scholarly journals Mapeamento Sistemático na Literatura Acadêmico-Científica sobre Abordagens para Formação de Grupos em E-Learning

2017 ◽  
Vol 24 (03) ◽  
pp. 16
Author(s):  
Felipe Oliveira Miranda Cunha ◽  
Clauirton De Albuquerque Siebra
Keyword(s):  
Group Formation ◽  
Learning Activities ◽  
Heterogeneous Grouping ◽  
Homogeneous Grouping ◽  
Systematic Mapping ◽  
Learning Domains ◽  
Precise Analysis ◽  
Scientific Papers ◽  
E Learning ◽  
Programming Skills

This work presents the results of a systematic mapping on scientific papers that discuss the group formation for collaborative learning. The aim is to investigate researches associated with approaches and strategies to form group, in the context of E-Learning domains. Our mapping shows that the majority of publications are focused on analyzing the context of students interactions, along collaborative E-learning activities, and use the acquired knowledge to improve the algorithms for groups optimization. Group types were specified for further experiment in homogeneous grouping, heterogeneous grouping and complementary for programming skills from mathematical modeling and implementation of algorithm grouping. The results of this work produce theoretical fundaments to support the investigation of new group formation approaches, which are based on group profiles and associated with criteria and preferences that were not explored yet. Furthermore, the results enable a more precise analysis of interactions and impact of collaboration on the efficiency of e-learning students.

scholarly journals Implementation of Group Formation Algorithms in the ELARS Recommender System

2017 ◽  
Vol 12 (11) ◽  
pp. 198 ◽  
Author(s):  
Tina Knez ◽  
Martina Holenko Dlab ◽  
Natasa Hoic-Bozic
Keyword(s):  
Learning Styles ◽  
Recommender System ◽  
Group Formation ◽  
Activity Level ◽  
Learning Activities ◽  
Online Environment ◽  
Web 2.0 Tools ◽  
Program Of Study ◽  
E Learning ◽  
Effective Group

Collaborative learning is recognized as an effective way of gaining knowledge in an online environment. Therefore, e-courses frequently include collaborative e-learning activities (e-tivities) that are performed in pairs or small groups of students. One of the challenges for teachers who organize e-tivities is the effective group forming. This paper presents algorithms that can be used to divide a set of students participating in an e-tivity to homogeneous or heterogeneous groups. The criterion for automatic group formation includes the following characteristics: the program of study, gender, learning styles preferences, Web 2.0 tools preferences, knowledge level and activity level. Designed algorithms were implemented in the educational recommender system ELARS and tested in the context of e tivities.

ANALYSIS OF STUDENT ACTIVITIES ON COMPUTER - A STUDY ON PUNJAB UNIVERSITY, INDIA

2012 ◽  
Vol 3 (3) ◽  
pp. 354-358
Author(s):  
Dr Gunmala Suri ◽  
Sneha Sharma
Keyword(s):  
Learning Activities ◽  
Information Collection ◽  
Learning Tools ◽  
Student Activities ◽  
Group Activities ◽  
E Learning ◽  
Faculty Department ◽  
Self Learning

The purpose of this research is to investigate and understand how students are using computer. The activities that a student undertakes with the help of computers which might be fulfilling some academic or non academic purpose, is of great interest. It will help in understanding the limitations and potentials offered by the technology for use of computer in classroom. This paper brings out the three major kinds of activities that students undertake with computer; self learning activities, Information collection tasks and communication and group activities. The study further analyses the effect of demographics i.e. gender, age and faculty (department) of students on the activities with computer. The results show that gender has no impact on the activities of students with computer. The age impacts only the activities related to Information collection by using computer where as the faculty of student significantly impacts all the activities viz. self learning activities, Information collection tasks and communication and group activities. The findings from this research can be used in designing future e-learning initiatives and development e-learning tools

scholarly journals Technology Enhanced Learning Using Humanoid Robots

2021 ◽  
Vol 13 (2) ◽  
pp. 32
Author(s):  
Diego Reforgiato Recupero
Keyword(s):  
Natural Language ◽  
Sentiment Analysis ◽  
Architectural Design ◽  
Humanoid Robots ◽  
Human Robot Interaction ◽  
Technology Enhanced Learning ◽  
Rehabilitation Centers ◽  
Learning Domains ◽  
E Learning ◽  
Analysis Engine

In this paper we present a mixture of technologies tailored for e-learning related to the Deep Learning, Sentiment Analysis, and Semantic Web domains, which we have employed to show four different use cases that we have validated in the field of Human-Robot Interaction. The approach has been designed using Zora, a humanoid robot that can be easily extended with new software behaviors. The goal is to make the robot able to engage users through natural language for different tasks. Using our software the robot can (i) talk to the user and understand their sentiments through a dedicated Semantic Sentiment Analysis engine; (ii) answer to open-dialog natural language utterances by means of a Generative Conversational Agent; (iii) perform action commands leveraging a defined Robot Action ontology and open-dialog natural language utterances; and (iv) detect which objects the user is handing by using convolutional neural networks trained on a huge collection of annotated objects. Each module can be extended with more data and information and the overall architectural design is general, flexible, and scalable and can be expanded with other components, thus enriching the interaction with the human. Different applications within the e-learning domains are foreseen: The robot can either be a trainer and autonomously perform physical actions (e.g., in rehabilitation centers) or it can interact with the users (performing simple tests or even identifying emotions) according to the program developed by the teachers.

scholarly journals Improving Students' Learning In Precalculus With E Learning Activities And Through Analyses Of Students' Learning Styles And Motivational Characteristics

2020 ◽  
Author(s):  
Seung Youn Chyung ◽  
Janet Callahan ◽  
Doug Bullock ◽  
Kendra Bridges ◽  
Joanna Guild ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Activities ◽  
E Learning

scholarly journals Reconsider deschooling: Alternative towards more accessible and inclusive education

2018 ◽  
Vol 31 (3) ◽  
pp. 256
Author(s):  
Agie Nugroho Soegiono ◽  
Aulia Anis ◽  
Saskia Rizqina Maulida
Keyword(s):  
Informal Learning ◽  
Inclusive Education ◽  
School Setting ◽  
Learning Activities ◽  
Education For All ◽  
Formal Learning ◽  
Delivery Method ◽  
Self Directed Learning ◽  
E Learning ◽  
Directed Learning

This essay discusses deschooling concept as an alternative learning delivery method to achieve education for all. We argue that the deschooling idea, first introduced by Illich before the era of the Internet, has become relevant in relation to today’s education challenges. What we mean by deschooling in this paper is not the abolishment of the schooling system. Instead, the recall of deschooling discourse aims to provide more recognition of learning activities outside of the school setting. The learning webs, a key enabler in deschooling discourse, are realistic when implemented with the help of 21st century’s technology. The argument in this paper utilised an in-depth literature review and discourse analysis in the deschooling debate. To strengthen our argument, we have provided three case studies in the form of informal learning, non-formal learning and e-learning related to deschooling initiatives. Based on our findings, we can conclude that deschooling society is certainly viable. The principles used in deschooling, such as flexibility, inclusiveness, adaptability and personalisation, are alternatives for everyone to have freedom of access, use, copy, and modify learning resources. We also found that there may be possible challenges, including the limitation of self-directed learning, the pitfall of institutionalised capital and a lack of social interaction.

scholarly journals Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

scholarly journals DAMPAK PANDEMI COVID-19 TERHADAP KEGIATAN PEMBELAJARAN ONLINE DI STMIK KOMPUTAMA MAJENANG

2021 ◽  
Vol 2 (2) ◽  
pp. 16-25
Author(s):  
Willy Setiawan ◽  
Dede Yusuf
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Data Collection ◽  
Qualitative Methods ◽  
Learning Activities ◽  
Tertiary Level ◽  
Internet Connection ◽  
The World ◽  
E Learning ◽  
The Impact

COVID-19 is a virus originating from Wuhan, China that spread rapidly throughout the world. Indonesia began to be infected since the beginning of March 2020. The impact of the spread of COVID-19 caused losses to many countries, especially in the economic field. In the field of education, learning activities carried out in class are replaced online as a result of the spread of COVID-19 starting from elementary school to tertiary level. This study uses descriptive qualitative methods that describe online learning activities at STMIK Komputama Majenang during the COVID-19 pandemic that was held at home online. The object consists of 5 students of STMIK Komputama Majenang. Data collection was carried out using a questionnaire containing questions related to online learning at STMIK Komputama Majenang during the COVID-19 pandemic. Based on the results of research, online learning activities at STMIK Komputama Majenang have been effective and run well. Some applications used in online learning are Web E-learning, WhatsApp, Telegram, Edmodo, YouTube, Zoom, and Google Classroom. Constraints experienced during online learning are problems with a bad internet connection, limited quota, difficulty in learning, and the presence of other people's distractions when learning takes place.

Optimization Scenarios for Open Source Software Used in E-Learning Activities

2018 ◽  
pp. 102-123
Author(s):  
Utku Köse
Keyword(s):  
Open Source ◽  
Open Source Software ◽  
Learning Experience ◽  
Learning Activities ◽  
Machine Learning Techniques ◽  
Software Systems ◽  
Source Codes ◽  
E Learning ◽  
Additional Costs ◽  
Teaching Learning

Using open software in e-learning application is one of the most popular ways of improving effectiveness of e-learning-based processes without thinking about additional costs and even focusing on modifying the software according to needs. Because of that, it is important to have an idea about what is needed while using an e-learning-oriented open software system and how to deal with its source codes. At this point, it is a good option to add some additional features and functions to make the open source software more intelligent and practical to make both teaching-learning experiences during e-learning processes. In this context, the objective of this chapter is to discuss some possible applications of artificial intelligence to include optimization processes within open source software systems used in e-learning activities. In detail, the chapter focuses more on using swarm intelligence and machine learning techniques for this aim and expresses some theoretical views for improving the effectiveness of such software for a better e-learning experience.

Metis

2012 ◽  
pp. 24-42 ◽  
Author(s):  
Jody S. Underwood
Keyword(s):  
Recommender Systems ◽  
Recommender System ◽  
Content Area ◽  
Learning Activities ◽  
Digital Learning ◽  
Design Phase ◽  
Learning Contexts ◽  
Good Advice ◽  
E Learning ◽  
Ready To Learn

Recommender systems in e-learning contexts typically try to “intelligently” recommend actions to a learner based on the actions of previous learners. One of the limitations of such systems is that a lot of data is needed in order to recommend meaningful activities. This chapter describes one approach for addressing this limitation in a framework that uses a structured map of mathematics concepts and processes to power a recommender system that will recommend to students digital learning activities for which they are ready. This recommender system is called Metis, for the Greek goddess of good advice, and is currently in the design phase. Metis takes seriously the idea that to build on the knowledge, skills, and abilities (KSAs) that a student has, it is essential to identify those KSAs. Trying to build on KSAs that a student does not have is misguided. Metis recommends activities linked to KSAs that students are ready to learn, and more standard recommender algorithms further refine the list of recommended activities. Taking this approach has the potential to make activities more engaging, which can lead learners to greater interest in the content area.

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