Digital Dynamics: Exploring the Intersection of AI, Animation, and Personalized Learning
Lessons Learned from a Tech-Enhanced Medical English Class: Changes, Experiences and Reflections
Analysis of the Current State of Evidence Regarding the Relationship between Reading, Writing, and Digital Literacy Skills in K-12 Education: A Systematic Review
Exploring the Significance of Blended Learning in a Higher Educational Institution
Artificial Intelligence Application in Education: A Systematic Study
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Edification Of Multimedia Resources: Aligning Technology For Student Empowerment
Impact of Computer Technology on Design And Craft Education
Continuous Classroom Assessment At Primary Level
Improving Quality In Teaching Statistics Concepts Using Modern Visualization: The Design And Use Of The Flash Application On Pocket PCs
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
This article will discuss the importance of conscientious and purposeful establishment of positive culture and climate within online courses, particularly those offered within higher education and graduate programs. School culture and climate have been linked to student and faculty performance, satisfaction, efficacy, and overall learning and teaching experiences (Cicco, 2015; Gruenert and Whitaker, 2015). The online course instructor plays a key role in laying a strong foundation for the formation of positive relationships, effective instructional strategies, fair assessment practices, and consistent communication patterns within the virtual classroom, ultimately impacting the development of both culture and climate. Students' feelings of safety and trust in their ability to seek and receive help in difficult situations have also been tied to culture and climate (Cicco, 2015; Negis-Isik and Gursel, 2013). While organizational culture and climate are valuable indicators of academic success, these constructs are also evident and measurable within an individual classroom, whether offered in face-to-face, hybrid, or fully online format. This article will discuss culture and climate within the context of the online classroom. Pathways for creating optimal faculty-student relationships, healthy, and consistent student engagement and interaction, and developing best practices for online courses will be addressed with the aim of assisting instructors in the effort to establish positive culture and climate.
An increasingly popular topic of discussion relating to higher education learning methodology is online learning, particularly online collaborative learning (Resta and Laferrière, 2007). With the emergence of 'Web 2.0' there are currently a multitude of CSCW (Computer-Supported Cooperative Work) tools available which facilitate such work strategies. There is however dispute surrounding the effectiveness of such methods and the level of adoption by the student population. One particular field in which group working and group based projects feature extensively is the design industry. It could be expected therefore that undergraduate design students in particular, being considered 'digital natives', would be utilising the available online collaborative work tools to their full potential. Whilst it is safe to assume that some level of online collaborative working takes place within the course of these assignments it is currently unclear to what extent these tools are utilised or what forms these tools take. Through the evaluation of data obtained from undergraduate design students at Loughborough University on the level of uptake of online collaborative work tools within the context of group projects and assignments, the aim of this paper is to provide suggestions for possible ways to improve the adoption of online collaborative work tools within undergraduate design education.
This paper presents a comprehensive review and a specific example implementation of a minimally invasive technique that can be used to make quantitative measurements of a subject's Electro-Dermal Activity (EDA) in educational technology studies. The Q sensor is a low-cost wireless sensor that can be worn on the wrist to measure a subject's response to various stimuli in both laboratory and natural education research settings. The example application shown here is from a study on presence while viewing two different screen sizes used in a Virtual Reality (VR) system. It is recommended that EDA data be used in conjunction with other data, such as from other types of sensors and from qualitative instruments such as surveys, because human EDA response to a given environment and stimuli is not always consistent. EDA sensors show great promise as an effective tool that can be used in educational technology research.
The study provides an insight into teachers' perceptions regarding students' evaluation about their performance in their respective courses and on supervised clinical practice. A Qualitative, descriptive exploratory design was used to answer the research question: What are faculty's perceptions regarding students' evaluation of their performance and teaching courses? A convenience sample of 12 Nursing faculty-7 from University A and 5 from University B was selected. Data were collected through faculty interview till data saturation was achieved. Data was analyzed and then categorized to evaluate the comparisons and variations. The findings of the study revealed three main categories and six related sub categories. The study emerged as 'faculty perception related to student evaluation' and the related three categories were: (i) factors influencing on faculty performance, (ii) contextual factors, (iii) and faculty's alternate practices. The study focused on the perception of nursing faculty in relation to their performance and course evaluations. The findings of the study revealed that participants acknowledge students' evaluation, and tried to modify their teaching strategies as per their suggestions for their personal and professional development. The participants also expressed concerns about the timeliness of the received evaluation; i.e. its giving (by students) and receiving (by faculty members) on time. The faculty perception of student evaluation on their performance and courses was not homogenous due to diverse factors; these were: motivation, demotivation, contextual factors, and alternate practices used by members of faculty to get student evaluation.
It is a well known fact that present day economies are governed by globalization, privatization, and liberalization. Technical education plays an important role in the spectrum of human resource development, and assists us in improving academic standards and qualities of student education which in turn lead towards improvement of the standard of the country. The planners accorded high priority for this sector by realizing its importance [4]. This paper deals with engineering education in private sector under present and future scenario. There is tremendous demand for technical education in engineering which results in isomorphic growth in private organizations or engineering colleges. The advent of FDI and world class campuses in India, twinning programs and faculty exchange programs, promises lucrative prospectus in the future of engineering education. With the initiatives, there are some challenges which are to be faced with difficult situation. The paper tries to elaborate on the challenges and discuss some of the problems with solutions. A case study was also conducted, with both a pre-test and post-test (n=700). The pre-test showed 43% to 54% improvement. And the post-test showed results of 52% to 91%, resulting in marked improvement in knowledge gain.