ABSTRACT
Facing the challenge of COVID-19 pandemic, online education rapidly occupied the daily teaching in China, which promoted the development of "Online+Offline"(blended) teaching. Medical Parasitology majorly aims to cultivate students' basic knowledge of Parasitology and the ability of "diagnosis and control of parasitic diseases". The Massive Online Open Course (MOOC), intelligent teaching software and Parasitology multimedia laboratory are used for blended teaching. Theoretical teaching includes intensive lectures, self-learning and flipped classrooms. Practices are taught in blended manner. The most representative means is the flipped classroom integrating learning with application through "case discussion - laboratory examination - uploading diagnosis basis on line - group report for peer learning". An evaluation combining formative and summative evaluation, online and offline assessment is jointly applied. We selected Clinic Medicine major as the experimental group, the Basic Medicine, Medical Experimental Technology and Biotechnology majors as the control group. The experimental group was taught in the blended teaching mode of "combining virtuality with reality, learning with application";and the control group was taught in the traditional mode of lectures in big group and practices in small groups. The scores of the final computer test and the final offline experimental test were used in comparison. The experiment and theory scores of the experimental group are both significantly higher than that of the control group. The blended teaching is highly recognized by our students, and the teaching mode has been widely demonstrated and recommended to other courses in and out of the university. This mode comprehensively cultivated students' basic knowledge of Parasitology, and the ability of diagnosis and control of parasitic diseases. This blended teaching mode of "combining virtuality with reality, learning with application"effectively improved students' academic performance and application abilities, and well cultivated students' thinking of diagnosis and control of parasitic diseases. © 2022 ACM.
ABSTRACT
The phenomenon of the COVID-19 pandemic has changed the experience of children in the independent and responsible learning process. The policy of online learning carried out from home has been implemented in Early Childhood Education. The implementation of technological innovation needs to be applied to transform knowledge. The development of learning technology using Augmented Reality (A.R.) is the realization of needs actually by the media in early childhood learning materials. This research method uses a qualitative strand to explore in-depth information related to children's perceptions of initial data. Meanwhile, the quantitative strand data collection was used to measure the results of the widely implemented A.R. learning product trials dominant by strengthening quantitative data. The product development approach with exploratory sequential mix methods is a guideline for researching plural data collection. In developing A.R. learning media, it was found that 78.28% of learning media needs were related to learning motivation to use these technological devices. The development of A.R. media for early childhood leads to the theme of the surrounding environment that was previously designed through a storyboard. Implementation and evaluation of A.R. learning media for early childhood shows that using media is 83.7% from cognitive outcomes that support online learning. Cognitive abilities foster children's imagination in realizing ideas into expressions in exploring behavior in the environment during the learning period at home. Research findings from the application of children's learning technology can connect meaningful contextual sources and respond with enthusiasm. The meaning of learning media for early childhood is an effort to bring children's psychology closer during "Learning to Home"learning which creates situations and conditions with technology and digitalization in education in the era of disruption that can change the existing system order. © 2021 ACM.
ABSTRACT
The COVID19 pandemic has demonstrated a need for remote learning and virtual learning applications such as virtual reality (VR) and tablet-based solutions. Creating complex learning scenarios by developers is highly time-consuming and can take over a year. It is also costly to employ teams of system analysts, developers and 3D artists. There is a requirement to provide a simple method to enable lecturers to create their own content for their laboratory tutorials. Research has been undertaken into developing generic models to enable the semi-automatic creation of virtual learning tools for subjects that require practical interactions with the lab resources. In addition to the system for creating digital twins, a case study describing the creation of a virtual learning application for an electrical laboratory tutorial is presented, demonstrating the feasibility of this approach. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.