A Novel Computer-Supported Collaborative Coaching System with Novel Algorithm for Forming Groups

Several researchers studied the impact of collaboration between the learners, but few studies have been carried out on the impact of collaboration between teachers. In the previous work, the authors have studied the impact of the collaboration among the learners with a specific collaborative CEHL(K. Boussaha et al.,2015). In this work, the authors focused on the impact of collaboration on both teachers and learners. This paper aims to present a Computer-Supported Collaborative Coaching System called C.S. C.C.S. This system aims to create a virtual space based on the exchange of information and experiences between pre-experienced teachers to help new recruits or those who have difficulties and try to encourage, motivate, and provide them with needed experiences to help them escape isolation and use their solid information to guide their learners. To achieve the main task of our theme which is collaboration, we adopted the concept of groups. To demonstrate the effectiveness of the developed system an experiment was conducted. The results were highly satisfying and very encouraging.

Is virtual classroom a window into future during COVID-19? A comparative study of undergraduate and postgraduate university students in India

Education in today’s epidemic time is possible only through virtual learning platforms. COVID-19 has changed the mode of learning and shown the power of learning in virtual mode. In this paper a self-designed questionnaire on virtual learning was developed to analyse the impact of virtual learning on undergraduate and postgraduate university students. The self-developed questionnaire containing 25 items is tested for validity and reliability. 25 items are further segregated into 5 factors using exploratory factor analysis. These five factors are: Virtual Learning Environment; Virtual Learning and Health Related Issues; Virtual Learning and Interpersonal Issues; Virtual Learning and Technological Issues; Virtual Learning Deliverables. To have the comparative study of undergraduate and postgraduate students for the use of virtual learning platforms, one-way ANOVA is implemented. One-way ANOVA is implemented for each factor and it was found that virtual learning effectiveness increases when students move from Under graduation (UG) to Post Graduation (PG) in India.

Impacts of the Application of Virtual and Augmented Reality on Teaching-Learning Processes in Engineering Courses

Cognitive approaches to teaching generate learning through the interaction between the subject and object of study. One of the strategies to create this interaction is related to the application of virtual and augmented reality in the teaching-learning processes. Through a systematic literature review, this work aims to describe the approaches used to measure the impacts on student learning who used virtual reality (VR) and augmented reality (AR) in the teaching-learning processes of engineering courses, the impacts on learning, and student satisfaction. The surveys showed that 70% of research analyzed, students who used virtual reality or augmented reality learned more, and 90% of the research described that students who used virtual or augmented reality were more satisfied with the new approach than the traditional teaching approach. The conclusion is that there are positive impacts, in the vast majority of cases, on learning and the satisfaction of students who use virtual or augmented reality in the teaching-learning processes applied in engineering courses.

Textual and Media-based Self-Learning modules

Owing to the importance of a subject like Mathematics in the teaching and learning of science, self-learning often poses a challenge to the educator. The objective of this study is to analyse the enhancement of the textual and the media form of self-learning modules to teach Algebra and Geometry to eighth graders considering their retention levels. A pre-test post-test single-group quasi experimental design was tested and tried out on 49 participants of a school. The 20 modules of self-learning material covering content in the topics of Algebra and Geometry in the textual and media-assisted forms of self-learning were administered over three months. The findings of the study revealed the ability of media-assisted self-learning modules to enhance achievement in the post-test when compared to the pre-test. The textual-assisted learning modules was able to enhance significant difference in the achievements in Geometry, but not of Algebra. The delayed post-test results were found to indicate an improved achievement in Mathematics.

Evaluation of an e-Advising System

Higher education (HE) in Kuwait suffers from high dropout rates, and one of the leading causes of this desertion is a lack of academic advising. Effective academic advising systems must fulfill its user’s needs and provide a positive user experience (UX), which allows users to successfully and effectively fulfill their goals. This study used quantitative and qualitative approaches to evaluate an electronic advising system (e-Advisor) used by the Public Authority for Applied Education and Training (PAAET). Survey data from 1,095 PAAET students were analyzed to determine students' perceptions and evaluate their experience using e-Adviser. The findings indicated that students were aware of the features and advantages of e-Advisor. Overall, the participants had a moderately positive impression of e-Advisor’s UX. The system’s attractiveness, efficiency, and perspicuity were rated slightly higher than its dependability, stimulation, and novelty. Moreover, female students’ perceptions of e-Advisors UX were significantly more favorable than their male counterparts.

The efficacy of matching learning modality in the teaching-learning process

As a foundational approach in inferential statistics, hypothesis testing (HT) is considered as one of the most challenging topics for teaching and learning. A promising approach is through the consideration of students’ learning modalities, as demonstrated in vast applications; however, contentions that surround the use of learning modality in education exist in recent debates. The cause of this unrest is the lack of robust empirical evidence on the efficacy of learning modalities in education. Thus, this work attempts to contribute to this debate and investigates whether sensory modality does influence learning. It develops an approach for teaching HT to college students via learning modality. Results show that learning modalities have a positive impact on students’ performance on competencies in learning HT. Furthermore, it was found out that some learning modalities work together on learning specific competencies. Lastly, the task-dependency of learning modalities was observed in the results of the experiment.

External practices in distance courses

The problem of this research focuses on the communication between the organizing center and the external tutors at practicum centers. A non-experimental methodology is followed to explore the connections between the different variables. Six correlations between the following variables stand out. Positive correlation: gender with sports specialty, academic degree with distance training expertise, and age with collaboration with the organization. Negative correlation: sportive degree with needed training and received information; and, collaboration with the organization with received information. In addition, a dendrogram was constructed from the qualitative question with five large nodules. The results indicate that tutors do not receive information and that they are not related to the organization at any of the formative moments. It would be convenient to prepare a communication protocol where all participants could contribute from different points of view.

Higher Education Student´s Emotions

This article presents the perception of 611 students from public universities in Mexico about online classes in pandemic times. Exploratory factor analysis was conducted. Vygotsky's contributions are taken, especially those related to emotional manifestations. It is concluded that the most important factor in this change is the emotions that are identified as an impulse to act during online classes, given the didactic and pedagogical components, resources, and supports for students that promote learning. This proposes a framework for considering the emotional aspects of positive engagement in students learning online. There is evidence of some balance between the advantages and disadvantages of online education. It also suggests that women perceive more negative emotions such as disappointment and frustration in the online education experience. The teacher, being a vicarious learning model, can innovate in education by promoting peripheral participation with other playful activities that involve abstract, applied, and situated learning.

Satisfaction and Self-confidence with Simulation Learning Experience as Perceived by Nursing Students

Aims: To determine the perception of nursing students on their satisfaction and self-confidence with simulation learning experience. Methods: A descriptive cross-sectional research design utilized in this study. A convenient sample comprised all third-year nursing students (n=60) who were available at the time of data collection. The Simulation Design, Student Satisfaction and Self Confidence in Learning scale that developed by the National League for Nursing was used for data collection. Results: The study participants were satisfied with the teaching methods that used with the simulation. In addition, the study participants perceived simulation design elements named objectives and information, support, feedback / guided reflection as present and important. Conclusions: This study provides promising evidence that main elements regarding simulation design include objectives, information, support, and problem solving is an effective way to enhance students’ self-confidence and satisfaction in learning.

Investigation of impact of Augmented Reality Technology on Interactive Teaching Learning Process

Augmented Reality (AR) is growing technology that superimpose 3D images onto real world. This enhances the user’s real-world experience. This potential of AR can be utilized effectively in teaching learning for engineering graphics course.There is visualization limitation for engineering students entering in first year, and this leads them to face difficulty in understanding and developing orthographic, isometric and section view of models. AR can empower the students to visualize the actual virtual object in 3D view to match their imagination with augmented object. In this regard initially a framework of AR is conceptualized for the course of engineering graphics & an AR application is developed. This paper mainly focuses on investigation & impact of AR technology on interactive teaching learning process in engineering graphics. Impact of this technology is measured by student’s performance in AR interactive test. The result shows increase in student’s performance in written test by 18.52% in engineering graphics and in mental rotation test by 28.97%.