scholarly journals Dialogical Structure Experience in Basic Design Studio at Online Education

2021 ◽  
Vol 3 (2) ◽  
pp. 261-270
Author(s):  
Derya Adiguzel Ozbek ◽  
Keyword(s):  
Online Education ◽  
Design Studio ◽  
Basic Design ◽  
Sharp Transition ◽  
Face To Face ◽  
The Face ◽  
Main Components

In this study, the structure of the basic design studio that started with face-to-face education and had to end with online education due to the COVID-19 pandemic, which was set over Bakhtin's dialogic concept, is discussed. The three main components of the basic design studio; studio space, studio process and studio content and the combination of these components have changed in the transition from face-to-face education to online education. With these changes, dialogic relations are defined in the basic design studio's setup that extends from the face-to-face to the online education, and a structure that is shaped not as a sharp transition but as a flow has been developed. The basic design studio structure, which is shaped by the concept of dialogue, is presented as an approach proposal for online education, which is still ongoing and is expected to continue.

scholarly journals Analysis of Educational Data in the Current State of University Learning for the Transition to a Hybrid Education Model

2021 ◽  
Vol 11 (5) ◽  
pp. 2068
Author(s):  
William Villegas-Ch. ◽  
Xavier Palacios-Pacheco ◽  
Milton Roman-Cañizares ◽  
Sergio Luján-Mora
Keyword(s):  
Online Education ◽  
Educational Model ◽  
Hybrid Education ◽  
Face To Face ◽  
Current State ◽  
Use Of Technology ◽  
Technological Advances ◽  
The World ◽  
The Face ◽  
Education Model

Currently, the 2019 Coronavirus Disease pandemic has caused serious damage to health throughout the world. Its contagious capacity has forced the governments of the world to decree isolation and quarantine to try to control the pandemic. The consequences that it leaves in all sectors of society have been disastrous. However, technological advances have allowed people to continue their different activities to some extent while maintaining isolation. Universities have great penetration in the use of technology, but they have also been severely affected. To give continuity to education, universities have been forced to move to an educational model based on synchronous encounters, but they have maintained the methodology of a face-to-face educational model, what has caused several problems in the learning of students. This work proposes the transition to a hybrid educational model, provided that this transition is supported by data analysis to identify the new needs of students. The knowledge obtained is contrasted with the performance presented by the students in the face-to-face modality and the necessary parameters for the transition to this modality are clearly established. In addition, the guidelines and methodology of online education are considered in order to take advantage of the best of both modalities and guarantee learning.

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.

Instructional Design in the Face of COVID-19: Learned Lessons and Pending Tasks

2022 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Gerardo Quiroz Vieyra ◽  
Luis Fernando Muñoz González
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Lessons Learned ◽  
Hybrid Education ◽  
Face To Face ◽  
The Face ◽  
Information And Communication ◽  
Addie Model ◽  
Teaching Learning

Faced with confinement due to COVID-19, educational institutions with face-to-face models had to continue their activities under conditions and with resources not used up to that moment. For this, the institutions formulated and put into operation continuity plans, which involved everything from remote education to hybrids between the latter and online education. Institutions that already had online or hybrid education programs were able to apply that experience to their face-to-face programs, allowing them to respond more quickly than those that did not. The stages of the teaching-learning process that were "adjusted" during this emergency in order to give continuity to educational activities were the last two, namely: the development of instructional material and teaching. In this work, an intervention is proposed in a previous stage of the process, that is, in the instructional design (ID), using the ASSURE model derived from the ADDIE model or approach. This intervention is based on the lessons learned during the pandemic, for the preparation or reformulation of study plans that consider information and communication technologies as a platform to enhance the effectiveness of learning, selecting them and establishing their use strategy from the stage in which the materials are designed, which may be useful considering that even if the students return to the classrooms, a virtual part will be preserved, that is, a hybrid model, in which the face-to-face-virtual ratio will be determined by the educational strategy of the institution.

Technophobe to Technophile…Entering the Internet Culture

2012 ◽  
pp. 1506-1517
Author(s):  
Pamela L. Anderson-Mejías
Keyword(s):  
Online Education ◽  
Student Retention ◽  
Learning Environments ◽  
Online Classes ◽  
Older Students ◽  
Face To Face ◽  
Internet Culture ◽  
Virtual Class ◽  
The Face ◽  
University Setting

This chapter describes a successful means of introducing returning, older students to online education in a university setting. After presenting basic background from the literature on retention within online classes, the case is presented in detail as to how 16 fearful learners became confident and successful through the instructor’s taking time for preparation, establishing a sense of achievement using the technology, creating interconnections with peers, and demonstrating the usefulness of the virtual class over the face-to-face class. The author hopes that by describing in detail the case and the principles found, future educators can prepare their traditional students for the culture of virtual learning environments, thus expanding options for their programs while addressing university administrative concerns about student retention.

Educational Computer Games in Math Teaching

2018 ◽  
pp. 249-280
Author(s):  
Hatice B. Sahin ◽  
Sengul S. Anagun
Keyword(s):  
Academic Success ◽  
Online Education ◽  
Computer Games ◽  
Learning Tools ◽  
Face To Face ◽  
Attitudes Towards Mathematics ◽  
The Face ◽  
Educational Computer ◽  
Math Teaching ◽  
Educational Computer Games

In this study, the effect of educational computer games on students' academic success and their attitudes towards mathematics were investigated. The study was designed as a mixed method. The results revealed that after the implementation, no significant variation was observed between both groups in terms of academic test scores and attitude points. However, qualitative findings indicated that students in the experimental group got more pleasure from the lessons and their attitudes towards mathematics were positively affected. Also, educational computer games are effective learning tools and create a positive affirmation on students. Although this study was conducted in the face to face classrooms, the findings would be transferred to other learning settings such as distance and online education. Therefore, the experience obtained from such technologically enriched learning environments is discussed in the context of distance and online learning.

scholarly journals Developing and teaching of a world-class online project management curriculum

2011 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Stephen A Leybourne ◽  
Vijay Kanabar ◽  
Roger D.H. Warburton
Keyword(s):  
Project Management ◽  
Online Education ◽  
Online Teaching ◽  
Best Practice ◽  
Online Courses ◽  
The United States ◽  
Academic Quality ◽  
Face To Face ◽  
The Face ◽  
Faculty Time

  The evolution of the internet and collaboration tools have made it possible to enhance the range of online education, and make it universally accessible and eminently affordable. Around 2000, the faculty at Boston University’s Metropolitan College proposed an online master’s degree in project management, using the emerging learning management systems. The program grew quickly from 40 to 200 students, and was one of the first in the United States to be accredited by the Project Management Institute’s Global Accreditation Committee. This academic model has now been extended to other disciplines and programs.It was expected from the outset that the BU online and classroom academic experiences would be completely equivalent. This presented several challenges, the first of which was developing online equivalents for the face-to-face pedagogical course components. Second, writing online courses, recording videos and developing innovative discussion topics is time-consuming, and we quickly realised that only fulltime faculty had the commitment and motivation to devote the required effort to produce quality courses. Finally, the technological resources associated with course development and course operation required significant investment, beyond the faculty time, currently estimated at around $60,000 per course.We surveyed our students and alumni every two years and now have enough data to describe accurately the evolution in attitudes to online education.As one of the earlier and premier adopters of a rigorous academic online education model, BU has a vested interest to contribute to the growing debate about the academic quality and rigour of online education, the application of high pedagogical standards, and the innovative use of online teaching frameworks and tools. This paper will address and document these issues and assist in raising awareness of emerging “best practice” in the online education domain. 

scholarly journals Instructional Design in Online Education: a Systemic Approach

2019 ◽  
Vol 2 (3) ◽  
pp. 64
Author(s):  
Luis Fernando Muñoz González ◽  
Vieyra Gerardo Quiroz
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Learning Strategies ◽  
Integral Model ◽  
Educational Models ◽  
Face To Face ◽  
The Face ◽  
Learning Platforms ◽  
Pedagogical Models ◽  
Teaching Learning

Online education is becoming more and more valid, but as a different modality from the face-to-face teaching-learning process, it has special characteristics that must be considered. Online education is much more than uploading material to a repository and using it in a linear manner. Electronic online education platforms, seen as an integral system, offer a large number of technological resources that must be used according to the educational model that is being applied. To achieve good performance, an online education model must be based on a harmonious architecture of the educational, administrative, legal and infrastructure aspects of ICT, that is, an integral model. The educational models created based on the prevailing pedagogical models - behavioral, constructivist, cognitive and connectivist - must be implemented through an instructional design, aligned with the pedagogical objectives and learning strategies, based on the proper use of the technological resources of The electronic platform. Instructional design models, such as ADDIE, ASSURE, Dick and Carey, and others, applied to online education, should take advantage of the resources of the technology platforms and the characteristics of each. These models, as a guide to instructional design processes, can also be enriched with other methodological processes, such as DevOps, which through continuous deliveries enrich and keep the educational content updated. This article proposes strategies for applying the technological resources of online learning platforms, aligned with the instructional design corresponding to the different pedagogical models.

Synchronous and Asynchronous Tools Optimizing Online Learning in the English-Speaking Caribbean

2016 ◽  
pp. 138-165 ◽  
Author(s):  
Paulette Stewart
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Mode Of Delivery ◽  
Pedagogical Practices ◽  
Online Programs ◽  
Face To Face ◽  
The Face ◽  
English Speaking ◽  
The University ◽  
Open Campus

This chapter examines the effectiveness of asynchronous and synchronous tools used in the online education program at The University of the West Indies Open Campus which is located in the English-speaking Caribbean. The students are adults who are self-directed, goal-oriented and self-motivated learners and are used to the face-to-face mode of delivery. Developers of online programs have applied these learner characteristics to online learning to facilitate students' success. At first, asynchronous tools such as forums were used to deliver online education at The UWI, Open Campus, but in recent time synchronous tools such as Blackboard Collaborate has emerged and has revolutionized online learning in that they provide more scope for e-tutor and student engagement and teacher immediacy. The blend of both synchronous and asynchronous tools has changed e-tutors' pedagogical practices, and enhanced learning.

Technophobe to Technophile…Entering the Internet Culture

2010 ◽  
pp. 109-121
Author(s):  
Pamela L. Anderson-Mejías
Keyword(s):  
Online Education ◽  
Student Retention ◽  
Learning Environments ◽  
Online Classes ◽  
Older Students ◽  
Face To Face ◽  
Internet Culture ◽  
Virtual Class ◽  
The Face ◽  
University Setting

This chapter describes a successful means of introducing returning, older students to online education in a university setting. After presenting basic background from the literature on retention within online classes, the case is presented in detail as to how 16 fearful learners became confident and successful through the instructor’s taking time for preparation, establishing a sense of achievement using the technology, creating interconnections with peers, and demonstrating the usefulness of the virtual class over the face-to-face class. The author hopes that by describing in detail the case and the principles found, future educators can prepare their traditional students for the culture of virtual learning environments, thus expanding options for their programs while addressing university administrative concerns about student retention.

Educational Computer Games in Math Teaching

2022 ◽  
pp. 614-644
Author(s):  
Hatice B. Sahin ◽  
Sengul S. Anagun
Keyword(s):  
Academic Success ◽  
Online Education ◽  
Computer Games ◽  
Learning Tools ◽  
Face To Face ◽  
Attitudes Towards Mathematics ◽  
The Face ◽  
Educational Computer ◽  
Math Teaching ◽  
Educational Computer Games

In this study, the effect of educational computer games on students' academic success and their attitudes towards mathematics were investigated. The study was designed as a mixed method. The results revealed that after the implementation, no significant variation was observed between both groups in terms of academic test scores and attitude points. However, qualitative findings indicated that students in the experimental group got more pleasure from the lessons and their attitudes towards mathematics were positively affected. Also, educational computer games are effective learning tools and create a positive affirmation on students. Although this study was conducted in the face to face classrooms, the findings would be transferred to other learning settings such as distance and online education. Therefore, the experience obtained from such technologically enriched learning environments is discussed in the context of distance and online learning.

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