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2022 ◽  
pp. 379-399
Author(s):  
Ieda M. Santos ◽  
Wenli Wu

Online learning continues to grow and is increasing including more diverse students. Diverse students with various backgrounds and experiences challenge educators to implement pedagogies to achieve equitable learning experiences and outcomes. This chapter aims to discuss four equity pedagogies commonly referred to in the literature that can contribute to democratic and inclusive learning experiences for all students. The chapter's four strategies include pedagogic voice, universal design for learning, equitable assessment, and collaborative learning. Although these strategies were discussed separately, the universal design for learning framework can incorporate both the pedagogic voice, equitable assessments, and collaborative learning while considering their unique perspectives. If well-designed and implemented, these strategies can help all students to receive fair education and prepare them to succeed in a changing world and become agents for social change. The chapter includes recommendations for practice and future research.


2022 ◽  
pp. 55-83
Author(s):  
Andreas Giannakoulas ◽  
Stelios Xinogalos

In recent years, several educational games for learning programming have been developed with promising results. The main purpose of this chapter is to present 22 educational games or platforms that aim to cultivate computational thinking through teaching computer programming concepts to primary school students. A short description of each game followed by a comparative analysis of both their game mechanics and their educational aspects is presented. Additionally, less typical functionalities such as online classrooms, the support for learning analytics, and the creation of new levels are analyzed. This chapter could be useful for game designers and IT teachers who would like to use a game-based approach in the teaching process.


2022 ◽  
Vol 2161 (1) ◽  
pp. 012063
Author(s):  
MCP Archana ◽  
CK Nitish ◽  
Sandhya Harikumar

Abstract The main objective of this paper is to provide a web-based tool for identifying faces in a real-time environment, such as Online Classes. Face recognition in real-time is now a fascinating field with an ever-increasing challenge such as light variations, occlusion, variation in facial expressions, etc. During the current pandemic scenario of COVID-19, the demand for online classrooms has rapidly increased. This has escalated the need for a real-time, economic, simple, and convenient way to track the attendance of the students in a live classroom. This paper addresses the aforementioned issue by proposing a real-time online attendance system. Two alternative face recognition algorithms are perceived in order to develop the tool for realtime face detection and recognition with improved accuracy. The algorithms adopted are Local Binary Pattern Histogram(LBPH) and Convolutional Neural Network (CNN) for face recognition as well as Haar cascade classifier with boosting for face detection. Experimental results show that CNN with an accuracy of 95% is better in this context than LBPH that yields an accuracy of 78%.


2022 ◽  
pp. 72-95
Author(s):  
Zhān Mǔ Shì Starks

Chinese universities hire thousands of Western professors and tutors each year. This is to encourage different outcomes for Chinese graduates in terms of entrepreneurship, leadership, and opportunity. However, students who receive instruction from American lecturers find a very different experience from other Western faculty. So, in 2020 a survey was developed to ascertain the perspectives and instructional processes western tutors brought to Chinese universities. This 3,000-professor survey would determine how much learning knowledge students graduated with prior to becoming a professor, how much development they sought once professors, and how much integration of current teaching and learning methodologies and theorists were brought to the classroom, including online classrooms. Results indicated that faculty who were trained in countries such as Australia, England, Germany, or Spain had more learning knowledge prior to teaching, as well as continuing to seek learning information once teaching classrooms, than their American counterparts.


2021 ◽  
pp. 875687052110525
Author(s):  
Marla J. Lohmann ◽  
Alexandria Kappel ◽  
Matthew S. Taylor

For rural locations, the use of remote learning may provide schools the opportunity to meet student needs without the need for students to travel long distances to access services. It is critical that teachers of students with disabilities understand how to support learning and know how to use the accommodations, modifications, and assistive technologies listed in student Individualized Education Programs (IEPs) in online classrooms. Students with language disabilities sometimes require augmentative and alternative communication (AAC) systems to effectively communicate. This article provides teachers with practical tips of teaching students to use AAC online and supporting its continued use in the virtual classroom.


2021 ◽  
Vol 2 (6) ◽  
pp. 646-663
Author(s):  
Angen Yudho Kisworo ◽  
Oktaviani

The research investigates Indonesian high school teachers' and students' perceptions of learning interactions when the classroom settings were moved online at the beginning of 2020. Conducting this research is essential to unpack the development of online learning after more than a year of pandemic hits in the world. To unload the issue, this research employed a mixed-method design. A survey questionnaire was shared with the teachers around Indonesia, and from this effort, 136 teachers and 107 students agreed to participate in this research. Then, two teachers and two students were chosen to explain in detail their online learning experience. Based on the results, teachers tend to positively perceive online learning, while students moderately perceive the learning. Five interaction aspects influence perceptions: social interaction, instructional interaction, technology interaction, teachers' and students' engagement. The findings suggest that teachers should be more active in enhancing their pedagogical practice and social approach in online classrooms.


2021 ◽  
Vol 15 ◽  
pp. 105-109
Author(s):  
Kittimasak Naijit

Intelligent Face Tracking for Collaborative Synchronous e-Learning using Pattern Recognition Model can provide high levels of interaction for distance learning initiatives. With the rapid evolution of technology, face recognition login and tracking, continuous product evaluation is necessary to ensure optimal methods and resources for connecting students, instructors, and educational content in rich, online learning communities. This article presents the analysis of online, synchronous learning solutions. Focusing on their abilities to meet technical and pedagogical needs in higher education. To make a solid comparison, the systems were examined in online classrooms with instructors, guest speakers, and students. Relative to usability, instructional needs, technical aspects and compatibility are outlined for systems.


2021 ◽  

Digital and online learning is more prevalent than ever, making multimedia learning a primary objective for many instructors. The Cambridge Handbook of Multimedia Learning examines cutting-edge research to guide creative teaching methods in online classrooms and training. Recognized as the field's major reference work, this research-based handbook helps define and shape this area of study. This third edition provides the latest progress report from the world's leading multimedia researchers, with forty-six chapters on how to help people learn from words and pictures, particularly in computer-based environments. The chapters demonstrate what works best and establishes optimized practices. It systematically examines well-researched principles of effective multimedia instruction and pinpoints exactly why certain practices succeed by isolating the boundary conditions. The volume is founded upon research findings in learning theory, giving it an informed perspective in explaining precisely how effective teaching practices achieve their goals or fail to engage.


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