High school students’ perception of computer laboratory learning environments in Ghana

2011 ◽  
Vol 19 (1) ◽  
Author(s):  
PD Ahiatrogah ◽  
M Adane
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Environments ◽  
School Students ◽  
Computer Laboratory ◽  
Laboratory Learning

scholarly journals Intelligent human-machine modeling for enhancing remote learning environments

2021 ◽  
Author(s):  
Jason Yeung
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Environments ◽  
Social Needs ◽  
Hospital Environment ◽  
School Students ◽  
Intelligent Modeling ◽  
Machine Modeling ◽  
Application Sharing ◽  
Development Approach

This thesis describes the design and testing of a videoconferencing system for supporting the academic and social needs of hospitalized high school students. The underlying technologies of PEBBLES (Providing Education by Bringing Learning Environments to Students) were incorporated into the High School PEBBLES Prototype (HSPP) with new functionality such as application sharing and a whiteboard. Laboratory studies were conducted with four groups of high school students in a simulated classroom/hospital environment, assigning them a storyboarding task that encouraged use of the prototype's videoconferencing and application sharing features. The results indicated that the students could work collaboratively through the HSPP, and the students were able to experience presence. Some of the critical requirements for effective presence through videoconferencing were identified. The systems development approach used in this thesis highlights the value of intelligent modeling of systems in order to meet the specific requirements of the users.

scholarly journals Intelligent human-machine modeling for enhancing remote learning environments

2021 ◽  
Author(s):  
Jason Yeung
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Environments ◽  
Social Needs ◽  
Hospital Environment ◽  
School Students ◽  
Intelligent Modeling ◽  
Machine Modeling ◽  
Application Sharing ◽  
Development Approach

This thesis describes the design and testing of a videoconferencing system for supporting the academic and social needs of hospitalized high school students. The underlying technologies of PEBBLES (Providing Education by Bringing Learning Environments to Students) were incorporated into the High School PEBBLES Prototype (HSPP) with new functionality such as application sharing and a whiteboard. Laboratory studies were conducted with four groups of high school students in a simulated classroom/hospital environment, assigning them a storyboarding task that encouraged use of the prototype's videoconferencing and application sharing features. The results indicated that the students could work collaboratively through the HSPP, and the students were able to experience presence. Some of the critical requirements for effective presence through videoconferencing were identified. The systems development approach used in this thesis highlights the value of intelligent modeling of systems in order to meet the specific requirements of the users.

Developing and Delivering a High School Artificial Intelligence Course in Blended and Online Learning Environments

2020 ◽  
pp. 255-261
Author(s):  
Antonios Karampelas
Keyword(s):  
Artificial Intelligence ◽  
Machine Learning ◽  
High School ◽  
High School Students ◽  
Learning Environments ◽  
Community Schools ◽  
School Students ◽  
Online Learning Environments ◽  
Online Delivery ◽  
Machine Perception

The paper outlines the development and delivery of Artificial Intelligence to high school students of the American Community Schools of Athens, either as an independent course, or as part of a S.T.E.A.M. course, and the respective instructional design. The topics developed – Impact of Artificial Intelligence, Machine Perception, and Machine Learning – are discussed, including relevant assessments. Additionally, the transition to the online delivery of Artificial Intelligence is presented, followed by reflective views on student learning and suggested future steps.

scholarly journals Considering high school students’ experience in asynchronous and synchronous distance learning environments: QoE prediction model

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Toni Malinovski ◽  
Marina Vasileva ◽  
Tatjana Vasileva-Stojanovska ◽  
Vladimir Trajkovik
Keyword(s):  
High School ◽  
Distance Education ◽  
High School Students ◽  
Prediction Model ◽  
Learning Environments ◽  
Educational Process ◽  
Equation Modeling ◽  
School Students ◽  
Relevant Factors

<p>Early identification of relevant factors that influence students’ experiences is vitally important to the educational process since they play an important role in learning outcomes. The purpose of this study is to determine underlying constructs that predict high school students’ subjective experience and quality expectations during asynchronous and synchronous distance education activities, in a form of <em>quality of experience</em> (QoE). One hundred and fifty-eight students from different high schools participated in several asynchronous and synchronous learning sessions and provided relevant feedback with comparable opinions regarding different conditions. Structural equation modeling was used as an analytical procedure during data analysis which led to a QoE prediction model that identified relevant factors influencing students’ subjective QoE. The results demonstrated no significant difference related to students’ behavior and expectations during both distance education methods. Additionally, this study revealed that students’ QoE in any situation was mainly determined by motivational factors (intrinsic and extrinsic) and moderately influenced by ease of use during synchronous or quality of content during asynchronous activities. We also found moderate support between technical performance and students’ QoE in both learning environments. However, opposed to existing technology acceptance models that stress the importance of attitude towards use, high school students’ attitude failed to predict their QoE.</p>

Augmented by Reality: The Pedagogical Praxis of Urban Planning as a Pathway to Ecological Thinking

2005 ◽  
Vol 33 (1) ◽  
pp. 31-52 ◽  
Author(s):  
Kelly L. Beckett ◽  
David Williamson Shaffer
Keyword(s):  
High School ◽  
Information System ◽  
High School Students ◽  
Urban Planning ◽  
Learning Environments ◽  
Professional Practices ◽  
School Students ◽  
Gis Model ◽  
Ecological Understanding ◽  
Ecological Thinking

In this article, we present a study focused on developing students' understanding the ecology through participation in a technology-supported urban planning simulation—specifically, 11 high school students in Madison, Wisconsin acted as urban planners to redesign a local shopping street using a Geographic Information System (GIS) model. This experimental design was situated within the theory of pedagogical praxis, which suggests that modeling learning environments on authentic professional practices enables youth to develop a deeper understanding of important domains of inquiry (Shaffer, 2004). Results presented here suggest that through participation in the project students: a) developed an understanding of ecology; and b) developed this understanding through the urban planning practices and the features of the GIS model used during the project. Thus, we propose that this augmented by reality learning environment modeled on the professional practices of urban planners extends the theory of pedagogical praxis into the domain of ecology and offers a useful method for developing ecological understanding through participation in simulations that incorporate the authentic tools and practices of urban planning.

scholarly journals Next Generation Lab puts Denmark's past in the hands of its future

Antiquity ◽  
2021 ◽  
pp. 1-8
Author(s):  
Luise Ø. Brandt ◽  
Marie R. Lillemark ◽  
Maria Rytter ◽  
Matthew J. Collins ◽  
Anders P. Tøttrup
Keyword(s):  
High School ◽  
High School Students ◽  
Material Selection ◽  
Learning Experience ◽  
Next Generation ◽  
School Students ◽  
Laboratory Learning

Next Generation Lab turns large and hitherto unstudied urban assemblages of archaeological leather and bone into a laboratory learning experience for high school students. The students, in turn, provide species identifications and thus increase knowledge on medieval and Renaissance livestock exploitation and material selection by craftsmen.

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