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The extent to which universities have embraced technology in service delivery: A comparative study of NUST (Zimbabwe) and University of Venda (RSA)

Author(s): Khumalo Njabulo Bruce,Charity Baloyi / Language(s): English Issue: 1/2018

Information and communications technologies (ICT) have greatly impacted the education sector over the years leading to electronic service delivery. Universities all over the world are embracing ICTs especially the Internet, making use of web 2.0 applications, that is, social networks and moving their services from manual based to electronic platforms. The comparative study was done to find out to what extent the National University of Science and Technology (NUST) (Zimbabwe) and the University of Venda (RSA) have embraced ICTs in the conduct of business and how this has impacted on their service delivery. A combination of web content analysis and a comparative study of the web presence of the two universities was done which revealed that the universities are present on some web 2.0 applications though not fully exploiting all the functions. It is recommended that these universities adopt online service delivery to enhance and develop lives of the university community.

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Automated problem generation in learning management systems: a tutorial

Author(s): Jaime Romero,Mercedes Rozano / Language(s): English Issue: 2/2016

The benefits of solving problems have been widely acknowledged by literature. Its implementation in e–learning platforms can make easier its management and the learning process itself. However, its implementation can also become a very time–consuming task, particularly when the number of problems to generate is high. In this tutorial we describe a methodology that we have developed aiming to alleviate the workload of producing a great deal of problems in Moodle for an undergraduate business course. This methodology follows a six-step process: exercise design, data generation, exercise computations, design of interpretation rules, wording generation and generation of cloze questions. It allows evaluating student’s skills in problem solving, minimizes plagiarism behaviors and provides immediate feedback to students (thus improving their results). Additionally, it also reduces the workload of teachers in large groups and helps evaluating the student's learning more objectively. We have designed this methodology based upon our experience in Economics curricula,where we have applied it at undergraduate and graduate courses. However, we consider that it can be applied with minor modifications in a very wide range of college courses and e–learning platforms. We expect that that this tutorial encourage other educators and educational developers to apply our six steps process, thus benefiting themselves and their students of its advantages.

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Student attitude to distance education: Pros and cons

Author(s): Lyudmila P. Illarionova,Natalya V. Karzhanova,Alfia M. Ishmuradova,Sergey V. Nazarenko,Andrey V. Korzhuev,Elena Leont'evna Ryazanova / Language(s): English Issue: 3/2021

This article is aimed at identifying the peculiarities of students' attitude to distance education. As a leading method, the questionnaire method was used, which made it possible to identify the students’ positive and negative attitudes regarding distance learning more effectively. The article considers students' ideas about distance learning, identifies the positive and negative aspects of the distance learning process. The authors of the article in the process of research revealed that many students of various fields of study are interested in participating in distance courses, but within the framework of mastering a second education. Some students note the usefulness of distance courses, the use of their materials at any time, and the convenience of going back to the materials they have completed at any time to fill in gaps or recall a topic. Some students reported a violation of the educational process in the distance format due to the repeated lack of Internet or its poor quality. Most of the students expressed dissatisfaction with the lack of contact communication in the distance learning process. It is proved that the majority of students believe that distance education will never replace traditional education. Mainly students of technical areas of study gave a negative assessment of the distance education system. It was revealed that students of various fields of study took distance courses that were held in other cities or countries. From the point of view of many students, educational websites have an inconvenient interface.

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Assessing instructors' usage of emojis in distance education during the COVID-19 pandemic.

Author(s): Reem Al-Zou’bi,Fathi Shamma / Language(s): English Issue: 1/2021

This research assessed instructors' usage of emojis in distance education for high diploma students. A quantitative approach was employed comprising an e-survey consisting of 11-items, one closed-ended question, and two open-ended questions. The participants were a randomly selected sample of 343 high diploma students, 243 attending Al al-Bayt University (AABU) in Jordan and 100 students attending the Arab Academic College in Haifa (AAC). The results indicated that instructors' usage of emojis in distance education was moderate in both universities. All students strongly preferred instructors to use emojis to express what is on their minds as an alternative to facial expressions, and female instructors were more active in using emojis in virtual lectures. The emoji used most frequently by distance education instructors for the sample was the thumbs-up emoji ( ). Based on the results, several recommendations are put forth that will be of value to researchers and workers in this field.

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Assessment of knowledge and confidence for E-learning

Author(s): Devkan Kaleci / Language(s): English Issue: 1/2019

One of the most important goals in E-learning is to guarantee that participants reach the learning objectives. We have observed that having the knowledge of the subject is not sufficient for reaching learning objectives. The participants must also develop understanding that they know the subject, which we have named confidence. In this work, we have demonstrated that it is possible to assess both knowledge and confidence using only two different types of multiple-choice test questions. We have developed 1) a method to design questions to identify both knowledge and confidence and 2) a method to estimate actual knowledge and confidence from answers. We have evaluated our method using Monte-Carlo simulations. Our simulations demonstrated that it is always possible to obtain reliable estimations for knowledge and confidence using approximately 100 multiple choice test questions in a given subject.

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DIGITAL SKILLS OF TEACHERS FOR LIFELONG LEARNING - ROMANIAN REALITIES AND PERSPECTIVES

Author(s): Alexandrina Mihaela Popescu / Language(s): English Issue: -/2020

The need for teacher's Lifelong learning is a permanent and paramount goal of any 21st-century education system and the best investment that any state can make to ensure the social, economic and cultural future.The European Union has shown an increased interest in training and developing the digital skills of teachers in the European area in recent years. In this regard, EU has developed a series of measures and recommendations for Member States. Nevertheless, in Romania we are experiencing a crisis caused by the shift of teaching activities to the online environment, the lack of digital skills of teachers in pre-university education and, last but not least, the lack of digital media (free internet access, computers, tablets) for a large part of the students.The current paper aims to identify the Romanian context shaping the development of the teachers' digital skills for Lifelong Learning up to the onset of lockdown, which led to the relocation of teaching activities online (on 16 March 2020), also focusing on the measures taken during lockdown (16 March 16 - 15 May 2020). The question we are trying to answer is how prepared were the teachers to cope with the online teaching activities, how much had the schools advanced in the integration of digital resources to face-to-face teaching.

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The implementation of virtual choir recordings during distance learning

Author(s): Hakki Cengiz Eren,Emine Kıvanç Öztuğ / Language(s): English Issue: 5/2020

This study investigates the implementation of virtual choir recordings in a choir class during distance learning. In this particular study, a virtual choir is defined to be a computer-generated sound recording that emulates a realistic choir sound. Students practiced their parts using virtual choir recordings for a period of eight weeks; each student received a recording that excluded his/her own part but included the rest of the parts. After eight weeks of progressive study, students recorded their own voices on top of the virtual choir recordings and submitted them as final projects. Student opinions regarding the virtual choir recordings were obtained through a 12-question survey. In addition, two experts evaluated the final submissions turned in by the students. The data suggests that virtual choir recordings can be helpful to students with efficiency of practice and can provide a suitable audio environment to foster conscious-listening, accurate intonation and perception of pacing. Improvements are suggested to make the virtual choir recordings also more encouraging of musicality, highlighting its future potential not only as a reliable distance education tool, but also as a supplementary device for real-life choir classes, when in-person learning resumes.

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Implementation of distance learning during the covid-19 pandemic in faculty of education and teacher training

Author(s): Sutiah Sutiah,Slamet Slamet,Asmara Shafqat,Supriyono Supriyono / Language(s): English Issue: 5/2020

During the prevention of the spread of the virus the COVID-19 pandemic, change took place suddenly of learning. Distance learning is a good substitute when physical or face-to-face programmes or courses are no longer feasible. The purpose of this study was to reveal the implementation of distance learning which was carried out suddenly as a result of Covid-19 which was assessed by the learning process, learning facilities and infrastructure, as well as the psychological aspects of FKIP students towards distance learning. Data were collected through a survey using the google form application and respondents were N = 750. Data analysis used a descriptive statistical approach. The instrument is a questionnaire electronic, anonymous, and self-administered using three to five answer options. the results of the research students prefer face-to-face learning rather than distance learning. Students find it difficult during distance learning and worry about achieving learning outcomes. In conclusion, distance learning is a worthy substitute when classroom education is deferred during the COVID-19 pandemic period. It is also significant to recognize that, distance learning cannot substitute the requirement for on-site or on campus and face-to-face learning, but can supplement existing general classroom-based learning models. Distance learning has an impact on changes in individual learning readiness and the preparation of institutional facilities to blanded learning

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Practices of online teaching, learning and assessment of the students of the BSc in EEE programme during the COVID-2019 pandemic

Author(s): Muhibul Haque Bhuyan / Language(s): English Issue: 2/2021

Most of the educational institutions, from primary level to tertiary level, had to be closed when the coronavirus pandemic affected the world in 2020. Then, educators became concerned about the education of the students as they were completely relying and habituated on face-to-face teaching–learning processes. This paper reports on how the Department of Electrical and Electronic Engineering has faced that challenges in bringing the students to online classes as well as how they assessed and evaluated the students. A survey was conducted among the students who registered for the course with 14 survey questions. From the results, online classes are the best solution to the challenge; some students faced connectivity problems but it was concluded that the main purpose of teaching online is to continue the education process. Despite some challenges encountered, the teaching–learning process of the teachers and students was successful through this newly reformed system of education.

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The use of digital learning objects for effective mathematics instruction

Author(s): Kvetoslav Bartek,David Nocar / Language(s): English Issue: 2/2018

Digital learning objects (DLOs) can be defined as interactive (web-based) tools that are mainly used and reused for learning, education or training. In mathematics education, we use DLO for its potential to help students to understand phenomena, whose introduction in the traditional way of teaching mathematics could be problematic. We analysed one of the biggest and well known DLO repositories on the web RVP.cz, which is the main methodological support for teachers and implementation of the educational framework. We followed representation of the three DLO types of category 2 introduced in this text.

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Using Gagnes nine events in learning management systems

Author(s): Omer F. Vural,Omur Akdemir,Ali Gokdemir / Language(s): English Issue: 1/2015

Distance education has been widely used in education. Many learning management systems (LMSs) have been developed for the distance education. The use of LMSs in distance education has several benefits; however, LMSs do not maintain any elements to guide educators to design and develop instruction. The purpose of this study is to design, develop and evaluate an LMS that guides facilitators when designing instructional modules for their online courses based on Gagne’s nine events. The new LMS was developed and evaluated using the revised version of the “Waterfall Model”. The study population consists of the system administrators, course facilitators, and online students. The users of the system found the developed LMS useful. The facilitator and online students easily fulfilled the tasks specified in the developed LMS.

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Porovnanie prezenčnej a dištančnej výučby konzekutívneho tlmočenia

Author(s): Miroslava Melicherčíková / Language(s): Slovak Issue: 45-46/2021

The coronavirus (COVID-19) pandemic, which broke out in Slovakia in March 2020, entailed (among other things) a change in the way interpreting was taught, moving training from the on-campus booths to students’ homes via internet. In other words, traditional training was replaced by distance training. This study compares selected aspects of consecutive interpreting performances among two groups of students – a control group (N = 9, traditional interpreting training) and an experimental group (N = 8, distance interpreting training). While comparing selected formal deficiencies in consecutive interpreting, some differences were observed between the control and experimental groups. The individual formal deficiencies varied between groups and between rounds of recording; on average, less formal deficiencies in several criteria occurred in the experimental group. In almost all rounds of recording, students of the control group appeared to be more confident in their delivery and more satisfied with their own performance, which may be related to the classroom environment in which the research was conducted. In the last round, however, the students of the experimental group were generally more satisfied, which may indicate the progress made in online training. The research thus confirmed that, when adequately planned and implemented, online interpreting training can produce outputs comparable to traditional training.

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Što bi Isus učinio u modelu poučavanja na daljinu?

Author(s): Maja Séguin / Language(s): Croatian Issue: 1/2021

Several pedagogical considerations come with the transition from traditional to virtual teaching, and it is necessary to provide teachers with a potential approach to teaching and learning. This article gives an overview of the teaching methods Jesus used with a focus on parables, highlights the modern constructivist approach to teaching, and singles out characteristics of constructivism in Jesus’ teaching model. Combined, this presents a basis for practical advice in today’s context of online teaching, respectively in a virtual setting. The article highlights characteristics of Jesus as a teacher which present-day teachers can apply to their contexts and finishes with suggestions for further research.

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Online Learning Management During COVID-19 Pandemic: A Case Study of Geoinformatics Course Based on Cloud Application

Author(s): Supattra Puttinaovarat / Language(s): English Issue: 3/2021

During the circumstance in which people worldwide have to encounter and deal with COVID-19, there are great impacts on learning management that require adjustment and implementation of the online learning system. Advance technologies in the modern world facilitate the students at the higher education level to learn via the online system. However, problems and limitations on online learning are recognized; for example, it is more difficult to use the active learning approach than in the actual classroom, and the instructional strategies and patterns should be more varied to encourage the learners to focus on the lesson. Therefore, this research proposed the learning management by applying online learning to Geoinformatics with streaming and video-based learning approach via Cloud application and other tools in order to activate the learner to be enthusiastic, express their opinions, and participate in the activities which would enhance their achievement. Research results showed that most learners (more than 90%) had learning achievement at good and very good level when learning with the proposed learning management approach. Furthermore, such a proposed approach minimized the problems concerned with insufficiency of the quality computers since the learners were able to use any type of device and operating system.

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Kokybiško nuotolinio ugdymo link: mokyklų pirmosios išmoktos pamokos COVID-19 pandemijos metu

Author(s): Estela Daukšienė,Elena Trepulė,Justina Naujokaitiene / Language(s): Lithuanian Issue: 2/2021

During the initial COVID-19 breakout and related lockdown Lithuanian schools created new pathways of organizing distance education under unprecedented circumstances. The qualitative research focuses on the experiences of Lithuanian schools in organizing distance education during COVID-19 pandemic in March 2020 – October 2020, searching for ways to ensure the quality of teaching and learning. The 8 school activity areas need changes during transition to distance teaching and learning: strategy, management and administration; infrastructure of information technologies; digital learning content; digital competencies and continuous professional development; teaching, learning and assessment in the digital environment; a support system for pupils and teachers; partnership, cooperation and networking; and quality assurance. Changes in all the indicated areas lead to the quality of distance teaching and learning. The qualitative research data (expert interviews and focus groups) revealed the importance of school community agreements regarding the choice of technologies and environments, and the need for a national digital curriculum to be created. Quality assurance of the learning process, improvement of digital competences and school community collaboration were among the most successfully changing areas. IT infrastructure, support system, and teaching and learning process were based on very different school or teacher decisions and led to different experiences.

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Prednosti i nedostatci online nastave s osvrtom na nastavu matematike i fizike

Author(s): Ljiljanka Kvesić,Slavica Brkić,Marina Zubac / Language(s): Croatian Issue: 30/2020

Online teaching, at a time of epidemic that has hit the whole world, has become an integral part of the educational and teaching process. The sudden, complete transition to this type of teaching found teachers, students, and their parents unprepared. None of the teaching staff was methodically prepared to conduct distance learning, and teachers were expected to master this form of teaching overnight. It is not surprising that such teaching has not been approved by teachers, parents, and especially by students who are at the center of the teaching process. There have been many objections to traditional teaching, and with the introduction of online teaching, problems are culminating. In order for online teaching to work, it needs to be prepared for, what was missed in this case for justified reasons. The aim of this paper is primarily to investigate student achievement and teaching outcomes through primary education and subject teaching, as well as their attitudes about distance learning. Six schools with 170 students from primary to secondary education from the West Herzegovina County and Herzegovina-Neretva County participated in the survey.

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HOW TO ENHANCE THE EFFECTIVENESS OF THE LEARNING PROCESS DURING DISTANCE LEARNING. PSYCHOLOGIST RECOMMENDATIONS

Author(s): Tamar Kapanadze / Language(s): English Issue: 42/2021

Effective management of the learning/teaching process in distance learning is one of the major challenges facing education, especially now in the Covid-19 pandemic. The list of problems mainly combines social and interactive aspects. This article provides tips to help the student increase motivation, overcome feelings of social isolation, find alternative ways of communicating and, develop communication skills. The aim of the research is to identify the pros and cons of online learning, thus finding out how to improve the effectiveness of the learning process during distance learning. The research was obtained through a focus group, the research was conducted in Tbilisi public schools, students, teachers and parents participated in the focus groups. After analyzing the data, it was found that participants positively see such a form of teaching, which in turn would have a positive impact on students' academic performance, but they also talk about small negative aspects.

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Avantajele programelor de formare online in dezvoltarea competentelor digitale ale cadrelor didactice

Author(s): Floricica Zota / Language(s): Romanian Issue: 10/2021

Le document traite de l’année des changements majeurs mondiaux. Même les programmes de formation sont exécutés en ligne. Les enseignants doivent développer certaines compétences numériques. Aujourd’hui, le meilleur et le plus important canal de distribution de l’information est celui en ligne. L’environnement en ligne soutient la formation de différentes compétences.

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Artificial Intelligence Techniques for Distance Education: A Systematic Literature Review

Author(s): Aayat Aljarrah,Mustafa Ababneh,Damla Karagozlu,Fezile Özdamlı / Language(s): English Issue: 4/2021

In the current era, education, like other fields, relies heavily on big data. Moreover, artificial intelligence, including affective computing, is one of the most essential and popular technologies adopted by educational institutions to process and analyze big data. In this systematic review, many previous research types related to improving educational systems using artificial intelligence techniques were studied, such as: deep learning, machine learning, and affective computing. This systematic review aims to identify the gaps in students' emotional understanding in distance education systems. The world has recently witnessed the spread of educational processes for distance learning, especially in the university and the enormous open online courses (MOOCs). Besides, the COVID-19 pandemic has been involved in changing all educational processes to a distance learning system. The results indicated that these systems recorded a high success rate. However, the teacher does not fully understand the student’s emotional state during the educational session. It also lacks monitoring or monitoring during the electronic exams, which are electronic exams. So, it is a widespread problem in distance learning.

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Research Trends in Media Pedagogy: Between the Paradigm of Risk and the Paradigm of Opportunity

Author(s): Łukasz Tomczyk / Language(s): English Issue: 3/2021

The use of computers, internet, and smartphones in the learning and teaching process has become an irreversible fact. Information and communication technologies (ICT) are now one of the fundamental teaching resources and even one of the principal teaching environments. The widespread use of ICT stands in positive correlation to the growing number of studies on educational aspects of the use of new media in schooling. The dynamically growing number of publications in this field requires reflection on the directions of research in the intensely developing sub-discipline of education science, i.e. media pedagogy. The aim of the article is to explore the two dominant directions of research on didactic and upbringing aspects of ICT use in education. The text presents the assumptions and processes assigned to both the opportunity paradigm and the risk paradigm of media pedagogy. These paradigms clash, giving rise to research directed at positive or negative phenomena related to the digitalization of schooling and educational processes. The text is an attempt to draw attention not only to the development of media pedagogy, but also to methodological errors resulting from anchoring research to only one trend.

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