Parent Attitudes Towards the Integration of Digital Learning Games as an Alternative to Traditional Homework

The COVID-19 pandemic caused children to distance learn at home, but with technical and pedagogic difficulties. Digital learning games offer effective tools for pedagogic difficulties, such as active and relevant learning. Using mixed-methods research, this study examined 1) parents' perceptions about digital learning games and 21st century skills and 2) parents' attitudes towards digital learning games instead of traditional homework. The findings are based on both qualitative (in-depth interviews) and quantitative (online survey) data. The results of the study revealed that parents do not object to replacing traditional homework with digital learning games. They saw digital learning games as relevant for their children's digital lives and acknowledged their potential to reduce arguments over homework. Therefore, digital learning games should be employed in school and as an alternative for traditional homework, both in routine and crisis, such as the COVID-19 pandemic.

Effectiveness of Augmented Reality in Online Distance Learning at the Time of the COVID-19 Pandemic

The current study seeks to investigate the effectiveness of augmented reality in online distance learning at the time of the COVID-19 pandemic. The study was carried out in an instructional software authoring tools course for in-structional technology department students to develop academic achievement and instructional software design skills. To achieve this, augmented reality was used, which allowed the learning process to be completed via online dis-tance learning. Forty students were selected to participate by purposeful sampling. The results show that augmented reality was more effective in supporting academic achievement as well as skills acquisition in the virtual classrooms compared to the virtual classrooms that did not use augmented reality in online distance learning. In general, augmented reality or one of its (fixed, animated) patterns can be used to effectively learn in online distance learning during pandemic periods. As well as augmented reality that can use location-aware or vision-based maybe have a good potential in online dis-tance learning within the pandemic. As such the teachers must be prepared to employ all patterns of augmented reality in traditional online distance learn-ing or during the pandemics to achieve the need for 21st-century skills. Con-ducting more research is required in online distance learning by using aug-mented reality with another sample and different content general, augmented reality or one of its (fixed, animated) patterns can be used to effectively learn in online distance learning during pandemic periods.

APPLICATION OF ACTIVE METHODS IN DISTANCE LEARNING

The article analyzes the materials of foreign and domes-tic practices for the implementation of distance learn-ing, including those based on both recognized theoreti-cal developments and alternative research, on which there is no consensus among experts. The definition of "distance learning" has been substantiated, which is interpreted as a mechanism for organizing the educa-tional process through the use of information and com-munication networks and the interaction of students with each other and the teacher is carried out. The pa-per discusses active teaching methods, a characteristic feature of which is the ability to integrate and apply in an electronic environment using information and com-munication technologies. The authors investigate the specifics of distance learning technologies in compari-son with traditional methods, so under a number of cir-cumstances (for example, the coronavirus epidemic), not all active teaching methods can be effectively imple-mented to achieve educational goals and ensure the desired results.

Distance Learning: Potential Risks of Successful Socialization of Students

The author analyses the results of a socio-psychological survey conducted during forced dis-tance learning in general education schools**. The study involved schoolchildren (7–11 grades), teach-ers, parents and school administrators (1 046 re-spondents in total). One of the objectives was to study what things in the context of distance learn-ing can contribute to the emergence of risks of suc-cessful socialization of students and the formation of social competencies. The results revealed those aspects that need to be taken into account when introducing digital technologies into school educa-tion. It is shown that it is necessary to develop and implement psychological and pedagogical condi-tions and methods that ensure the effectiveness of digitalization of education, focused not only on the cognitive development of students and ensuring the success of socialization, but also the development of the subject of activity not as a user of Internet resources, but as a meta-subject that can effectively and creatively use digital resources of the educa-tional environment.

Using Recommendation Systems in MOOC

Massive Open Online Courses (MOOC) is a model of educational delivery that is, to varying degrees, massive, with theoretically no limit to enrollment; open, allowing anyone to participate, usually at no cost; online, with learning activities typically taking place over the web; and a course, structured around a set of learning goals in a defined area of study. The MOOCs (Massive Online Open Course) are online courses, which are mainly for higher education level. These courses present an interesting evolution in the distance learn methods. The MOOCs do not replace the current universities, but they can be an innovative proposal to the curriculum. In this chapter, the authors present the algorithm they are creating. The main purpose of this algorithm is to create automatic mechanisms as the recommendation system to give such assistance and personalized guidance to students. They will also discuss the integration of this algorithm in MOOCMAROC which is a MOOC platform powred by Open edX.

Web-Based Seamless Migration for Task-Oriented Mobile Distance Learning

As a new kind of computing paradigm, pervasive computing will meet the requirements of human being that anybody maybe obtain services in anywhere and at anytime, task-oriented seamless migration is one of its applications. Apparently, the function of seamless mobility is suitable for mobile services, such as mobile Web-based learning. In this chapter, under the banner of seamless mobility, we propose a kind of approach supporting task-oriented mobile distance learning paradigm. Web-based seamless migration, which has the capability that task for mobile distance learning (MDL) dynamically follows the learner from place to place and machine to machine without learner’s awareness or intervention by active service. Our key idea is this capability can be achieved by architecture of component smart platform and agent-based migrating mechanism. In order to clarify the approach, firstly, a description of the task for mobile distance learning and migrating granularity of task has been suggested. Then, the mechanism of seamless migration has been described, including solving several important sub-problems, such as transferring delay, transferring failure, residual computation dependency. Finally, our implemented platform for Web-based seamless migration has been explained, the validity comparison and evaluation of this kind of mobile distance learning paradigm is shown by an experimental demo. Suggested Web-based learning paradigm by seamless migration is convenient to distance learn during mobility and is useful for the busy or mobile distance learner.

Web-Based Seamless Migration for Task-Oriented Mobile Distance Learning

As a new kind of computing paradigm, pervasive computing will meet the requirements of human being that anybody maybe obtain services in anywhere and at anytime, task-oriented seamless migration is one of its applications. Apparently, the function of seamless mobility is suitable for mobile services, such as mobile Web-based learning. In this article, under the banner of seamless mobility, we propose a kind of approach supporting task-oriented mobile distance learning paradigm. Web-based seamless migration, which has the capability that task for mobile distance learning (MDL) dynamically follows the learner from place to place and machine to machine without learner’s awareness or intervention by active service. Our key idea is this capability can be achieved by architecture of component smart platform and agent-based migrating mechanism. In order to clarify the approach, firstly, a description of the task for mobile distance learning and migrating granularity of task has been suggested. Then, the mechanism of seamless migration has been described, including solving several important sub-problems, such as transferring delay, transferring failure, residual computation dependency. Finally, our implemented platform for Web-based seamless migration has been explained, the validity comparison and evaluation of this kind of mobile distance learning paradigm is shown by an experimental demo. Suggested Web-based learning paradigm by seamless migration is convenient to distance learn during mobility and is useful for the busy or mobile distance learner.

Web-Based Seamless Migration for Task-Oriented Mobile Distance Learning

As a new kind of computing paradigm, pervasive computing will meet the requirements of human being that anybody maybe obtain services in anywhere and at anytime, task-oriented seamless migration is one of its applications. Apparently, the function of seamless mobility is suitable for mobile services, such as mobile Web-based learning. In this article, under the banner of seamless mobility, we propose a kind of approach supporting task-oriented mobile distance learning paradigm. Web-based seamless migration, which has the capability that task for mobile distance learning (MDL) dynamically follows the learner from place to place and machine to machine without learner’s awareness or intervention by active service. Our key idea is this capability can be achieved by architecture of component smart platform and agent-based migrating mechanism. In order to clarify the approach, firstly, a description of the task for mobile distance learning and migrating granularity of task has been suggested. Then, the mechanism of seamless migration has been described, including solving several important sub-problems, such as transferring delay, transferring failure, residual computation dependency. Finally, our implemented platform for Web-based seamless migration has been explained, the validity comparison and evaluation of this kind of mobile distance learning paradigm is shown by an experimental demo. Suggested Web-based learning paradigm by seamless migration is convenient to distance learn during mobility and is useful for the busy or mobile distance learner.

Interactive Distance Learning: Perspective and Thoughts

Faculty, student, delivery, and university issues associated with distance learn ing as well as implementation and monitoring strategies require special atten tion if optimal benefits are to be produced. Communication faculties can play an important role in the success of this approach. This paper addresses the efforts at one school of business in developing an approach for program deliv ery through interactive distance learning.