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Please summerize the given abstract to a title
Teachers’ Perspectives on Cyberbullying: A Cross-Cultural Study
The aim of this work is to analyze the perceptions of Colombian, Spanish, and Ecuadorian teachers regarding cyberbullying from a cross-cultural perspective. A descriptive and analytical method was used with a quantitative approach and 240 teachers answered an ad hoc questionnaire. Most teachers in the three countries say that they do not know how to deal with this type of bullying and have not received training in this respect, with the percentages in the three countries being very similar. Spanish teachers have the highest percentage of lack of concern about cyberbullying and Colombian teachers are the ones who admit to having had the most cases of cyberbullying. In terms of reaction, the majority acted, but among those who did not, Ecuadorian teachers did not due to lack of knowledge. Forced by the pandemic to teach their classes online, teachers are increasingly concerned about cyberbullying. For the three countries, it is considered necessary to take measures in terms of legislating specific protocols to deal with cyberbullying at school and that the training plans for the degrees that give access to this profession include the competencies that allow teachers to develop appropriate strategies to respond to cyberbullying.
| 77,294 | [
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Please summerize the given abstract to a title
Development of Learning Media for Android-Based during the COVID-19 Pandemic
Android-based learning media is expected to be the precise choice during the pandemic outbreak. Learning and teaching activity can still be conducted even if only through online learning. In accordance with the development of information technology which is growing rapidly around the world, especially among vocational students which makes the learning and teaching activity can be done anywhere and anytime. Teachers and learning media play an important role during learning and teaching activity which both cannot be separated because qualified teachers and also proper and innovative learning media are able to enhance students' enthusiasm to learning and teaching activity. In this study, an Android-based learning media without coding was designed, the result of which was an Android application that could be installed on students' smartphone so they could learn anywhere and anytime. This learning medium which is in the form of Android application is expected to help and encourage students to learn anywhere and anytime. From the results of the assessment that has been given by the application users, the interpretation value of 87.5% and percentage of interpretation assessment of the criteria value is in the excellent category. © 2021 IEEE.
| 77,357 | [
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Please summerize the given abstract to a title
Effectiveness and satisfaction of technology‐mediated learning during global crisis: understanding the role of pre-developed videos
Purpose: In today’s dynamic situation, innumerable challenges are posited in the education sector because of the COVID-19 pandemic. Higher educational institutes (HEIs) are compelled to adopt digital technologies and technology-mediated learning in the teaching-learning processes. The purpose of this paper is to understand the factors affecting learning effectiveness, learning satisfaction and the mediating role of prerecorded videos from the learners’ perspective. Design/methodology/approach: A self-designed structured questionnaire based on previous similar studies is adopted as a survey instrument. It consists of 22 questions to address the five constructs of the proposed hypothesized conceptual model, developed for the study. Data of 311 students from HEIs of Maharashtra state in India were collected. Confirmatory factor analysis is carried out to test the model fitness, reliability and validity, and structural equation modeling is applied to conduct path analysis and hypotheses testing of the model. Findings: Hypotheses testing reveals that perceived usefulness (PU) significantly affects the perceived learning effectiveness, which again affects the learning satisfaction of the students. In addition, perceived ease of use affects the PU as suggested in the technology acceptance model. The prerecorded videos have a moderating role to play in the computer self-efficacy and the perceived learning effectiveness of the students. This research will provide meaningful acumen to enhance the overall learning process among students in urban as well as rural India. Originality/value: This study explores the technology-mediated learning during the unexpected and dynamic situations of the COVID-19 pandemic in the context of higher education in India. For sustainable use of technology-assisted learning, educators must understand the key factors that influence students’ learning effectiveness and satisfaction. The research outcomes will lead toward developing the human capacities, as the prerecorded videos at the HEIs of India will provide new approaches for effectively adopting digital technologies and technology-mediated learning. © 2022, Emerald Publishing Limited.
| 77,390 | [
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Please summerize the given abstract to a title
The development of an entrepreneurial mindset at a HBCU during a pandemic
Over the years, African American leaders and entrepreneurs have been preaching the gospel of preparing students at Historical Black Colleges and Universities (HBCUs) to have an entrepreneurial mindset. The entrepreneurial mindset concept at an HBCU is at an early stage of development. As a result, the concept lacks rigorous theoretical foundations to adapt. The goal of this chapter is to introduce a conceptual change intelligence approach to explain the factors leading to the evolution of the way that an entrepreneurial mindset is developed in an HBCU. The conceptual change intelligence approach draws upon the Input-Process-Output (IPO) Model. In this chapter, the authors postulate that to develop an entrepreneurial mindset (output), the environment (process) in which the student (input) resides must be changed. This chapter is intended to highlight how an HBCU student environment can assist the students to develop an entrepreneurial mindset during COVID-19. © 2021, IGI Global.
| 77,394 | [
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Please summerize the given abstract to a title
Uses and Resources of Technologies by Mathematics Students Prior to COVID-19
Digital competence in education includes, amongst other things, the ability to create and manage content and information, mastery of communication tools, and solving technological problems The access to information and communication technologies (ICT) for educational purposes could have affected the academic performance of mathematics students prior to COVID-19 The objectives were to (1) analyze family and economic factors that could influence the use of ICT for educational purposes, and (2) determine what attributes of Melilla’s mathematics students could explain an additional variation in the use of ICT for academic purposes before COVID-19 A total of 2018 students at secondary schools in Melilla were included in this cross-sectional study A validated questionnaire with 14 questions regarding ICT and its uses and resources in mathematics learning was administered to students Statistical analysis revealed that 63 81% of students used ICT to study mathematics and 36 19% did not Of this percentage, 30 22% failed mathematics and 68 43% reported that ICT does not help them improve their grades The use of ICT to study mathematics was influenced by students’ perceptions of its usefulness for their academic performance and learning We also found an association with educational level and time spent on the Internet
| 77,577 | [
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Please summerize the given abstract to a title
Using Student Insights for Ideas on Video Creation for Chemistry Classes
Creation of videos is one of the many ways faculty and teachers have had to cope with the limitations of teaching chemistry laboratory at this time of COVID-19 restrictions In this communication, I describe ideas for videos generated by students in a class I taught entitled Teaching of Biology The students were required to interview different faculty about a course they had previously taken and develop two course improvements to add value to that class In one of our class discussions, the students initially suggested the idea of creating short videos of laboratory activities for introductory chemistry This was well before our restrictions to be on campus Then, as part of their thought process for course improvements in chemistry, several students proposed additional types of videos that they felt would add value to chemistry classes based on their experiences as students in those courses In this work, I provide the specific suggestions of the students and discuss the value of incorporating students ideas for videos in chemistry lecture and laboratory classes
| 77,616 | [
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Please summerize the given abstract to a title
Digital Enhancements of Scientific Content at Virtual and Hybrid Conferences
Since the beginning of 2020, scientific conferences around the globe have evolved quickly to adapt to a virtual or hybrid format when in-person meetings were disrupted by the COVID-19 pandemic. With the digital platforms now in place to enable virtual participation, interaction with scientific content in a digital format will likely become a new norm of the scientific conference experience. Digital enhancements of scientific presentations and posters may help bridge the gap of communication in a virtual format and may extend the reach of scientific content. This article provides a brief overview of common types of digital enhancements and summarizes insights from two conference organizers from their conversations at the "InformED" podcast. Researchers, conference organizers, and medical communication and publishing professionals will continue to optimize the digital enhancements and explore innovations to maximize the value of scientific content disseminated at virtual and hybrid scientific conferences.
| 77,757 | [
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Please summerize the given abstract to a title
Evaluation of Student Core Drives on e-Learning during the Covid-19 with Octalysis Gamification Framework
Learning activities during the Covid-19 pandemic were carried out with an online system even though in reality many institutions had not prepared their systems and infrastructure properly Some e-learning media that are generally used based on survey results include 53 81% google classrooms combined with other applications that are not integrated with the institution’s Learning Management System This condition provides research opportunities to evaluate the effectiveness of online learning, especially how students are motivated to learn the method, where the results can be used as a reference in developing and refining the method Based on many studies, that the gamification model can increase individual motivation in carrying out activities, this study uses a gamification octalysis framework to analyze the extent of the role of gamification in the learning process and measure the amount of student motivation in online learning activities The evaluation results show that the conclusion of the Likert scale results in a “High” level, while the highest score is “Very High” As for the octalysis test scale, the average score of 6 5 on a scale of 1 to 10 The conclusion from the results of this evaluation is that the motivation to learn e-learning during the Covid-19 period is quite high and has the potential to be developed While the results of the Octalysis framework with 8 core drives are still average, for that we need innovation in E-learning which aims to increase student motivation based on Octalysis’s 8 core drives The results of this study recommend that gamification is needed to increase student learning motivation in order to improve learning outcomes © 2020 All Rights Reserved
| 77,861 | [
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Please summerize the given abstract to a title
Synchronous and Asynchronous English Writing Classes in the EFL Context: Students' Practices and Benefits
Synchronous and asynchronous classes were implemented by universities around the world during the COVID-19 pandemic. Students learning English as a Foreign Language (EFL) engaged in multiple practices when attending English writing classes in both modes. However, the practices they engaged in and the benefits they perceived were reportedly of limited benefit. This study asks: What are the practices of students that emerge during synchronous and asynchronous English writing classes? What are the benefits of synchronous and asynchronous English writing classes from the student's perspective? Group and one-to-one interviews were conducted with twelve students majoring in computer science and information technology at a Saudi university. Thematic analysis revealed that students engage in practices including using the split view on iPads, opening additional windows to search for information, searching using smartphone apps, and writing notes and highlighting key concepts when attending English writing classes regardless of learning mode. It also revealed that synchronous classes offered students real-time communication and provided immediate feedback, while asynchronous classes allowed students to navigate the challenges of distance learning, complementing the synchronous English writing classes and providing students with a sense of security. This paper concludes by advising language teachers to record synchronous classes, raise students' awareness of the benefits of attending both types of classes and encourage students to apply practices reported by previous students to maximize their English language learning.
| 77,897 | [
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Please summerize the given abstract to a title
@thermogramer: Thermal Imaging as a Tool for Science Communication and E-Learning in Social Media
The COVID-19 pandemic boosted the presence of thermal cameras in our society. These devices are becoming cheaper and smaller and can even be plugged in our smartphones. Therefore, soon enough everybody will have access to these instruments. Thermal cameras have been widely used for industrial, research and/or academic purposes. Now, in the rise of the online era, this work proposes and assesses a new application for such devices as visual engaging tools for science communication and e-learning in social media. Here, we introduce @thermogramer as a science communication channel that shows multispectral (optical and thermal) images of daily life objects to explain the science behind different topics of social interest (climate change, emerging technologies, health, and popular traditions). This young project is already present in social media, press, TV and museum's exhibitions, and its designed content have been already useful for new inexperienced users, science educators and communicators.
| 77,932 | [
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Please summerize the given abstract to a title
Teaching Data Science in a Synchronous Online Introductory Course at a Business School – A Case Study
Data literacy can be improved by teaching data science methods and tools. Both method-kit and tool-kit are eclectic and interdisciplinary, posing potential threats for students’ understanding and motivation, especially at a business school where the focus is not on IT. We found that a broad spectrum of methods and tools can be helpful, rather than a hindrance, when teaching data science to absolute beginners. This case study investigates how teaching and learning workflows can be improved when systematically deploying a wide array of digital tools in an introductory online data science class at a large German business school, taught in the winter term of 2020, during the COVID-19 pandemic lockdown. The class was offered to all students of the school as part of the extracurricular program. Several such tools were selected, introduced, and used, with a special emphasis on tools to enhance teaching and learning productivity in and between live sessions. Tools included: the GitHub global code repository, the Emacs editor with ESS and Org-Mode markdown, Kahoot! Games, screencasting, video tutorials and podcasts, external assignment tools like DataCamp and Celonis, and a Moodle platform to pull all of these together. Participation and explicit student feedback were very positive and have already initiated curricular changes at the school. In this paper, the course rationale, goals, content, tools, and preliminary findings are presented and discussed, and an outlook for further research is given. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
| 78,054 | [
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Please summerize the given abstract to a title
Reflecting on Responsible Conduct of Research: A Self Study of a Research-Oriented University Community
Research-oriented universities are known for prolific research activity that is often supported by students in faculty-guided research. To maintain ethical standards, universities require on-going training of both faculty and students to ensure Responsible Conduct of Research (RCR). However, previous research has indicated RCR-based training is insufficient to address the ethical dilemmas that are prevalent within academic settings: navigating issues of authorship, modeling relationships between faculty and students, minimization of risk, and adequate informed consent. U.S. universities must explore ways to identify and improve RCR concerns for current (faculty) and future researchers (students). This article reports the findings of a self-study (N = 50) of research stakeholders (students and faculty) at a top tier research institution. First, we report on their perceived importance of applying RCR principles. Second, we explore relationships between stakeholder backgrounds (e.g., prior training, field, and position) and how they ranked the degree of ethical concerns in fictitious vignettes that presented different unethical issues university students could encounter when conducting research. Vignette rankings suggested concerns of inappropriate relationships, predatory authorship and IRB violations which were judged as most unethical, which was dissimilar to what sampled researchers reported in practice as the most important RCR elements to understand and adhere to for successful research. Regression models indicated there was no significant relationship between individuals’ vignette ethics scores and backgrounds, affirming previous literature suggesting that training can be ineffectual in shifting researcher judgments of ethical dilemmas. Recommendations for training are discussed.
| 78,108 | [
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Please summerize the given abstract to a title
Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study
The COVID-19 pandemic revealed the need for new innovative methods to effectively maintain education in times of crisis and uncertainty This study first presents the Online-Merge-Offline (OMO) learning approach, a way of learning that caters to the new needs of students and teachers in the post-COVID-19 era OMO learning utilizes a hybrid infrastructure that combines Open Educational Practices and real-time learning spaces, both online and offline This study then discusses the early results of a pilot experiment investigating OMO learning in China for three months from three dimensions: space design requirements, technological considerations, and pedagogical considerations A qualitative, two-stage study focused on content analysis and a multiple-case study were carried out in the context of courses about English language learning with 30 teachers and students The obtained findings showed that, although both teachers and students had a positive attitude towards OMO learning, they mentioned that a comprehensive set of core and functional competencies are needed—including the use of online platforms, communication skills, class management, and the effective use of resources Additionally, the findings showed that more effort should be paid to classroom design, such as infrastructure, to efficiently support OMO learning This study exemplifies a new approach toward the future of education to ensure sustainable education in this complex and uncertain world
| 78,126 | [
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Please summerize the given abstract to a title
Casefinder: A Non-Law Students Smartphone App for Legal Writing
Law subjects are not meant just for law students. Some universities around the world require students to register for law subjects to graduate. Malaysia is in a similar situation. Students enrolled in courses such as Bachelor of Accountancy, Bachelor of Business Administration, Bachelor of Public Administration, and Bachelor of Sports Science must register for required law subjects to complete the course. All students studying law must be able to read legal cases. Legal cases are important for legal writing. A good legal writing must be supported by legal cases. Traditionally, these legal cases can be found in the library. Nowadays, students may also lookup for legal cases on the internet by using Google. In Malaysia, a few websites offer access to legal cases, such as The Malayan Law Journal (mlj), The Malaysian Current Law Journal (clj), and eLaw, to name a few. The cases found on these websites are cases that include lengthy facts and judgment. For these non-law students, the large volume of cases on the internet and lengthy cases is challenging. They need assistance to understand the cases as well as finding the most relevant legal cases. This research aims to create an application (app) that will assist non-law students in finding the most pertinent legal cases to their issues at hand. The cases stored in the app are cases that the authors have summarized. Summarization is done to ensure that the non-law students understand cases very well. In this study, the waterfall methodology was used, which is a common software development process. The study developed an app which is called CaseFinder. The most challenging aspect of creating the software was making it user-friendly for non-law students. As a result, the app is limited to only five areas of law which are the most relevant to non-law students' subjects. Due to the COVID-19 outbreak in Malaysia, the government has mandated that all universities conduct online distance learning (ODL). The study is a preliminary study to help non-law students It is high time for the app to be introduced to reduce the possibility of interference in everyday teaching and learning. It is submitted the newly developed app is able to guide non-law students in their law classes. © 2021 ACM.
| 78,183 | [
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Please summerize the given abstract to a title
Teaching-Learning in the Industrial Engineering Career in Times of COVID-19
Since cancellation of face-to-face education during the health emergency caused by COVID-19, higher education institutions, have had to guarantee the right to education through virtualization. Therefore, this work analyzes the teaching-learning process adapted to the virtual mode in the students of technical subjects of the professionalizing axis in the industrial engineering career a private university of Ecuador. Quantitative research is performed for this using surveys, performance index collection, and historical data. The method has a comparative scope between two academic periods, contrasting the data before and after the pandemic, the indicators are taken from students and teachers. The analysis of surveys is carried out in 3 components of teaching, in students are obtained: planning and methodology, with 81.1% considered as satisfied;teacher-assisted activities, with 79.1% content with the activities;and in practical activities, with 74.9% according to the tools used. Comparisons of indicators in different academic periods show minimal variations in performance, teachers improve the average performance score by 4.1%, and students drop academic performance by 2.6%. Finally, the correlation demonstrates a similar perception between students and teacher in the learning practice component. © 2021, Springer Nature Switzerland AG.
| 78,665 | [
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Please summerize the given abstract to a title
CREATE Labs – Student centric hybrid teaching laboratories
The CREATE labs, a hybrid laboratory experience suitable for remote learning was developed at Imperial College in response to the COVID-19 pandemic. To facilitate the transformation from traditional to remote labs, a systematic review of offered projects was carried out to identify where learning objectives could be met using remote-friendly options such as simulations. Essential physical experiments were augmented through the use of various technologies including online collaboration software and first-person point of view cameras to enable a high level of student involvement. Student surveys and interviews confirmed a positive experience comparable to previous years with an improvement in feedback provision.
| 78,685 | [
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Please summerize the given abstract to a title
Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory
Virtual and augmented (VAR) technology is in the early stages of being adopted as a teaching platform in higher education. The technology can facilitate immersive learning in environments that are not usually physically accessible to students via 3D models and interactive 360° videos. To date, adoption rates of VAR technology for teaching have not been well described across a higher education institution. Further, there is an absence of information on the optimal VAR laboratory designs and cost per student. In this study, a purpose designed virtual reality laboratory was formed in 2017 at The University of Sydney, housing 26 Oculus Rift headset units. An evaluation was conducted on the design, costs, rates of teaching adoption and student experiences over five teaching periods (2.5 years). Over this period, 4833 students were taught in the laboratory across 7952 student visits. The laboratory was used most by the Faculty of Engineering (53%), followed by the Faculty of Arts & Social Science (23.8%) and Faculty of Science (23.2%). For engineering, the units of study using the laboratory represented only 1.4% of annual faculty subjects offered. This confirms that adoption was in the initial stage of innovation diffusion. The laboratory saw a 250% increase in student numbers over the period of evaluation and 71.5% of students surveyed (n = 295) reported enhanced learning outcomes. The cost per visit was only AU$ 19.50. These findings give confidence to higher education institutions that the right VAR technology infrastructure is a sound educational investment for the future. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10639-021-10653-6.
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0.221435546875,
-0.53662109375,
-0.245361328125,
0.0841064453125,
0.51611328125,
0.0859375,
0.477783203125,
0.2388916015625,
-0.264892578125,
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0.375,
-0.1287841796875,
-0.63037109375,... | 40 |
Please summerize the given abstract to a title
Internationalization at Home and Virtual: A Sustainable Model for Brazilian Higher Education
The objective of this article is to analyze the strategies adopted by Brazilian universities for the continuity of higher education internationalization actions during the pandemic of COVID-19. Taking as a guide the stages of development of the internationalization of higher education proposed by Brandenburg;de Wit;Jones;Leask & Drobner ( 2020), a new stage of development is proposed: the virtualization. The research results suggest that it will continue after the pandemic. In an empirical qualitative study, conducted with six Brazilian Higher Education Institutions well evaluated by the Times Higher Education 2020 ranking, it was identified that the Internationalization actions developed to contribute to a new sustainable model of internationalization in the country, based on virtualization of Internationalization at Home, and that meets the main objective of the internationalization of higher education: to provide opportunities for all students to develop international perspectives and intercultural competencies during their formative journey.
| 78,706 | [
-0.1827392578125,
-0.3701171875,
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0.369873046875,
0.0972900390625,
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... | 40 |
Please summerize the given abstract to a title
Latin American Professors' Research Culture in the Digital Age
The processes of social confinement caused by the global health crisis (COVID-19), have forced professors to assume new research competencies that allow them to improve science indicators and contribute to the research culture in the digital era for the Latin American region. This article analyzes the research culture of Latin American professors in 20 countries in the digital era, and their relationship with the production of scientific papers indexed in the Journal Citation Report (JCR) between 1996 and 2019. A questionnaire (with validity and reliability criteria) with a Likert-type scale was applied to 2,215 professors selected from five international scientific events. The main results show that 78% of the professors have less than 15 years of teaching experience, with ages under 44 years of age and 38.9% of them with an undergraduate academic level, 62.5% of whom responded that they have never published in indexed journals, and that they do not know the proper application of paradigms and research designs. On the other hand, 23.86% of the total citations are self-citations. Therefore, the results reflect a significant relationship between the research culture of professors and Latin American scientific production. Finally, Latin American professors have found themselves in economic, political and social circumstances that affect good research and scientific publication practices, leaving a training gap in research competencies in the new digital era.
| 78,740 | [
-0.06689453125,
0.01611328125,
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0.409912109375,
0.251220703125,
0.104736328125,
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0.32666015625,
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-0.5205... | 40 |
Please summerize the given abstract to a title
Reviewing the Literature on Professional Development for Higher Education Tutors in the Work-From-Home Era: Is it Time to Reconsider the Integration of Social Media?
Set in the context of higher education, this paper focuses on professional development-related challenges faced by teachers and specifically how these difficulties have been exacerbated by the recent Work-From-Home policy. The study investigates how the integration of social media into educators’ professional development plans can support tutors in this new status quo and prepare them for similar situations in the future. A systematic review of literature, based on a methodological instrument called PRISMA, identified 28 relevant articles for detailed analysis from an initial pool of 65. This revealed that social media-enabled professional development should be promoted across universities. The benefits include social media’s potential to provide tutors with a bespoke experience, that is specific to their evolving needs. Also notable, is social media’s potential to clear physical and temporal hurdles, resulting in a significantly more extensive professional learning network. This leads to faculty who are likely to reap the benefits of networked learning, by using social media as the infrastructure through which to establish a higher volume of more geographically dispersed connections to like-minded individuals. Institutions will need to tackle hurdles, namely faculty resistance to using this novel platform, as well as the anxiety of participating in open online spaces. This should be addressed by pacing the integration of social media-enabled professional development and by blending it with the more established practice of face-to-face workshops. This hybrid model will provide time and support for sceptical teachers to make the transition towards the integration of social media into their PD.
| 78,802 | [
-0.2442626953125,
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0.552734375,
0.02215576171875,
-0.236328125,
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0.1259765625,
1.07421875,
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0.5986328125,
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-0.318359375,
-0.4169921... | 40 |
Please summerize the given abstract to a title
The Attitudes of MTUN Students towards m-Learning Usage during COVID-19 Pandemic
Open and Distance Learning (ODL) is an online Teaching and Learning (T&L) method that has been implemented to all educational institutions in Malaysia to curb the spread of COVID-19 pandemic. The purpose of this study is to identify the attitude level of Malaysian Technical University Network (MTUN) students towards the Mobile Learning (M-learning) usage in ODL methods during the COVID-19 pandemic situation. The total number of respondents involved was 481 engineering students from four MTUN institutions. The study design used is quantitative which uses a questionnaire as a research instrument. The questionnaire used measures three elements of students' attitudes in the aspect of affective, behavior and cognitive towards M-learning implementation. Results were analyzed using descriptive statistics involving the use of mean and standard deviation while inferential statistics involved One-way ANOVA analysis. Result shows that attitudes level of MTUN students towards M-learning was at moderate level for two (2) aspects of affective and cognitive while the behavior aspect was rated at high level. Meanwhile, the result of one-way ANOVA showed no significant difference between the attitudes of student towards ODL across year of studies. Therefore, it can be concluded that the students of MTUN institutions had positive attitudes towards the implementation of M-learning with year of study in the university does not have influence on student’s attitude towards M-learning environment. It is advisable that the use of M-learning in the future needs to be enriched with the features of 21st century learning as to enhance students learning experiences. © 2022 by the authors.
| 78,862 | [
0.04296875,
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0.01096343994140625,
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0.220947265625,
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0.451171875,
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-0.... | 40 |
Please summerize the given abstract to a title
Community outreach and engagement in the time of covid 19: Efforts & approaches of academic libraries
Objective. This paper aims to investigate the types and scope of community engagement and outreach activities of academic libraries while the physical library spaces remain closed or operating on a limited capacity. It also looks at the tools and methods employed to implement such activities. The paper also attempts to uncover patterns or emerging themes as libraries explore innovative ideas and take new initiatives for the betterment of the community they serve. Methods. The study employs a website and Facebook page survey of AUN (ASEAN University Network) Inter-Library Online (AUNILO) member-libraries. The following six outreach categories will be utilized: (1) Collection-Based Outreach;(2) Instruction & Services-Based Outreach;(3) “Whole Person” Outreach;(4) Just for Fun Outreach;(5) Partnerships and Community-Focused Outreach;and (6) Multi-Pronged Themed Events and Programming. Said categories were derived from Farrell and Mastel (2016) paper entitled “Considering Outreach Assessment: Strategies, Sample Scenarios, And A Call to Action.” Results. Findings of the study will offer some insights on how libraries strengthen their roles in transforming societies as they provide opportunities to bring about positive change in their communities. Moreover, this paper will also challenge libraries to take a closer look at their own activities and consider how they can design creative and inspiring ways to connect with their communities. Conclusions. In response to the COVID-19 crisis, libraries are proactively pivoting their community engagement and outreach efforts online and are finding new ways to serve faculty, students, and partners. Libraries are committed to strengthening the resilience and recovery of the community through working collaboratively with its members and building partnerships with relevant organizations. © J. Peñaflor, D. Labangon, 2021.
| 78,936 | [
-0.1820068359375,
0.057342529296875,
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0.5048828125,
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-0.133544921875,
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0.69677734375,
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0.07891845703125,
-0.53515625,
-0.287841796875,
-0.04693603515625,
-0.72509765625,
-0.3413085... | 40 |
Please summerize the given abstract to a title
Research on online teaching of music performance based on diversification and intelligence-take the online music teaching during the COVID-19 as an example
Based on the concept of object-oriented music education, this paper establishes a diversified and intelligent online music teaching system This paper introduces the multi-attribute and multi-objective characteristics of online music teaching from the perspective of modern teaching theory and learning theory, and gives the realization mode On this basis, an idea of designing an intelligent system of online music performance teaching is put forward, that is, interactive music teaching mode Finally, the teaching realization process is described by an example of music performance course © 2020 IEEE
| 79,013 | [
-0.17529296875,
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0.212890625,
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0.482421875,
-0.8310546875,
-0.249267578125,
0.25830078125,
-0.4814453125,
-1.059... | 40 |
Please summerize the given abstract to a title
Doing Better: Addressing Community Educational Disparities through Student-Led Outreach.
One of the many lessons we have learned over the last two years is that there is significant science illiteracy and mistrust in science in many US communities. The Purdue University undergraduate chapter of the American Society for Biochemistry (PU-ASBMB) has designed a service-learning outreach project that will further the ASBMB's and Purdue's goals of promoting equity and access to learning in the community, and engaging undergraduates in the social responsibilities of science communication. In the past, outreach efforts have achieved most positive feedback and engagement from schools that were already considered advantaged, or privileged. We hypothesize that because the COVID-19 pandemic has exacerbated the preexisting racial and socioeconomic disparities present in underrepresented communities, there is an increased awareness of the knowledge- and opportunity-gaps faced by many marginalized members of our communities, both by student-members and by community stakeholders. Furthermore, we propose that this will create a need for more effective partnerships between Purdue University and the Greater Lafayette Community. Creating these partnerships is critical to addressing the disparities in access to science-related educational opportunities. The objective of this service-learning research project is to partner PU-ASBMB with the Greater Lafayette community to foster greater engagement with marginalized populations of K-8 students and their families. PRELIMINARY RESULTS: Based on our 2021 project proposal, the PU-ASBMB has succeeded in partnering with the Hanna Community Center's after-school program which involves 26 K-6th grade students from 7 schools in low-income districts (www.hannacntr.org). The mission of the Center is "to provide quality services, programs and community interactions for the surrounding neighborhood and beyond" and to "celebrate traditions throughout the Greater Lafayette area while preserving the culture, heritage and history of African Americans and minority groups." By integrating hands-on experiences aligned with statewide learning outcomes, conducting interviews, classroom observations, and reflections of students and staff, our program will be evaluated to further address the needs of those underrepresented in the Lafayette community, such as those raised in low-income families, as well as the Latinx, African American, and other marginalized populations. CONCLUSIONS: Drastically reframing the priorities of the PU-ASBMB has allowed us to effectively engage with populations within our community with whom we can have a significant impact. Immediate feedback from stakeholders, both at Purdue and at the Hanna Center indicate significant support for this program. These findings support the execution of sustainable service initiatives to provide targeted support for diverse students in the local community. Future work will include pursuing these outreach opportunities, while also educating the Purdue community on the importance of recognizing their responsibilities in giving back to, and supporting the Greater Lafayette Community, without which Purdue would not be a world-class higher institution for higher education.
| 79,040 | [
-0.025115966796875,
0.11187744140625,
-0.470458984375,
0.55517578125,
-0.392822265625,
0.442626953125,
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0.2391357421875,
0.050811767578125,
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0.327392578125,
-0.580078125,
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0.2359619140625,
-0.378173828125,
-... | 40 |
Please summerize the given abstract to a title
Engaging biochemistry students virtually utilizing problem-based learning and at home lab activities.
The unprecedented 2020 COVID-19 pandemic prompted the rapid shift to online learning in higher education. For courses particularly in the natural sciences, this shift posed a challenge to adapt complex course material that relied on in-person demonstrations and hands-on laboratory experiences to successfully be mastered. Online learning continues grow in these fields where it was once limited. In this piece, we describe the rejuvenation of our problem-based learning Introduction to Biochemistry for students in a virtual environment. We utilized Zoom for engaging discussions between student-led discussion groups focused on their reading of primary literature, adapted labs with course content to enable them to be performed at home, and utilized the online format to connect with a scientist whose work we studied. In particular, our course centered around the mechanisms of antibiotics, beginning with Pasteur's discovery of fermentation and ending with present day papers deconvoluting the synthesis of bacterial peptidoglycan and how different antibiotics inhibit this pathway. Throughout the course, we were able to utilize the online format and at home labs to connect science to everyday life in different ways than traditional classroom learning. Students overall were engaged and enjoyed how this course was different than other online courses. Our observations provide guidance for how to improve future online-based science courses, particularly problem-based learning ones, to make them most effective for successful student learning.
| 79,076 | [
-0.018096923828125,
-0.6181640625,
0.0924072265625,
0.2822265625,
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0.045257568359375,
-0.404052734375,
0.231201171875,
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0.45166015625,
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0.06689453125,
0.09716796875,
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-0.82324... | 40 |
Please summerize the given abstract to a title
Second Life in Art and Design from Students' Perspective: a Case Study
This article tried to determine the students' opininons related to the use of Second Life (SL) application in higher education art and design education. In this case study conducted with 17 students selected via typical case sampling, the SL virtual platform was used as a research area. Data collection tools were included document analysis, self-peer-process assessment, focus groups. Research data were analyzed with content analysis. Participants stated that the use of SL application in art and design education provides support for analysis of 3D programs, virtual exhibition opportunities and simple 3D modeling. Internet speed, slowness of computers, technical and build problems were the common difficulties experienced by the participants. Consequently, the participants' application skills, 3D thinking skills, design skills and creativity during the practise of the SL application improved. Despite some technical difficulties in understanding SL, it is thought that SL is a suitable environment for art and design education. Also, due to the Covid-19 pandemic, most of the education activities, are conducted on virtual environments. Therefore, it is thought that SL will contribute to distance education by online learning.
| 79,121 | [
0.04742431640625,
-0.3681640625,
0.1190185546875,
0.414306640625,
-0.033905029296875,
-0.41650390625,
0.403564453125,
0.1287841796875,
0.07293701171875,
1.025390625,
-0.003292083740234375,
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0.53662109375,
-0.7412109375,
-0.3408203125,
-0.086181640625,
-0.301513671875... | 40 |
Please summerize the given abstract to a title
Measuring the impact of COVID-19 induced campus closure on student self-regulated learning in physics online learning modules
This paper examines the impact of COVID-19 induced campus closure on university students' self-regulated learning behavior by analyzing click-stream data collected from student interactions with 70 online learning modules in a university physics course To do so, we compared the trend of six types of actions related to the three phases of self-regulated learning before and after campus closure and between two semesters We found that campus closure changed students' planning and goal setting strategies for completing the assignments, but didn't have a detectable impact on the outcome or the time of completion, nor did it change students' self-reflection behavior The results suggest that most students still manage to complete assignments on time during the pandemic, while the design of online learning modules might have provided the flexibility and support for them to do so © 2021 ACM
| 79,150 | [
0.0286712646484375,
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0.474609375,
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1.1591796875,
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-0.77099609375,
-0.482177734375,
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... | 40 |
Please summerize the given abstract to a title
A Synthesis of EFL Research in Chilean High Schools: Research Shortage or Research Opportunities?
This article is a configurative literature review that aims to synthesize available research on English as a foreign language education, undertaken specifically in Chilean high-school settings. Drawing on a pre-COVID-19 research corpus, I identified a limited number of concordant accounts (n = 23) published during the last decade. I used a critical interpretive synthesis methodology which yielded three research fields ranging from didactics to socio-structural problematics. The synthesis shows that the research addresses curricular aspects devoid of socio-political and historical contexts, emphasizing primarily teachers' teaching tensions and challenges. Finally, I discuss the English as a foreign language research limitations and implications for the Chilean context, for which I suggest some innovations to broaden future inquiry critically.
| 79,152 | [
-0.060394287109375,
-0.45166015625,
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0.515625,
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0.42822265625,
0.0799560546875,
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0.322509765625,
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0.301025390625,
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0.234619140625,
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-0.... | 40 |
Please summerize the given abstract to a title
Supporting motivation in teams working remotely: The role of basic psychological needs
The current disruptive and abrupt transition to remote activities that educational institutions are facing represents a major challenge for the entire academic community. While most concerns have centred on how learning activities may successfully transit from face-to-face to remote delivery, little attention has been given to how educators can be supported in this new unchartered territory. In this article, we discuss the crucial role of team leaders and how their management and leadership style may have great potential to support educators' motivation. Based on Self-determination Theory, we offer a framework through which team leaders may contribute to create optimal remote working environments for educators. We argue that educators' autonomous motivation depends on how they perceive their remote work environment as supportive of their basic psychological needs of autonomy, competence and relatedness. Then, we highlight a series of practical recommendations by which team leaders may be more needs-supportive. Working from home requires space, trust, open communication and flexibility, especially considering that team members may have different clinical or personal circumstances. We therefore hope these suggestions are helpful to cultivate educators' autonomous motivation, which is beneficial not only for themselves but also for others in their institution, including their co-workers and students.
| 79,170 | [
-0.0081787109375,
-0.58740234375,
-0.77099609375,
0.580078125,
-0.184814453125,
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0.30517578125,
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0.37744140625,
-0.71875,
-0.53125,
-0.358154296875,
-0.371337890625,
-0.49853515625,
-... | 40 |
Please summerize the given abstract to a title
Social values of students in conditions of digitalization of education and COVID-19
Introduction. During the COVID-19 pandemic variety of digital tools and technologies were demonstrated owing to the global digitalization of education and the total transition to online learning. The purpose of present research is to determine factors of digitalization of education and their effect on transformation of social values among high school students in conditions of the COVID-19. The results of research on social values of students were considered using comparative analysis. It was revealed that the paradigm of values among young people changed from an individual-personal one at the beginning of the XXI century to the social oriented paradigm - tolerance, openness, public recognition through social networks, self-development and contribution to the community. Materials and Methods. The analysis of pedagogical experience in the field of digitalization of education allowed to formulate the main factors of global digitalization of education and to highlight positive and negative aspects of online learning. According to M. Rokich's method, an empirical study of instrumental values transformations was carried out among 137 students of Ural Federal University in the conditions of full-time online learning. A questionnaire method was implemented to determine students' attitude to online learning during COVID-19 pandemic and possibility for further development of this form of learning. Results. It was revealed that only 13.7% of respondents did not notice any decrease in the quality of learning and did not experience discomfort in obtaining knowledge in online form. According to the students' opinion the values that are subjected to transformation are the following: efficiency, self-control, responsibility, honesty. It can be concluded that the era of network personality and new scientific knowledge in pedagogy has begun. Online learning is a fait accompli which requires scientific substantiation of a new didactics and social values system development among students in a digital education environment. Discussion and Conclusion. Achieved results contribute to ecological system of new digital services that change life and educational activities of a human, as well as transform his personality and values system. Thus, for the purpose of health and emotional intelligence preservation in students the continuation of interdisciplinary study of various aspects of education digitalization is required. © Rezer T. M., 2021.
| 79,200 | [
0.05230712890625,
-0.0248260498046875,
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0.76171875,
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0.2396240234375,
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0.884765625,
-0.4541015625,
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-0.... | 40 |
Please summerize the given abstract to a title
The effectiveness of using magic book Math in Mathematics learning during the Covid-19 pandemic in Senior High School
This study aims to find out the effectiveness of using augmented reality-based magic book math at State Senior High School 15 Semarang on student achievement The type of research used was Quasy Experimental research The population of this study was X grade students of State Senior High School 15 Semarang With random sampling technique, two classes were selected, X grade of IPA 4 as the experimental class and X grade of IPA 2 as the control class Data processing with t comparative test and regression effect test The results showed that learning was said to be effective which was indicated by: a) the average value of learning achievement in the experimental class was 89 57 which exceeded the Passing Grade 70 limit;b) the effect of student responses can be seen from the value of R square = 0 882 which means 88 2% of student achievement was influenced by student response factors in learning using magic book math based on augmented reality;and c) the average learning achievement of the experimental class was 89 57 while the control class was 70 84, so the experimental class had a significantly better final score average than the control class average
| 79,206 | [
0.400146484375,
0.019256591796875,
0.061553955078125,
0.254150390625,
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0.136474609375,
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... | 40 |
Please summerize the given abstract to a title
It’s Virtually Summer, Can the Zoo Come to You? Zoo Summer School Engagement in an Online Setting
Zoological collections are rapidly changing from a place of entertainment to centers of education. Many zoological collections run holiday and weekend clubs with activities aimed at inspiring and enthusing the next generation. The COVID-19 pandemic saw zoological collections across the world closing, leading a need for alternative educational content. Edinburgh Zoo, UK converted their summer school to a virtual provision. This provided a unique opportunity to determine the effectiveness of online zoological education by investigating if engagement levels differ for family groups when education is ‘live’, ‘recorded’ or ‘activity’ based. A total of 235 participants signed up for the Virtual Summer School, which comprised of 46 separate activities. Submissions, comments and polls were coded for content level and activity type. Results show that the overall engagement was higher for the live sessions compared to the recorded content;however, the content level was higher for activities. Content level increased over the week and there was a higher reported nature appreciation at the end of the Virtual Summer School. These findings provided evidence to suggest that online holiday zoo education can engage and inspire and gives insight on how to maximize the engagement and knowledge acquisition when using these online platforms.
| 79,336 | [
0.143798828125,
0.33642578125,
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0.59228515625,
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0.3056640625,
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-0.1610107421875,
-0.331298828125,
-0.05377197265625,
-0.2174072265625,
-0.439453125,
-0.250... | 40 |
Please summerize the given abstract to a title
Ecuadorian Higher Education in COVID-19: A Sentiment Analysis
COVID-19 is a major medical problem worldwide, but it also leads to educational problems The aim of this work is to contribute with information about the feelings generated in university students and to know the main characteristics of Higher Education in Ecuador in times of pandemic Specifically, the question What are the feelings of university students in times of the COVID-19? was answered For this purpose, a quantitative, transversal and non-experimental research was carried out Fifty-five unstructured anonymous interviews were conducted It was applied to students from 16 Higher Education Institutions Feelings were analyzed using techniques such as Latent Dirichlet Allocation (LDA), and through the computer programs MATLAB and NVIVO applied to the 500 phrases, obtained from 55 interviews with an average of 47 words per phrase When carrying out the sentiment analysis, it was obtained that approximately 64% was negative, 11% neutral and 25% positive LDA found that the 55 interviews were explained by 2 unobserved groups represented by the word clouds of topics 7 and 14 The unobserved groups show feelings such as stress, tiredness, problems and effort that may be related to the words people, evaluation, type, education and strength This research can be complemented with a study that allows to deepen the type of negative, neutral and positive feelings and to determine their possible causes © 2020 ACM
| 79,361 | [
0.130615234375,
-0.253662109375,
-0.1123046875,
0.263671875,
0.08001708984375,
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0.41064453125,
0.54541015625,
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0.79248046875,
0.16943359375,
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0.21240234375,
-0.66259765625,
-0.650390625,
-0.2203369140625,
-0.2042236328125,
-0.65869140... | 40 |
Please summerize the given abstract to a title
Engaging students in an ocean data analysis based Virtual REU
In the summer of 2020, many Research Experience for Undergraduate (REU) programs around the country were forced to cancel their on-site programs due to the Covid-19 pandemic. In the midst of this crisis, the OOI Ocean Data Labs project at Rutgers University was asked to develop an alternative 'virtual REU, ' relying on our existing network of faculty and virtual community professional development experience. In the end, 15 faculty members were recruited to support 16 undergraduate students, as part of a combined program with Rutgers Research Internship in Ocean Sciences (RIOS). With only a month of planning, the Data Labs-RIOS team put together an 8-week research experience for students, including a 2-week professional development, and a 6-week research project, where students worked virtually with a faculty mentor, in keeping with typical REU summer programs. In this paper, we review the elements of the virtual program enacted in 2020, and how the various components were scaffolded to provide a coherent and positive research experience for students. The program produced a number of positive components worthy of consideration for future virtual REU or other internship programs. Virtual or hybrid programs might be a suitable alternative for nontraditional students or others who cannot participate in traditional programs, but would still benefit from the opportunity to engage in research. © 2021 MTS.
| 79,401 | [
0.01392364501953125,
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... | 40 |
Please summerize the given abstract to a title
Preliminary Research for Anomaly Detection in Fog-Based E-Assessment Systems
The COVID epidemic situation is getting more complicated, which makes direct communication between people more difficult. The development of science and information technology makes the geographical distance narrow. It is very necessary to build an Education Management Information System (EMIS) which is deployed by Fog Computing Paradigm because of its advantages. In educational applications, to assess learners’ ability on acquiring knowledge, the test function is an indispensable part of the online learning support system. This system supports learners’ evaluation by them-self automatically. Thus, it is necessary to analyze learners’ data for anomaly detection. Then, we propose an overall architecture and point out two basic factors for anomaly detecting in Fog-Based E-Assessment Systems. © 2021, Springer Nature Singapore Pte Ltd.
| 79,441 | [
-0.258544921875,
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Please summerize the given abstract to a title
Course‐based undergraduate research experiences in a remote setting: Two case studies documenting implementation and student perceptions
Inquiry‐based components of ecology curricula can be valuable, exposing students to what it means to do science, from conceiving of a meaningful question to effectively disseminating results to an audience. Here, we describe two approaches for implementing independent, remote research for undergraduates enacted in the spring semester of 2020 at Reed College in Portland, OR, reporting case studies from an intermediate‐level ecology course and an interdisciplinary environmental science course. We report on both the challenges as well as the novel opportunities for independent research projects in such a setting, the details of how projects were implemented, the tools and resources that may help facilitate such endeavors, as well as perceptions on the effectiveness of this endeavor by students. As institutes of higher education continue to operate in an online learning environment, we hope these materials help spark a discussion about how to engage in meaningful research experiences as part of coursework in the COVID‐19 era and beyond.
| 79,485 | [
-0.0789794921875,
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0.06695556640625,
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0.033233642578125,
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-0.470703125,... | 40 |
Please summerize the given abstract to a title
Developing a Massive Open Online Lab Course for Learning Principles of Communications
The course of Principles of Communications involves a wide range of know ledge and is both theoretical and practical. It is difficult for beginners to closely link theory with practice. Therefore, it is necessary to consolidate theoretical teaching results through experiments. The traditional experimental teaching of Principles of Communications is to let students go to the laboratory and carry out experiments by programming on software radio hardware. However, during the COVID-19 pandemic period, students are unable to conduct experiments in the laboratory, so online experiments become the only feasible scheme. This paper introduces an online experiment scheme, compares the online scheme with lab experiments. The online experiment system has been used in one class of 28 students and the positive rate of the system from the students is 86%.
| 79,497 | [
-0.0036182403564453125,
0.040985107421875,
-0.03289794921875,
0.398681640625,
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0.415771484375,
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0.012115478515625,
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Please summerize the given abstract to a title
Online but not remote: Adapting field‐based ecology laboratories for online learning
Teaching ecology effectively and experientially has become more challenging for at least two reasons today Most experiences of our students are urban, and we now face the near immediate and continuing need to deliver courses (either partially or wholly) online because of COVID‐19 Therefore, providing a learning experience that connects students to their environment within an ecological framework remains crucial and perhaps therapeutic to mental health Here, we describe how prior to the pandemic we adapted our field‐based laboratories to include data collection, analysis, and interpretation, along with the development of a citizen‐science approach for online delivery This design is simple to implement, does not require extensive work, and maintains the veracity of original learning outcomes Collaboration online following field data collection in ecology courses within the context of cities offers further options to adapt to student experience levels, resource availability, and accessibility, as well as bringing instructors and students together to build an open well‐curated data set that can be used in ecology courses where no laboratories are available Finally, it promotes an open collaboration among ecology instructors that can drive lasting conversations about ecology curriculum
| 79,531 | [
-0.2158203125,
-0.07208251953125,
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0.408935546875,
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0.348876953125,
0.9755859375,
0.419921875,
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0.3876953125,
-0.491943359375,
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-0.36865... | 40 |
Please summerize the given abstract to a title
An Inverted Virtual Faculty Development Program for Remote Teaching: Pilot for Replication
Background: Due to the COVID 19 pandemic, all the universities worldwide are experiencing a paradigm shift to online learning. Baby boomers and Generation X need to cope with the challenging transformation, so an emerging need for a faculty development program was needed towards achieving the goal of that transformation. Objectives: To describe and assess an inverted virtual faculty development program (VFDP) that was designed and implemented for the first time in the school to equip educators with the necessary technology competencies for remote online learning. Methods: An interventional prospective study held in a university setting post need analysis conduction to prioritize the required technological skills for faculty members. The program was designed to integrate five essential skills needed to by faculty members to teach remotely. The intervention comprised attending five virtual sessions after watching a pre-distributed material, then evaluated using the Kirkpatrick model. Results: Almost 81% of faculty members completed the program and 80 % of participants were satisfied with the content of the program. There was a statistically significant difference between the perceived ability of the participants to share and record video lectures before and after the VFDP (p value <0.001). The percentage of the departments that applied the program components showed that 96% of them were able to record lectures. In addition, 80% of them were able to develop online quizzes. Conclusion: The inverted virtual faculty development program (VFDP) has supported the participating faculty in developing their needed technological competencies required to bridge the gap of remote teaching/learning. © 2022, Ain Shams University Faculty of Medicine. All rights reserved.
| 79,563 | [
-0.263671875,
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0.6142578125,
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0.81591796875,
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0.09771728515625,
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-0.48583984375... | 40 |
Please summerize the given abstract to a title
What Can We Learn about Science Teachers’ Technology Use during the COVID-19 Pandemic?
The purpose of this qualitative research was to describe teachers’ experiences in a technology-mediated teaching context during the COVID-19 pandemic We mainly focused on teachers’ experiences with technology use (change and variety of the use) and their willingness to use technology in teaching We designed an interview-based study The participants were Estonian science teachers who voluntarily agreed to share their experiences about teaching in new and—for most of them—unexpected, distanced learning conditions Based on teachers’ reflections on technology use we could distinguish between three groups in which teachers described different levels of willingness to use technology, change in technology use from pre-COVID to distanced learning, and variety in the use of technology Our results revealed that the higher teachers’ perceived willingness to use technology, the easier it was for them to overcome potential obstacles and cope with the unexpected distanced learning The main obstacles there were grouped as external (e g , issues with internet connection, lack of students’ digital skills) and internal (e g , teachers’ beliefs about technology use for teaching) I was observed that some obstacles were shared by all teachers (such as limitations on students’ digital skills) whereas others where more prevalent in separate groups This highlights the importance of understanding and considering the variability in the possible obstacles that emerge in using technology in education for teachers with different levels of experience
| 79,571 | [
0.48095703125,
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-0.6840... | 40 |
Please summerize the given abstract to a title
Appraisal of high-stake examinations during SARS-CoV-2 emergency with responsible and transparent AI: Evidence of fair and detrimental assessment
In situations like the coronavirus pandemic, colleges and universities are forced to limit their offline and regular academic activities. Extended postponement of high-stakes exams due to health risk hereby reduces productivity and progress in later years. Several countries decided to organize the exams online. Since many other countries with large education boards had an inadequate infrastructure and insufficient resources during the emergency, education policy experts considered a solution to simultaneously protect public health and fully resume high-stakes exams -by canceling offline exam and introducing a uniform assessment process to be followed across the states and education boards. This research proposes a novel system using an AI model to accomplish the complex task of evaluating all students across education boards with maximum level of fairness and analyzes the ability to fairly appraise exam grades in the context of high-stakes examinations during SARS-CoV-2 emergency. Basically, a logistic regression classifier on top of a deep neural network is used to output predictions that are as fair as possible for all learners. The predictions of the proposed grade-awarding system are explained by the SHAP (SHapley Additive exPlanations) framework. SHAP allowed to identify the features of the students' portfolios that contributed most to the predicted grades. In the setting of an empirical analysis in one of the largest education systems in the Global South, 81.85% of learners were assigned fair scores while 3.12% of the scores were significantly smaller than the actual grades, which would have had a detrimental effect if it had been applied for real. Furthermore, SHAP allows policy-makers to debug the predictive model by identifying and measuring the importance of the factors involved in the model's final decision and removing those features that should not play a role in the model's “reasoning” process.
| 79,724 | [
-0.287109375,
-0.0295257568359375,
0.0275726318359375,
0.3935546875,
-0.7021484375,
-0.1915283203125,
-0.72705078125,
-0.07330322265625,
-0.253173828125,
0.97705078125,
0.31494140625,
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0.0189666748046875,
-0.943359375,
-0.399658203125,
-0.1534423828125,
-0.6357421875,... | 40 |
Please summerize the given abstract to a title
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 © 2021 IGI Global All rights reserved
| 79,759 | [
0.08892822265625,
0.08941650390625,
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0.401123046875,
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0.1378173828125,
0.47265625,
0.264892578125,
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0.12841796875,
-0.63623046875,
-0.58251953125,
-0.28662109375,
-0.646484375,
-0.534... | 40 |
Please summerize the given abstract to a title
Individual Differences in Digital Game-Based Supply Chains Management Learning: Evidence from Higher Vocational Education in Taiwan
This study aims to investigate the differences in the learning path and value between students of different genders and educational backgrounds in digital game-based learning in Taiwan’s higher vocational education. A game-based digital Supply Chains Learning System was used to explore the value network based on “system attributes—learning consequences—target value” from the perspective of the student. To investigate the research question, this study conducted a cross-analysis of differences in gender and education background. Findings from the study revealed that irrespective of gender and educational background in higher vocational education in Taiwan, students developed distinctively different learning paths, values, and emphasis from specific system attributes. These findings will not only enable trainers and educators to learn more about the differences in learning by individuals but will also serve as useful guidelines for the improvement of the teaching strategy used by digital games developers.
| 79,816 | [
-0.30126953125,
0.0809326171875,
-0.1768798828125,
0.3525390625,
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0.021728515625,
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1.2568359375,
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0.47265625,
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... | 40 |
Please summerize the given abstract to a title
Adoption of Online Courses Teaching in Tanzania's Universities after World Health Organization Declares the COVID-19 a Pandemic Disease: Opportunities and Barriers
The commonly methods used to teach courses in majority of African Universities Tanzania included is face to face mode. This creates difficulty for most of universities to change dramatically to offer online courses in responses to COVID-19. Thus, this study has been conducted to determine the perceived obstacles that will hinder the universities to shift to online courses teaching.A mixed methods dominated with quantitative approach was used to answer the research questions. A total of 173 respondents participated in this study whereby descriptive statistics and binary logistic regression were applied to determine the factors that influence the academic staff to have online course or not. This was followed by content analysis to analyses the proposed adaptation to online courses by the academic staff.The findings indicated that the main hindrances to online teaching is lack of capacity;knowledge on how to conduct online course;knowledge and technological factors;environmental factors;staff attitudes towards delivering online courses and year spent in using E-learning. The academic staff proposed improvement of ICT infrastructure and strengthening the capacity of academic staff to deliver online courses.The study concludes that most of academic staff are will to adopt online teaching. Improving the organizational and individual factors will enhance staff to adopt online teaching. The paper recommends that the university may start with online teaching for postgraduate student and gradually to bachelor students using free available online teaching tools and platform such as Zoom, WeChat, Webinar and alike.
| 80,061 | [
-0.033843994140625,
-0.44580078125,
-0.5595703125,
0.369384765625,
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0.34033203125,
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0.3955078125,
0.194580078125,
1.177734375,
0.29296875,
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0.256591796875,
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-0.58837890625,
0.1763916015625,
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-0... | 40 |
Please summerize the given abstract to a title
The use of distance learning through WhatsApp and Google meeting to identify differences in biology learning outcomes
The COVID-19 pandemic has turned face-to-face learning into distance learning using online media. Educational institutions strive to provide a system to meet students' needs in conducting distance learning using online media. Educational institutions also try to familiarize teachers and students with using online media in the learning process. Educators and students can utilize distance learning media in WhatsApp groups and Google meetings to carry out the learning process. This study aims to determine whether there are differences in student biology learning outcomes between the experimental class I am learning using WhatsApp group and the practical class II learning using Google meetings. This type of research is a quasi-experimental design with a posttest-only control design. The study population was all class X MIPA (mathematics and science) Public Senior High School 02 Batu (There are five classes). The sampling technique used purposive sampling. The experimental class I was class X MIPA 4 with 28 students and the practical class II was class X MIPA 5 with 28 students. Descriptive and inferential statistical data analysis techniques using Ms. Excel and the Independent Sample T-Test (SPSS Statistics 17.0). This study indicates that there is a difference in the average learning outcomes of students between experimental class I (74.75) who carry out learning using WhatsApp group and experimental class II (64.75) who carry out learning using Google meetings. In conclusion, learning using the WhatsApp group is better.
| 80,146 | [
0.48388671875,
-0.15380859375,
-0.26513671875,
0.333740234375,
-0.3642578125,
-0.438232421875,
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0.1920166015625,
0.5615234375,
1.111328125,
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0.38623046875,
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-0.39086914062... | 40 |
Please summerize the given abstract to a title
FCST Synergy Education Model Based on Mobile Internet Technology in Chinese Higher Vocational Colleges
FCST collaborative education model is a creative idea for vocational college students cultivating, especially under the background of COVID-19 pandemic. Family, society, school and teacher work together to provide comprehensive education to students. Based on the background of mobile Internet technology, this paper proposes an interactive mode of “FCST” to train higher vocational education students from families, schools, teachers and society. Research methods: literature retrieval method;questionnaire survey;sample interview;logical induction. Research conclusions: Mobile Internet technology is a mature technology and can be widely used in higher vocational education in China. In the process of ideological education for college students, families, schools, teachers and society jointly construct the “1+2+3+N” “FCST” collaborative education model. © 2021, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.
| 80,375 | [
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0.76025390625,
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0.315185546875,
0.9306640625,
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0.88037109375,
-0.595703125,
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-0.22119140625,
-0.270263671875,
-0.402... | 40 |
Please summerize the given abstract to a title
The International Science and Evidence-based Education Assessment
Education is indispensable for the flourishing of people from all backgrounds and stages of life. However, given the accelerating demographic, environmental, economical, socio-political, and technological changes—and their associated risks and opportunities—there is increasing consensus that our current educational systems are falling short and that we need to repurpose education and rethink the organization of learning to meet the challenges of the 21st century. The United Nations Educational Scientific and Cultural Organization (UNESCO) “Futures of Education” initiative was formally launched at the United Nations General Assembly in 2019 to provide such a vision of education for the future. The International Scientific and Evidence-based Education (ISEE) Assessment synthesizes knowledge streams generated by different communities and stakeholders at all levels and scales and will thereby essentially contribute to re-envisioning this future of education. The overall aim of the ISEE Assessment is to pool the expertise from a broad range of knowledge holders and stakeholders to undertake a scientifically robust and evidence-based assessment in an open and inclusive manner of our current educational systems and its necessary reforms. In this commentary, we discuss the aims and goals of the ISEE Assessment. We describe how the ISEE Assessment will address key questions on the purpose of education and what, how, where and when we learn, and evaluate the alignment of today’s education and theory of learning with the current and forthcoming needs and challenges and to inform policymaking for future education.
| 80,412 | [
-0.38134765625,
-0.425048828125,
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0.279541015625,
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0.0258331298828125,
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Please summerize the given abstract to a title
Implementation of sustainability indicators in engineering education using a combined balanced scorecard and quality function deployment approaches
One year and a half after the start of the COVID-19 pandemic, it became suitable to rethink the design of the engineering education systems to remain sustainable and resilient. The paper aims to identify the most important aspects of the system, as well as the most vulnerable ones and the extent to which the system meets the sustainability requirements of the society. The Balanced Scorecard approach is used to ensure that the system remains sustainable and resilient. The indicators to measure the aspects of this design are developed. A Quality Function Deployment approach is used to identify the extent to which a designed system satisfies the sustainability requirements of the society. The problem is formulated as an engineering design problem in which the customer requirements are presented using a sustainability Triple Bottom Line framework. The results indicate that a well-designed engineering education system is capable of addressing the majority of the 17 sustainable development goals (SDGs) identified by the United Nations. The most important aspect of this system is its commitment to quality assurance and continuous improvement. Such a system is a key player to achieve the SDGs, particularly those of economic growth, quality education, good health and wellbeing, and industry innovation. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
| 80,434 | [
-0.5771484375,
0.3466796875,
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0.615234375,
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0.1766357421875,
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... | 40 |
Please summerize the given abstract to a title
COVID-19 and the pre-existing language teacher supply crisis
The insufficient supply of K-12 language ? world language (WL) and English as a second language (ESL) ? teachers in the United States has been a pervasive challenge for school administrators seeking to provide language learning opportunities for their students. The issue is complex ? including numerous factors that adversely affect the recruitment of future educators as well as their retention once in the classroom. Almost all states report a dearth of WL and/or ESL teachers, and WL is the discipline with the highest predictive teacher turnover rate ? whether by leaving the profession entirely (leavers) or opting to move to a different school (movers). In spring 2020, the global health pandemic placed additional demands on all educators, and consequently some reports predict an exodus of teachers from K-12 schools. This article presents the results of a study exploring language teachers? intention to leave the profession as a consequence of school-related responsibilities and experiences during spring 2020. Data revealed three profiles of K-12 language teachers: stayers, leavers, and conditional stayers. Implications related to influential factors in teachers? potential decisions to remain in or exit the profession are provided.
| 80,538 | [
0.2469482421875,
-0.1817626953125,
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0.642578125,
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0.578125,
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0.1497802734375,
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-0.... | 40 |
Please summerize the given abstract to a title
Unpacking mobile learning in higher vocational education during the COVID-19 pandemic
Mobile learning in higher education has become more popular than ever during the COVID-19 pandemic. However, the presence of mobile learning in Chinese higher vocational education is unexplored. Therefore, the aim of this research is to extend the unified theory of acceptance and use of technology (UTAUT) by incorporating three sub-dimensions of self-efficacy for measuring students' acceptance of mobile learning in Chinese higher vocational education. A total sample of 900 students from higher vocational colleges were selected to participate in this study and their responses were analysed using structural equation modelling to validate the extended UTAUT. The results provide significant evidence of the sub-dimensions of self-efficacy and confirm the validity of extended UTAUT. The results also show that students' effort and performance expectancies, social influence and facilitating condition were directly affected by their self-efficacies to use mobile learning.
| 80,575 | [
0.2132568359375,
-0.5234375,
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0.2005615234375,
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-0.354248... | 40 |
Please summerize the given abstract to a title
Sheltered Instructional Observational Protocol Model in Digital Teaching EFL Students in Ukraine
Digital teaching has become an alternative way to replace the conventional learning process in COVID pandemic time. Educators explore different language achievement strategies to assist students on the way to academic success. One of the approaches the teachers can benefit from significantly is instructional modal -- the Sheltered Instructional Observational Protocol (SIOP). This study aims to determine the effectiveness of SIOP instructional strategies in this digital teaching of EFL students. The study was conducted at the undergraduate level for English language learners in the Faculty of Philology, V.O. Sukhomlynskyi National University of Mykolaiv, Ukraine. The researchers conducted the study in the first semester of 2020. The contribution of this study is to evaluate experience of teachers in instructional strategies and to assess their effectiveness in digital teaching. The study analyzes the responses of twenty-five teachers and 63 students to the SIOP-based survey. A descriptive statistical method was used to test the validation. The results of the research show that EFL learners are not satisfied with activities to apply language and content knowledge. The results justified that teachers need to establish active online communication with their students. The study presents some recommendations for EFL teachers to improve their professional skills by adopting the specific components of SIOP and mastering their instructional strategies in digital learning. The implementation of the SIOP Model in digital teaching could bring appropriate and meaningful resources for high school teachers as a tool for them to grow professionally in COVID pandemic time.
| 80,752 | [
-0.0811767578125,
-0.32421875,
-0.673828125,
0.57568359375,
-0.236083984375,
-0.1898193359375,
-0.1839599609375,
0.275390625,
0.07147216796875,
0.99951171875,
0.4248046875,
-0.5078125,
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... | 40 |
Please summerize the given abstract to a title
Sustaining higher education through Elearning in post COVID-19
For years, academic bodies worldwide insisted on the classroom’s traditional setting while expressing substantial reluctance towards using online courses However, eLearning has emerged as the only alternative to the traditional classroom after the lockdown of COVID-19 The Higher Education bodies have adopted eLearning as a solution, which posed an expected challenge to the traditional theories of pedagogy and academic bodies With the eLearning laboratories and applications, most education bodies have managed to sustain their curricula delivery In this sense, eLearning has emerged as a successful tool that sustains Higher Education in crisis and emergency times However, it is not an option to sustain education as a long-term pedagogical tool Therefore, this paper explores the educational system’s potential changes worldwide after COVID-19, where eLearning is the feasible medium to sustain Higher Education by adopting a curriculum based on integrating eLearning It is descriptive and analytical in nature, and it is based on previous studies and research that have explored eLearning as an educational necessity The literature review is explored by adopting the SWOT model to analyse the pros and cons of implementing eLearning in Higher Education The SWOT analysis offers suggestions to avoid repeating recurrent deficiencies and mistakes when adopting an eLearning curriculum in the Post COVID-19 period by exploring the strengths, weaknesses, opportunities, and threats Based on the analysis and findings, the paper concludes that eLearning is inevitable in the Post COVID-19 era since it has proved its success and sustainability once the threats and weaknesses are addressed and resolved © 2020 IEEE
| 80,773 | [
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... | 40 |
Please summerize the given abstract to a title
The effect of students’ metacognition and digital literacy in virtual lectures during the covid-19 pandemic on achievement in the “methods and strategies on physics learning” course
This study aims to determine the effect of students’ metacognition and digital literacy skills on virtual lectures in the COVID-19 pandemic on achievement in the “Methods and Strategy on Physic Learning (MSPL)” course The data was collected using a survey method which involved all 42 physics education students The data analysis was carried out in two stages, namely the categorization stage and the correlation stage Based on the data and analysis, it is known that the metacognition skill of physics education students is dominated by the “high” category with 40 47%, followed by the “medium” category at 35 71%, and the remaining 23 82% are at “low” category As for the digital literacy, the variable is not much different from the metacognition skill, which is dominated by students with high category digital literacy skills at 42 85%, “moderate” category at 33 33%, and the rest 23 82% are at “low” category Likewise, in the variable conceptualization of the concept of physics and physics learning strategies, physics students who are in the “high” category is more dominant than the “medium” and “low” categories, which are 33 33% and 28 58%, respectively Based on the ANOVA table, it is known that the value of sig 0,000, which is less than ( F table 3 22 It means that the two variables X1 and X2, simultaneously affect the Y variable (mastery of the MSPL concept) © 2020 Science Education Study Program FMIPA UNNES Semarang
| 80,775 | [
-0.05377197265625,
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0.54541015625,
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-0.571777343... | 40 |
Please summerize the given abstract to a title
Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course
Transitioning from in‐person to remote learning can present challenges for both the instructional team and the students. Here, we use our course “Biodiversity in the Age of Humans” to describe how we adapted tools and strategies designed for a flipped classroom to a remote learning format. Using anonymous survey data collected from students who attended the course either in‐person (2019) or remotely (2020), we quantify student expectations and experiences and compare these between years. We summarize our experience and provide ten “tips” or recommendations for a transition to remote learning, which we divide into three categories: (a) precourse instructor preparation; (b) outside of class use of online materials; and (c) during class student engagement. The survey results indicated no negative impact on student learning during the remote course compared to in‐person instruction. We found that communicating with students and assessing specific needs, such as access to technology, and being flexible with the structure of the course, simplified the transition to remote instruction. We also found that short, pre‐recorded videos that introduce subject materials were among the most valuable elements for student learning. We hope that instructors of undergraduate ecology and evolution courses can use these recommendations to help establish inclusive online learning communities that empower students to acquire conceptual knowledge and develop scientific inquiry and literacy skills.
| 80,817 | [
0.139892578125,
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-0.58... | 40 |
Please summerize the given abstract to a title
17thEducators Symposium at MODELS 2021
Model-driven engineering has been part of university curricula, as well as corporate training programs, for many years. Modeling notations are taught in a wide variety of courses and programs, from software engineering to enterprise architecture. Most educators would agree that teaching modeling is a challenging task, especially given the growing student population interested in modeling. These challenges, this year, were additionally complicated by the COVID pandemic, which required a change in education delivery in many contexts. © 2021 IEEE.
| 80,874 | [
0.40380859375,
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... | 40 |
Please summerize the given abstract to a title
Effectiveness of using online platforms as a substitute for face-to-face learning in learning chemistry on colloid topic
This study aims to explore the effectiveness of using online platforms in learning chemistry on the colloid topic during the period of distance learning activities due to the COVID-19 outbreak in Indonesia The online platforms used in this study are Skype, Zoom, Quizizz, and Google Drive The use of the platforms was done gradually to see the student's development in understanding the learning material Two aspects determined the effectiveness of using online platforms in learning chemistry First, students' online questionnaire was deepened by interviews through the WhatsApp group, and second, based on students' concept test results, which refers to the essential competencies of learning chemistry in Indonesian curriculum documents This research employed action research so that evaluation and improvement occur in learning Data collected through the questionnaire, online interviews, and test score concepts Based on the results, Zoom is considered as the most effective platform in learning chemistry on the colloid topic This research has an impact on the development of technological knowledge of the teacher who is forced to master several platforms that they never used before © 2021 Author(s)
| 81,091 | [
0.09600830078125,
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... | 40 |
Please summerize the given abstract to a title
Machine learning for the educational sciences
Machine learning (ML) provides a powerful framework for the analysis of high-dimensional datasets by modelling complex relationships, often encountered in modern data with many variables, cases and potentially non-linear effects. The impact of ML methods on research and practical applications in the educational sciences is still limited, but continuously grows, as larger and more complex datasets become available through massive open online courses (MOOCs) and large-scale investigations. The educational sciences are at a crucial pivot point, because of the anticipated impact ML methods hold for the field. To provide educational researchers with an elaborate introduction to the topic, we provide an instructional summary of the opportunities and challenges of ML for the educational sciences, show how a look at related disciplines can help learning from their experiences, and argue for a philosophical shift in model evaluation. We demonstrate how the overall quality of data analysis in educational research can benefit from these methods and show how ML can play a decisive role in the validation of empirical models. Specifically, we (1) provide an overview of the types of data suitable for ML and (2) give practical advice for the application of ML methods. In each section, we provide analytical examples and reproducible R code. Also, we provide an extensive Appendix on ML-based applications for education. This instructional summary will help educational scientists and practitioners to prepare for the promises and threats that come with the shift towards digitisation and large-scale assessment in education. Context and implications Rationale for this study In 2020, the worldwide SARS-COV-2 pandemic forced the educational sciences to perform a rapid paradigm shift with classrooms going online around the world—a hardly novel but now strongly catalysed development. In the context of data-driven education, this paper demonstrates that the widespread adoption of machine learning techniques is central for the educational sciences and shows how these methods will become crucial tools in the collection and analysis of data and in concrete educational applications. Helping to leverage the opportunities and to avoid the common pitfalls of machine learning, this paper provides educators with the theoretical, conceptual and practical essentials. Why the new findings matter The process of teaching and learning is complex, multifaceted and dynamic. This paper contributes a seminal resource to highlight the digitisation of the educational sciences by demonstrating how new machine learning methods can be effectively and reliably used in research, education and practical application. Implications for educational researchers and policy makers The progressing digitisation of societies around the globe and the impact of the SARS-COV-2 pandemic have highlighted the vulnerabilities and shortcomings of educational systems. These developments have shown the necessity to provide effective educational processes that can support sometimes overwhelmed teachers to digitally impart knowledge on the plan of many governments and policy makers. Educational scientists, corporate partners and stakeholders can make use of machine learning techniques to develop advanced, scalable educational processes that account for individual needs of learners and that can complement and support existing learning infrastructure. The proper use of machine learning methods can contribute essential applications to the educational sciences, such as (semi-)automated assessments, algorithmic-grading, personalised feedback and adaptive learning approaches. However, these promises are strongly tied to an at least basic understanding of the concepts of machine learning and a degree of data literacy, which has to become the standard in education and the educational sciences. Demonstrating both the promises and the challenges that are inherent to the collection and the analysis of large educational data with machine learning, this paper covers the essential topics that their app ic tion requires and provides easy-to-follow resources and code to facilitate the process of adoption. © 2021 The Authors. Review of Education published by John Wiley & Sons Ltd on behalf of British Educational Research Association.
| 81,150 | [
-0.0285491943359375,
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... | 40 |
Please summerize the given abstract to a title
Learn-Apply-Reinforce/Share Learning: Hackathons and CTFs as General Pedagogic Tools in Higher Education, and Their Applicability to Distance Learning
This paper lays out two teaching/learning methods that are becoming increasingly prevalent in computer science - hackathons, and Capture the Flag (CTF) competitions - and the pedagogic theory that underpins them. A case study of each is analysed, and the underpinning similarities extracted. The frameworks are then generalised to Learn-Apply-Reinforce/Share Learning - a social constructivistic method that can be used subject-independently. The applicability of this new method to distance learning is then investigated - with a mind to potential necessity to work from home - both due to increasing demand in the Higher Education sector, but also the devastating impact of crises such as the ongoing COVID-19 pandemic. Finally, a few potential extensions and future applications are discussed - including the possibilities of pivoting the method to be more research-driven, or indeed, to drive research.
| 81,240 | [
0.270751953125,
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-0.51953125,
-0... | 40 |
Please summerize the given abstract to a title
Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns
The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all teaching became mediated by digital technologies. This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. We designed a Likert-type online questionnaire to measure the frequency of teaching activities. It was answered by 1,403 teachers from Spain (734 primary and 669 secondary education teachers). The proposed activities varied depending on the learning promoted (reproductive or constructive), the learning outcomes (verbal, procedural, or attitudinal), the type of assessment to which the activities were directed, and the presence of cooperative activities. The major result of this study was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favoring verbal and attitudinal learning. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified four teaching profiles depending on the frequency and type of digital technologies use: Passive, Active, Reproductive, and Interpretative. The variable that produced the most consistent differences was previous digital technologies use These results show that Information and Communication Technologies (ICT) uses are reproductive rather than constructive, which impedes effective digital technologies integration into the curriculum so that students gain 21st-century competencies.
| 81,298 | [
0.18212890625,
-0.1707763671875,
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0.560546875,
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0.2159423828125,
0.171142578125,
0.87158203125,
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0.619140625,
-0.423095703125,
-0.1253662109375,
-0.39892578125,
-0.362060546875,
-0.5205... | 40 |
Please summerize the given abstract to a title
A plagiarism-proof online examination format for calculus and elementary linear algebra using Microsoft Excel
As educational systems move from onsite to online due to the COVID-19 pandemic, teachers face the difficulty of designing online examination formats which minimise opportunities for dishonesty. In this paper, we expose our design of such a format: a protected Microsoft Excel spreadsheet containing short-answer questions, which was implemented in a calculus module taught by us in the academic year 2020/2021. This format allows examiners to randomise questions with the aim that each student receives each question with different numerical details, making plagiarism impossible, while keeping the marking effort very low.
| 81,337 | [
-0.05340576171875,
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0.23193359375,
0.330078125,
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1.298828125,
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0.06951904296875,
-0.349365234375,
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0.1912841796875,
-0.335205078125,
-... | 40 |
Please summerize the given abstract to a title
Artificial Intelligence and Machine Learning: An Instructor’s Exoskeleton in the Future of Education
The role of artificial intelligence in US education is expanding. As education moves toward providing customized learning paths, the use of artificial intelligence (AI) and machine learning (ML) algorithms in learning systems increases. This can be viewed as growing metaphorical exoskeletons for instructors, enabling them to provide a higher level of guidance, feedback, and autonomy to learners. In turn, the instructor gains time to sense student needs and support authentic learning experiences that go beyond what AI and ML can provide. Applications of AI-based education technology support learning through automated tutoring, personalizing learning, assessing student knowledge, and automating tasks normally performed by the instructor. This technology raises questions about how it is best used, what data provides evidence of the impact of AI and ML on learning, and future directions in interactive learning systems. Exploration of the use of AI and ML for both co-curricular and independent learnings in content presentation and instruction; interactions, communications, and discussions; learner activities; assessment and evaluation; and co-curricular opportunities provide guidance for future research.
| 81,349 | [
0.280517578125,
-0.1529541015625,
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0.07757568359375,
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... | 40 |
Please summerize the given abstract to a title
Comparing the effectiveness of badges and leaderboards on academic performance and motivation of students in fully versus partially gamified online physics classes
Gamification, or the intentional use of gaming elements in non-game contexts, has been touted as a promising tool to improve educational outcomes in online education, yet the evidence regarding why it might work and its effectiveness is inconclusive. One reason is that previous research has often included several gamification tools together, neglecting that each gamification tool can vary in effectiveness. In order to evaluate their relative impact, two frequently used gamification tools, badges (i.e., digital credentials given for achievements) and leaderboards (i.e., digital rankings based on performance), were compared for their effectiveness on the academic performance and motivation of students. Two experiments were conducted in two online undergraduate physics courses taught via a learning management system. In Experiment 1 (N = 102), badges and leaderboards were implemented in only one part of the course grading system (i.e., quizzes). In Experiment 2 (N = 88), all course grading system was gamified (i.e., quizzes and assignments). Four groups were created by random assignment of participants: badges-only, leaderboards-only, badges with leaderboards, and control (i.e., no badges, no leaderboards). Academic performance was measured by comparing quiz scores among groups in Experiment 1 and both quiz and assignment scores in Experiment 2. Participants filled out a self-report motivation survey about badges and leaderboards at the end of the study. Two experiments yielded similar results: badges and leaderboards did not affect participants’ academic performance; however, most students approached them positively as motivational tools and wanted to see them in future online classes.
| 81,355 | [
0.15185546875,
-0.190185546875,
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0.6611328125,
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0.01611328125,
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0.0027065277099609375,
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-0.66064453125,... | 40 |
Please summerize the given abstract to a title
Virtual learning of the tribal students in Bangladesh: Constrictions and propositions
This paper depicts the current panorama of virtual learning of the tribal students in Bangladesh with the constrictions and possible solutions. The study aimed to deal with the major issues about tribal students’ online education by bringing out the key restraints of their distance learning and the possible solutions. The researchers followed a mixed method using a 5-point Likert Scale to point out the learner sensitivities, an online Focus Group Discussion (FGD) to know specific information from all the tribes who participated in the study. Additionally, four different questions were also set for multiple response analyses. The results suggested that the tribal students have not agreeably received adequate facilities such as technological support, university funding, departmental encouragements, or monetary benefits from the quota system in the current pandemic (COVID-19) time to attend virtual learning sessions though they expect arrangements and future steps for academic learning. All institutions also could not provide them adequate opportunities to attend online classes. In conclusion, the study proposed some imperative measures for example, inclusion of flipped classroom, introducing blended learning henceforth, revising quota facilities, adequate electricity support and internet connection, to help the tribal students as they should not get deprived. © 2021, Institute of Advanced Engineering and Science. All rights reserved.
| 81,384 | [
-0.03857421875,
-0.171875,
-0.4560546875,
0.7138671875,
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0.0634765625,
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-0.2551269531... | 40 |
Please summerize the given abstract to a title
The role of confucius institutes in Chinese Education in Russia (based on the example of confucius institute of the humanitarian institute, Novosibirsk state university)
With the increase of Sino-Russian cooperation in various fields, interest in Chinese is growing in Russia, which highlights the role of Confucius Institute to meet demand Confucius Institute is a non-profit educational organization jointly established by China and other countries Each of the 22 Confucius Institutes and classrooms in Russia present its distinctive feature and work hard in helping the Russian people learn Chinese, understand Chinese culture and enhance the humanist exchange between China and Russia Chinese education is the most important task of the institutes Using Confucius Institute of Novosibirsk State University as an example, this paper introduces works done by the institute from three aspects Firstly, it contributes to Chinese education in the university Secondly, it meets local residents’ needs to learn Chinese Thirdly, it broadens the scope of regional cooperation and trains local Chinese teachers With the support of Xinjiang University in China, the Confucius Institute at Novosibirsk State University has cooperated with many higher and secondary education institutions in Russia to expand international cooperation in Chinese education The effective work of Confucius Institute at Novosibirsk State University has proved that it has played an active role in Chinese education Against the backdrop of the COVID-19 pandemic, all Confucius Institutes and classrooms in Russia have continued operating by taking advantage of online teaching and learning and explored the route of development characterized with “Internet + Chinese” The authors believe that Confucius Institutes will keep on contributing to the Chinese education in Russia with the joint efforts of both parties © 2021 Bulletin of the American Meteorological Society All rights reserved
| 81,573 | [
-0.2327880859375,
-0.17919921875,
-0.430908203125,
0.1640625,
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0.041900634765625,
0.374267578125,
0.4267578125,
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0.9541015625,
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0.392333984375,
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-0.529296875... | 40 |
Please summerize the given abstract to a title
Access to information technology of households and secondary school students in Turkey
The aim of the study was to investigate secondary school students? and teachers? access to information technologies in Turkey by making interregional comparisons Document analysis of the qualitative research methods was employed to analyze the reports issued by the Turkish Ministry of National Education, the Turkish Statistical Institute (TUIK), and the Programme for International Student Assessment (PISA) The results of the research revealed the importance of access to information and communication technologies for both students and teachers: 67 9% of the participating students were found to have Internet connection and 69 1% a computer in their homes, while 80 3% of the students were observed to use a computer outside the school, but 19 7% were not The results also showed that 64 6% of the students have Internet connection in their classrooms, but 29 2% of these students do not use the Internet in the classroom, whereas 8 9% use it in the classroom all the time The rate of students using a digital device for reading is 38 1%, while that of those not using one is 61 9% Some 32 1% of secondary school students were revealed not to have Internet connection at home Additionally, 77% of teachers were not trained in online teaching prior to the COVID-19 pandemic Based on the findings, teachers can be suggested to develop projects ? i e , of TUBITAK, E-twinning, and Erasmus ? which potentially encourage students to use information and communication technologies so that both teachers and students can benefit from them It is also suggested that the Ministry of National Education should work on improving the information communication technology competencies of teachers and students Besides, policies should be developed to eliminate regional differences in terms of access to digital resources and technology in terms of equal opportunities and opportunities
| 81,584 | [
-0.2010498046875,
0.1343994140625,
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0.39306640625,
-0.347412109375,
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0.028717041015625,
0.234619140625,
0.2325439453125,
0.84765625,
0.238037109375,
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0.343017578125,
-0.415283203125,
-0.494140625,
-0.2220458984375,
-0.509765625,
-0.600... | 40 |
Please summerize the given abstract to a title
Social media in sport management education: Introducing LinkedIn
Social media provide innovative teaching and learning pedagogical frameworks that change means of communication within academic institutions and enable students to develop digital skills that are helpful for a successful professional career LinkedIn, a social media tool that focuses on professional networking and career development, has become the most popular professional social network, used by all stakeholders of the sport industry, and can therefore be used by students to stay in touch with experts and the latest trends in the sports industry The purpose of this article is to define the main features and functionalities of LinkedIn from a sport management perspective and share guidelines to embrace and introduce it effectively into sport management courses
| 81,586 | [
-0.09405517578125,
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0.23828125,
0.210205078125,
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0.54052734375,
0.71533203125,
0.124755859375,
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0.75390625,
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-0.5390625,
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-0.182861328125,
-0.8349609375,
... | 40 |
Please summerize the given abstract to a title
Reinforcing student learning by MATLAB simscape GUI program for introductory level mechanical vibrations and control theory courses
The highly mathematical nature of introductory level vibrations and control theory courses results in students struggling to understand the concepts. Hands-on activity demonstrated in class can help them better understand the concepts. However, there is still an ongoing effort to lower the currently substantial cost of educational laboratory equipment for undergraduate-level engineering courses. Also, with the COVID-19 crisis, the Spring 2020 academic year took an unexpected turn for academics and students all over the world. Engineering faculty who teach laboratories had to move online and instruct from home. Online course preparation takes more time and effort compared to traditionally designed face-to-face courses and was compounded considering the unprecedented situation where many instructors didn't have time to record data from existing lab equipment or record video in their laboratories. In this paper, we present a Matlab Simscape GUI program designed to simulate modeling and control of dynamical systems for vibrations and control theory courses, and their associated laboratories, as one potential solution for online instruction. To complement the simulation program, online classroom and homework activities were designed using a learning sciences approach connecting several critical educational theories which can bolster student motivation, engagement with the material, and overall learning performance. The simulation is presented along with data from 19 students who completed the associated classroom and homework activities. Survey results probing student perceptions about the value of the learning tasks for the simulation were overwhelmingly positive and indicate this approach holds promise in supporting student learning.
| 81,675 | [
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0.345458984375,
-0.82958984375,
-0.24853515625,
0.3662109375,
-0.2177734375,
-0.624... | 40 |
Please summerize the given abstract to a title
Do Experiences Studying Abroad Promote Dialectical Thinking? Empirical Evidence From Chinese International Students
Our current work seeks to provide direct empirical evidence on whether Chinese international students’ experiences studying abroad promote dialectical thinking. We collected behavioral data from 258 Chinese international students studying in multiple regions. We found that there was a main effect among the four conditions (i.e., studying abroad, exposure to foreign culture, hometown, and typical day). More specifically, when primed with studying abroad or typical day (relative to hometown culture), participants were more likely to show tolerance for contradiction by deeming both sides of contradictory scientific statements as convincing and rating them more favorably. Therefore, it is plausible that Chinese international students’ experiences studying abroad promote their dialectical thinking. More work is needed to further this line of research by (1) extending these effects with other measures of dialectical thinking such as perception of interconnectedness and prediction of change, (2) adopting differing paradigms to provide more robust findings, and (3) probing the underlying processes as to why experiences studying abroad promote dialectical thinking.
| 81,676 | [
-0.399169921875,
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-0.165771484375,
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0.290771484375,
0.47900390625,
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1.2587890625,
0.44287109375,
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0.1204833984375,
-0.79638671875,
-0.50341796875,
-0.34619140625,
-0.59521484375,
-0.... | 40 |
Please summerize the given abstract to a title
The Three-Box Solution for Innovation
Letting go of past habits or attitudes frees up space and resources to make room for new ideas Through continuous learning, we cycle through preserving the present, forgetting the past and innovating for the future Or is it precisely because of the COVID disruption that online competitions have become more accessible and thus led to higher participation? MTNA national competition enrollment hit an all-time high this fall (with all state, division and national rounds to be held virtually) Karen Thickstun, NCTM, teaches piano pedagogy at Butler University and directs the Butler Community Arts School
| 81,695 | [
0.0178680419921875,
-0.01488494873046875,
-0.3125,
0.353759765625,
-0.7353515625,
-0.476318359375,
-0.2467041015625,
0.5087890625,
0.09417724609375,
0.56640625,
0.330078125,
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0.1966552734375,
-0.8134765625,
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0.1826171875,
-0.265869140625,
-0.36669921... | 40 |
Please summerize the given abstract to a title
Retired Educators’ Career Transition as a New Life Role of Underwriting Career Development in Botswana
Retired educators of Botswana strongly disagree with the idea that a retiree is a liability and cannot contribute to a system’s advancement. The study explores retired educators’ view that career development of young persons can benefit from retirees’ career transitional experiences, through mentoring. In-depth interviews were conducted with 16 individuals and 3 groups of retirees. Career construction and phenomenological principles informed the study, while, thematic analysis reflected the experiences of retired educators. Four themes emerged, including, Meaningful experiences for retired educators and Recommendations for future education programmes. Interview excerpts are evidence for acquired self-awareness and leadership, soft skills, necessary for career development. Mentoring and reflective forums are some ways retired educators could be engaged in career development.
| 81,791 | [
-0.1478271484375,
-0.417236328125,
-0.82421875,
0.253662109375,
-0.41357421875,
-0.476806640625,
0.151123046875,
0.57177734375,
0.0290069580078125,
0.93310546875,
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0.69677734375,
-0.59375,
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0.0222320556640625,
-0.21044921875,
-0.403076... | 40 |
Please summerize the given abstract to a title
The Views of Social Studies Teachers on Distance Education
The Face-to-face training activities were suspended in Turkey in mid-March 2020 due to the COVID-19 (Corona virus) global pandemic, which is rapidly increasing its impact in the world and Turkey. The aim of this study is to determine the opinions of social studies teachers working in Diyarbakır regarding distance education activities carried out by the Ministry of National Education. When the literature is examined, the fact that there are not many studies to determine the views of social studies teachers on distance education shows the need for this study. This study is in the phenomenology model and was conducted as a qualitative research. Semi-structured interview technique was used for data collection. The study group of the research consists of 20 social studies teachers working in secondary schools in Diyarbakır in the first semester of the 2020-2021 academic year. In order to conduct this study, necessary permissions were obtained from Fırat University Ethics Committee and Diyarbakır National Education Directorate. In this study, 11-item interview questions were used as data collection tools in the interviews with the participants. The semi-structured interview with the participants was carried out with the distance education module (Zoom), and the data were recorded by voice recording. The data collected within the scope of this study were analyzed according to the “descriptive analysis” method. According to the results of this study;In the distance education process, the necessary equipment and internet for students is inadequate. During the distance education process, students have a low level of participation in live lessons. © 2021
| 81,832 | [
0.1536865234375,
-0.343505859375,
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0.33203125,
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0.11920166015625,
0.29931640625,
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0.45703125,
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0.294677734375,
-0.48291015625,
-0.5341796875,
-0.5947265625,
-0.451416015625,
-0.619140... | 40 |
Please summerize the given abstract to a title
Place-based education through immersive virtual experiences — preparing biology students for the field
Virtual field trips are transforming education in biology and other place-based disciplines – and not just since Covid-19 has imposed social distancing constraints. Efficient methods for content creation, combined with affordable immersive technology, provide the opportunity to integrate immersive experiences into ever-larger classes. However, many aspects of how immersive experiences can enrich and improve learning in place-based education are still not well understood. We present an empirical study, conducted in a large undergraduate ecology class, comparing students, that experienced an immersive virtual version of a field trip to a biological preserve as preparation for a later actual field trip to the site, with a control group that visited the real site but without having had the virtual experience. Within the virtual experience group, we also varied the quality of the headset. The VR field trip was well received for raising spatial awareness and also motivation and interest. Students ranked it higher than any traditional means with regard to achieving a high level of preparedness for the actual field trip. In contrast, no statistically significant evidence was found for differences in perceived learning outcome and enjoyment of the actual field trip. [ FROM AUTHOR] Copyright of Journal of Biological Education (Routledge) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
| 81,833 | [
0.045440673828125,
-0.2406005859375,
-0.09051513671875,
0.317626953125,
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0.9150390625,
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0.1656494140625,
-0.5419921875,
-0.311279296875... | 40 |
Please summerize the given abstract to a title
Does an educative approach work? A reflective case study of how two Australian higher education Enabling programs support students and staff uphold a responsible culture of academic integrity
INTRODUCTION: Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach. CASE DESCRIPTION: This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities. DISCUSSION AND REFLECTION: This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach. CONCLUSIONS: The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.
| 81,984 | [
-0.260498046875,
-0.5322265625,
-0.368896484375,
0.66357421875,
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0.1861572265625,
-0.129638671875,
0.92822265625,
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0.77294921875,
-0.57470703125,
-0.65185546875,
0.1348876953125,
-0.30615234375,
... | 40 |
Please summerize the given abstract to a title
Development of e-learning teaching material with augmented reality based on problem based learning for nature of chemistry and scientific methods topic as teaching material in Covid-19 pandemic
In 2013 curriculum, learning chemistry was designed to build thinking skills through a scientific approach Students are supposed to apply what they learn in oder to solving problems in daily life In supporting learning activities, a teacher needs teaching material The teaching material need to be arranged according to the needs of students and curriculum One of them is by preparing teaching materials using learning models, namely problem based learning During covid-19 pandemic, learning was done by online Innovation in online or digital-based teaching material is needed to support online learning from home such as integrating teaching material into e-learning Augmented reality can be added in teaching material to help visualize chemical particulate objects This study aims to produce e-learning teaching materials that are arranged by using Problem Based Learning model and equipped with Augmented Reality for topic nature of chemistry and scientific methods, as teaching materials in covid-19 pandemic that is affecting Indonesia nowadays This study uses the Lee & Owens development model until the development stage Feasibility of learning material seen from the results of the validation test and legibility test The results of material validation was 92 5% The results of the media validation obtained a score 95% Readability test results obtained a percentage of 86% Based on these results, teaching material that had been developed can be used to support learning nature of chemistry and scientific methods © 2021 Author(s)
| 82,023 | [
0.254150390625,
-0.1009521484375,
-0.10028076171875,
0.2098388671875,
-0.7626953125,
-0.329833984375,
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0.26708984375,
0.25390625,
0.8984375,
0.859375,
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0.5419921875,
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-0.162353515625,
0.181640625,
-0.427734375,
-0.6650390625,
-0.3093... | 40 |
Please summerize the given abstract to a title
Evaluation of Achievement Effect on Visual Tools for Online Teaching-Learning Program in China During the Covid-19 Pandemic
Online education has been promoted and applicated since the covid-19 pandemic spread world widely, meanwhile, big data and the vigorous development of online education brought the explosion of education data, unlike traditional offline education, online education has higher flexibility and universality, but at the same time, the way that teachers and learners how to deal with massive amounts of data of learning and visual interactive display needs to be analyzed and solved in the field of learning problems. Through the investigation and analysis of learners and teachers of the higher education platform, this paper finds out the pain points of the low interaction efficiency and incomplete information understanding of the existing online education APPs and puts forward some optimization strategies for the information visualization of online education APPs. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.
| 82,031 | [
-0.04315185546875,
-0.58740234375,
-0.200439453125,
0.49658203125,
-0.088623046875,
-0.45849609375,
-0.0260467529296875,
0.4326171875,
0.04443359375,
0.8115234375,
0.4296875,
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0.315673828125,
-0.5390625,
-0.173583984375,
-0.2305908203125,
-0.5244140625,
-0.5693359375... | 40 |
Please summerize the given abstract to a title
Approaches to improving teacher quality and effectiveness: what works?
Teach for the Philippines (TFP) is a nonprofit organization whose objective is to provide all Filipino children with access to inclusive, relevant, and excellent education. Public education in the Philippines faces many challenges;one could say it is in a state of constant disruption due to a host of factors such as policy changes, inadequate infrastructure, technological shortcomings, or climate emergencies and natural disasters. TFP focuses on creating sustainable programs for teachers, anchored on responsiveness and adaptability, as well as preparedness, so that effective learning may proceed despite interruptions, whether foreseen or unavoidable. The organization works within the classroom and with policy makers to advance approaches that enhance the effectiveness of teachers, with the aim of improving learning outcomes. TFP’s practice is anchored on five strategies: (i) expand the definition of, while broadening the entry pathways to, the “education workforce”;(ii) increase school-based coaching for teachers;(iii) acknowledge the importance of teacher well-being;(iv) challenge the framework of evaluations and promote participant ownership of data;and (v) involve teachers in discussions on education policy. © The Author(s) 2021.
| 82,109 | [
0.049591064453125,
0.11859130859375,
-0.84326171875,
0.9599609375,
-0.3408203125,
-0.238037109375,
-0.11956787109375,
0.275634765625,
0.0206298828125,
0.034881591796875,
0.20751953125,
-0.06427001953125,
0.2059326171875,
-0.425537109375,
-0.810546875,
-0.352294921875,
-0.024353027343... | 40 |
Please summerize the given abstract to a title
Development of 'SeniorHouse' Application for Online Education
With the diffusion of technology worldwide, almost every individual is starting to have at least one mobile device, making mobile applications very popular and an important sector. Given the direction in which many sectors, including education, are moving, there is a clear and evident need for communication on-line rather than in-person. Concerning universities, the communication gap between teachers and students was particularly compromised in light of the Covid-19 pandemic. This study is aimed to fill in this gap by developing a social platform where students and teachers can share their posts and create their personal profiles. The Firebase database and Android Studio are the chosen technologies for this paper due to their compatibility as well as popularity as a chat application, along with Java as the programming language. The developed platform, named 'SeniorHouse', is focused on educational content to provide both faculty and students with a two-way, real-time communication to share updates, posts, documents, project ideas, and personal profiles, to name a few. The SeniorHouse application has significant potentials to be expanded into a major hub for future on-line education. © 2021 IEEE.
| 82,218 | [
0.169677734375,
-0.295654296875,
-0.34423828125,
0.61328125,
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0.0181884765625,
0.017730712890625,
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0.4052734375,
0.52490234375,
0.26806640625,
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0.69384765625,
-0.81640625,
-0.424560546875,
-0.12420654296875,
-0.638671875,
-0.0989990... | 40 |
Please summerize the given abstract to a title
Training early career researchers to use meta-research to improve science: A participant-guided "learn by doing" approach
Meta-research, or the science of science, is a powerful technique that scientists can use to improve science, however most scientists are unaware that meta-research exists and courses are rare. This initiative demonstrates the feasibility of a participant-guided "learn by doing" approach, in which a multidisciplinary, global team of early career researchers learned meta-research skills by working together to design, conduct and publish a meta-research study.
| 82,248 | [
0.09185791015625,
-0.329833984375,
-0.693359375,
0.2021484375,
-0.491455078125,
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0.0936279296875,
0.27685546875,
0.5712890625,
0.74755859375,
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0.52197265625,
-0.4697265625,
-0.26904296875,
0.049041748046875,
0.0272979736328125,
-0.53222... | 40 |
Please summerize the given abstract to a title
A simple, affordable, scaled-up way of creating materials for personalized learning with educational technology: Crowdsourcing Open Educational Resources (preprint)
When education moves online, that creates a need for new learning materials that are available online, can be broadly disseminated via the internet, can be displayed to and used by learners on technological devices such as computers, smartphones, or tablets, are up-to-date, affordable and available for public schools, in line with schools’ curricula, and matching the individual needs of the learners and their educators. Three trends have made such technology-compatible, up-to-date, high-quality learning materials tailored to individual students’ needs wanted at large scale: The pandemic-induced home schooling, the generally increasing importance of learning with educational technology, and the trend towards personalized learning. While the educational technology infrastructure is being developed at scale, the experiences during the COVID-19 pandemic have revealed that the development of learning materials for online learning lags behind. This article proposes a simple solution to all of these problems: Systematic crowdsourced creation of open educational resources.
| 82,319 | [
0.40234375,
-0.2122802734375,
-0.2978515625,
0.490234375,
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0.007358551025390625,
0.331787109375,
0.5869140625,
0.71875,
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0.2421875,
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0.1343994140625,
-0.4404296875,
-0.63134765625,
-0.15222... | 40 |
Please summerize the given abstract to a title
Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model
The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model should be employed in the professional development programs to develop teachers’ TPACK for integrating information communication and technology in the pedagogical practices. The findings of the study present a constructive overview of teachers’ digital competencies and technology use in teaching and learning in the time of the COVID-19 and also play a significant role in the integration of technology in the post-pandemic time in higher education. The study also suggests relevant educational authorities and policymakers for assessing and enhancing the technological competencies of teachers for quality online education.
| 82,325 | [
0.248046875,
-0.564453125,
-0.1668701171875,
0.52490234375,
-0.021270751953125,
-0.147705078125,
-0.1507568359375,
0.1624755859375,
0.344482421875,
0.91796875,
0.35107421875,
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0.4052734375,
-0.67041015625,
-0.0743408203125,
-0.047271728515625,
-0.22998046875,
-0.58... | 40 |
Please summerize the given abstract to a title
A comparative study on the effects of the COVID-19 pandemic on three different national university learning ecosystems as bases to derive a Model for the Attitude to get Engaged in Technological Innovation (MAETI)
This paper reports the outcomes of a unique investigation coordinated by ASLERD that had the aim of comparing the effects of the COVID-19 pandemic on three learning ecosystems with different cultural backgrounds and settings: Iraq, Italy and Mexico. Using the same questionnaire translated from Italian to English, Arabic and Spanish, the study has investigated these ecosystems through the lens of University teachers. Despite cultural and infrastructural differences that unavoidably influenced the outcomes, we have detected common effects in the three samples, such as an increase of the working load and a better organization of the time at individual level. Network analysis methods also allowed us to identify some relationships between variables common to the three contexts. In particular, some variables clustered in all samples: a cluster related to the setting (infrastructure and technologies, competences and readiness to respond), one related to the characteristics of the didactic activities, and one related to expectations for the future about use of and involvement in on-line learning. In addition, the reproducibility of classroom dynamics seems to have high betweenness centrality in all three networks. In one case, that of Iraq, we have been also able to include in the causal networks the factors considered by the TAM (Technology Acceptance Model), but the networks appear not to be substantially influenced by the inclusion of TAM variables. On the basis of these results, we propose a Model for the Attitude to get Engaged in Technological Innovation (MAETI), to be used as possible reference framework for future investigation on the effects induced by technologies on use intentions. © 2021, Interaction Design and Architecture(s). All Rights Reserved.
| 82,423 | [
-0.095458984375,
-0.2003173828125,
-0.671875,
0.0404052734375,
-0.306396484375,
-0.468994140625,
-0.370849609375,
0.052764892578125,
0.263671875,
0.84765625,
-0.1575927734375,
-0.04705810546875,
0.11004638671875,
-0.75537109375,
-0.387451171875,
0.031951904296875,
-0.416259765625,
... | 40 |
Please summerize the given abstract to a title
Perceptions of Public-School Teachers on the Use of Virtual Laboratories in Teaching Science
Covid19 pandemic had pushed educational institution to practice online learning because of the physical distancing implemented to prevent further spread of the virus. Science teachers are greatly affected in such ways that laboratory classes are compromised. The study surveyed science teachers from the Philippines to assess their acceptance of virtual laboratories. The Pearson's r and multiple linear regressions done re-validated that TAM can predict science teachers' intention to use virtual laboratories. It was further revealed that their attitude predicts more the intention to use of the teachers meaning that when teachers are more positive about virtual laboratories, they tend to use it more in their class. Moreover, their awareness about virtual laboratories does not predict their intention to use. The data presented in this paper provides information as to how educational managers can design potential trainings for science teachers using technology. © 2022 ACM.
| 82,483 | [
0.131103515625,
-0.11016845703125,
-0.31298828125,
0.34033203125,
0.0516357421875,
-0.4609375,
-0.2147216796875,
0.484619140625,
0.338134765625,
1.0732421875,
0.376220703125,
-0.1943359375,
0.352294921875,
-0.43408203125,
-0.56689453125,
-0.13525390625,
0.1510009765625,
-0.73242187... | 40 |
Please summerize the given abstract to a title
Three Steps to Adapt Case Studies for Synchronous and Asynchronous Online Learning
Pandemic SARS-CoV-2 has ushered in a renewed interest in science along with rapid changes to educational modalities. While technology provides a variety of ways to convey learning resources, the incorporation of alternate modalities can be intimidating for those designing curricula. We propose strategies to permit rapid adaptation of curricula to achieve learning in synchronous, asynchronous, or hybrid learning environments. Case studies are a way to engage students in realistic scenarios that contextualize concepts and highlight applications in the life sciences. While case studies are commonly available and adaptable to course goals, the practical considerations of how to deliver and assess cases in online and blended environments can instill panic. Here we review existing resources and our collective experiences creating, adapting, and assessing case materials across different modalities. We discuss the benefits of using case studies and provide tips for implementation. Further, we describe functional examples of a three-step process to prepare cases with defined outcomes for individual student preparation, collaborative learning, and individual student synthesis to create an inclusive learning experience, whether in a traditional or remote learning environment.
| 82,582 | [
0.1898193359375,
-0.0831298828125,
-0.306640625,
0.5478515625,
-0.41650390625,
-0.154541015625,
-0.69482421875,
0.2159423828125,
0.20849609375,
1.056640625,
0.04058837890625,
-0.274169921875,
0.302734375,
-0.62890625,
-0.17333984375,
-0.0234832763671875,
-0.5400390625,
-0.771972656... | 40 |
Please summerize the given abstract to a title
Some Aspects of Online Teaching of Technical English
The new reality imposed by the COVID-19 pandemics in 2020 affected the human society in innumerous ways One of the issues that has gone through radical changes is surely the higher education system, with the teaching process migrating from classrooms into the virtual reality of online courses and classrooms The topic of the paper is the teaching of Technical English in online environment, in terms of the course and process planning, organization, design, implementation, and gained experiences and results The courses created for the subjects English Language 1, 2, 3, and 4 at the Faculty of Electrical Engineering, University of East Sarajevo, as well as the entire online ESP teaching process based on these courses, will be used as a basis for the paper Within that, the role of tools used for the course creation and implementation, both specific (Moodle, Jitsi Meet) and general (email, social networks, Word, PowerPoint, YouTube, Google Drive, and VSDC Free Screen Recorder) will be presented as well At the end of the paper, conclusions will be made on the basis of the practical experiences and results achieved during and after the implementation of the courses © 2021 IEEE
| 82,616 | [
-0.033203125,
-0.1968994140625,
-0.3564453125,
0.298095703125,
-0.5400390625,
-0.5947265625,
-0.1961669921875,
-0.0287322998046875,
0.1119384765625,
0.720703125,
0.2744140625,
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0.56787109375,
-1.005859375,
-0.36962890625,
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-0.480712890625,
-0.75830078125,
... | 40 |
Please summerize the given abstract to a title
Learning Japanese through VR technology. The case of altspace VR
Through this paper, I intend to analyse the state of Japanese learning through virtual reality technologies, avoiding as much as possible the analysis of prototypes and laboratory experiments, focusing instead on a case study that implements software and hardware already present on the consumer market. After analysing the VR technology currently available to end-users and its hardware, which has lately increased in popularity due to the COVID-19 pandemic, and the specificities of virtual reality compared to other communication technologies, I will proceed to the analysis of the case study Altspace VR, a social VR software used also by an active Japanese learning community, to try to identify the characteristics that could make this technology particularly suitable for language learning. © 2021 ;cb Creative Commons Attribution 4.0 International Public License
| 82,633 | [
0.0379638671875,
0.0684814453125,
-0.3505859375,
0.55615234375,
-0.1131591796875,
-0.80712890625,
-0.326904296875,
0.1849365234375,
0.10638427734375,
0.93994140625,
0.0723876953125,
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0.450927734375,
-0.57421875,
-0.32666015625,
0.0333251953125,
-0.407470703125,
-0.... | 40 |
Please summerize the given abstract to a title
Cognitive Returns to Having Better Educated Teachers: Evidence from the China Education Panel Survey
Teachers’ own level of human capital development is commonly believed to be deterministic for the quality and effectiveness of their instruction and management in the classroom. Yet, there still exists an international debate on whether better educated teachers contribute to students’ cognitive development. Leveraging a random class-assignment subsample (N = 3436) from a nationally representative teacher-student linked dataset in China, this study reassesses the ongoing contention regarding the value of teacher education. By linking differences in teachers’ own educational attainment levels across different subjects of instruction to variation in seventh grade students’ Chinese, Math and English test scores using student fixed-effect models, this study quantifies the cognitive returns attributable to better educated teachers, in student learning terms. Findings show that teachers with at least a bachelor’s degree contribute substantially to student learning compared to those who are less qualified, by as much as 0.069 SDs or about two additional months of learning over a typical academic year. Additional sensitivity analyses suggest that this observed effect is robust to model specifications, and is consistent for students from different backgrounds.
| 82,724 | [
-0.0635986328125,
-0.315673828125,
-0.36083984375,
0.1756591796875,
-0.260986328125,
-0.281005859375,
0.0511474609375,
0.27685546875,
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0.80859375,
0.57080078125,
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0.327880859375,
-0.810546875,
-0.224853515625,
-0.5478515625,
-0.56689453125,
-0.30932... | 40 |
Please summerize the given abstract to a title
Actualization of Distance Learning in Comparison with Traditional Forms of Education in Conditions of Quarantine Security Measures
Currently, in the context of severe quarantine restrictions, one of the promising areas of the formation and development of the higher education system is the problem of its comprehensive informatization, which is based, first of all, on improving the information and educational environment for learning and the development of distance learning. Therefore, serious attention is paid to the development and implementation of modern information technologies in teaching practice. All this fully applies to the development of distance learning, which allows each person to improve their educational level with a minimum interruption from production, in their free time and according to an individual training program. Taking this into account, at the present stage of reforming the higher education system in the world, it is becoming more and more difficult to look for effective directions for training highly qualified specialists using traditional teaching aids, to respond promptly and promptly to the emerging needs of the labor market without understanding a large amount of relevant and accurate information. The article carried out a theoretical and methodological study of the very essence of distance education, and also investigated the main methods for assessing this type of education in a pandemic situation. The novelty of the article lies in the acquisition of the development of theoretical and methodological aspects of methods for assessing distance education in COVID-19 conditions. [ABSTRACT FROM AUTHOR] Copyright of Romanian Journal for Multidimensional Education / Revista Romaneasca pentru Educatie Multidimensionala is the property of Lumen Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
| 82,744 | [
-0.034637451171875,
-0.370849609375,
-0.21044921875,
0.318603515625,
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0.094482421875,
-0.2381591796875,
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0.86279296875,
0.78759765625,
-0.09442138671875,
0.437744140625,
-0.381591796875,
-0.65087890625,
-0.274658203125,
-0.87744... | 40 |
Please summerize the given abstract to a title
Emergency funding for women in undergraduate computing: Toward an asset-based model and research framework
Emergency funding may play a critical role in increasing retention and degree attainment for low-income women in computing majors. This study elevates the goals and experiences of women nearing completion of their degrees and sheds light on economic and sociological factors that may impact their persistence and completion, allowing too few to recognize their academic and professional potential. The study provides a bottom-up approach to sharing stories about broadening participation, while establishing larger patterns. Data are from women funded by the Last Mile Education Fund, 711 applications and interviews with 196 of the 305 awardees. Awards totaled 260,000, averaging approximately 820 each. Interviews with near-peers on program staff fostered well-being and provided a safe environment for awardees to share their stories and provide data. Quantitative and qualitative results demonstrate the need for emergency funding to increase the persistence of low-income women in computing pathways. They indicate the potentially far-reaching benefits of timely financial assistance and how much economics can shape academic trajectories and student well-being. The study highlights competing demands outside the classroom, choices students may confront, and how COVID-19 changed lives and trajectories. Discussion topics include the adequacy of funding, indicators of financial distress, where emergency funding is most needed, and what solutions may look like for creating a more equitable, diverse and inclusive system for those entering computing fields. © 2021 IEEE.
| 82,834 | [
0.21630859375,
-0.1060791015625,
-0.82080078125,
0.37255859375,
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-1.0185546875,
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0.205078125,
-0.184326171875,
-0.53076171... | 40 |
Please summerize the given abstract to a title
Open Science als Beitrag zur Qualität in der Bildungsforschung
The starting point of this paper are the discussions of the robustness of empirical findings in related disciplines, namely social psychology, which culminated in the so-called “replication crisis”. These discussions about replication and “questionable research practices” have only started to reach the educational sciences. At the same time, parts of the educational sciences are prone to the same problems as related disciplines. Therefore, it may only be a matter of time before these controversies also arise in the educational sciences. Against this backdrop, we argue how Open Science can contribute to increasing the robustness of educational sciences’ findings. In particular, we suggest three Open Science practices: Pre-registration, Open Materials and Open Data. We present these practices and examine how researchers can implement these Open Science practices in the educational sciences. We discuss the specific conditions of the educational sciences in comparison to related disciplines and address the limitations and particularities of the educational sciences. We conclude with a plea for transparency.
| 82,856 | [
-0.275146484375,
-0.483154296875,
0.2200927734375,
0.07086181640625,
-0.2457275390625,
-0.38330078125,
-0.435546875,
0.25390625,
-0.12005615234375,
0.93212890625,
0.352783203125,
-0.2763671875,
0.44482421875,
-0.2435302734375,
-0.431396484375,
0.284912109375,
-0.5654296875,
-0.7197... | 40 |
Please summerize the given abstract to a title
A switch from flipped classrooms to emergency remote online teaching (EROT): misconceptions, instructors and preservice teachers perceptions
Purpose - This study intends to examine these misconceptions in a bid to reaching a valid conclusion. More importantly, this study intends to elicit information from instructors and preservice teachers on their experiences, successes and challenges on the sudden switch from flipped classroom to emergency remote online teaching. Design/methodology/approach - The study adopted a qualitative research design and the main focus of this research design which was is a form of exploratory research design was to understand the reasons opinions and viewpoints of a particular group of people concerning a situation. This paper deems this research design fit for eliciting relevant information from instructors and preservice teachers on their opinions and perceptions on the sudden shift from flipped classrooms to emergency remote online teaching during the previous semester. Data collection for this study was carried out through the use of focus group discussions where participants were asked questions based on the objective of the study. Findings - The present findings confirm that the mode of instruction delivery was not online teaching rather emergency remote online teaching. Another conclusion that was drawn was with regards to training, use of resources and issues of measurement and evaluation. The study summarized that there was little or no training for the teaching staff before the switch to EROT as instructors were only given guidelines on what to do to implement their lesson plans. Originality/value - Emergency remote online teaching is a newly emerging approach to lesson delivery, especially in an emergency situation. This study elaborates more on this new dimension of teaching and future prospects as well.
| 82,878 | [
-0.0037212371826171875,
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0.08990478515625,
-0.28515625,
-0.55029296875,
0.1865234375,
0.334716796875,
0.3037109375,
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0.1385498046875,
0.5546875,
-0.93505859375,
-0.1522216796875,
-0.25732421875,
-0.6669921875,
-0.5297851562... | 40 |
Please summerize the given abstract to a title
Backyard evolutionary biology: Investigating local flowers brings learning to life
Inquiry‐based learning allows students to actively engage in and appreciate the process of science. As college courses transition to online instruction in response to COVID‐19, incorporating inquiry‐based learning is all the more essential for student engagement. However, with the cancelation of in‐person laboratory courses, implementing inquiry can prove challenging for instructors. Here, I describe a case that exemplifies a strategy for inquiry‐based learning and can be adapted for use in various course modalities, from traditional face‐to‐face laboratory courses to asynchronous and synchronous online courses. I detail an assignment where students explore the developmental basis of morphological evolution. Flowers offer an excellent example to address this concept and are easy for students to access and describe. Students research local flowering plants, collect and dissect flower specimens to determine their whorl patterns, and generate hypotheses to explain the developmental genetic basis of the patterns identified. This task allows students to apply their scientific thinking skills, conduct guided exploration in nature, and connect their understanding of the developmental basis of evolutionary change to everyday life. Incorporating inquiry using readily available, tangible, tractable real‐world examples represents a pragmatic and effective model that can be applied in a variety of disciplines during and beyond COVID‐19.
| 82,900 | [
0.067626953125,
-0.09625244140625,
-0.00592041015625,
-0.09234619140625,
-0.5712890625,
0.0823974609375,
-0.42529296875,
0.184814453125,
0.56201171875,
0.73388671875,
0.59814453125,
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0.0131988525390625,
-0.5009765625,
-0.11895751953125,
0.018310546875,
-0.2978515625,
... | 40 |
Please summerize the given abstract to a title
The academic turn: Social media in higher education
Universities must transform to fulfil expectations of the knowledge society. At the same time academics are required to respond to the dynamic environment that information and communications technologies (ICT) bring to effective and efficient teaching methods. Utilizing a qualitative case study approach, this study set out to explore experiences of academics’ as they made a pedagogic turn towards using social media technology for teaching in a resource-constrained context. The Technology Acceptance Model served as the theoretical mooring of this study. Data capture included a mix of semi-structured interviews, classroom observations, document analysis and field notes. Findings are presented as three academic turns. First, a turn away from the institutions’ LMS due to contextual exigencies. Second, a pedagogical turn towards Web 2.0 technologies using social media tools to enhance their pedagogy. Third, a beliefs and attitude turn about the affordances of social media; augmenting academics’ resilience to persevere with this technology of choice. This study recommends that the use of social media networking in higher education creates a viable form of technology enhanced teaching, particularly in resource-constrained contexts. Further studies should explore academics emerging pedagogical practices in their use of social media, and students’ perceptions and engagement in social media learning communities.
| 83,215 | [
-0.19287109375,
-0.50634765625,
-0.1783447265625,
0.47265625,
0.1695556640625,
-0.047210693359375,
-0.1605224609375,
0.2376708984375,
0.40966796875,
1.1552734375,
0.1964111328125,
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0.5546875,
-0.4736328125,
-0.403076171875,
0.08587646484375,
-0.45849609375,
-0.817... | 40 |
Please summerize the given abstract to a title
Augmented reality in remote learning: A proposed transformative approach for building construction education
Augmented Reality (AR)-enabled Building Information Modeling (BIM) techniques are being engaged in developing Construction Engineering Education and Training (CEET) programs because they enable students and trainees to effectively interact with the construction objects within augmented three-dimensional environments With the turn towards remote learning, especially under the effect of the current Covid-19 pandemic, the application of AR-enabled BIM in CEET has become more challenging Meeting this challenge requires allowing the students to not only remotely witness a live building construction classroom but to be able to virtually move around and navigate the BIM construction models, as well The main intent of this research is to propose an approach for the implementation of AR-enabled BIM techniques in transforming a traditional delivery method of a core building construction course in the curriculum of the Architectural Engineering Undergraduate Program at the United Arab Emirates University (UAEU) into a fully digitalized immersive remote learning course Besides the benefit of better attainment of the educational content and bridging the gap with the industry, the proposed approach is envisaged to help achieve more efficient use of resources and save the long distances that many students should travel from all Emirates to be present in the university campus © 2020 IEEE
| 83,217 | [
-0.09912109375,
0.1917724609375,
-0.3720703125,
0.1124267578125,
-0.59619140625,
0.180419921875,
0.0239715576171875,
0.002925872802734375,
0.398681640625,
0.75048828125,
0.6298828125,
-0.242431640625,
0.4130859375,
-1.21484375,
-0.03558349609375,
-0.0843505859375,
-0.322265625,
-0.... | 40 |
Please summerize the given abstract to a title
The Role of Information and Communication Technology on Knowledge Sharing among the Academic Staff during COVID-19 Pandemic
Knowledge Sharing and Information and Communication Technology (ICT) has attracted the attention of researchers during the COVID 19 pandemic and there were two factors considered as essential elements for universities during the COVID 19 situation This is because most of the universities postponed the physical attendance at universities and used technology tools to keep the communication among the academic staff and students ICT allows for the rapid search, access, and retrieval of information and collaboration between employees, while ICT infrastructure refers to the equipment, software, communication systems, and the human component such as experience, skills, command, principles The purpose of this study was to investigate the impact of ICT and ICT infrastructure on Knowledge Sharing among academic staff The study was conducted at nine Iraqi public universities located in Baghdad and the sample was the academic staff at these universities The study employed the stratified sample method to ensure equal distribution among the nine universities, and the data was collected using the questionnaire Structural equation modelling was utilized to analyze 267 valid questionnaires After testing the measurement model and ensuring the model fit, the study examined the structural model to find the results The result showed that ICT and ICT infrastructure had positive and significant impact on Knowledge Sharing among the academic staff at Iraqi public universities However, the result indicated the Knowledge Sharing was highly impacted by ICT infrastructure The government and universities should enhance and improve the ICT infrastructure that would provide a great benefit to the Iraqi universities' reputation as well as the universities' rank © 2020 IEEE
| 83,283 | [
-0.108642578125,
-0.32373046875,
-0.1885986328125,
0.405517578125,
-0.076904296875,
-0.271728515625,
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0.27783203125,
1.201171875,
0.332763671875,
-0.33349609375,
0.27783203125,
-0.7666015625,
-0.301025390625,
0.0202178955078125,
-0.376220703125,
-0.363... | 40 |
Please summerize the given abstract to a title
Trust in Pandemic-Induced Online Learning: Competitive Advantage of Closure and Reputation
As a response to the Philippine government's prolonged community quarantine measure to tackle the coronavirus outbreak, educational institutions have shifted their mode of teaching and learning towards distance education despite resistance from various sectors. This paper examines the ways an educational provider taps elements of its social capital such as closure and reputation, to establish enforceable trust from clients and their network to enroll in online learning;in addition, it explores the factors that clients consider in deciding to enroll their children in online distance learning. This study is informed by James Coleman's and Ronald Burt's conceptions of closure, trust, and reputation. It employs a case study approach, focusing on a Philippine Catholic parochial high school. Results show that closure is demonstrated through the school's dense social network with parents, students, and the community through the Catholic church. Closure and the school's intergenerational and social reputation facilitate the creation of trust, which increased senior high school enrolment, contrary to the pattern of private schools closing down due to insufficient enrolment. This study contributes to the literature in online distance education, by focusing on aspects of the social structure that function as resources for people and organizations to achieve their interests.
| 83,397 | [
-0.11114501953125,
0.0261993408203125,
-0.1455078125,
0.66162109375,
0.2003173828125,
-0.1983642578125,
0.039215087890625,
0.04595947265625,
0.26513671875,
1.0126953125,
0.460693359375,
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0.2413330078125,
-0.5771484375,
-0.62890625,
-0.4189453125,
-0.4599609375,
-0.5... | 40 |
Please summerize the given abstract to a title
Implementation of discovery learning in a digital class and its effect on student learning outcomes and learning independence level [version 1;peer review: 1 approved with reservations]
Background: The need to use online learning is inevitable during the Covid-19 pandemic. There has been a call for action in education policy to provide a more flexible, digitally based learning strategy. It is presumed that this change in learning methods will reduce meaningful learning experiences. Methods: This study examines the application of discovery learning in the digital classroom and its effect on learning outcomes and independent learning. The research employed a quasi-experiment method, and the sample was taken using a randomized sampling technique. Two classes with the same initial knowledge value were used as experimental and control groups. The instrument used was a cognitive test and a Self-Directed Learning (SDL) questionnaire. Results: The results of this research show that there is a significant difference in learning outcomes and SDL in the experiment and control group. Students that apply discovery learning with a combination of face-to-face and digital classes get better results on both variables than in conventional discovery class. Conclusions: It can be concluded that the application of discovery learning through the digital classroom has a positive effect on learning outcomes and students’ level of independence. This study was only conducted in one secondary school and more samples are recommended for further study. The limitations of the application of face-to-face discovery learning can be overcome by the application of online learning, which facilitates meaningful learning experiences for students. © 2021. Brata WWW et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
| 83,404 | [
0.13037109375,
0.04510498046875,
-0.44482421875,
0.1402587890625,
-0.55126953125,
-0.019378662109375,
-0.363525390625,
0.1451416015625,
0.004505157470703125,
1.0458984375,
0.373779296875,
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0.269775390625,
-0.357666015625,
-0.2432861328125,
-0.1053466796875,
-0.644042... | 40 |
Please summerize the given abstract to a title
COVID 19 and campus experience: Survey on online learning and time spent during the movement control order (MCO) among Malaysian postgraduates
COVID19 has transformed the worldwide education norms of teaching and learning The customary face-to-face method is currently being substitute with online webinars such as Webex and its counterparts A survey has been conducted to investigate the experience of online learning among postgraduate in Malaysia The survey is divided into two categories of issues related to online teaching and learning and time spent on activities during the Movement Control Order (MCO) Thematic analysis is employed to analyse the data pattern Three main themes on online learning experience had emerged, namely IT facilities, learning engagement and personal adjustment This survey also investigates the type of activities pursued during the Movement Control Order (MCO) and found that all the participants spent their time to complete assignments as well as highly video streaming especially from the youtube channel Though online teaching and learning received a positive response, most students still prefer the face-to-face method compare to fully adopting the online method of teaching and learning © 2020, Institute of Advanced Scientific Research, Inc All rights reserved
| 83,424 | [
-0.0321044921875,
-0.25048828125,
-0.55859375,
0.2325439453125,
-0.432373046875,
-0.509765625,
0.06878662109375,
0.5029296875,
0.451904296875,
1.0556640625,
0.1697998046875,
0.117919921875,
0.263916015625,
-0.79443359375,
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0.279296875,
-0.42578125,
-0.615234375,
-... | 40 |
Please summerize the given abstract to a title
Factors Affecting Student's Perceived Readiness on Abrupt Distance Learning Adoption: Indonesian Higher-Education Perspectives
Widespread lockdowns across the globe during Covid-19 outbreak forced the universities to abruptly adopt full-online distance learning Such unprecedented abrupt adoption requires a degree of student readiness to ensure the success of distance learning delivery However, prior research about student readiness of e-Learning adoption is still limited to discussing proactive adoption in normal conditions To address this issue, this study investigated the factors that affect the student's perceived readiness for abrupt distance learning adoption By applying Structural Equation Modelling (SEM) using the Partial Least Square algorithm, this study found that self-competence, comfort with e-Learning, uncertainty avoidance, financial ability, and technological facilitating conditions are factors that significantly affect student's perceived readiness Based on this finding, faculties are recommended to be an early adopter of e-Learning, to provide an e-Learning platform with excellent usability and effective instructional design for the students, to provide clear instructions for both students and instructors, and to provide needed resources (e g internet connection) to the students Moreover, future studies could be focused on lecturers' or faculties' readiness for abrupt distance learning adoption © 2020 IEEE
| 83,612 | [
0.21044921875,
-0.1549072265625,
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0.1767578125,
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0.36279296875,
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0.5849609375,
1.201171875,
0.322998046875,
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0.26220703125,
-0.9208984375,
-0.469482421875,
0.246337890625,
-0.65185546875,
-0.32470703125,
0... | 40 |
Please summerize the given abstract to a title
E‐learning: Depression, anxiety, and stress symptomatology among Lebanese university students during COVID‐19 quarantine
BackgroundE‐learning has been adopted internationally as the alternative teaching or learning strategy during the coronavirus disease 2019 (COVID‐19) quarantine to fill the academic gap that has been created by the existing reality of the pandemic due to nationwide closures AimThis study aims at evaluating the prevalence of depression, anxiety, and stress symptomatology among Lebanese University Students during the COVID‐19 Quarantine MethodologyA quantitative cross sectional research design, where 520 undergraduate university students were surveyed regarding their satisfaction with e‐learning and the prevalence of depression, anxiety, and stress symptomatology using depression, anxiety, and stress scale‐21 elements ResultsLearning through online platforms have given rise to depression and anxiety disorders among undergraduate university students, where there was a significant correlation between student satisfaction and prevalence of depression, anxiety, and stress ConclusionThe sudden shift to exclusive e‐learning methods of instruction have produced anxiety and depression symptoms among a significant portion of the students due to the stressful load of work required
| 83,654 | [
0.0100250244140625,
-0.355712890625,
-0.1402587890625,
0.880859375,
-0.36376953125,
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0.2308349609375,
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1.009765625,
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0.0253143310546875,
-0.75537109375,
-0.431640625,
-0.14404296875,
-0.5498046875,
-0.2851... | 40 |
Please summerize the given abstract to a title
Virtual Galleries and Museums in Search of Their Own Specific Identity
In the spring of 2021, with the spread of the covid pandemic, there was a strong acceleration of interest in the virtual worlds. In particular, many galleries and museums without a virtual version had to consider the hypothesis of creating a presence in the web. All this has raised a number of issues related to the identity of virtual spaces. It is necessary to understand, in fact, if they should be twins of real spaces or if they can have their own defined and independent physiognomy. Furthermore, we need to rethink the very identity of virtual space, which does not necessarily must have the features of a walkable and navigable space, but can also be an environment defined by multimedia content. Here, in addition to addressing various crucial issues, such as storytelling in virtual exhibition spaces, some suggestions for good practices within galleries and museums are considered. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
| 83,712 | [
-0.10980224609375,
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0.356201171875,
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0.181884765625,
0.165283203125,
0.40869140625,
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0.1610107421875,
-0.64892578125,
-0.44482421875,
0.369384765625,
-0.1885986328125,
... | 40 |
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