Teaching web development courses using flipped classroom and Discord: a two-year experience in the Peruvian context during the COVID-19 pandemic

The Flipped Classroom methodology encourages students to interact with content in multiple ways and professors, who provide active learning strategies to create a super engaging group space that can extend beyond the classroom walls. The purpose of the study was to generate learning scenarios that ensure the good performance of students to achieve the skills in two programming courses at a private university in Peru, making its implementation sustainable over the years. The educational proposal presented in this research made use of the flipped classroom methodology and the Discord platform as an agile means of communication. The results are very encouraging because it allowed students to participate in their own learning in an active and self-directed way so that they self-regulate their own learning path individually and in groups;based on flipped classroom and successfully deployed on the Discord platform. © 2023 IEEE.

Improving Sustainability of Learning Outcomes: An Empirical Study of Medical Students' Autonomous Learning

Achieving sustainable learning outcomes for medical students requires the assessment of their engagement in autonomous learning, and the development of sustainable autonomous learning skills. This study examined the relationship among autonomous learning, academic support, school satisfaction, and learning outcomes. It used structural equation modeling to analyze data from 725 medical students studying at Huazhong University of Science and Technology, Wuhan. The findings showed that autonomous learning was positively related to academic support, school satisfaction, and learning outcomes. Furthermore, both school satisfaction and learning outcomes were positively correlated with academic support. Similarly, school satisfaction was positively correlated with learning outcomes. Academic support and school satisfaction mediated and serially mediated the relationship between autonomous learning and learning outcomes, respectively. Additionally, autonomous learning had positive direct and indirect effects on learning outcomes through the serial mediation of academic support and school satisfaction. The serial mediating effects of academic support and school satisfaction were significant. Thus, autonomous learning was considered to be an important aspect of sustainable learning outcomes;educational administrators could systematically encourage students' autonomous learning to increase their invested time and effort, and help students improve their learning outcomes.

Can Underprivileged Children Learn Effectively at Home? A Six-Month Study of Game-based Traditional Chinese Learning During the Pandemic Lockdown

The COVID-19 pandemic has suspended physical classes, and influenced students from underprivileged groups more seriously due to their poor living conditions and digital disadvantages. To understand the impact of the constrained learning, we conducted a study on game-based learning to examine the effectiveness of computer-aided and autonomous learning of traditional Chinese by underprivileged students. From December 2020 to May 2021, we collected 3,245 quiz results from 26 underprivileged students over six months. The quizzes systematically covered the fundamentals of learning traditional Chinese in six aspects, i.e., literacy, orthography, phonology, morphology, speaking, and writing. We analyzed the results to understand the learning efficacy of students. Remarkably, students can significantly improve their skills in literacy and phonology through unsupervised game-based learning. Furthermore, by parsing the writing tasks, we observe substantial improvements among 7 out of 13 common types of writing mistakes. Our study provides a critical lens to understand the design opportunities of game-based learning without direct supervision. IEEE

Self-Regulated Learning in Online Classes: A Study of Indonesian and Malaysian Language Learners

The sudden change from formal interaction to online classroom activities amidst the COVID-19 pandemic is challenging for both teachers and students. In such a situation, self-regulated learning (SRL) plays a crucial role in contributing to the success of language learning, particularly in the digital learning environment. To date, research examining language students' SRL in the context of language learning in Southeast Asian countries (ASEAN) remains unexplored and needs more paucity of evidence. Drawing on this issue, the present study explores and compares Indonesian and Malaysian university students' SRL toward digital language learning activities. The findings reveal that the students from both universities perform high mean scores on the questionnaire. Hence, it was concluded that they have a positive perception, high academic motivation, and good self-learning control toward digital learning activities. This study has implications in two ways. First, the results contribute to the enrichment of the current literature review about SRL in ASEAN contexts. Second, the results further provide insights for language educators in fostering academic performances of university students related to strategies for self-directed language learning, particularly amidst digital learning in the global pandemic. Future studies are suggested to explore self-regulated learning behaviors as performed by university students. © 2022, Auricle Global Society of Education and Research. All rights reserved.

Unbound education: Curriculum no longer confined by time and space

The pandemic broke down barriers to changing educational practice and highlighted discrepancies in how we taught and how the modern student learns. Increased learner autonomy showed us the power of self-regulated learning, while isolation showed us the importance of social learning. Embracing these elements in a post-COVID era and accepting new roles as educators will allow us to create a learning environment that increases student motivation and harnesses learner interaction. The pandemic also shed light on institutional resource inequities, but the transition to online education showed us opportunities to re-imagine how programs, disciplines, and institutions might collaboratively educate the future work-force. Beyond the curriculum, a new holistic approach to college admissions that left behind standardised testing produced a more diverse and qualified applicant pool for 2021. We now need to support this progress with a holistic approach to learning and assessment. While the pandemic illuminated a pathway to evidence-based approaches, equitable education, and universal design, whether we take that path is now our choice. © 2022 Elsevier Ltd. All rights reserved.

eTeaching and eLearning Resources. A Challenge for University Education During Covid-19

Concepts such as eLearning and eTeaching have become a reality today in a pandemic context facing people around the world. eTeaching and eLearning enables teachers and students to take online courses with the help of electronic equipment such as computers, laptops, tablets and even smartphones. Despite the shortcomings of adapting traditional university courses to online teaching materials, eLearning and eTeaching are effective methods of education, monitoring the academic development of students and finally yet importantly assessing the knowledge of students in the university environment. Another aspect worth considering is the reduction of costs in terms of education because when the courses went online the expenses necessary for the schooling and accommodation of students represented a fraction of their cost in the pre-pandemic period. In this chapter, we will analyze the challenges that universities, professors and students have had to overcome in order to build a reliable and efficient electronic educational system. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Research on the Online Learning Experience of South Asian Students during COVID-19: The Mediating Effect of Online Learning Status on Autonomous Learning and Learning Effect Evaluation

COVID-19 has influenced the flow of international students and their learning experience continuously and deeply. Teaching Chinese as a foreign language to international students during the COVID-19 faces unprecedented challenges and opportunities. Based on the review of the literature on online Chinese teaching, this research explored the online learning experience of a group of South Asian students in China during the pandemic. Adopting the questionnaire method, the results revealed the participants’ overall positive online learning status and evaluation of the online learning effect. In addition, this research showed that the participants’ autonomous learning, reflected by their cognition and attitude towards learning, had a significant impact on learning effect evaluation, mediated by online learning status. Suggestions for teaching and management are given to support the incorporation of online and offline Chinese education during the pandemic. © Journal of International Students.

Use of ICT and Autonomous Learning of University Students During the COVID-19 Pandemic

The Covid-19 social distancing measures accelerated the digital transformation in education and presented challenges in both technological and methodological aspects in universities and schools. The main objective of this research was to determine the correlation between ICT use and students' autonomous learning during the COVID-19 pandemic. The research used a basic, quantitative approach and was descriptive and correlational with a non-experimental and cross-sectional design. The sample consisted of 152 engineering students in North Lima private universities. The data collection technique was a survey employing a questionnaire as the instrument. The results showed that the students scored at the average level for the ICT usage variable (52%). They scored at medium-level for the autonomous learning variable (48.0%). The results indicated a moderately significant correlation (0.530) at a significance level of 0.00 (p <0.05) between the students' ICT use and their autonomous learning.

Investigating Learners' Experience of Autonomous Learning in E-learning Context

Autonomous learning has been identified as an effective mechanism for learning. Its importance in learning has mainly been studied by placing its diverse elements and functions in supporting and encouraging learner autonomy. The outbreak of COVID-19 has signified its significance in the learning process. This study aims to investigate the learners' potential ability of the practices of autonomous learning during the implementation of E-learning. The research was carried out using a quantitative technique and a questionnaire design. An online questionnaire was used to collect data. Data were analyzed using descriptive statistics. The results of the data analysis suggested that the learners who took part in the research appeared to have a clear viewpoint on the potential ability of autonomous learning © 2022. International Journal of Emerging Technologies in Learning.All Rights Reserved.

Differential effects of the ipad on first and second language acquisition by saudi children during the covid-19 pandemic

This study investigates the differential effects of the iPad on first and second language learning by Saudi children in the home environment. The subjects consisted of 78 parents and 118 children. The children were grouped into: 1-6 years old (young children in kindergarten and pre-school);7-9 years (grades 1-3);and 10-12 years (grades 4-6). Results of the survey-questionnaire showed that the iPad is more effective in helping young children in language learning than older children in grades 1-3, and in grades 4-6 respectively. Older children mainly use the iPad to play games and watch movies. More children under the age of 6 use the iPad to learn English than Arabic;21.88% use Arabic Alphabet apps to learn;15.6% use apps to learn the Quran;12.5% use apps to learn numeracy and arithmetic;and 12.5% use animal apps. The iPad helps kindergarten children to learn the alphabet, numbers, names of animals, colors, fruits, seasons, and continents. They learn from apps, from games, cartoons, movies, nursery rhymes, stories, and flash cards. The iPad helps children focus on and engage in learning because the apps are interactive and use color, animation, audio, and video. Negative effects of the iPad on language learning include learning bad language, bad handwriting and some children no longer read print books. Most parents supervise their young children but not older children while using the iPad. The article reports the results in detail and gives recommendations for better use of the iPad. © 2021, National Defence University - Carol I Printing House. All rights reserved.

Exploring students' learning experience in online education: analysis and improvement proposals based on the case of a Spanish open learning university.

Not surprisingly, the number of online universities continues to expand-especially in Covid-19 times. These institutions all offer "online education" with diverse institutional, technological, and pedagogical processes. However, a fundamental element has to do with the experience of the students, and how they adapt to the educational model of the online university in which they are studying. In this article, we present the main results of the case-study developed in one of the most historical and relevant virtual universities in an international context. We have explored and analysed the process of adaptation to the educational model by the student body, and their perceptions of their interactions with the pedagogical, institutional, and technological elements designed to support their learning. Qualitative and quantitative methods are used to gather and analyse the data. From 1715 students who participated in the survey and the perceptions of 30 students individually interviewed, the results show positive evaluations regarding the integration and adoption of technological competencies, and also, that the online education generally serves as a responsive model to the emergent needs of the learner. However, the results also show that students have important concerns regarding the pedagogical and institutional support provided.