scholarly journals Adapting to the Living Space in the First Interior Design Studio

2021 ◽  
pp. 97-106
Author(s):  
Pinar Sezginalp ◽  
◽  
Selin Ust ◽  
Keyword(s):  
Learning Environments ◽  
Interior Design ◽  
Time Management ◽  
Design Studio ◽  
Design Development ◽  
Face To Face ◽  
Living Space ◽  
Face To Face Learning ◽  
First Time

The case study will examine online and face-to-face learning experiences of the two different groups of students who have never been enrolled in an interior design studio, where they see their classmates and encounter an “interior architecture” project as a problem for the first time. As the “living spaces” were the main problematic of this design studio, the interaction, the time management in design development, means of representation, inputs and outputs of the studio, perception of space and scale were the main parameters that differed and varied within separate learning environments, and will be read through the feedback of the students.

Pengembangan Modul Pembelajaran IPA Berbasis Entrepreneurship di SMK Negeri 2 Kota Jambi

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Sica Septyenthi ◽  
Aprizal Lukman ◽  
Upik Yelianti
Keyword(s):  
Education System ◽  
Real Life ◽  
Instructional Materials ◽  
Design Development ◽  
Vocational High School ◽  
Face To Face ◽  
Student Entrepreneurship ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Module Development

Vocational high school consists of face-to-face learning and dual education system. Learning and dual education system may be either industrial work practices held for 3 or 6 months.During dual education system students can not attend face-to-face learning teaching material that students need to be able to learn independently. Specifically, learning science that students need to learn about the environment and its benefits for students.The purpose of this research is to develop instructional materials in the form of science module which helps students to learn independently and determine the response of vocational students to the science learning modules. Modules developed based entrepreneurship and contextual material with real life needs or students. The material presented is structured to support student entrepreneurship in order to be fit for purpose namely vocational work. This module development research design using the design development of Richey and Klein with Dick and Carey model for the development phase of the module material. Results of test responses of teachers and students concluded that the module gets a very good response, interesting and appropriate to the needs of students. Then the module materials can help students cultivate skills become entrepreneurs.

Exploring University Students’ Perceptions Of Online Physical Education Class As Participants: A Qualitative Case Study

2021 ◽  
Vol 7 (5) ◽  
pp. 3559-3575
Author(s):  
Zhao Jia ◽  
Dandan Tang ◽  
Borhannudin Bin Abdullah ◽  
Roxana Dev Omar Dev ◽  
Shamsulariffin bin Samsudin
Keyword(s):  
College Students ◽  
Physical Education ◽  
University Students ◽  
Online Courses ◽  
Online Classes ◽  
Face To Face ◽  
University Of Technology ◽  
Face To Face Learning

Compare face to face learning, the implication of online courses has been discussed for several years in higher education. However, in 2020 the rise of the global COVID-19 pandemic has created obvious shifts in university students’ life. In order to ensure the “suspension of classes”, university students took part more in online classes compare to physical education (PE) classes in China. It is significant to explore students’ views on PE online learning that is benefit for teachers to provide students with high quality of online PE courses, which will be better to guide students to take PE lessons and also improve students’ health. This study investigated the issues of students’ perceptions toward online physical education courses in Tianjin University of Technology in China based on a case study. The findings of this study indicate that some students don’t like taking online PE courses due to there were some disadvantages of online PE lesson. Some students enjoy taking online PE courses because of the interesting sports videos. This study also explored teachers’ view on how to motivate college students to engage in physical education classes and recommends specific strategies for teachers to motivate college students to take online PE courses.

Virtual World Classrooms

2014 ◽  
pp. 233-260 ◽  
Author(s):  
Susan Martin Meggs ◽  
Sharon Kibbe ◽  
Annette Greer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Interior Design ◽  
Second Life ◽  
Teaching And Learning ◽  
Outcome Evaluation ◽  
Educational Value ◽  
Traditional Course ◽  
Laboratory Component

This chapter provides a comprehensive case study to demonstrate the longitudinal development of online pedagogy for higher education through a lens of interior design. The chapter presents constructivist theory as a guiding pedagogical framework for the creation of learning environments within Second Life (SL) virtual reality. Details of the rigorous process of incorporation of SL, as an enhancement to a traditional course with a laboratory component, is presented to validate the integrity of the scholarship of teaching and learning undertaken in the exemplar case study. The concluding components of the chapter review the iterative process of course outcome evaluation compared to course and accreditation standards to further demonstrate the educational value of virtual reality as an environment for learning.

Creating a Quality Online Early Childhood Program Focused on Building Community and Program Improvement

2019 ◽  
pp. 93-118
Author(s):  
Jade Burris ◽  
Catherine Prudhoe
Keyword(s):  
Early Childhood ◽  
Program Improvement ◽  
Graduate Degree ◽  
Design Development ◽  
Online Programs ◽  
Face To Face ◽  
Early Childhood Professionals ◽  
Building Community ◽  
Successes And Challenges

This chapter explores the intentional design, development, and continued improvement of an online graduate degree program for early childhood education (ECE) teachers and administrators. The authors will discuss the initial face-to-face design and the transition to an online program to better meet the needs of its students. The authors will also discuss the successes and challenges met throughout this process while providing an overview of the field of ECE. In the process, they will consider the unique demands of working in childcare and explain why using technology to offer online programs was an appropriate solution to the challenges experienced by early childhood professionals (ECPs). They will address why online delivery is a preferred method of professional development (PD) among ECPs. Further, this chapter will include an analysis of survey data on program quality and course satisfaction, providing practical recommendations based on what was learned from this case study.

Blended Learning

2017 ◽  
pp. 108-125
Author(s):  
Mark B. Russell ◽  
Irene M. Y. Woon ◽  
Stylianos Hatzipanagos
Keyword(s):  
Online Learning ◽  
Educational Leadership ◽  
Change Management ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategy ◽  
Online Learning Environments ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

Creating a Multi-Company Community of Practice for Chief Information Officers

2011 ◽  
pp. 125-132 ◽  
Author(s):  
John Moran ◽  
Lee Weimer
Keyword(s):  
Community Of Practice ◽  
San Francisco ◽  
Chief Information Officers ◽  
Information Technology Industry ◽  
Face To Face ◽  
Bay Area ◽  
Technology Industry ◽  
Face To Face Learning ◽  
The Individual

This chapter presents a case study of the creation and evolution of a fee-based, multi-company Community of Practice (CoP) for Chief Information Officers (CIOs) in the San Francisco Bay Area over a six-year period. It describes the principles, processes and practices required to form and maintain a trust-based, face-to-face learning organization where members share accumulated knowledge. Additionally, it states some of the individual, collective and Information Technology industry benefits and results that have accrued from member participation in the CIO Community of Practice. The authors hope that the description of this CoP will foster the same sense of excitement for would-be practitioners that they feel.

WIRE

2010 ◽  
pp. 149-159 ◽  
Author(s):  
Yih-Ruey Juang
Keyword(s):  
Data Structure ◽  
Blended Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Learning Achievement ◽  
Web Based ◽  
Warm Up ◽  
Face To Face ◽  
Face To Face Learning ◽  
Structure Class

Much research has shown that the blended learning can effectively enhance the motivation, communication skills, and learning achievement compared with teaching in a single form. However, a crucial issue in blended learning is how to integrate each blended format, media and experience into a coherent learning model, and then to keep interaction between teacher and students either in or outside the classroom. This study introduces a highly interactive strategy for blended learning that incorporates web-based and face-to-face learning environments into a semester course through answering the warm-up questions before class, interactive teaching in class, and review and exercise after class. By the empirical study in a ‘Data Structure’ class, most students made progress in learning achievement and gain more motivation and interaction within the class.

The Promise of Protocols in the Virtual Classroom

2021 ◽  
pp. 812-836
Author(s):  
Harriette Thurber Rasmussen ◽  
Amy Baeder ◽  
Margaret A. Hunter ◽  
Jane Chadsey
Keyword(s):  
Learning Environments ◽  
Professional Learning ◽  
Virtual Classroom ◽  
Learner Engagement ◽  
Face To Face ◽  
Engagement Strategies ◽  
Learner Centered ◽  
And Performance ◽  
Professional Learning Network

Learner engagement in online learning environments tends to be erratic and dependent upon the learners themselves, not necessarily fostered by the macrostructures that house the virtual classroom. Protocols—which the authors term microstructures—can bring engagement strategies traditionally seen in face-to-face classrooms to the virtual world of online adult learning. This chapter explores how the use of microstructures supports learner-centered engagement, illustrated through a case study of a successful virtual professional learning network. This chapter also introduces the concept of accountability for participation, its role in creating engaged learners, and how microstructures can foster the psychological safety required for high levels of engagement and performance in the virtual classroom.

Through the Eyes of Students and Faculty

2016 ◽  
pp. 557-584
Author(s):  
Maysaa Barakat ◽  
Debra N. Weiss-Randall
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational Leadership ◽  
Learning Environments ◽  
Social Exclusion ◽  
Research University ◽  
Attrition Rates ◽  
Face To Face

Online enrollments have been growing substantially faster than overall higher education enrollments. It is argued that online learning can help address issues of educational inequity, poverty, and social exclusion. The momentum is moving towards online learning, and universities are pressured to develop more online options for their students in order to stay relevant and provide needed flexibility. On average, courses that are delivered online have higher attrition rates than regular face-to-face courses. There are numerous challenges and difficulties in developing online learning environments without sacrificing the quality of learning. This case study examines the development, delivery, and evaluation of online learning through the eyes of students and faculty of an educational leadership department in a Southeast research university.

scholarly journals Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era

2020 ◽  
Vol 12 (18) ◽  
pp. 7451
Author(s):  
Enrique Barra ◽  
Sonsoles López-Pernas ◽  
Álvaro Alonso ◽  
Juan Fernando Sánchez-Rada ◽  
Aldo Gordillo ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Great Difficulty ◽  
Assessment Method ◽  
Assessment Tools ◽  
Final Exam ◽  
Student Centered ◽  
Face To Face ◽  
Face To Face Learning ◽  
Online Format

The COVID-19 pandemic imposed in many countries, in the short term, the interruption of face-to-face teaching activities and, in the medium term, the existence of a ‘new normal’, in which teaching methods should be able to switch from face-to-face to remote overnight. However, this flexibility can pose a great difficulty, especially in the assessment of practical courses with a high student–teacher ratio, in which the assessment tools or methods used in face-to-face learning are not ready to be adopted within a fully online environment. This article presents a case study describing the transformation of the assessment method of a programming course in higher education to a fully online format during the COVID-19 pandemic, by means of an automated student-centered assessment tool. To evaluate the new assessment method, we studied students’ interactions with the tool, as well as students’ perceptions, which were measured with two different surveys: one for the programming assignments and one for the final exam. The results show that the students’ perceptions of the assessment tool were highly positive: if using the tool had been optional, the majority of them would have chosen to use it without a doubt, and they would like other courses to involve a tool like the one presented in this article. A discussion about the use of this tool in subsequent years in the same and related courses is also presented, analyzing the sustainability of this new assessment method.

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