scholarly journals Incorporating augmented reality to enrich student learning

2017 ◽  
Author(s):  
Ronan T. Bree
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Learning Objects ◽  
Multimedia Content ◽  
Digital Resources ◽  
Practical Applications ◽  
Face To Face ◽  
Multimedia Resources ◽  
Online Distance Learning ◽  
Online Distance

Learning in higher education is now performed across several dimensions, for example: face-to-face in the classroom or practical sessions; engaging with reusable learning objects; online distance learning and virtual learning environments, all represent significant 'places' of learning. With the advent of technology, the incorporation of multimedia resources to complement lecture theory/practical applications is increasingly evident in modules and programmes. However, with these advances come excessive supplementary digital resources that are available to students, often across multiple platforms. The resources can become separated from relevant lecture notes and this disconnection represents a potential block to learning. Augmented Reality (AR) addresses this concern. Through activation via a 'trigger' image placed in a printed handout, students can engage with specific multimedia content in real-time, and more importantly at the appropriate part of their course. Examples of these multimedia resources are pre-existing online, or customised electronic sketch, videos. Each can be made available for repeat viewings at a later stage, empowering students and benefiting self-paced learning and revision. Here, the role and benefit of AR in empowering students with regard to their learning and the steps needed to introduce AR are discussed.

Blended Learning

2014 ◽  
pp. 69-89 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Variation Theory ◽  
Face To Face ◽  
Learning Modalities ◽  
Structure And Dynamics ◽  
Online Distance Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Blended Course

Blended learning provides an opportunity to rethink the ways in which instructors and learners use face-to-face and online distance learning modalities. Sometimes, this opportunity is missed and the resulting blended course is no more than a mechanical mix that serves pragmatic purposes but fails to reshape learning. This chapter rethinks the structure and dynamics of blended learning experiences and considers what it might mean to use different teaching/learning modalities. It explores the possibilities, challenges, and design of blended learning from a perspective of variation theory. It also reviews strategies to make explicit the differences in structure and dynamics of face-to-face and online distance environments that are encountered by the learner and suggests the benefits and limitations of such strategies.

Meaningful Connections

2012 ◽  
pp. 274-304 ◽  
Author(s):  
Terri Edwards Bubb ◽  
Denise McDonald ◽  
Caroline M. Crawford
Keyword(s):  
Learning Community ◽  
Learning Environments ◽  
Zone Of Proximal Development ◽  
Learning Objectives ◽  
Proximal Development ◽  
Online Learning Community ◽  
Learner Motivation ◽  
Online Distance Learning ◽  
Online Distance ◽  
Meaningful Connections

This chapter explores the importance of collaborative and authentic learning in online distance learning environments. It focuses upon the interactive activities between the instructor, learners, online environment, and larger community, which are all engaged towards developing a community of learners in which meaningful connections enhance learner motivation (Ardichvili, Page & Wentling, 2003; Conrad & Donaldson, 2004) and acquisition of learning objectives. Built-in opportunities are integral to the process for socialization-type learning activities and instructor’s awareness, and alignment of those activities to the readiness of individual learners and collective learning community (i.e., zone of proximal development) (Vygotsky, 1962, 1978). Practical instructional ideas and activities for building an online learning community are presented.

scholarly journals ОСОБЛИВОСТІ МОТИВАЦІЇ СТУДЕНТІВ-ПЕРШОКУРСНИКІВ В УМОВАХ ДИСТАНЦІЙНОГО КАРАНТИННОГО НАВЧАННЯ

2021 ◽  
pp. 80-89
Author(s):  
Злата Ржевська-Штефан
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Social Contexts ◽  
Face To Face ◽  
Study Results ◽  
Efl Students ◽  
Online Distance Learning ◽  
Online Distance ◽  
Motivation And Learning

Статтю присвячено проблемі мотивації до навчання студентів-першокурсників університету в умовах карантинного дистанційного навчання, для яких вимушений і раптовий перехід на дистанційну форму співпав з періодом їх адаптації до навчання у виші. Проаналізовано переваги та обмеження дистанційної форми навчання в плані мотивування студентів до досягнення навчальних цілей. Розкрито специфіку мотивації студентів в умовах дистанційного карантинного навчання. З метою вивчення особливостей мотивації до навчання студентів першокурсників в умовах карантинного дистанційного навчання використано методику «Шкали академічної мотивації» Т.О. Гордеевої, яка дозволяє визначити рівень розвитку різних мотиваційних конструктів в контексті теорії самодетермінації. Визначено, що у більшості студентів під час академічного року 2020-2021 домінувала внутрішня мотивація, а загальною тенденцією в динаміці мотивації студентів було незначне зниження показників за всіма шкалами як внутрішньої, так і зовнішньої мотивації. Виключенням є показники шкали амотивації, яка несуттєво зросла. Порівняння отриманих результатів із даними про мотивацію першокурсників, що навчались очно, показало, що мотивація студентів, що навчалися в умовах дистанційного та змішаного навчання, виявилась достовірно вищою за всіма шкалами внутрішньої мотивації, а також за шкалами мотивації самоповаги та інтроеційованої мотивації. Виявлені особливості, на наш погляд, визначають специфіку адаптаційних процесів першокурсників в умовах карантинного дистанту. Також отримані результати свідчать, що, попри негативний вплив умов локдауну, студенти виявились достатньо мобілізованими для подолання викликів адаптації до незвичних умов навчання. В свою чергу умови дистанційного навчання спільно з викликами пандемії створили підґрунтя для активізації процесів саморегуляції першокурсників і набуття ними суб’єктного досвіду. Водночас цих умов вочевидь недостатньо для того, щоб такі процеси набули масовості та більшої глибини. Література Гордеева, Т.О., Сычев, О.А., & Осин, Е.Н. (2014). Опросник «Шкалы академической мотивации». Психологический журнал, 35(4), 96–107. Дворецкая, Т.А., & Ахмадиева, Л.Р. (2018). Динамика направленности учебной мотивации у студентов разных курсов в течение учебного года. Профессиональное образование в современном мире, 8(2), 1924–1933.https://doi.org/10.15372/PEMW20180222 Іванеко, Ю. (2020). Дистанційне навчання як засіб розвитку самоорганізації студентів. Збірник наукових праць «Проблеми сучасної психології», 49, 60–83. https://org/10.32626/2227-6246.2020-49 Красюк, Ю.М. (2010). Проблеми мотивації навчальної діяльності студентів дистанційної форми навчання. Режим доступу: https://ir.kneu.edu.ua/bitstream/handle/2010/25885/ZE_Krasiuk.pdf?sequence=1&isAllowed=y Панферов, В.Н., Безгодова, С.А., Васильева, С.В., Иванов, А.С., & Микляева, А.В. (2020). Эффективность обучения и академическая мотивация студентов в условиях онлайн-взаимодействия с преподавателем (на примере видеолекции). Социальная психология и общество, 11(1), 127–143. https://doi.org/10.17759/sps.2020110108 Прибилова, В. (2017). Проблеми та переваги дистанційного навчання у вищих навчальних закладах України. Проблеми сучасної освіти, 4, 27–36. Режим доступа: https://periodicals.karazin.ua/issuesedu/article/view/8791 Пуляєва, В.Н., & Неврюев, А.Н. (2019). Академическая мотивация: как фактор удовлетворенности образовательными услугами. Креативная экономика, 3, 533–544. Режим доступа: http://elib.fa.ru/art2019/bv480.pdf Савин, Е.Ю. (2019). Соотношение субъектного опыта студента с внешней и внутренней мотивацией академической активности. Мир науки. Педагогика и психология, 2. Режим доступа: https://cyberleninka.ru/article/n/sootnoshenie-subektnogo-opyta-studenta-s-vneshney-i-vnutrenney-motivatsiey-akademicheskoy-aktivnosti Смульсон, Ю.Л. (2012). Дистанційне навчання: психологічні засади. (Монографія). Кіровоград : Імекс-ЛТД. Biwer,, Wiradhany, W., oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & de Bruin,A. (2021). Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic. Front. Psychol., 12, 642593. https://doi.org/10.3389/fpsyg.2021.642593 Deci, E., & Ryan, R.M. (2012). Motivation, Personality, and Development within Embedded Social Contexts: An Overview of Self-Determination Theory. In The Oxford Handbook of Human Motivation, 1–26. http://dx.doi.org/10.1093/oxfordhb/9780195399820.013.0006 Markova, Т., Glazkova, І., & Zaborova, Е. (2017). Quality Issues of Online Distance Learning. Procedia – Social and Behavioral Sciences, 237, 685–691. https://doi.org/10.1016/j.sbspro.2017.02.043 Meeter, M., Bele, T., Hartogh, C. d., Bakker, T., de Vries, R.E., & Plak, S. (2020). College students’ motivation and study results after COVID-19 stay-at-home orders. https://doi.org/10.31234/osf.io/kn6v9  Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22.  Retrieved from https://dergipark.org.tr/en/pub/jetol/issue/60134/817680 Stark, E. (2019). Examining the Role of Motivation and Learning Strategies in the Success of Online vs. Face-to-Face Students. Online Learning, 23(3), 234–251. http://dx.doi.org/10.24059/olj.v23i3.1556  

scholarly journals Impact of COVID-19 on the Learning Processes of Typically Developing and Special Needs Students in Pakistan

2021 ◽  
Vol 17 (3) ◽  
pp. 67
Author(s):  
Shazia Nasir ◽  
Mahwish Hameed
Keyword(s):  
Mental Health ◽  
Students With Disabilities ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Vulnerable Groups ◽  
Distance Teaching ◽  
Face To Face ◽  
Online Distance Learning ◽  
Online Distance

Abstract: Due to the quick spread of the COVID-19 disease, education institutions across the world had to be closed, and there was an overnight shift to online distance teaching and learning. Majority of the teachers in Pakistan are used to the traditional way of face-to-face teaching and online teaching came as a challenge. Like most of the countries, Pakistan too was not prepared for the sudden shift from face-to-face to online distance learning. Although COVID-19 impacts almost everyone in society, students with disabilities, both physical and mental, are one of the most vulnerable groups due to the restrictions in their activities. Furthermore, studying online devoid of the human touch has induced mental stress among these students. Hence this study focused on the online teaching and learning processes in Pakistan, its challenges and modern pedagogies for emergency situations particularly mental health for students with and without learning disabilities, teachers. The study includes some suggestions for the target group to cope with the sudden catastrophe of COVID-19.   Keywords: COVID-19, Learning Disability, Mental-health, Modern Pedagogies, Online Learning.

scholarly journals Online-Based Distance Learning During Covid-19 Pandemic at Primary School

2021 ◽  
Vol 3 (2) ◽  
pp. 208-217
Author(s):  
Tenika Illananingtyas
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Primary Schools ◽  
Educational Institution ◽  
Analysis Data ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Online Distance Learning ◽  
Online Distance

The Indonesian government is currently facing a Covid-19 pandemic that is still beyond its control. From print media to electronic media, the mass media continues to report on the number of victims infected with this virus, and the number is declining. One of the predictive steps to prevent the spread of this virus is to maintain social distancing. As a formal educational institution, the school responded quickly to this situation. The school does not hope that by changing the face-to-face learning mode, the virus will spread in its environment. I.e. through distance learning or online learning (online). Therefore, this is the task of the teacher, that is, to be able to create various activities in online learning that can attract students' interest in learning. Especially learning English requires not only theory, but also a lot of practice. Therefore, interactive learning in the form of activities is required to allow students to actively participate in the online learning process. This research aims to obtain important information about the effectiveness of online distance learning (PJJ) for primary schools in Kediri City. The research methods used descriptive qualitative methods to 20 respondents. According to the analysis data, the research results show that online distance learning for elementary schools is considered to be quite effective.

scholarly journals How Prepared are Malaysian Nurses for Online Distance Learning?

10.28945/2650 ◽  
2003 ◽  
Author(s):  
Zoraini Wati Abas ◽  
Nafsiah Shamsuddin ◽  
Kai Lit Phua
Keyword(s):  
Distance Learning ◽  
Nursing Students ◽  
Healthcare Team ◽  
Full Time ◽  
Online Program ◽  
Developed Country ◽  
Face To Face ◽  
Cohort Group ◽  
Online Distance Learning ◽  
Online Distance

Malaysia is moving towards a developed country status and it is imperative that the healthcare provided be at a higher standard than it is today. As members of the healthcare team, nurses play an essential role in the provision of healthcare. As such it is timely that nurses’ education be upgraded. As most of them only have a certificate or diploma in nursing, one way to upgrade the nurses is by providing opportunities for a baccalaureate degree. However, due to the shortage of nurses, nurses find it a challenge to enroll in a full-time on-campus programme. One way to help nurses meet the challenge is by providing an online distance learning programme to Malaysian nurses. And, to ensure the success of the online distance learning programme, it was realized that the nursing students need to be adequately prepared for an online learning environment. How much preparation will be determined, among other things, by their prior experience and skill in using technology as well as by their belief and attitude towards online distance learning. A survey was conducted on a cohort group of students during a face-to-face precourse orientation, that is, prior to the start of the online program. The findings of the survey are presented and discussed in the paper and implications for the future are highlighted.

scholarly journals Online Distance Learning Amidst Covid-19 Pandemic Among University Students

2020 ◽  
Vol 16 (3) ◽  
pp. 220
Author(s):  
Muhammad Faizal Samat ◽  
Nur Amalina Awang ◽  
Siti Nor Adawiah Hussin ◽  
Farahiyah Akmal Mat Nawi
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Behavioral Intention ◽  
Intrinsic Value ◽  
Face To Face ◽  
Performance Expectancy ◽  
Effort Expectancy ◽  
Online Distance Learning ◽  
Online Distance ◽  
Effective Use

World Health Organization declared the coronavirus disease 2019 (Covid-19) outbreak, caused by severe acute respiratory syndrome coronavirus 2 to be a pandemic on March 12, 2020. In response to that, Malaysia has announced movement control order effective on March 18, 2020, leading to the near-total closures of education center. University closures impact not only students, lecturers, and families, but have far-reaching economic and societal consequences. In response to that, Universiti Teknologi MARA (UiTM) has introduced the use of online distance learning and open educational applications and platforms that lecturers can use to reach learners remotely and limit the disruption of education. Even though UiTM has already adopted the integrated face-to-face and online learning approach in the classroom since many years ago, however, the commencement of solely using online learning platform, in the absence of face-to-face meetings is challenging. In addition, it is also crucial to note that the previous study on the determinants of the intention and effective use of online distance learning is scarce. Thus, this study seeks to identify the significant relationship between the intention and the effective use of an ODL among the students. Findings from this study reveals that four out of five determinants (performance expectancy, effort expectancy, social influence, facilitating condition and intrinsic value) found to be significantly relationship with the behavioral intention of the students to use online distance learning. Behavioral intention also was found to be significant with use behavior. Although the intrinsic values (new determinants) has contributed to the theory, it is recommended that the same study will be carry out to the entire of education center, either public or private.   Keywords: Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Condition, Intrinsic Value, Behavior

Students’ Perceptions of the Effectiveness of Online Distance Language Teaching in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 48 (4) ◽  
pp. 386-397
Author(s):  
Denitza Charkova ◽  
◽  
Elena Somova ◽  
Keyword(s):  
Distance Learning ◽  
English Language ◽  
Teaching Practice ◽  
Group Versus ◽  
Hybrid Education ◽  
Face To Face ◽  
Course Effectiveness ◽  
Online Distance Learning ◽  
Face To Face Instruction ◽  
Online Distance

The present study examined the relation between students’ preferred mode of learning (online, face-to-face, and hybrid) and their opinions about the effectiveness of an online distance learning English language course under the circumstances of the COVID-19 pandemic. The students favoring online distance learning constituted a significantly smaller proportion of the group versus those in favor of face-to-face instruction (p = 0.004). A significant relation was established between the students’ preferred mode of education and their opinions about the course effectiveness (p < 0.001). The students whose preferred form of education was compatible with online distance learning rated the course effectiveness at 93%, those favoring face-to-face education at 58%, and the supporters of hybrid education at 81%. Students’ comments and suggestions for the teaching practice in the post epidemic time are discussed.

Designing Online Courses to Promote Student Retention

2007 ◽  
Vol 36 (1) ◽  
pp. 105-112 ◽  
Author(s):  
Beth Dietz-Uhler ◽  
Amy Fisher ◽  
Andrea Han
Keyword(s):  
Student Retention ◽  
Course Design ◽  
Online Courses ◽  
Retention Rate ◽  
Retention Rates ◽  
Online Course ◽  
Quality Matters ◽  
Face To Face ◽  
Online Distance Learning ◽  
Online Distance

Although the issue of student retention is a campus-wide one, it is of special interest in online distance learning courses, where retention rates are reported to be lower than in face-to-face classes. Among the explanations and theories of retention rates in online courses, one that struck us as most useful is a structural one, namely, course design. The question we raise is, can online course designs promote student retention? In this article, we report on how we used Quality Matters to design and revise online courses in psychology and statistics. Quality Matters, a research-based initiative, advocates the use of eight general review standards to review online courses. In our psychology and statistics courses, our retention rate across multiple offerings of both courses is approximately 95%.

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