Web based instruction Research Papers (original) (raw)

2025, Arab World English Journal (AWEJ)

In this study, the opinions of students at the language preparatory school of Tishk University, a private educational institution in Iraq, regarding the Face2Face coursebook were collected through Google Forms and examined. The primary purpose of this study is to assess the utility of the Face2Face book, which students studied in the preparatory course they took before enrolling in the first course, on their academic development. In addition to these, the advantages and challenges of the workbook's usefulness and functionality, as well as its activities, teacher resources, and Itools, are examined for students and teachers. As a result of all the studies and when the questionnaire data were examined, 83% of the students were satisfied with the book, and it was recommended that the face2face book be taught in future preparation courses.

2025

En este trabajo se muestran los avances realizados en el desarrollo de aplicaciones basadas en laboratorios virtuales para el estudio de la Acustica en el Grado de Telecomunicacion. En particular se muestra la extension de la aplicacion VSLM accesible via on-line y de caracter libre. Esta aplicacion esta implementada en lenguaje MATLAB y se basa en una interfaz grafica sencilla que permite simular el funcionamiento de un sonometro offline. El modulo incorporado a la aplicacion permite calcular el tiempo de reverberacion y una serie de parametros relacionados con el mismo para poder caracterizar acusticamente salas y recintos. De forma paralela se muestran los avances realizados en la mejora de la aplicacion implementada con anterioridad por los autores dedicada al estudio de las ondas mecanicas en barras con diferentes condiciones de contorno. La aplicacion estaba implementada inicialmente en MATLAB para la parte grafica y el interfaz, mientras que la parte de calculo se realizo en ...

2025

University rankings have been around for at least a couple of decades now, with some sources making a case that they go as far back as the XIV century, implicit in the recognition of the Universities of Prague, Paris and Oxford as the sole of university textbooks of the time. Be that as it may, higher education performance evaluation tools have since proliferated, both at the regional and international level. No matter what the criticism levied against the various rankings now being produced, it is undeniable that they provide, in one form or another, useful instruments for benchmarking. Rankings, nonetheless, have so far not kept abreast of the profound changes in higher education brought about by the opportunities offered by the ICTs, and have not -with counted exceptions -included online education in their studies. Today most universities have, to varying degrees, adopted the Internet as a delivery mode to complement their traditional teaching. A few universities, such our own, actually teach exclusively online, and there are staggering growth perspectives in the online student population as internet-based education gains legitimacy and is being identified as a rigorous, viable and economically sustainable alternative to residential universities. Are rankings likely to focus on eLearning in the near future? If so, what parameters will be employed and who will be defining those? What impact will they have on online education? If not, are present rankings of any use to online education institutions for benchmarking purposes? I am pleased to welcome you to the Universitat Oberta de Catalunya's 1st International Seminar on Higher Education Rankings and e-Learning and look forward to stimulating and insightful presentations and discussions among all participants.

2025, Review of Educational Research

This literature review summarizes research on online teaching and learning. It is organized into four topics: course environment, learners’ outcomes, learners’ characteristics, and institutional and administrative factors. The authors found little consistency of terminology, discovered some conclusive guidelines, and identified developing lines of inquiry. The conclusions overall suggest that most of the studies reviewed were descriptive and exploratory, that most online students are nontraditional and Anglo American, and that few universities have written policies, guidelines, or technical support for faculty members or students. Asynchronous communication seemed to facilitate in-depth communication (but not more than in traditional classes), students liked to move at their own pace, learning outcomes appeared to be the same as in traditional courses, and students with prior training in computers were more satisfied with online courses. Continued research is needed to inform learne...

2025

It is widely recognized that good teaching includes instructor-student feedback, and in online courses, feedback takes a variety of forms, including both synchronous and asynchronous interactions. To understand better the types and frequency of instructorstudent feedback interactions, this case study used document analysis to examine feedback in an online course over a full semester. Feedback interactions were coded as either individual or team feedback and also then coded as either corrective, motivational, or technology-related. With 1,744 recorded instructor-student feedback interactions, corrective feedback accounted for nearly 70% of all feedback (given more often to teams than individuals); motivational feedback was 20% (given more often to individuals than teams); and technology feedback was 10% (given more often to individuals than teams). Additionally, feedback differed over the duration of the semester, with motivational feedback being the greatest at the beginning of the term. An examination of individual versus team differences revealed that teams tended to receive a greater amount of corrective feedback, whereas individuals required greater motivational feedback. Implications of the study include that instructors may not be conscious of the proportions of corrective versus motivational feedback to their online students. Instructors are also encouraged to take certain measures to reduce the burden of technology feedback required of the instructor, since students will constantly demand such non-pedagogical assistance.

2025, moodle.upm.es

Los laboratorios remotos han tenido un gran desarrollo en los últimos años. Su integración en el ámbito académico ofrece muchas ventajas.

2025

Distance education has by nature always depended on technology as a vehicle for various media used to facilitate learning. Today as technology has taken centre stage in our lives especially Internet-based technology, distance education continues to grow in its use of state-ofthe-art tools and hence the need to effectively adopt these online tools for online education remains inevitable. This study presents an evaluation of the usability of social media blends in elearning environments. Comprehensive guidelines for improving the usability of social media blends are proposed in order to facilitate learner networks where knowledge can be created that is based on the leaners’ experiences and their peer connections. In this meta-analysis study literature was searched to identify qualitative research articles that discuss social media blends most commonly used in e-learning. The search was done on South African and international academic databases which included SAe-Publications, EbscoHos...

2025

The major purpose of the current study is to identify the predicting factors, mediators and moderators towards effective technology use of Curriculum Information Document Online System (CIDOS) Learning Management System (LMS) among full-time undergraduate diploma students of Engineering Department at Malaysian Polytechnics. The theories underpinning this study are Theory Reasoned Action (TRA), Technology Acceptance Model (TAM), Substitution, Augmentation, Modification and Redefinition (SAMR) model and Adaptive Structuration Theory (AST). There are six predicting factors involved; compatibility, application selfefficacy, subjective norm, technological complexity, perceived usefulness and perceived ease of use. Technology utilisation is a dependent variable which encompasses of consistency of use, as well as quality of use. Genders and level of integration are the moderators, meanwhile perceived usefulness and perceive ease of use are classified as mediators.

2025

2025, Colombian Applied Linguistics Journal

Few studies in Colombia have explored and compared students' reading comprehension processes in EFL, in different modalities of instruction. This article reports on some findings of a larger study in which two groups of graduate Law students took a reading comprehension course in English, delivered in two different modalities of instruction: face-to-face and web-based. Both courses were served by an English teacher from the School of Languages at Universidad de Antioquia. The data gathered from class observations, in-depth interviews, questionnaires, tests, the teacher's journal and data records in the platform provided insights about the students' use of reading and language learning strategies in both modalities. Findings suggest that students applied the reading strategies explicitly taught during the courses and some language learning strategies for which they did not receive any instruction.

2025

The ability to understand and frame problems encountered in practice is a critical skill for school leaders. This paper reports on a study that inquired about the teaching and learning of problem-framing skills in the Prospective Principals Program at Stanford University, a preparation program for school administrators that relies on problem-based learning (PBL) strategies for 40 percent of the curriculum. A literature-based definition of problem-framing ability is developed, and a theoretical rationale for the study is introduced. Incorporating the use of a quasi-experimental study design, the program-framing skills in three successive student cohorts, with graduated levels of exposure to the PBL, are assessed. Analysis reveals that all three cohorts differ significantly in problem-framing ability, associated with their level of exposure to PBL. Qualitative data, collected through a series of student interviews, support the quantitative findings. Problem-based learning experiences are instrumental for developing prospective principals' ability to frame problems in practice. Finally, the paper discusses the implications of the findings for instructional practice and explores ideas for possible future research on the use of problem-based learning in administrator preparation. An appendix contains Subskills in Problem Framing Ability. (Contains 41 references.) (Author/DFR) Reproductions supplied by EDRS are the best that can be made from the original document.

2025

This study focuses on quality in a Learner Generated Content (LGC). The main objective is to identify and describe the criteria supporting the quality of the creation of content by those learners working together in an online environment. Contrasting a literature review and learners' perception, we propose a quality criteria framework for LGC organized in three clusters: content, format and process. Emphasis on both process and end product highlights the LGC's twofold intention of being useful as a creative new pedagogical strategy and as a way to share educational resources imbued with the learner's voice and perception.

2025

The magnitude of the COVID-19 crisis is unprecedented; it has impacted millions of students around the world. Among these impacted students are participants in adult education. Adult education centres have engaged in a series of online activities that have enabled adults who had never used ICT resources before, to interact with other participants. In response to this challenge, this research provides scientific insight regarding the impact of the actions by one adult education centre in Spain, the participants' association Ágora, whose scope of responsibility is to service the entire neighbourhood of La Verneda (Barcelona). Its objective is to enable adults to acquire abilities and to develop initiative through participation in a broad and highquality educational programme. Ágora offers the entire neighbourhood a range of cultural and educational activities. This article provides knowledge about how to help people minimize the negative consequences of confinement, and uses a communicative methodology to provide a dialogical re-creation of knowledge which enables researchers to contribute to dismantling myths and false assumptions in identifying the benefits adult education can provide to participants. The field work was carried out online through semi-structured interviews with a number of adult participants between the ages of 30 and 90 who were engaged in adult education activities. The research revealed that participation improved the individuals' situation by enabling them to overcome loneliness or isolation.

2025

 Upon adopting a collaborative learning strategy for a Web based course, it is necessary to use assessment techniques that take into account the interaction of individuals with their colleagues instead of basing them only on individual progress and activities. The AulaNet learning management system offers participation follow-up reports that provide the group with coordination information, making it possible quantitative and qualitative performance analysis. The Information Technologies Applied to Education course is presented as an example of the use of the environment in a course that is entirely taught through the Web. Aspects of the assessment of collaborative activities and the ensuing follow-up reports are presented in the paper.

2025

In this paper, the role of awareness in the 3C collaboration model is discussed, detailing how it relates to its main aspects: communication, coordination and cooperation. Then, some awareness elements of the AulaNet learning environment,... more

2025, Proceedings of the 2009 Winter Simulation Conference (WSC)

In this paper we analyze several cases related to three different Spanish universities that make use of the World Wide Web to teach simulation courses online. These universities are the Open University of Catalonia, the University of Lleida and the Public University of Navarre. At these three universities different infrastructures, tools and learning models are employed to deliver simulation education online. All together, they represent a good example of how information technologies can be used in today's higher-education systems and, in particular, in the area of simulation education. In the paper, several course designs are covered and main difficulties associated with these online courses are highlighted and discussed. Intensive use of computer simulation software, collaborative e-learning practices and professional-oriented approaches are proposed as methodological policies to increase students' motivation for simulation topics.

2025, International Journal of Educational Technology in Higher Education

El énfasis en la formación continuada, la actuación en red y los vínculos más flexibles entre la docencia y los servicios desafían a las instituciones de educación. Se reformulan los métodos de enseñanza y se revisa la estructura curri cular. Por otra parte, sobran testimonios de la capacidad de las tecnologías de información y comunicación para producir innovación y colaboración. Ese estudio presenta la aplicación piloto de un instrumento en adaptación, que permite evaluar los usos cotidianos de esas tecnologías en la docencia de posgrados de salud. A través de la red se pasó una encuesta a 350 docentes de un centro de posgrado en Barcelona (España). En la escala Likert, se evaluaron las necesidades, las creencias y la comodidad con las tecnologías. Se indagó por sus usos y por la participación en redes. La tasa de respuesta fue del 25% (89), el tiempo medio para cumplimentar fue de 10 minutos. El uso de las tecno logías se reveló instrumental, con poco énfasis en recursos asociados a la innovación y a las redes. Los resultados son discutidos bajo dos perspectivas. En primer lugar, respecto al proceso de validación del instru mento, y en segundo, se discute de forma preliminar la aparente disonancia entre los datos aportados y la fuerte apuesta en el potencial de las tecnologías de información y comunicación.

2025, THE EFFECTIVENESS OF USING THE FLIPPED CLASSROOM IN SCIENCE EDUCATION FOR NINTH-GRADE STUDENTS

This study aims to investigate the impact of using the flipped classroom strategy on motivation and academic achievement in learning science among 9th-grade students Proved as an innovative technique, flipped learning improves academic performance, enhances students' motivation, supports independent learning, triggers higher thinking skills, and establishes lifelong learning. In disadvantaged places at war like Palestine, there are no studies exploring students' engagement with flipped learning in sciences using empirical evidence including a large population of 2489 females and 2366 males with a representative sample of 333 students Pre and post-test assessment, observation, and two semi-structured interviews with teachers and students are utilized in addition to providing multimedia resources related to the Floral Plant unit in the 9th-grade curriculum has been tailored to the content and needs of teachers and students and distributed through social media platforms. A significant difference in the achievement scores, motivation, and overall positive shift in attitudes regarded homework, students' and teachers' roles, and time management between the experimental group and the control group indicates the positive impact of the flipped classroom method on teachers and students both female and male students.

2025

^ This project was designed to enhance the delivery of the thinking curriculum recommended in It^s Elementary! by the California Department of Education to students. Third grade Social Science-History thinking curriculum was adapted for the Coachella Valley area by Desert Sands Unified School District personnel in accordance with state frameworks. The curriculum includes lesson plans that are well-written and provide students with reading materials in English or Spanish. However, students who are not linguistic learners, who are Limited English proficient, or who are low readers are not supported within the current materials available for third grade students. With budget cuts, the school district can no longer afford the fees or buses necessary to take children to view a variety of historical locations. Their needs prompted the creation of this project. In order to enhance third grade students' understanding and build upon knowledge they have of their locality, this project was written both in English and Spanish. It covers five historical sites of interest in the Coachella Valley area. It uses digital imaging and audio in addition to written text for the purpose of enhancing student learning and retention. Ill ACKNOWLEDGMENTS A popular song of recent years, "The Wind Beneath My Wings," expresses much of my feelings towards family, ) friends, and people who have been in my life during this project. These people are my heros and, with them pushing me along, this project finally was completed. My gratitude and heartfelt thanks go to Dr. George Araya for his efforts in bringing this Master's Program to the desert community and teaching some of the classes; to Dr. Rowena Santiago for her willingness to travel the miles to help, encourage, and mentor my fellow classmates and myself through this project; to my family who have been a constant source of support and encouragement to be better today than yesterday throughout this project as well as other events in my life; to my friends who have stuck with me through all the months of this project with their endless cheer and inspiration; and to my fellow classmates who have given me a good example to follow through their work in this program. IV

2025

As more guided study abroad interventions move online and into a collaborative format, it is important to not only examine the influence of students’ social interactions as related to their intercultural development and experiences in the interventions, but also understand which variables influenced the success of an intervention. The purpose of this study was to identify factors that influenced students’ intercultural development and experiences in a collaborative online international learning pre-departure study abroad intervention. To explore these questions I designed a collaborative online international learning intervention for pre-departure study abroad students. Pre-departure U.S. study abroad students and international students coming to study abroad in the U.S. attended an online, collaborative seminar together over the course of six weeks in the fall and five weeks in the spring. Garrison et al.’s (2000) Community of Inquiry model influenced the seminar design and data an...

2025

Various peer-scaffoldings in problem-solving have been studied as effective learning strategies in web based instruction and on line -discussion. The web-based environment provides a medium for sharing knowledge and resources, which help learners engage in problem-solving and interactive learning. Learners, however, easily feel isolated in web-based environments because of the tremendous amount of resources and visual information that are easily available. In this regard, it is important to seriously consider peer-scaffolding strategies as effective problem-solving strategies. The purpose of the present study is to find patterns of peerscaffolding that constitute effective problem-solving strategies in web-based instruction. Six participants registered in 'the major leader training program' at the National Academy Educational Administrators voluntarily participated in this experiment as part of their coursework. All participants provided their scaffoldings in on-line casual discussions. To collect data from peer group problem-solving interactions in collaborative activities among the six participations, their discourse's content was analyzed to investigate patterns of peer-scaffolding. The results of this study were as follows: First, the results showed statistically non significant differences in peer-scaffoldings among three dimensions: it showed the highest proportion of peer-scaffoldings in the *

2025

Resumen En este trabajo se presenta VPL (Virtual Programming Lab), una herramienta software de código abierto que permite la gestión de prácticas de programación en Moodle. Esta herramienta está compuesta de un módulo Moodle, un applet editor de código fuente y un demonio Linux que permite la ejecución remota de programas de forma segura. Pretende ahorrar tiempo y mejorar la gestión general de este tipo de actividades, además de permitir la realización de las prácticas sólo con un navegador. Sus características más destacadas son: la posibilidad de editar el código fuente y ejecutar las prácticas de forma interactiva desde el navegador, ejecutar pruebas que revisen las prácticas y analizar la similitud entre prácticas para el control del plagio. Esta herramienta se ha empleado con éxito en diversas asignaturas durante el año 2009. VPL está disponible para su descarga en http://vpl.dis.ulpgc.es.

2025, dis.ulpgc.es

En el contexto de implantación y aplicación del Espacio Europeo de Educación Superior se hace necesario disponer de herramientas docentes que faciliten el seguimiento y la orientación personalizada y continuada del proceso de aprendizaje del alumno. En este trabajo se presenta un sistema de evaluación continua automática de prácticas de programación, vía web, basado en la realimentación. De esta manera, la evaluación proporciona información inmediata al alumno de los errores cometidos en las prácticas, permitiendo que puedan ser corregidas y reevaluadas repetidas veces. Este esquema establece un marco de evaluación, donde el alumno puede aumentar su motivación y decidir la nota que desea obtener. Los errores susceptibles de ser identificados automáticamente son de diversos tipos: incumplimiento de especificaciones de interfaz, errores de estilo y de diseño de codificación, errores de funcionalidad, errores graves de ejecución e insuficiencias en las pruebas.

2025, Journal of Nutrition Education and Behavior

Objective: To assess how postsecondary online nutrition education courses (ONEC) are delivered, determine ONEC effectiveness, identify theoretical models used, and identify future research needs. Design: Systematic search of database literature. Setting: Postsecondary education. Participants: Nine research articles evaluating postsecondary ONEC. Main Outcome Measures: Knowledge/performance outcomes and student satisfaction, motivation, or perceptions. Analysis: Systematic search of 922 articles and review of 9 articles meeting search criteria. Results: Little research regarding ONEC marketing/management existed. Studies primarily evaluated introductory courses using email/websites (before 2000), or course management systems (after 2002). None used true experimental designs; just 3 addressed validity or reliability of measures or pilot-tested instruments. Three articles used theoretical models in course design; few used theories to guide evaluations. Four quasi-experimental studies indicated no differences in nutrition knowledge/performance between online and face-to-face learners. Results were inconclusive regarding student satisfaction, motivation, or perceptions. Conclusions and Implications: Students can gain knowledge in online as well as in face-to-face nutrition courses, but satisfaction was mixed. More up-to-date investigations on effective practices are warranted, using theories to identify factors that enhance student outcomes, addressing emerging technologies, and documenting ONEC marketing, management, and delivery. Adequate training/support for faculty is needed to improve student experiences and faculty time management.

2025, Colombian Applied Linguistics Journal

2025, Subscription Prices and Ordering Information

Web-based courses are promising in that they are effective and have the possibility of their instructional design being improved over time. However, the assessments of said courses are criticized in terms of their validity. This paper is an exploratory case study regarding the validity of the assessment system used in a semi presential web-based course. The course uses an authentic assessment system that includes online forums, online tests, self-evaluations, and the assessment of e-learner processes and products by a tutor, peers, and an expert. The validity of the system was checked using internal and external criteria. The results show that the authentic assessment system addresses technical problems, especially regarding reliability of instruments. Some suggestions are proposed to strengthen authentic assessment in web-based courses and to test it.

2025, International Journal of New Trends in Arts, Sports &Science Education (IJTASE)

With the Coronavirus affecting the whole world, it has caused people to create a new order, and this new order has caused major changes in many sectors. Among the affected sectors, perhaps the education systems of the countries that have undergone the biggest change have been. In the new order, people had to carry out their work and education remotely during the pandemic. It is an undeniable fact that teachers have the biggest role in conducting distance education. Our aim in this study is to investigate the relationship between the satisfaction levels of prospective teachers, the teachers of the future, towards distance education based on information technologies and their attitudes towards distance education. In the study, Pearson Correlation Analysis was the technique used for the purpose of this. The sample of the study consists of 162 pre-service science teachers' studying at the 1rd, 2rd, 3rd and 4rd grade levels in the 2021-2022 academic year. The research showed that there is a negative and statistically significant medium-level relationship between the attitude scores of prospective teachers towards distance education and the satisfaction levels of their students. In line with the results obtained here, it is planned to shed light on future research by suggesting how teacher candidates can better adapt to distance education and what can be done to prepare themselves for such a problem in the coming years.

2025

First, to my mother and step-father, Doris and Don Smith: two finer, more loving and supportive people cannot be found on this planet. They have my eternal love and gratitude. I am forever in their debt. And to my father, James E., who passed from this phase of the world before I was capable of truly communicating with him. I think he would have been pleased with this accomplishment. Finally, and most importantly, to my most beloved and ever-enduring wife, Kathy, whose unyielding belief, perpetual encouragement, steadfast support and Job-like fortitude were vital. She was literally the inspiration for me to take up this enterprise. If not for her, I seriously doubt I would have ever begun it. I'm quite sure I would not have finished it without her. This endeavor did not take place in a vacuum. It was facilitated by a community of individuals who contributed to the effort either academically, professionally, psychologically, emotionally and/or materially. Foremost among these benefactors are the me mbers of my doctoral committee: Dr. James White, with whom it was always a pleasure to interact, provided years of sound guidance, instruction, and gentle prodding along the path; Dr. Robert Dedrick, perhaps the lynch pin in this project, made sure that my statistical analyses were at least credible; and Dr. Ann Barron and Dr. Darrel Bostow, who dedicated their valuable time to the careful review of my work and provided their excellent insight and suggestions. I also thank Dr. George Batsche, the outside chair for my study proposal and final defenses, for helping to make each a positive experience. I would also like to thank several folks at the Louis de la Parte Florida Mental Health Institute (FMHI), where I both worked and conducted my study. Dr. Larry Thompson graciously allowed me to integrate the study into my work schedule and office space. Michelle Kunkel provided space, furniture and the computers to run my study.

2025

Haremos hincapié en aquellos aspectos más destacados relativos al nuevo sistema de evaluación basado en evaluación continua.

2025, Creating Teacher Immediacy in Online Learning Environments

This chapter explores teacher immediacy in online learning environments, focusing on the use of social media - Facebook as a teaching tool in Art and Design education institutions in Pakistan. The study is based on existing teaching practice in Indus Valley School of Art and Architecture and Department of Visual Studies, University of Karachi. Following a mixed method approach including observation and interviews with both teachers and students, the chapter identifies the reasons teachers use Facebook in teaching practice and explores the reasons that limit their use of this potentially immediacy inducing environment. It also includes a study of content including video, links to articles and popular culture manifestations like memes and emoticons, which could be used in teaching via social media and the implications for learning and cognition. The concept of immediacy is explored and the chapter proposes that it be approached more broadly in order to realise the full potential of so...

2025

Acknowledgements Columbia University’s School of Social Work, Center for Teaching and Learning, and Office of the Provost Hong Kyung Anna Suh, Kevin Ram, Colleen Gribbin Bloom, Bonnie Gorscak, Jill Harrington, Stephanie Ogden, Jessica Rowe, Celine Zaphiratos, Jon Hanford, Vincent Aliberto, Andre Laboy, Lucy Appert, Michael Deleon, Steven Schinke, John McDonald, Starsha Jordan, Irv Garfinkel, Katherine S Rochmat, and the students of the Fall 2018 Intro to Grief Therapy course Katherine Shear, Marion E. Kenworthy Professor of Psychiatry in Social Work, Kristin Garay, Matthea Marquart, School of Social Work

2025

The only online MSW program with three MSW-degree holding professionals on each instructional team: instructor, associate (TA), and live support specialist. Each of these professionals completes rigorous training prior to working on... more

2024

One of the applications applied most nowadays is web based instruction (WBI). Although there are many studies on WBI, no study which researched the relations between beliefs for WBI, WBI tools acceptance levels and web pedagogical content knowledge (WPCK) of science and technology pre-service teachers was found among these studies. The aim of this study is to examine this relation. In accordance with this aim, the study group of the study consisted of 363 pre-service teachers. The data collected from pre-service teachers under the research were collected with scales of belief, tools acceptance and WPCK towards WBI. 3 scales were used for the data collection in the research. The data were analyzed with structural equation modeling in the research. As a result of the research, behavioral and contextual beliefs in WBI beliefs were medium level. Perceived usefulness, ease of use, perceived attitude and intention positively affect WBI tools acceptance levels of pre-service teachers. When...

2024, International Journal of Educational Technology in Higher Education

Recent decades have witnessed a number of fundamental structural shifts, both internally within the higher education academy and external to it, that have transformed the character of universities. A universal, increased interest in Open Educational Resources (OER) is at once both one of these added pressures and perhaps potentially a key way to meet the growing demand for higher education. The overarching theme of this Special Section, OER initiatives in Broader Oceania, allows educators to showcase how challenges and opportunities in this region are being addressed with innovation and/or collaboration. It also facilitates sharing of knowledge and exchange of varied perspectives and dialogue, not only between countries in the region, but hopefully also between Broader Oceania and Europe. Developments and trends in OER and an emergent Open Educational Practice across Asia-Pacific mirror advances occurring across the world.

2024

High-quality technical support for synchronous social work classes is imperative to support technological preparedness and overcome technological challenges for instructors and students. Columbia University School of Social Work's Online Campus uses a primarily synchronous model for our online MSW program, with each course supported by a dedicated technical support specialist, called a Live Support Specialist (LSS). This role provides a vital contribution to the quality of our online courses, and substantially increases faculty satisfaction and student access.

2024

This paper describes a preliminary study where a multiplayer location-based game's logfiles were used for the assessment of the overall practice of teams. We explore the use of activity metrics previously introduced and applied to CSCL settings. We argue that these metrics, if adapted in a meaningful way, will provide insight of the progress of a location-based gaming activity and its quality regarding the score. Moreover, we assert that this can be achieved in an automated way. A small set of activity metrics, related to game characteristics and player activity, is applied to a set of gaming activities. The results are analyzed regarding team performance and score. The paper proposes a way to analyze group activity in the context of location-based games while taking into account the characteristics of successful collaborative activities. Future work is proposed towards the development of automated metrics for the analysis of location-based gaming activities with emphasis on collaboration and group dynamics.

2024, RUSC. Universities and Knowledge Society Journal

E-learning is broadening education horizons all over the world. The contribution sought by this work is to evidence innovations and practices that are applied to teaching environments and fields of knowledge connected with Economics and Business in an online environment. In this respect, some contributions relating to concepts and subjects considered as emergent are presented here. These are, for example, the acquisition of competencies in online environments, the use of Wikipedia applied to statistics, the use of tools offered by social networks or the subject of cooperative learning and teamwork. In addition to such contributions, we present some reflections on the most significant future trends of e-learning. In the near future, lecturers will be able to make decisions based upon a huge amount of information that it will be possible to generate after analysing the learning processes. All in all, everything seems to point towards four aspects that will be progressively incorporated into online learning: the release and democratisation of content, the addition of elements to motivate students, the efficient management of teaching and, lastly, the establishment of a tighter link between learning and profession. Keywords e-learning applied to Economics and Business, cooperative learning, educational innovation, competencies, higher education, educational technologies, educational future trends El e-learning en las disciplinas de la economía y la empresa Resumen El e-learning está ampliando los horizontes de la educación en todo el mundo. La aportación que pretende realizar este trabajo es la de poner de manifiesto innovaciones y prácticas aplicadas en entornos docentes y áreas de conocimiento vinculadas a la economía y la empresa en un entorno en línea. En este sentido se presentan algunas contribuciones relacionadas con conceptos y temáticas que consideramos de actualidad, como, por ejemplo, la adquisición de competencias en entornos en línea, el uso de Wikipedia aplicado a las materias de estadística, la utilización de herramientas de las redes sociales o la temática del aprendizaje colaborativo y el trabajo en grupo. Además de estas aportaciones, presentamos algunas reflexiones sobre cuáles son las tendencias de futuro del e-learning. En un futuro próximo los responsables docentes podrán tomar decisiones sobre la base de la ingente información que será posible generar analizando los procesos

2024, Pegem Journal of Education and Instruction

The fact that an educational institution is closed temporarily as one of the government's efforts and participation of education to withstand the pace of the spread of the Covid-19 pandemic. In line with that learning is diverted from the face-to-face system to online learning, in reality online learning the social presence of learners not as expected, on the other hand, learners who are usually active on offline learning both from affective and cognitive aspects are invisible to online learning. The research findings are learners who have an active social presence showing high affective and cognitive involvement in the study online, while students whose sociability passive involvement indicates that they do not engage both affective and cognitive studies during their studies. Researchers have concluded that students who are social and active in affective and cognitive involvement in offline learning do not guarantee the same conditions found online learning.

2024

L’Espai Europeu d’Educacio Superior promociona el plantejament de noves metodologies docents. Davant la demanda de realitzar mes avaluacions als estudiants i poder formar grups de treball de forma mes flexible, Caront preten donar aquesta flexibilitat de forma electronica. Caront permet definir diferents dinamiques de grups de treball (teoria, practiques, problemes, ABP, etc.) on un alumne es pot inscriure en cadascuna d’elles amb companys diferents i entregar els treballs que faci en cada grup de forma diferenciada. En aquest article es presenta una de les principals aportacions de Caront, entorn basat en Moodle: la gestio flexible de grups d’alumnes dins una assignatura universitaria. Entenem per grup universitari un conjunt d’alumnes que realitzen un treball, de forma que un d’ells pot fer efectiva l’activitat proposada (entrega, enquesta, etc.) en representacio del grup. Un dels punts que hem treballat es en la confeccio d’aquests grups. Quan els grups els formen els propis alum...

2024, 3.rd International Multidisciplinary Student Conference

In our rapidly technologically developing world, there are developments in every field, as well as serious developments in the field of education. Artificial intelligence and Intelligent Tutoring Systems undoubtedly make the biggest contribution to these developments. This study focuses on how Intelligent Tutoring Systems can be integrated into the Moodle system, one of the opensource learning management systems.