ABSTRACT
In recent years, with the rapid development of Internet technology, a large number of online learning resources have emerged. Especially affected by the COVID-19 epidemic, online learning has become a very effective learning means. However, a large number of learning platforms and massive online teaching resources have the following three problems: 1) The quality of these courses is uneven and the evaluation standards are different;2) There are so many similar courses that it is difficult for learners to distinguish them;3) These classes are lack of unity and integration, and it is hard to recommend any hierarchical, coherent and systematic course resources to learners. Therefore, a recommendation model based on TF-IDF algorithm is designed to extract personalized-featured courses, use the nearest neighbor similarity to cluster the similarity of similar courses, and conduct the featured portrait of learners to realize online courses recommendation. Combined with the model design, this paper presents a tag-based online course resource recommendation system, which can fully explore learners' explicit and implicit preferences according to course tags, and recommend satisfactory MOOC resources for them with good application value. © 2022 IEEE.
ABSTRACT
During and immediately after the Covid-19 pandemic, faculty and students were pushed into online learning resources in ways that were not previously encountered. Faculty identified methods to produce laboratory exercises through distance learning, and these tools are still available as universities return to in-person classes. In our in-person soil mechanics laboratory courses, faculty are now using these previously developed online learning resources to supplement and enhance our traditional hands-on laboratory exercise. To determine how these new tools affect learning, an anonymous survey instrument was developed. Existing analytical data from Learning Management Systems (LMS) and grades were used to determine how student learning has changed. This research focuses on soils mechanics laboratory exercises which are traditionally considered difficult to execute online. The survey instrument collects demographic information specifically inquiring about representation from historically marginalized groups in order to study whether instructional changes equitably impact these groups. In addition, respondents are asked for their perceptions of online, flipped, and in-person course delivery methods. A more specific question asks about internet connectivity which can correlate with financial status or location and can impact how these instructional changes affect students. The survey enquires about student experience with online laboratory exercises, especially in soils mechanics. Since returning to in-person classes, student perceptions of online courses have evolved. Students report that online content has many positives, like watching videos multiple times or at their own pace. Conversely, students have repeatedly stated a strong preference to in-person delivery of content. Students have adapted to post-pandemic changes, specifically the availability of online course content and appreciate the opportunities to use video content as a supplement to other more traditional tools. Anecdotally, faculty have found that student interactions with pre-recorded lab videos have increased their depth of understanding of soil lab testing and soil mechanics properties. Faculty have also observed students investing more time outside of class, using the videos to inform questions asked in class and office hours. © American Society for Engineering Education, 2022.
ABSTRACT
Switching from face-to-face learning to online learning due to the COVID-19 pandemic is challenging for students especially for children with autism spectrum disorder (ASD). Parents and caregivers of children with ASD struggle when adjusting to the new situation due to the lack of online supportive educational resources. This paper explores two different mediums for online learning resources;which are mobile applications and videos. The strengths and limitations of 11 mobile applications and two websites on educational videos were highlighted and compared using customized rubrics adapted from existing studies. Findings show that the existing applications require content enhancements, dynamic children-directed layout design and free access to a number of the contents. The reviewed videos on two different websites have quality content but lack explicit subject categorization as well as filtering features to help parents and caregivers access desired videos. Evaluation of online learning experience for children with ASD is still in its infancy and requires further research, especially in content development. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Online learning resources (OLR) play an important role in teaching and learning in the process of online learning. Teachers will be satisfied with selectable and suitable online learning resources, which can promote their self-efficacy to facilitate online teaching and learning. This study proposed a model to examine the effects of the selectivity of online learning resources (SE-OLR) and the suitability of online learning resources (SU-OLR) on teachers' online teaching satisfaction, and the mediating role of technology self-efficacy (TECHN-SE) and online teaching self-efficacy (OT-SE) between them. The results indicated that SE-OLR and SU-OLR positively affected teachers' online teaching satisfaction; TECHN-SE and OT-SE positively influenced teachers' online teaching satisfaction, while TECHN-SE and OT-SE played mediating roles between SE-OLR and SU-OLR and teachers' online teaching satisfaction. The findings have implications for the design and development of online learning resources to improve teachers' satisfaction and facilitate students' learning effectiveness and teachers' online teaching.
ABSTRACT
The purpose of this study was to explore elementary school students' perceptions of online learning resources (OLRs) during the COVID-19 pandemic and further examine the factors that influence students' perceptions of OLRs. A total of 396, 269 valid student questionnaires through an open online survey were collected. Data from students' personal characteristics, the facilities of online learning, and students' information literacy were collected to analyze the relationship among these factors and elementary school students' perceptions of OLRs. The results showed that students' personal characteristics, the facilities of online learning, and students' information literacy have significantly affected students' perceptions of OLRs. © 2021 IEEE.