Abstract

Blended learning which, its name suggests, blends online learning with traditional methods of learning and development. It is a new instructional strategy, based on the non-linear and interactive features of the digital learning and instruction through the web. Exploring the literature review, the purpose of the study was to get a deeper understanding of the characteristics, methodological and pedagogical perspectives of blended learning in an Indian context. Observations from content analysis revealed that the impact of e-learning in the learning environment made tremendous potentialities and it could revolutionize the teaching and learning process. Blended learning is the most logical and natural evolution of our learning agenda. It suggests an elegant solution to the challenges of traditional learning and development to the needs of individuals. Model-driven design provides a sustainable approach that reduces some cost of the complex curriculum development and improves the sustainability of curriculum innovation. As a result of the study, blended learning will focus on optimizing the mix of classroom instruction with online learning, and performance support tools that can maximize the total impact on students' learning experiences.

Abstract

In this article, the author has discussed about the Mobile Augmented Reality and enhancing education through it. The aim of the present study was to give some general information about mobile augmented reality which helps to boost education. Purpose of the current study reveals the mobile networks which are used in the institution campus as well as university. Also, this study discusses the way to develop education and exchange information through mobile network. This article talk about, how one can improve the learning through mobile functions. Mobile Augmented Reality makes it possible to create new kind of services and applications. By making augmented reality work in mobile environments, people face new challenges in positioning, registration, system performance and energy consumption. The evolution of cellular networks and related technologies has recently been very fast. The transfer rates and low latencies for packet data required by many Augmented Reality applications are feasible using the upcoming generation cellular networks. The transmitting of information through mobile network takes a vital role in education. The classes which broadcast were listened through the mobile network by learner. Thus mobile augmented reality is captivating its role to enhance Education.

Abstract

The aim of the study was to find out a method designated to improve the learning of computer courses by adding Screencast technology. The intention was to measure the influence of high-quality clips produced by Screencast technology, on the learning process of computer courses. It was required to find out the characteristics (pedagogical and technical) of such high-quality video clips as well as their advantages for improving the learning process in such courses.

The research was based on a sample of learners in two computer courses (n=30) in higher-education. Both courses have been fully covered by video clips (not exclusively) produced by screencast technology. The learners were asked to answer a questionnaire focused on the characteristics of effective clips as well as the advantages of such clips for their learning.

The research results point out that according to learners' views, video clips' effectiveness depends mainly on lecturers' instructional qualifications as well as their capability of technically producing high-quality videos. Such clips covering the whole course curriculum, are advantageous for learning computer courses: the learning process is perceived to be excellent, video clips are better than texts and its substantial flexibility is a great advantage as well. Therefore, there is a significant worthiness to add screencast technology to computer courses provided that the entire course is fully covered with relevant video clips, and they are pedagogically and technically of high-quality. Furthermore, using this kind of technology may be suitable for other kinds of courses, including visual components like formulas, diagrams or tables.

Abstract

The study has identified the areas of strengths and weaknesses in the current use of Computer Based Learning (CBL) tools in Open and Distance Learning (ODL) institutions in Nigeria. To achieve these objectives, the following research questions were proposed: (i) What are the computer-based learning tools (soft and hard ware) that are actually in use in ODL institutions in Nigeria?, (ii) What are the perceived computer literacy and competency levels acquired through CBL among students of ODL?, (iii) What is the instructors' perceived effectiveness of computer-based instructional delivery in ODL in Nigeria and, (iv) what are the barriers to CBL applications?. The study adopted a descriptive survey design. Computer-Based Learning Questionnaire was used for data collection. Descriptive statistics of percentage was used for the analysis. Sample population of one thousand, sixty students and sixty staffs were selected for the research. The research specifically identified e-blackboard, Moodle and i-learn are the computer-based learning tools that were actually in use in ODL institutions in Nigeria. Intermediate and advanced computer literacy levels were identified as the self-perceived computer competency skill levels of ODL students in Nigeria. The most self-perceived effective computer applications among the instructors of ODL in Nigeria as identified by this research were for teaching, assessing students' performance across various fields of study, maintaining and tracking students' performances through Learning Management System. The research also identified the non-ownership of computer devices with internet facility, slow internet connectivity and limited access to computer, as the most difficult challenges to effective computer-based learning among the students of ODL in Nigeria and therefore recommended ways of averting these challenges, but proffered precautionary measures to be taken while using CBL for counseling.

Abstract

This paper provides an applied research rational for a longitudinal investigation that involved teaching a “Technology Engineered Science Education Course” via an Interactive Laboratory Based Genomics Curriculum. The Technology st Engineering [TE] methodology was first introduced at the SAPES: South Atlantic Philosophy of Education Society) 51 Conference. The TE philosophy was further expanded on in the book “The Aftermath of Hurricane Katrina: Educating Traumatized Children Pre KG through College” in a chapter titled, “Technology Engineering Educational Solutions for the Hurricane Katrina Region”. TE as a practice was later expounded upon in greater detail in an i-manager Journal on School Educational Technology article entitled, “Technology Engineering Science Instruction in the Information Age: Integrating Instructional Technology in K12 Education”, (Vol. 4, No. 1, pp.12-17). This study is a continuation of all of the aforementioned research. The research investigation introduced interactive advanced genomic teaching measures for scientific education via a series of “TE_Genomic Biology courses”. The courses involved interactive laboratory teaching Genomic methodologies that actively encouraged authentic research-based student learning. The paper also historically explores similar previous research as a foundational precursor to the year long longitudinal applied research inquiry. The research investigation took place over three years and involved three technology engineered genomics courses designed for introductory science majors, the courses respectively were: BIOL 1101 (General Biology I); BIOL 2030 (Genomics Research Initiative I); and BIOL 2030 (Genomics Research Initiative II). The research outcomes yielded positive outcomes by participants over time, thereby indicating that the TE_Genomic Biology courses were a positive and Genomic dynamically interactive way of teaching advanced science education topics.