scholarly journals Assessing Students’ Approaches and Perceptions to Learning in Physics Experiments Based on Simulations and At-Home Lab Kits

2022 ◽  
Vol 12 (1) ◽  
pp. 96
Author(s):  
Alec Sithole ◽  
Edward T. Chiyaka ◽  
Kumbirai Mabwe
Keyword(s):  
Peer Support ◽  
Teaching And Learning ◽  
Teaching For Understanding ◽  
Physics Courses ◽  
Constructive Feedback ◽  
Deep Approach To Learning ◽  
Computer Based ◽  
Combination Approach ◽  
Post Hoc ◽  
At Home

Our study evaluates students’ approaches to and perceptions of the use of hands-on at-home laboratory kits (HALK) experiments, open-source computer-based simulations (OSCBS), and their combination (OSCBS-HALK) in undergraduate introductory asynchronous online physics courses. Anonymous survey data from students who had completed online physics courses with labs based on simulations, at-home lab kits, or both were collected using a modified version of the Learn Questionnaire (MVLQ). Findings in this study indicate that among the six scales (interest and relevance; peer support; staff enthusiasm and support; teaching for understanding; alignment; and constructive feedback) used to measure students’ perceptions of the teaching and learning environments, interest and relevance, peer support, and teaching for understanding had statistically significant different means across the three lab types. Post-hoc comparisons using the Tukey HSD test for the interest and relevance scale indicated that students viewed using a combination approach of OSCBS and HALK labs (M = 3.98, SD = 0.61) more significantly positive than using computer-simulated labs only (M = 3.56, SD = 0.75). Compared to other labs, computer-simulated labs were perceived to lead to a deep approach to learning. However, they had the lowest interest and relevance, peer support, and alignment ranking among the three lab groups. Thus, developing strategies to improve students’ engagement and ability to translate the simulations into physical processes is recommended for OSCBS.

Individualization of Teaching and Learning: Where Have We Been; Where are We Going?

1994 ◽  
Vol 12 (3) ◽  
pp. 182-194 ◽  
Author(s):  
Alexander Romiszowski
Keyword(s):  
Research And Development ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Computer Based Learning ◽  
Constructive Feedback ◽  
New Approaches ◽  
Virtual Group ◽  
History Of ◽  
Computer Based ◽  
Electronic Networking

This article briefly reviews the history of approaches to the individualization of instruction, from earlier “system-controlled” methodologies to the current multimedia/hypermedia-based “learner-controlled” approaches. Some of the reasons for the general failure of earlier approaches are analyzed. This leads to the general conclusion that there is no guarantee that the new approaches will be successful, and that several key areas of research and development require attention. The article concludes with a review of current research on one aspect of the suggested agenda - the support of computer-based learning exercises by means of electronic networking, to create a form of “virtual group discussion” environment capable of supporting individual learners with intelligent, constructive feedback and guidance.

scholarly journals The Personalized System of Instruction: Review and Applications to Distance Education

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Lyle K. Grant ◽  
Robert E. Spencer
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Personalized System Of Instruction ◽  
History Of ◽  
Computer Based ◽  
Personalized System ◽  
Based Instruction ◽  
Basic Features ◽  
Key Terms

<P class=abstract>The present paper (a) outlines the basic features of the Personalized System of Instruction (PSI); (b) provides a brief history of PSI; and (c) describes the application of PSI to distance education. Some common misconceptions about PSI are also addressed. PSI is presented as a helpful universally applicable set of instructional practices that are well suited to distance teaching and learning.</P> <P class=abstract><B>Key Terms:</B> Personalized System of Instruction, distance learning, computer-based instruction, mastery-learning, self-pacing, higher-order objectives, scholarship of teaching, proctors, tutoring.</P> <p>

scholarly journals Online Learning And Its Challenges For Parents

2020 ◽  
Author(s):  
Ester Lina Situmorang
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Human Life ◽  
Learning Activities ◽  
The Internet ◽  
Public Places ◽  
Face To Face ◽  
At Home

Technology has significantly brought changes in all aspects of human life, thechanges that occur require everyone to change from old habits to new habits thatare not used to be done. Changes in general in face-to-face classes began to shift tovirtual classes. Even the elements of education have undergone many changes bothparents, students and teachers. They experience new teaching patterns and ways ofteaching. Learning places are transformed and can be done at home, public places,and so on. Time and place are no longer a barrier to teaching and learning activitiesbecause they can be done online. Online learning is carried out by utilizing existingtechnology through media that uses the internet to carry out teaching and learningprocesses such as cellphones and laptops. This media will support the teaching andlearning process through available applications such as whatsApp, googleclassroom and so on. Learning brings many challenges and obstacles faced byparents in particular. Of course this is a challenge in itself for parents in monitoringchildren's learning activities, especially in the application of technology as alearning medium for children.

scholarly journals Effectiveness of Using Appropriate Blended Learning Tools for Teaching and Learning Computer Programming Related Courses

2020 ◽  
Vol 1 (1) ◽  
pp. 56-63
Author(s):  
Emerson Raja Joseph ◽  
Md Jakir Hoseen ◽  
Fazly Salleh ◽  
Lim Way Soong
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Discussion Board ◽  
Digital Tools ◽  
Learning Tools ◽  
Computer Based ◽  
Student Centred Learning

With the advent of technology there are plenty of blended learning tools available for us to use in teaching and training activity. Selecting appropriate tools for a particular category of students and the nature of the subject being taught is important to achieve better academic results. Hence, the objective of this research is to assess effectiveness of various blended learning tools and to find the appropriate tool for teaching a computer -based campus in Malaysia. This subject was delivered using four selected blended learning digital tools; ED puzzle virtual classroom videos, Home works on MMLS, MMLS online Quiz and MMLS discussion board, at the beginning of Trimester 2, 2018/2019. They were asked in the middle of the trimester to rate the usefulness of the four selected blended learning digital tools in a 5-point scale using an online survey. The analysis feedback shows that D puzzle virtual the trimester. The effectivenes when the achievements of the students in terms of their academic performance were compared with previous year. It clearly shows that the academic performance of the students of year 2019 is better than of students towards student centred learning.

Empowering Students in Computer-Supported Education

2012 ◽  
pp. 198-207 ◽  
Author(s):  
Yongming Shi ◽  
Si Fan ◽  
Yun Yue
Keyword(s):  
Teaching And Learning ◽  
Learning Theories ◽  
Traditional Learning ◽  
Learning Needs ◽  
Web Based ◽  
Individualized Learning ◽  
Learning And Teaching ◽  
Learner Centred Learning ◽  
Computer Based ◽  
Supported Education

In the past two decades, computers and web-based technologies have created a computer-based focus in the field of education. The computer-supported teaching and learning has revolutionised the concept of education around the world, which creates both opportunities and challenges in the field of education. It is believed that computer-based technologies have developed to augment the traditional learning and teaching at all educational levels. Computer-supported education empowers learners by promoting the notions of learner-centred learning approach, encouraging interactions among students or between students and lecturer, and addressing the individualized learning needs. This chapter explains some important concepts in computer-supported education, and presents the learning theories that underpin this area. Furthermore, it discusses the benefits of web-based technologies for students at various levels and issues that require further research.

ICTs Used Effectively to Re-Envision and Restructure E-Schooling for Underprivileged Communities

2021 ◽  
pp. 44-65
Author(s):  
Puseletso Kekana ◽  
Leila Goosen
Keyword(s):  
Information And Communication Technologies ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Full Potential ◽  
Gauteng Province ◽  
Digital World ◽  
Information And Communication ◽  
Computer Based

The purpose of this chapter was to investigate how effectively information and communication technologies (ICTs) were used at primary schools in the Ekurhuleni South district of Gauteng Province, South Africa for re-envisioning and restructuring e-schooling in underprivileged communities. Governments and schools made huge investments, integrating ICTs and providing computer-based education, to support teaching and learning. There have been numerous initiatives, which have been endorsed by national and international bodies worldwide. The main aim of all ICT-based initiatives was to enhance the quality of education and prepare learners for the emerging digital world. Numerous studies across the world have provided impressive outcomes for the use of ICTs in schools, and more evidence is also emerging regarding the sustainability of ICT transformation in schools. There has also been abundant literature, which emphasized the need for teachers to change their beliefs about and perceptions of ICTs in order to realize the full potential.

Developing Engineering Students' Communication and Information Retrieval Skills Utilizing Capstone Projects

2015 ◽  
Vol 4 (3) ◽  
pp. 1-20 ◽  
Author(s):  
Aaron S. Blicblau ◽  
Jamal Naser
Keyword(s):  
Information Retrieval ◽  
International Students ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Approaches ◽  
The World ◽  
Computer Based ◽  
Capstone Projects ◽  
Key Aspects

The pedagogy of engineering requires a better understanding of the requirements of students' abilities to learning the skills necessary for working in the engineering community. In many engineering courses around the world, one of the key aspects required of the students is that they complete an independent project in their final year of studies incorporating information retrieval and subsequent communication skills. The current work provides details teaching and learning approaches to enhance student abilities and expertise involving research skills, communication skills, and information retrieval integrated within capstone projects. Findings from this the work indicated that both domestic and international students benefited from the intensive tutorial activities involving computer based information retrieval skills. The implementation of active tutorial sessions resulted in increased grades for the majority of students, highlighting the importance of intensive active learning events for final year capstone engineering students.

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