scholarly journals ARTIFICIAL LEARNING-BASED PROCTORING SOLUTION FOR REMOTE ONLINE ASSESSMENTS: “VPROCTOR”

2021 ◽  
Vol XLVI-4/W5-2021 ◽  
pp. 235-238
Author(s):  
C. Guney ◽  
O. Akinci ◽  
K. Çamoğlu
Keyword(s):  
Inappropriate Behaviors ◽  
Massive Online Open Courses ◽  
Online Assessments ◽  
Artificial Learning ◽  
Technological Developments ◽  
Video And Audio ◽  
Audio Communication ◽  
Online Distance Learning ◽  
Online Distance ◽  
Open Courses

Abstract. Technological developments have paved the way for courses, trainings and assessments to be made online remotely in education and employment. In the meantime, over the years, the demand for online distance learning has increased rapidly. Eventually, it has been seen that this is a necessity and it has become widespread during the COVID-19 pandemic period. As can be seen in the example of massive online open courses, although remote learning is carried out online, perhaps the most important problem is how to evaluate the relevant courses safely and reliably. Thus, remote online proctoring is becoming an increasingly popular and needed issue. In this study, the issue of conducting the examination remotely online via internet-connected video and audio communication will be evaluated. Furthermore, the solution called vProctor was developed to contribute to the elimination of deficiencies in remote online proctoring using artificial learning. Overall, it has been observed that the proposed solution is managed to determine inappropriate behaviors like cheating in the online assessments.

scholarly journals Training On the Use of Google Form for Learning Assessment in Elementary School During the Covid 19 Pandemic

2022 ◽  
Vol 4 (2) ◽  
pp. 887-893
Author(s):  
Sendi Fauzi Giwangsa ◽  
Nana Jumhana ◽  
Arie Rakhmat Riyadi ◽  
Ruswandi Hermawan ◽  
Evi Rahmawati ◽  
...  
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Elementary School Teachers ◽  
Learning Assessment ◽  
School Teachers ◽  
Learning Assessments ◽  
Online Assessments ◽  
Online Distance Learning ◽  
Online Distance ◽  
Training Control

The existence of the COVID-19 pandemic has made the learning process that was originally face-to-face to online distance learning. One aspect that is still not optimal is in the assessment of learning. There are many applications that can be used by teachers in the implementation of online learning assessments. One of the online assessments that is often used is google form. This google form platform has been widely used for online assessments such as for blinding evaluation exercises, evaluating lecturers' performance and for alternative learning evaluations. The method implemented in this training is training through the zoom meeting application and also assignments. This training is aimed at elementary school teachers. The number of participants for this training is 10 elementary school teachers from Sumedang, Bandung, Cimahi, and West Bandung areas. This training consists of three stages, namely training preparation, training implementation, and post-training control. In general, the results of the training are in accordance with the tutorials given during the training, starting from the identity page, entering questions, entering answer keys and scoring. Based on the results of the questionnaire given after the training, 95% of the respondents received a positive response. The participants responded that the training carried out was very useful and relevant to the needs of the online learning period.

MOOCs in Chinese Education

2017 ◽  
pp. 39-58
Author(s):  
Jing Liu ◽  
Han Zhang
Keyword(s):  
Future Prospects ◽  
Online Distance Education ◽  
Massive Online Open Courses ◽  
Peking University ◽  
The Status ◽  
The Government ◽  
Online Distance ◽  
Open Courses ◽  
Development Prospects ◽  
General Concern

MOOCs refer to Massive Online Open Courses. Based on online distance education and open education, MOOCs are a gradual integration product of the Internet and education, which receives great support and guidance from China's national policies. In 2013, Tsinghua University, Shanghai Jiaotong University, Peking University, and other prestigious universities began to introduce MOOCs into China, arousing general concern in the government and among educational and Internet communities. Nowadays, MOOCs are a hot topic in China. What is the research and application status of MOOCs in China? What are the influences of MOOCs on China's education? What are the development prospects of MOOCs in China? This chapter introduces the development background and process of MOOCs in China. Then, it attempts to explore the characteristics and the status of Chinese MOOCs, and the challenges that Chinese MOOC faces. At the end of this chapter, the future prospects of MOOCs in China are discussed.

Analyse The Impact Of Moocs To Improve The Performance Of Faculty Members In Delhi Ncr

2019 ◽  
Vol 118 (9) ◽  
pp. 304-312
Author(s):  
Dr.Deepa Gupta ◽  
Dr.Mukul Gupta
Keyword(s):  
Teaching And Learning ◽  
Research Paper ◽  
Faculty Members ◽  
Traditional Teaching ◽  
Learning Method ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The Impact

In this research paper, the researcher has attempted to analyse the impact of MOOCs to improve the performance of faculty members concerning Delhi NCR. Massive Online Open Courses (MOOCs) are evolving rapidly, and many kinds of research have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs has believed in soon replace the traditional teaching and learning method.

scholarly journals Innovative methods in teaching public health ethics. The need to adapt to the new times: from challenge to opportunity

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Buron Pust ◽  
A Segura
Keyword(s):  
Public Health ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Role Playing ◽  
Public Health Ethics ◽  
Master Of Public Health ◽  
Health Ethics ◽  
Parliamentary Debate ◽  
Massive Online Open Courses ◽  
Open Courses

Abstract Background Public Health Ethics (PHE) has been taught first as optional and later as a mandatory subject in the Master of Public Health in Barcelona for about 6 years. During these years, professors have adapted the methodology to make it more attractive and to maximize students' participation and time spent debating and practicing moral reasoning. Objectives To showcase 3 different teaching strategies or methods, presenting for each of them: resources required, outcomes so far in terms of satisfaction and exam performance, as well as the pros and cons from the teacher's perspective. Results Flipped-classroom strategy: theoretical content is delivered outside the classroom, and the practice into the classroom. Works well but needs incentives for compliance in reading. Versatile debating Methods: from parliamentary debate, to role-playing, online debate, etc. Depending on the Case-study, some work better than others; in the online they practice written deliberation skills, but it is important to set rules. MOOC: Massive Online Open Courses in PHE. Can be used as independent teaching material, it is a great tool to introduce PHE into other PH areas and non-teaching environments. Conclusions So far, these methods have proven to increase students' motivation and engagement in Public Health Ethics. Key messages Practising reflection and debating skills is an essential part of PHE. Modern teaching strategies, more interactive and online-based, can help maximising the time spent in these activities. Although challenging and time-consuming at first, these methods also increase students' interest in PHE.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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