ABSTRACT
Higher education, as well as other levels of education, face a major problem: the focus, and sometimes interest, of students during classes. Increasingly, students' focus time is shorter and the COVID-19 pandemic has only exacerbated this problem. Currently, keeping a student attentive and motivated throughout the class is not an easy task. The problem worsens when the theoretical classes are too long. In this sense, it is urgent to change the teaching methods in order to make, not only, the class more pleasant but also to keep the student and professor motivated. Thus, the article aims to present a more dynamic way of teaching a theoretical subject in order to increase student involvement and interaction during class. © 2023 IEEE.
ABSTRACT
In recent years, virtual reality (VR) has gradually entered the daily education and teaching activities from pure scientific research. In the area of assistance teaching, some typical computer softwares still play some important roles. This makes remote teaching activities can just learn voice, yet cannot possess the feeling of realistic existence. Especially in scenario of COVID-19, remote teaching activities with proper perceptibility are in urgent demand. To deal with the current challenge, this paper proposes a wireless VR-based multimedia-assisted teaching system framework under mobile edge computing networks. In this framework, cooperative edge caching and adaptive streaming based on viewport prediction are adopted to jointly improve the quality of experience (QoE) of VR users. First, we investigated the resource management problem of caching and adaptive streaming in this framework. Considering the complexity of the formulated problem, a distributed learning scheme is proposed to solve the problem. The experimental data are verified and the experimental results prove that the studied methods improve the performance of user QoE. [ FROM AUTHOR] Copyright of Journal of Circuits, Systems & Computers is the property of World Scientific Publishing Company and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
In two developing nations, technology enhanced marketing communication education in the classroom, both during and after the COVID-19 pandemic. However, in what ways did enhancement occur, and to what ends? This research examines the reasons for and impacts of digitalisation on academic delivery of marketing communication education across two BRICS nations: South Africa and India. We use a comparative, narrative-based approach that challenges the ways that marketing communication educators often describe the significant teaching and learning agencies and incidents involving the place of technology in classroom learning. We show how the concepts of technological augmentation and paradox, the `TikTok effect´, and symbiotic pedagogies explain and help present a post-pandemic theory of marketing communication education in developing nations. We highlight the active learning and student-centred learning styles as symbiotic pedagogies that were regarded as best practice. Our findings show that educators were able to skilfully move across both styles depending on student need and skills required. We discuss how educators' flexibility across contexts allowed them to maintain best practice technology-mediated teaching and learning strategies during the pandemic. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
ABSTRACT
The study compares the effectiveness, popularity, and ease of applicability of different learning tools in virtual classrooms among university teachers and students concerning the users' technological literacy and training, as well as equipment support offered by the universities during the pandemic. Comparisons between face-to-face teaching in classrooms and online virtual classrooms will be drawn concerning limitations, incentives, motivation, and effectiveness toward learning. This study also leads to the question of future course development by exploring the possibility of course design and assessment restructuring with a switch to online education with the new mode of technology as the trend.
ABSTRACT
COVID-19 unbalanced normality and influenced the inte-llectual production on Service-Learning (SA), for this re-ason it is necessary to establish the number of scientific documents published in Scopus and Scielo, evaluate the positive or negative effects of the pandemic within the pro-duction intellectual and evaluate the intellectual produc-tion regarding AS in secondary education after 2020. The methodology used was a systematic review of the number of scientific documents on AS in Scopus and Scielo;the findings show an extensive number of publications on AS, the pandemic was not an obstacle to publishing, and it is clear that the impact of AS is much less in secondary than in higher education. In addition, it is reaffirmed that the English language is preferred by the authors when writing documents;and the US-Canada region leads the authorships.
ABSTRACT
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.
ABSTRACT
During the pandemic, a 4th year course: Biology of Aging was modified with extensive flipped classroom strategies to promote better student engagement. By utilizing the strength of the Zoom video conferencing platform students were able to have meaningful in-class experiences that promoted engagement and learning. This was further enhanced by shifting traditional lectures to a pre-recorded format to act as resources and promoting forum discussions outside of class times using the course management system (Brightspace). These changes influenced the satisfaction and benefited the student experience. Shifting to active student-centered learning and facilitation led to a dynamic well received teaching environment. The one trade off being that students needed to produce content every week, which was perceived as a heavy but manageable workload by many in the course. These changes can be used as a format for other online courses.
ABSTRACT
Even before coverage and updates on COVID-19 became a daily event in mainstream news, mass media was already full of science-focused current events stories. While relevant to our everyday lives, many popular press science articles overstate conclusions, misstate details or, at worst, purposefully spread disinformation. This iterative news analysis and writing intervention was designed to increase the visibility of real-world applications of microbiology in current events (including and beyond the 2019 coronavirus disease [COVID-19] pandemic), thereby engaging students and cultivating motivation through a positive perception of course content in accordance with expectancy-value theory. This intervention can be scaled and has been successfully used in both large- and small-enrollment microbiology classes as an active learning strategy. Students engage in science literacy at multiple levels, starting with identifying credible sources, then summarizing news articles, relating them to course content, conveying the main ideas to lay audiences, identifying in turn misleading or omitted ideas, and finally writing potential exam questions on the topic. This multifaceted analysis allows students to interact with material at many different levels in a self-directed manner as students seek out and choose articles to share with their peers. To date, anecdotal evidence suggests positive gains in student interest and perceived value of studying science.