ABSTRACT
Atenea is the Moodle virtual platform of the Universitat Politècnica de Catalunya (UPC) with about 31000 users and 5000 active subjects from 16 school centers. Atenea indicators give information on the teaching activity of the users and centers. This is specially relevant when teaching is online, as was the case in the Covid-19 period. The UPC already has a Atenea's Bussines Intelligent platform (BI), which has recently been launched. In this 1st phase the Institute of Science of Education (ICE) has actively participated in the design of the application. Currently it shows basic indicators over a period of time where one can filter or compare by centers or type of users. The paper presents this design and make a proposal for the extension of the BI, for the future, with respect to: 1) the inclusion of some key indicators for measuring the subjects' activity, 2) a proposal for cross-referencing data with academic performance. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.
ABSTRACT
In order to study the overall situation of college English online teaching and students' online learning satisfaction during the COVID-19 epidemic, this paper made a questionnaire from four aspects: learning environment, teachers' teaching activities, students' learning activities, and online learning effect. Through SPSS23.0 software, the questionnaire data were analyzed by reliability analysis, validity analysis, principal component analysis, regression analysis and other methods, and the impacts of learning environment, teaching activities, learning activities, learning evaluation on students' learning satisfaction were studied. © 2022 IEEE.
ABSTRACT
Since the outbreak of COVID-19, teaching and learning activities have gradually shifted online. In addition to traditional teaching, the student defense, thesis proposal, interim inspection, admission and other defense processes are also online. Online teaching and online assessment methods are facing challenges in student engagement. At the same time, for teaching executors (teachers), there are also participation and emotional initiative problems. Especially in the defense process, it is not easy to adequately monitor the teacher evaluation process because of the use of secret ballots. In this paper, we propose a defense monitoring algorithm that analyzes the working status of the judges from the defense score data given by the judges in order to identify judges who are not working seriously and remove their scores. A large amount of measured and simulated data is available to justify the algorithm. © 2022 IEEE.
ABSTRACT
Investigamos os conteúdos de ensino do componente curricular de Educação Física planejados para estudantes do 4° Ano do Ensino Fundamental, por meio da análise de 66 videoaulas veiculadas no Canal YouTube TV Escola Curitiba. Na análise adotamos as técnicas da Análise de Conteúdo (BARDIN, 2011). Evidenciamos, que as propostas contemplaram as unidades Esportes, Jogos/brincadeiras, Lutas, Danças e Ginásticas, oportunizando tanto a construção de saberes conceituais relativos à história, categorização, características e regras, quanto saberes corporais, experienciados na prática dessas manifestações culturais. Consideramos que outros professores possam se beneficiar dos materiais produzidos nas videoaulas, assim como se inspirarem para criar seus próprios canais (AU).
We investigated the teaching contents of the Physical Education curricular component planned for students in the 4th year of elementary school, through the analysis of 66 video classes broadcast on YouTube TV Escola Curitiba. In the analysis adopted the techniques of Content Analysis (BARDIN, 2011). We evidence that the proposals contemplated the Sports, Games/Plays, Fights, Dances and Gymnastics units, providing opportunities for construction of conceptual knowledge related to history, categorization, characteristics and rules, as well as bodily knowledge, experienced the practice of these cultural manifestations. We believe that other teachers can benefit from the materials produced in the video classes, as well as be inspired to create their own channels (AU).
Investigamos los contenidos didácticos del componen-te curricular de Educación Física planificados para alumnos de 4º año de primaria, mediante el análisis de 66 videoclases retransmitidas en el Canal YouTube TV Escola Curitiba. En el análisis adoptamos las técnicas de Análisis de Contenido (BARDIN, 2011). Evidenciamos que las propuestas contemplaron las unidades Deportes, Juegos/Jugadas, Peleas, Bailes y Gimnasia, brindando oportunidades para la construcción de conoci-mientos conceptuales relacionados con la historia, categorización, ca-racterísticas y reglas, y conocimientos corporales, vividos en la práctica de estas manifestaciones. Creemos que otros profesores pueden bene-ficiarse de los materiales de las videoclases, así como inspirarse para crear sus propios canales (AU).
Subject(s)
Humans , Physical Education and Training , Teaching , Education, Distance , Education, Primary and Secondary , Play and Playthings , GymnasticsABSTRACT
During the past decade, higher education in the United Arab Emirates has seen increased integration of the newest educational technologies to facilitate the learning process. This can be a costly endeavor, often-substantial training is required to use the technologies, and improvements to educational quality because of their implementation are not easily measured. Research has found higher education faculty lack technological knowledge and skills, but less is known about how faculty perceive specific technologies. Learning management systems, such as Blackboard Learn (BBL), have previously been used to support the teaching and learning process, but during the COVID-19 pandemic and subsequent move to online learning, such systems often became the platform for all teaching and learning activities. This study aimed to investigate how BBL was being utilized and the perceptions held by faculty during this time in a higher education institute in the United Arab Emirates. Faculty were asked to assess items on a five-point scale and to write detailed answers to open-ended questions via an online survey. The results were generally positive;faculty were able to continue many of their teaching and learning activities. Faculty also reported on obstacles faced, however, these challenges often referred to the online learning mode, rather than specifically to BBL. Implications and recommendations are discussed. © 2022 IEEE.
ABSTRACT
Due to the COVID-19 pandemic, hundreds of thousands of campuses worldwide were closed and teachers and students had to switch their teaching and learning activities to fully online mode. Using videoconferences to replace face-to-face teaching was a popular choice. However, during videoconferences, teachers often find it more challenging to engage students in learning. Further, with a large number of lesson videos generated through videoconferencing recordings, the effective use of lesson videos for teachers' professional development needs further exploration. To address these issues, this paper proposes that teachers could consider using dialogic teaching to enhance student learning and engagement. Also, lesson videos should be transformed into corpora to provide suitable cognitive tools enabling teachers' dialogic teaching. © 2022 IEEE.
ABSTRACT
All the teaching and learning activities except laboratory-based practicals remained conducted virtually during the transition from the Covid-19 pandemic to the endemic phase. The problem-based assignment for Pharmaceutical Analysis was conducted virtually. This study aims to evaluate students' level of engagement and perception of virtual engagement to complete an online problem-based assignment on real situations using the cooperative Jigsaw model. Jamboard was used as an online communication tool to connect the students and facilitators. The content of the written discussion posted on the Jamboard and the questionnaire survey were analysed to establish the level of engagement. The student's perception of virtual engagement was based on a questionnaire survey using descriptive analysis. Analysis of the student's opinion posted on the Jamboard showed the presence of cognitive, social, and teaching components in the level of engagement during the virtual discussion. The information from the internet is borderless and the facilitators need to be knowledgeable to explain, guide, and stimulate higher-order thinking among the students. With careful course design, the Jigsaw cooperative activity on real problem-based questions could use to facilitate collaborative problem-solving skills among the students. © 2022, International Journal of Emerging Technologies in Learning. All Rights Reserved.
ABSTRACT
COVID-19 has an impact on all aspects of life, including education and learning. To ensure that teaching and learning activities continue to run well, teachers are required to master learning media that support online learning. One of the learning media used online is YouTube. Besides being easy to reach, there are currently many learning materials available on YouTube. But the problem is how effective YouTube is as a learning medium, especially for elementary school children. This type of research is qualitative research using a case study approach. The data collection methods used in this study were interviews, questionnaires and documentation. The goal in this study is to explore and find out the effectiveness of YouTube as a learning medium for PAI during the Covid-19 pandemic for elementary school level children. The results of the study showed;(1) Aspect of usefulness, in terms of the usefulness of YouTube, it is said to be effective because it can be used as a learning resource that can support the learning process;(2) Aspect of YouTube accuracy is the right learning media solution so that learning can still run well even during the Covid-19 pandemic;(3) Aspect of the scope of YouTube services is very supportive as a learning medium, especially for PAI learning during the Covid-19 pandemic. © 2022 IEEE.
ABSTRACT
The appearance of COVID 19 caused the closure of many higher education institution facilities across the world and Mexico was no exception. This situation interrupted normal teaching and learning activities, fostering the search and development of tools which can guarantee the continuation of learning and teaching activities. Accordingly, this article describes the need for a tool to support learning activities within the context of a challenge-based learning approach. Consequently, after a search for an existing tool it was decided to design a tool suitable for competence development through challenge-based learning. Thus, a mobile app named Klever 21 was designed and released as a test version for this purpose. Additionally, this mobile app is associated with a web platform to aid project management and student competence evaluations. This article describes the main features of Klever 21 which is currently being tested at Tecnologico de Monterrey. This technology represents an evolution of mobile app technologies to face disruptive situations in higher education institutions. © 2021 IEEE.
ABSTRACT
In this case study, student groups in three Civil Engineering courses (i.e., Statics, Dynamics, and Fluid Mechanics) are surveyed to identify the dominant learning preferences of each group. The survey of the student groups in this study shows that visual, sensing, active, and sequential learning are the most dominant learning preferences in each study group. The teaching materials and activities for these courses are revised to align with the identified learning preferences of each group respectively. The impact of these revisions on the final exam (summative assessment) performance of the groups and Students' Evaluations of Educational Quality (SEEQ) scores is measured. The preliminary results show some improvement in the final exam performances and SEEQ scores compared to the previous two years. The COVID effect in Fall 2020 and 2021, as well as relatively small group sizes, undermine the reliability of the results. More data from larger group sizes and without the impact of extraordinary factors such as pandemic is expected to be collected in the following years to supplement the results and achieve a conclusion with higher confidence. © American Society for Engineering Education, 2022.
ABSTRACT
The COVID-19 pandemic requires EFL teachers to take charge of emergency remote teaching shortly. Understanding students' perception of the online teaching and learning could help instructors optimize the virtual EFL lecture planning. This study aimed to probe how learners would reflect towards the EFL online teaching and learning in terms of teachers' behavior, teaching content, learning process, and learning outcomes. An online questionnaire was framed and issued to 1108 year 1 and year 2 non-English majors in a university located in the southern part of China. Data were collected and coded via thematic analysis. Conclusions indicated that a) a sense of belonging to the online learning community played a key role for the students to perform positively;b) virtual EFL learning and teaching could be even more successful when the differences between face-to-face interaction and e-classroom interaction were taken into consideration;c) curiosity-arousing learning activities were conducive to learners' further autonomous online learning;d) motivational teaching design could enhance study when students enjoy the online learning achievements. © 2022 ACM.
ABSTRACT
During the COVID-19 pandemic in the past two years, the scale of online teaching has covered all kinds of schools at different levels around the world. Interaction is an important characteristic of teaching activities, and online teaching should also attach importance to teaching interaction. To reveal the status of interaction in online teaching, this study investigated 371 students in a university of China by questionnaire survey. It is found that the interaction does happen in the online teaching, but the initiators of online interaction are mainly teachers. The type of interaction is mainly teacher-student interaction, whose main form is "teacher's questions with students' responses", and the student-student interactions are less than teacher-student interaction. The contents of online interaction are diverse, but most of them are subject content oriented. The number of students who actively participate in the interaction is roughly the same as that of students who passively participate in the interaction. Most of students' perceptions of online interaction are positive. © 2022 ACM.
ABSTRACT
During the period of COVID-19, the national universities support the policy of "continuing teaching and learning while stopping the class", and fully apply the teaching advantage of "Internet +"to conduct the online teaching activity. "Technical Fundamentals of Web Front-end", as the main course of the major of financial science and technology, plays a significant role in cultivating professionals and improving the core competitiveness of students. During the epidemic period, the online teaching mode based on SPOC and WeChat, which coordinates the pre-class guidance, in-class research, after-class supervision and development, has been applied to complete the online teaching of 2019 and 2020 students. This paper not only shares the online teaching experience of the course, but also summarizes and discusses the advantages and disadvantages of online education, in order to provide reference for improving the quality of online teaching of financial technology courses. © 2022 ACM.
ABSTRACT
Under the influence of the COVID-19, online learning has become a way for universities around the world to maintain teaching activities. Based on this background, this study selects a class of students from a university in Macao as the survey object. The students come from Macao and Chinese mainland. Through in-depth interviews, this study finds the reactions of students from different regions and influenced by different cultures in online learning. The results of the study show that students in the two places are concerned about the advantages, disadvantages, teaching adjustments, and external conditions of online learning. However, it is worth noting that the actual perception of online learning by students is quite different, and the students in Macao show "emotional stimulation", Chinese Mainland students show "rational cognition". For this reason, we propose that the online classroom should be adjusted in accordance with cultural differences in order to achieve better online learning and teaching effects. © 2022 ACM.
ABSTRACT
The article stems from an international scientific cooperation agreement between an Italian public university and a Brazilian federal university to identify and analyze the pedagogical elements that constitute the actions of Brazilian early childhood education teachers in the implementation of non-presential teaching (or remote) in early childhood education institutions, due to the COVID-19 pandemic. The pedagogical elements investigated were educational objectives and intentions, resources, time, and strategies. An electronic survey tool was designed to survey early childhood teachers, containing 44 open and closed questions. Among the 97 respondents, most professionals did not have technical training for the pedagogical use of communication tools or social media, emphasizing the use of WhatsApp® and Facebook®. Such tools were assumed as the primary resources for contact with families and children and to achieve the main intentions: keeping alive the memory of the school routine and the affective relationships with the teachers. Given the pandemic and suspension of face-to-face service in early childhood education, pedagogical practices were redesigned concerning the pedagogical organization, including adapting materials. © 2022. Educacao e Pesquisa. All Rights Reserved.
ABSTRACT
During the Covid-19 pandemic, teaching and learning activities were carried out virtually. It has been running for more than one year. When the trend of Covid-19 cases decreased, onsite learning began to be trialed by implementing strict health protocols. One of the important parameters for the first screening is body temperature because 99% of Covid-19 patients have fever. Therefore, a student temperature measurement mechanism is needed before entering the school area. A number of temperature detectors should be located to prevent queues. A distributed real-time monitoring system as well as data records are required for daily evaluations. Therefore, in this study, a distributed system for measuring body temperature was designed and implemented with data recording. This system runs online real-time on an internet network client server application. This system consists of four temperature detectors connected to a mini-computer as data control and an access point to a dedicated network. All sensor nodes can send data simultaneously. A web server application is provided for data storage and access to the client. From testing the proposed system, it is known that the system can send real-time data with a delay of <150 ms on several measurements and other measurements >150 ms because it really depends on the quality of internet service. The application can run an alarm function if it finds a temperature exceeding the threshold. This system has been implemented in one of a private school in the city of Bandung. With this system, it is hoped that it can support onsite learning activities in schools. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The sudden lockdowns in response to the COVID-19 pandemic forced educational institutions to rapidly transfer their teaching activities online. Border closures are having a major impact on universities around the world, in particular those with large cohorts of international students that are not able to attend their courses. Increasingly, universities are being held accountable for the educational experience they provide with students demanding that the knowledge and skills they acquire lead to secure employment. In this paper we contrast the impact of the ongoing COVID-19 pandemic on Higher Education institutions in Australia and the European Union and discuss the challenges and opportunities that this crisis presents. The pandemic has acted as a catalyst for rapid acceleration of digital transformation of the Higher Education sector. While some universities embrace this transformation as an opportunity, others appear to resist major changes to their existing business model. Our analysis indicates that a successful transition to the post-COVID educational environment will depend on technological readiness for online learning, university business model and entrepreneurship of university management. © 2021 IEEE.
ABSTRACT
The application field of big data technology is very wide. In any industry, data and information can be analyzed through big data, and the results of these analysis are of high practical value. However, with the advent of the Internet era today, various fields are constantly developing, including the education circle. Using network education to carry out a series of teaching activities, can comprehensively improve the effectiveness of education. In the current COVID-19 epidemic, many schools and many industries have adopted computer technology and big data technologies, such as web conferencing, online classroom, remote conferencing, remote video and other teaching and production activities. This paper focuses on the role and value of computer data analysis in applied mathematics. The research shows that cloud data analysis has super high application value in applied mathematics. © 2022 SPIE
ABSTRACT
The paper analyses both technical (hardware and software) and managerial elements (management and enterprise culture) of Industry 4.0 related to their potential impact on Industrial Engineering and Management Education in particular, as Industrial Engineering and Management programs are tied up to the industry in a stronger way and are thus more sensitive to innovative changes in the industry. The paper also offers a case study by authors in various European countries, during the restrictions caused by the COVID-19 pandemic, by questioning two professional categories of particular interest to the field of analysis: teachers and students. It also analyzes their position on the inclusion of the Industry 4.0 element in IEM engineering programs in both the technical and management fields, concerning the hardware, software, management and organizational culture elements.
ABSTRACT
As a result of the COVID-19 pandemic that is endemic throughout the world including Indonesia, which forces all activities to be done at home, including teaching and learning activities. This study aims to see the level of usability on an online college website and provide input based on human-centered design. The method used is the Usability testing criteria by Nielsen and the task to respond to the HCD approach, and consider the Quality Requirement tree for the academic websites. The results of the evaluation in this study indicate that the value of usability acceptance by users on the online college website is at 3.52, meaning that the online college website is quite user-friendly. The average value for usability testing, they are 3.4 for learnability, 3.4 for efficiency, and 3.52 for satisfaction, while memorability and error rate both get a value of 3.5. © 2021 IEEE.