ABSTRACT
Access to physical study rooms to libraries were restricted due to the COVID-19 pandemic declaration. The mandatory confinement and growth experienced on streaming platforms such as Twitch and Discord generated the proliferation of online study rooms. This article presents an exploratory descriptive study as a contribution to the literature on study rooms on streaming platforms. The results reveal that (i) most users discovered online study rooms through their social networks and the increase in users has been progressive since the beginning of the pandemic;(ii) studying is the main activity participants perform during these live transmissions;(iii) survey participants indicated that their productivity, motivation, and concentration increases when using online study rooms. Education is constantly evolving;therefore, the characterization and analysis of this new phenomenon can contribute to the improvement of teaching and learning processes in the face of a pandemic and post-pandemic landscape. © 2023 IEEE.
ABSTRACT
Due to the impact of the COVID-19, online teaching has become a common teaching method at present, and in-depth research on online teaching methods is of great practical significance. In the computer network course, we organize the online teaching process according to the BOPPPS model combined with online teaching tools such as DingTalk and Rain Classroom. We use Rain Classroom to seize the pre-class preview and use DingTalk to achieve participatory online interactive teaching and complete homework correction and online Q&A. The results of the questionnaire show that the above-mentioned teaching organization method can enable students to actively participate in interactive teaching, and students' approval of online teaching is relatively high. © 2022 IEEE.
ABSTRACT
Studies tackling handwriting recognition and its applications using deep learning have been promoted by developing advanced machine learning techniques. Yet, a shortage in research that serves the Arabic language and helps develop teaching and learning processes still exists. Moreover, COVID-19 pandemic affected the education system considerably in many countries and yielded an immediate shift to distance learning and extensive use of e-learning tools. An intelligent system was proposed and used in this paper to recognize isolated Arabic handwritten characters. Particularly, pre-trained CNN models were exploited and fine-tuned to meet the requirements of the considered application. Specifically, the designed system automatically supports teaching Arabic letters and evaluating children's writing skills. The Arabic Handwritten Character Dataset (AHCD) was used to train the models built upon ResNet-18 and assess the overall system performance. Furthermore, several models were investigated using various hyper-parameter settings in order to determine the most accurate one. The best model with the highest accuracy rate of 99% was used and integrated into the proposed system to recognize the Arabic alphabets. © 2023 IEEE.
ABSTRACT
The health emergency derived from the spread of COVID-19 led to the declaration of confinement for the protection of the population. During this temporary period, the educational centers of the Spanish state were forced to suspend face-to-face classes at all educational levels. To safeguard the teaching processes, educational centers and teachers relied on social media to continue their work. The objective of this study is to understand the possibilities and limitations of social media as the only means of communication in the educational and socialization processes of students from the perspective of teachers. The methodology used is based on the collection of data through a questionnaire distributed in the secondary education centers of the autonomous regions of the Basque Country and Navarra. The questionnaire was distributed electronically, respecting the anonymity of the teaching staff and the center in which they practice. The results reveal that the digital media the possibilities and limitations of these media in the teaching processes, showing that some of these are surmountable and others are not. © 2023 Copyright for this paper by its authors.
ABSTRACT
Due to the global coronavirus pandemic, it became increasingly necessary to rearrange the teaching process at all school levels. Higher education institutions all over the world have been facing the challenge since 2020, to find blended teaching formats and activities to provide higher education without compromising the quality of education, but at the same time mitigating health risks. This article deals with the HyFlex learning model. The aim of this paper is to identify problems that may arise when implementing HyFlex teaching and learning in higher education. Identifying problems also provides an opportunity to offer solutions to these problems and to introduce possible solutions more widely. In order to answer the research question an online survey was conducted in spring 2021 (n = 570). The survey consisted of both closed and open questions. The fact that Estonia was one of those countries, where periods of F2F classes during the first and second waves of the COVID-19 pandemic were possible, speaks in favor of conducting the research in Estonia. In conclusion, most of the students (75%) participating in the survey were rather positive, rating the learning experience to be good or even excellent. However, some problems were pointed out too: difficulties in concentrating, decrease of learning motivation/self-discipline, lack of depth in learning, and insufficient self-directed learning skills;followed by communication barriers and problems related to digital competencies and skills for both teachers and students. Based on the above, almost a quarter of the respondents found that the volume of learning increased. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
The pandemic caused by COVID-19 has brought a sudden change in society and education. Thus, it was necessary to readapt the management of resources and knowledge already acquired to create new environments for the teaching and learning process. In this new paradigm, it was imperative not to give up and the watchword was to differentiate, as each child was an individual being with their own needs and motivations. On the other hand, it was vital to continue to promote educational experiences that articulated knowledge, with special emphasis on Mathematics, an unloved subject for many children. Based on these conceptions, in the Supervised Teaching Practice of the master's in teaching of the 1st CEB and of Mathematics and Natural Sciences in the 2nd CEB, it was important, in this distance learning period, to study what is the influence on the learning of the content on Statistics based on the child's real-life data. The methodology used was the case study which was implemented in a classroom and the technics implemented were the qualitative and interpretive. This teaching strategy was significant for the child, and a pedagogical differentiation promoted since different individual teaching activities applied for the use of new educational platforms. At the end, beneficial consequences for children were observed specifically on significant mathematical learning. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The proliferation of ICT in today's world of work particularly in education has necessitated the need to assess lecturers' views of online assessment use in the covid-19 era given the disruptions in face-to-face teaching and learning process. The study adopted a mixed research design. The population for the study was 84 computer educators made up of 40 males and 44 females from the four public tertiary institutions in Enugu State, Nigeria. Three research questions and two hypotheses guided the study. The instruments used for data collection were a structured questionnaire titled "Computer Educators' Perception of Use of Online Assessment” (CEPUOA) and a guided interview relating to the research questions. The internal consistency was determined using the Cronbach α reliability test which gave an index of.9. The data collected were analyzed using mean and standard deviation while the null hypotheses were tested using a t-test at 0.05 level of significance. The findings of the study indicated that computer educators have a positive disposition toward the use of online assessment in conducting various assessment techniques such as tests/quizzes, semester examinations, and seminar/project evaluations. The findings of the study further showed that the utilization of online assessment techniques facilitates timely monitoring of students' progress, and the provision of immediate feedback to the learners helps in preparing students with digital skills required to function in the 21st-century workplace, among others. In view of these, it was recommended that tertiary institutions should initiate workable policies that will encourage the effective use of online assessment by lecturers. © 2023 Wiley Periodicals LLC.
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The COVID-19 pandemic has impacted virtually every sector of our society, including the educational arena. This article reports the experience of discrete-event simulation teaching as part of the industrial engineering curriculum of a higher education private institution in three time instances: the pre-pandemic period (2019), where teaching was in person;the main pandemic period (2020 and the first half of 2021), where teaching was 100% remote, and the hybrid pandemic period (2nd half of 2021). We conducted comparisons of the teaching process along these instances regarding several points, by performing both qualitative and quantitative analyses. This article concludes that, despite some pedagogical difficulties, it was possible to maintain high quality in the teaching-learning process, compatible with the pre-pandemic period. The article also makes a forecast of how the teaching process of this type of discipline will be in the near future, after having been influenced by the pandemic period. © 2022 IEEE.
ABSTRACT
Advances in the Knowledge Society and the evolution of Information and Communication Technologies (ICTs) have led to great advances in different spheres of action. Regarding the academic, ICTs have enabled important transformations in teaching and learning processes. In the academic year 2021-22, two years after of the beginning of the COVID pandemic, the Spanish Ministry of Universities, and the Crue Spanish Universities, agree to carry out the safe face-to-face format that implies the implementation of blended learning or b-learning or hybrid learning. This article describes the perceptions about the use of Studium as a blended learning tool that 143 Spanish University students. An adapted version of the last section of the Innovative Methodology Assessment instrument by García et al. (2008) is used, which is designed through Google Forms. The results show that the students consider that the use of Studium in the subject has facilitated the acquisition of new knowledge, while it has allowed them to be more autonomous and responsible for their learning and work in an appropriate way. In addition, they state that they feel comfortable with such use. And they also state that it is very likely that, in other countries, they are using said web tool. Despite all the above, they also affirm that the use of this tool in the teaching and learning processes requires a lot of time, and that, in a certain way, it makes it difficult to acquire teamwork skills. Considering these results, the academic implications of using the institutional Moodle, Studium, in the teaching and learning processes of Higher Education to implement the new approach, blended learning, considering gender and the degree. © 2022 IEEE.
ABSTRACT
The outbreak of the worldwide COVID-19 pandemic in March 2020 posed the greatest challenge that online training and teaching has experienced. This field was developing at an unequal pace in a series of different contexts and institutions, but went from being one of several possible methodologies to representing the only viable approach in view of the situation. The current study applies the methodology of bibliographical analysis to critically reflect on problems, benefits, and effects of the current tendency toward virtualization in the area of music education. Our results evidence that substantial, beneficial changes have already been achieved in the areas of the educational environment and tools, processes of motivation and learning, and the development of student socialization and interrelation strategies. However, to ensure that these results continue to provide the educational community with further benefits, it will be necessary to imply all social, governmental, educational agents involved, in order to offer teachers and students improved Information and Communication Technology (ICT) training along with new, concrete opportunities that bring about true educational change and innovation.
ABSTRACT
The inclusion of ICT in teaching and educational processes has become an irreversible fact. The degree of use of computers, Internet and software depends on many macro- and micro-social factors. Among the key factors related to the effective use of ICT in schools, the attitude to new media among educators, parents, students and management should be singled out. A group that requires special consideration is also the new teaching staff - students of teacher education courses. This is the future generation of teachers, the vast majority of whom grew up in the phase of intensive development of the information society. This text is an attempt to answer what attitudes to the use of ICT in education do the students of pedagogy have? Based on the analysis of qualitative data (students' statements) conducted in Poland in January 2022, it was noted that: 1) The use of ICTs at the current stage of development of the information society is a natural necessity;2) The use of ICTs is something obvious for pupils and students also in the area of learning;3) Teachers should use ICTs due to the increase of motivation and involvement;4) ICTs have become a complement to analogue teaching means;5) New media bring new opportunities in teaching and educational activities;6) Teachers who use ICT regularly and effectively are considered more modern than those who use only analogue means of teaching;7) ICT (e-learning) has become a necessity in modern schools, which was especially noticed during the COVID pandemic. © 2022 IEEE Computer Society. All rights reserved.
ABSTRACT
The COVID-19 pandemic has caused major changes in the learning and teaching process. One of the most common changes was migration to online lectures. This has changed how teaching practices are employed and demanded a rapid yet effective shift in traditional teaching methods. The unforeseen quick transition also presented a big challenge for students and teachers. Both needed to adapt to new tools, technologies, but also methods and partially a new mindset. The situation has a significant impact on the education process, particularly on students. At the University of Maribor, students fill out a survey each year to evaluate educators and their workload for all the courses they participated in that year. In this paper, we use this survey to investigate the impact of the COVID-19 pandemic on the study process. We investigated two aspects: the students' perceived effort required to finish their courses and their evaluation of educators. We used the student survey results from the study year 2017/2018 until the most recent one, for which data is available in 2020/2021. The results show no impact on the education process as the students' perceived effort and the educators' scores show a trend of improvement over the years. From the data analysis, we can conclude that in the year when COVID-19 started (2019/2020), the shift to distance learning slightly impacted the perception of students' effort, but later this trend returned to the pre-COVID-19 situation. © 2022 IEEE.
ABSTRACT
The European Framework for the Digital Competence of Educators (DigCompEdu) is a framework describing what it means for educators to be digitally competent. This framework was the starting point for the research carried out in this paper regarding digital competences of Music Culture teachers of two Croatian counties, and special emphasis was put on the COVID-19 pandemic. The research results showed Music Culture teachers' usage of the digital tools during COVID-19 pandemic and their familiarity with specialized digital tools such as Finale, Sibelius, Encore etc. According to the research results, almost half (47.6%) of Music Culture teachers included in the research used some of digital tools in every lecture. The majority of Music Culture teachers strongly advocated OERs - Open Educational Resources for Music Culture education, which they could easily adjust to and use in the teaching process. Also, the majority of Music Culture teachers were aware of the ongoing need for lifelong learning and professional training, especially regarding specialized digital tools for teaching Music Culture and the development of their digital learning strategies in a virtual or traditional environment. © 2022 Croatian Society MIPRO.
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The CS 4204 Software Engineering instructor was tasked with finding distance alternatives in teaching undergraduate face-to-face lab sessions in the fall 2020 semester. This was due to university policies established during the Covid-19 pandemic. This study describes teaching the course lab sessions utilizing Xamarin mobile app development on Mac and PC computers, with deployment to iOS and Android emulators and devices. Xamarin was chosen for flexibility as it could be used for both face-to-face and distance student learning. The teaching process is demonstrated in using stock and modified Xamarin tutorials which lead to a culminating mobile app development project. Student and instructor perceptions are discussed surrounding issues of facilitating software development instruction during the pandemic. © 2021 IEEE.
ABSTRACT
Learning analytics (LA) is an emerging field of science due to its great potential to better understand, support and improve the learning and teaching process. Many higher education institutions (HEIs) have already included LA in their digitalisation strategies. This process has been additionally accelerated during the COVID-19 pandemic when HEIs transitioned from face-2-face learning environments to hybrid and e-learning environments and entirely relied on technology to continue operating. Undoubtedly, there was never a time when so much student data was collected, analysed, and reported, which brings numerous ethical and data protection concerns to the forefront. For example, a critical issue when implementing LA is to determine which data should be processed to fulfil pedagogical purposes while making sure that LA is in line with ethical principles and data protection law, such as the European General Data Protection Regulation (GDPR). This article contributes to the discussion on how to design LA applications that are not only useful and innovative but also trustworthy and enable higher education learners to make data-informed decisions about their learning process. For that purpose, we first present the idea and methodology behind the development of our interdisciplinary Criteria Catalogue for trustworthy LA applications intended for students. The Criteria Catalogue is a new normative framework that supports students to assess the trustworthiness of LA applications. It consists of seven defined Core Areas (i.e., autonomy, protection, respect, non-discrimination, responsibility and accountability, transparency, and privacy and good data governance) and corresponding criteria and indicators. Next, we apply this normative framework to learning diaries as a specific LA application. Our goal is to demonstrate how ethical and legal aspects could be translated into specific recommendations and design implications that should accompany the whole lifecycle of LA applications. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Under the serious influence of COVID-19, online teaching has become a mainstream teaching mode. During the online teaching, it is difficult for teachers to evaluate and intervene in students' learning in real time. Therefore, for students who lack self-control, it is possible to be stuck in low learning efficiency and even failure of course assessment. How to obtain valid information of students' learning status in time during the online teaching process is a hot research topic at present. This paper proposes a feedback service for teaching based on educational data mining. It can, through a reasonable analysis of the data submitted in form of students' homework, accurately screen out students who have difficulties in learning a certain course and give directions to achieve the purpose of optimizing the teaching. © 2022 IEEE.
ABSTRACT
During the Covid-19 pandemic that is currently happening in all countries of the world, schools still have to carry out the teaching and learning process, especially for high school schools. Teachers are pressured to deliver innovative education, but students don't get it without digital media. The teacher starts using resources, but what happens is that the teacher only uses resources as a trigger to attract learners. Sometimes the teacher also does not value activities in learning resources. Students benefit from using learning resources because of the value of the e-badge as gamification when using learning resources in a high school setting. In this research, the design of a business process model and a prototype design model application is performed on a mobile application so that teachers and students gain more value in using learning resources. The expected outcome is that the built model can benefit students and educators in conducting the teaching and learning process in schools. As a result of this research, a focus group discussion is completed. © 2022 Association for Computing Machinery.
ABSTRACT
E-learning concepts gained significant importance in the last decade, tending to be more and more attractive to companies, as skilled employees are the biggest asset of a company. Companies have included e-learning into their business operations. E-learning supports learners with some special capabilities such as interactivity, strong search, immediacy, physical mobility and situating of educational activities, self-organized and self-directed learning, corporate training, personalized learning, and effective technique of delivering lesson and gaining knowledge Because in the last year most companies embraced the “work from home” method, the management needed to take some measures and convert their usual teaching/learning techniques to online trainings. The current paper examines the impact of organizational e-learning on Romanian employees’ productivity, performance, and skills. This study is supported by an innovative online survey from different Romanian public and private organizations and qualitative interviews with some of the participants. The results concluded there is a correlation between e-learning usage and job productivity, performance, and satisfaction. Also, the advantages, the drawbacks of e-learning and the key factors for implementing it successfully were underlined in this paper. © 2021, National Defence University - Carol I Printing House. All rights reserved.
ABSTRACT
The purpose of this study was to test the relationship between academic self-efficacy, learning self-efficacy, the teaching-learning process, student-teacher interaction, mediated by learning self-efficacy and the level of influence on students' intention to drop out. university students in times ofCovid-19. The study comprises two phases, firstly, an exploratory factor analysis using the IBM-SPSS, to determine the correct adaptation of the factors with their corresponding items, secondly, the confirmatory analysis was carried out, for the validation of the structural model proposed and establish the relationships of the factors proposed in the model, the PLS-SEM methodology, Modeling of Structural Equations with Partial Least Squares, was used. The model was validated with a sample of 230 students in a private university in Peru and is explained by the determination coefficient R2 in 51.9%, so it is inferred that there are other latent factors or variables that would explain the intention dropout in university students by 48.1%. © 2021 IEEE.
ABSTRACT
Nowadays, students face stressful situations that affect their mental health and negatively impact their academic performance. This situation has been exacerbated due to the COVID-19 pandemics. Teaching and learning process stakeholders face two main problems: the lack of awareness of the situations arising from students and the little available information that support the teaching activities. Here, we propose an emotion-aware architecture for persuasive systems in education, identifying challenging classroom situations and promoting mental health through multi-modal persuasive notifications. An important module is emotion inference, which reads real-time physiological data from students through the Empatica E4 wristband. Based on this architecture, we developed the Kusisqa persuasive system, to support students in regulating their negative emotions (They can all lead to stress) during challenging classroom situations. Preliminary results provide insights that teachers achieved an increased awareness of the situations of students and perceived the prototype tool as useful. © 2022 IEEE.