age group or place of living. Younger respondents, males or city inhabitants showed higher rates. E-learning course should be customized, taking into account learners’ socio-demographic parameters and online learning readiness rate.

scholarly journals FEATURES OF ON-LINE LEARNING IN AUSTRIA

2015 ◽  
Vol 46 (2) ◽  
pp. 22
Author(s):  
Nataliia Ivanytska ◽  
Michael Kern
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Mobile Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Educational Process ◽  
Educational Establishment ◽  
E Learning ◽  
On Line ◽  
On Line Learning

The article is devoted to the expediency of using distance learning of physics in the educational process. The article deals with features and types of distance learning. Such concepts as "e-Learning", "mobile learning", "virtual learning", with the help of practical "online" learning experience based on modern European educational platform Leon (Tyrol, Austria) are revealed. The article defines the structure and the interrelationships between the components of control in distance learning. The expediency of the use of distance learning is grounded on condition that there is an appropriate hardware and software in an educational establishment.

A DOMAIN-INDEPENDENT, TRANSFERABLE AND TIMELY ANALYSIS APPROACH TO ASSESS STUDENT COLLABORATION

2013 ◽  
Vol 22 (04) ◽  
pp. 1350020 ◽  
Author(s):  
ANTONIO R. ANAYA ◽  
JESÚS G. BOTICARIO
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Large Scale ◽  
Learning Experience ◽  
Learning Tools ◽  
Student Interactions ◽  
Student Collaboration ◽  
E Learning ◽  
The Relationship ◽  
Domain Independent

Collaborative learning environments require intensive, regular and frequent analysis of the increasing amount of interaction data generated by students to assess that collaborative learning takes place. To support timely assessments that may benefit students and teachers the method of analysis must provide meaningful evaluations while the interactions take place. This research proposes machine learning-based techniques to infer the relationship between student collaboration and some quantitative domain-independent statistical indicators derived from large-scale evaluation analysis of student interactions. This paper (i) compares a set of metrics to identify the most suitable to assess student collaboration, (ii) reports on student evaluations of the metacognitive tools that display collaboration assessments from a new collaborative learning experience and (iii) extends previous findings to clarify modeling and usage issues. The advantages of the approach are: (1) it is based on domain-independent and generally observable features, (2) it provides regular and frequent data mining analysis with minimal teacher or student intervention, thereby supporting metacognition for the learners and corrective actions for the teachers, and (3) it can be easily transferred to other e-learning environments and include transferability features that are intended to facilitate its usage in other collaborative and social learning tools.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

Experiencia Aprendizaje colaborativo con intercambios on-line: relato de una experiencia / Collaborative learning with exchanges online: account of an experience

2015 ◽  
Vol 3 (6) ◽  
pp. 21
Author(s):  
Isabel Álvarez
Keyword(s):  
Collaborative Learning ◽  
E Learning ◽  
On Line ◽  
Aprendizaje Colaborativo ◽  
Estudiantes Universitarios

El propósito de este artículo es fortalecer la colaboración entre dos instituciones que buscan integrar e-learning en sus prácticas más cotidianas y en contextos donde antes no habían tenido experiencia previa. El objetivo principal es acercar a los estudiantes universitarios, en este caso a los usuarios del Banco del Tiempo (BdT) del Ayuntamiento de Terrassa, Barcelona, a las prácticas reales para que obtengan un aprendizaje más significativo,. La experiencia relata el proceso de coordinación, diseño, gestión y valoración desde el punto de vista del aprendizaje en la formación inicial de los estudiantes de grado.

A Drug Target Interaction Prediction Based on LINE-RF Learning

2020 ◽  
Vol 15 (7) ◽  
pp. 750-757
Author(s):  
Jihong Wang ◽  
Yue Shi ◽  
Xiaodan Wang ◽  
Huiyou Chang
Keyword(s):  
Network Topology ◽  
Drug Target ◽  
Large Scale ◽  
Representation Learning ◽  
New Drugs ◽  
Combination Method ◽  
Learning Methods ◽  
Network Representation ◽  
On Line ◽  
Clinical Experiments

Background: At present, using computer methods to predict drug-target interactions (DTIs) is a very important step in the discovery of new drugs and drug relocation processes. The potential DTIs identified by machine learning methods can provide guidance in biochemical or clinical experiments. Objective: The goal of this article is to combine the latest network representation learning methods for drug-target prediction research, improve model prediction capabilities, and promote new drug development. Methods: We use large-scale information network embedding (LINE) method to extract network topology features of drugs, targets, diseases, etc., integrate features obtained from heterogeneous networks, construct binary classification samples, and use random forest (RF) method to predict DTIs. Results: The experiments in this paper compare the common classifiers of RF, LR, and SVM, as well as the typical network representation learning methods of LINE, Node2Vec, and DeepWalk. It can be seen that the combined method LINE-RF achieves the best results, reaching an AUC of 0.9349 and an AUPR of 0.9016. Conclusion: The learning method based on LINE network can effectively learn drugs, targets, diseases and other hidden features from the network topology. The combination of features learned through multiple networks can enhance the expression ability. RF is an effective method of supervised learning. Therefore, the Line-RF combination method is a widely applicable method.

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