scholarly journals THE USE OF SPECIAL-PURPOSE SIMULATORS AS AN ADVANCED PROFESSIONAL TRAINING TOOL UNDER E-LEARNING CONDITIONS

2020 ◽  
Vol 17 (36) ◽  
pp. 239-250
Author(s):  
Fredy MARTINEZ ◽  
Fernando MARTINEZ ◽  
Holman MONTIEL
Keyword(s):  
Power Electronics ◽  
Undergraduate Students ◽  
Professional Training ◽  
Direct Interaction ◽  
Training Tool ◽  
Circuit Simulator ◽  
The Social ◽  
Power Factor Corrector ◽  
E Learning ◽  
Complex Training

Traditionally, power electronics has been a complex training field for undergraduate students in the electrical area of the Universidad Distrital Francisco José de Caldas. In this course, multiple theories and concepts are difficult to assimilate due to the distance from other program courses and the complexity of conceptualizing abstract elements. A fundamental learning tool corresponds to the laboratory practices, which allow visualizing concepts, facilitating their understanding and assimilation. However, the mobility restrictions imposed at a global level have prevented access to these learning spaces, restricting fundamental elements of the process, such as direct interaction with circuits and power equipment and critical socialization among students. The effectiveness of the learning process is linked to the resources available, today these resources have been reduced as a result of the social isolation that is expected to continue in the coming months. To reduce this impact, the development of a computer tool has been initiated, capable of replacing the work of students in the laboratory in terms of direct interaction with the circuits, analysis of behavior, and design of applications. The tool is a circuit simulator specifically oriented to the area of power electronics, which is why it is preferable for specific training compared to traditional simulators, since it allows simplifying the behavior of the elements at the switch level, eliminating their parasitic analysis, and therefore reducing the demands on processing capacity, storage memory and simulation time. The first circuit implemented corresponds to an active power factor corrector on a Boost type converter, an application that in itself justifies the use of the tool. As preliminary results, educators have observed increased commitment and motivation of students in their autonomous work.

Second Language E-Learning and Professional Training with Second Life®

2011 ◽  
pp. 207-227 ◽  
Author(s):  
Patricia Edwards ◽  
Mercedes Rico ◽  
Eva Dominguez ◽  
J. Enrique Agudo
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Professional Training ◽  
Academic Community ◽  
Degree Programs ◽  
Constructivist Learning Theory ◽  
The Social ◽  
E Learning ◽  
University Degree ◽  
Social Constructivist Learning

Web 2.0 technologies are described as new and emerging for all fields of knowledge, including academia. Innovative e-learning formats like on-demand video, file sharing, blogs, Wikis, podcasting and virtual worlds are gaining increasing popularity among educators and students due to their emphasis on flexible, collaborative and community-building features, a promising natural channel for the social constructivist learning theory. This chapter addresses the application of e-learning in university degree programs based on exploiting the practical, intensive and holistic aspects of Second Life® (SL™). Although the specific framework dealt with is English as a foreign language, it seems feasible to assume that the learning processes are equally transferable to other disciplines. In light of the aforementioned premises, the outlook of e-learning 2.0 approaches require action research and shared experiences in order to back up or challenge the claims and expectations of the academic community concerned with best practices in education.

scholarly journals Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education

2020 ◽  
Vol 12 (10) ◽  
pp. 4063 ◽  
Author(s):  
May Portuguez Castro ◽  
Marcela Georgina Gómez Zermeño
Keyword(s):  
Undergraduate Students ◽  
Professional Training ◽  
Teaching Methodology ◽  
Sustainable Business ◽  
Innovative Teaching ◽  
Case Study Methodology ◽  
The Sustainable Development ◽  
Challenge Based Learning ◽  
E Learning ◽  
Development Goals

Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.

Second Language E-Learning and Professional Training with Second Life®

2010 ◽  
pp. 867-887
Author(s):  
Patricia Edwards ◽  
Mercedes Rico ◽  
Eva Dominguez ◽  
J. Enrique Agudo
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Professional Training ◽  
Academic Community ◽  
Degree Programs ◽  
Constructivist Learning Theory ◽  
The Social ◽  
E Learning ◽  
University Degree ◽  
Social Constructivist Learning

Web 2.0 technologies are described as new and emerging for all fields of knowledge, including academia. Innovativee-learning formats like on-demand video, file sharing, blogs, Wikis, podcasting and virtual worlds are gaining increasing popularity among educators and students due to their emphasis on flexible, collaborative and community-building features, a promising natural channel for the social constructivist learning theory. This chapter addresses the application of e-learning in university degree programs based on exploiting the practical, intensive and holistic aspects of Second Life® (SL™). Although the specific framework dealt with is English as a foreign language, it seems feasible to assume that the learning processes are equally transferable to other disciplines. In light of the aforementioned premises, the outlook of e-learning 2.0 approaches require action research and shared experiences in order to back up or challenge the claims andexpectations of the academic community concerned withbest practices in education.

scholarly journals Students’ Satisfaction Using E-Learning as a Supplementary Tool

2021 ◽  
Vol 16 (15) ◽  
pp. 16
Author(s):  
Ai Chin Thoo ◽  
See Pheng Hang ◽  
Yoke Lai Lee ◽  
Liat Choon Tan
Keyword(s):  
General Education ◽  
Undergraduate Students ◽  
Industrial Revolution ◽  
Sampling Technique ◽  
Web Based ◽  
Web Based Learning ◽  
The Social ◽  
E Learning ◽  
Students Satisfaction ◽  
Self Learning

E-learning is useful to help students gaining digital and data literacy during their studies particularly in the era of Industrial Revolution 4.0 (IR 4.0). E-learning which is characterized by time and place flexibility should be utilized as a tool for self-learning. In Universiti Teknologi Malaysia (UTM), e-learning plays an important role as a supplementary tool for effective web-based learning. The purpose of this study is to examine what are the factors that drive students’ satisfaction in e-learning. A total of 194 samples were collected from undergraduate students in UTM using quantitative method. Purposive sampling technique was used to select the respondents. Statistical Package for the Social Sciences (SPSS) was utilized for data analysis. The findings showed that delivery method and con-tent have a positive and significant relationship with satisfaction of using e-learning. However, system operations has no impact on students’ satisfaction in e-learning. In conclusion, the finding of this study is expected to provide an effective teaching model for general education schools.

Personal Knowledge Management Skills in Web 2.0-Based Learning

2010 ◽  
pp. 109-127 ◽  
Author(s):  
Maria Elisabetta Cigognini ◽  
Maria Chiara Pettenati ◽  
Palitha Edirisingha
Keyword(s):  
Knowledge Management ◽  
Web 2.0 ◽  
Professional Training ◽  
Tertiary Education ◽  
Personal Knowledge ◽  
Social Software ◽  
Management Skills ◽  
Personal Knowledge Management ◽  
The Social ◽  
E Learning

At present, many Web 2.0 activities are being integrated into the e-learning spaces designed for learners. We need to analyze and learn from these activities to derive insights about their effectiveness, in order to promote the systematic application of technology in post-compulsory educational contexts, from undergraduate to postgraduate levels and also in professional training. This chapter deals with one aspect of “E-learning 2.0” (Downes, 2005) practices, specifically the importance of acquiring and mastering a set of personal knowledge management (PKM) skills to perform successfully in the Web 2.0 environment for learning in tertiary education. The authors first present a PKM skills model based around a division into (1) basic PKM competencies associated with the social software web practices of Create–Organize–Share; and (2) higher-order skills focusing on the advanced management of one’s personal knowledge. A learning design model and related examples are presented, aimed at inspiring and guiding tertiary educators in designing and implementing activities consistent with the goal of developing students’ PKM skills.

ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

2020 ◽  
pp. 113
Author(s):  
V. Kovpak ◽  
N. Trotsenko
Keyword(s):  
Social Network ◽  
Professional Training ◽  
Educational Process ◽  
Communication Strategy ◽  
Student Centered ◽  
Teacher Student ◽  
The Social ◽  
National University ◽  
High Level ◽  
The Impact

<div><p><em>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</em></p></div><p><em>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).</em></p><p><strong><em>Key words:</em></strong><em> nativeness, native advertising, branded content, special project, communication strategy.</em></p>

Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Oluyinka Titilope Afolayan
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Virtual Classroom ◽  
Learning Resources ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
E Learning ◽  
Main Instrument ◽  
Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

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