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Lee, Jang Ho. „Temporal Navigation in a Session in a Mobile Distance Learning System“. Applied Mechanics and Materials 284-287 (Januar 2013): 3563–68. http://dx.doi.org/10.4028/www.scientific.net/amm.284-287.3563.
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Typical mobile distance learning system allows students to download and play the video of lecture, which lacks synchronous capability. Although a few synchronous mobile e-learning systems enable students to experience the video and presentation materials of a lecture in real time and real-time interaction with the lecturer, they still have the problem of not allowing students to navigate and re-experience the lecture session including video and slides with annotation. Thus, we present a mobile distance learning system that enables students to join the ongoing lecture, watch video and annotated slides, interacts with the lecturer with text in real-time as well as to store the lecture session on their mobile device and play them later. During the play of a lecture session, a student can navigate the session in terms of time and re-experience the video, slides with annotation, and text-based interaction among the lecturer and students.
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Saputra, Kurnia, Muhammad Furqan, Taufik Fuadi Abidin und Dalila Husna Yunadi. „GOOGLE MAPS AND MAPBOX API PERFORMANCE ANALYSIS ON ANDROID-BASED LECTURE ATTENDANCE APPLICATION“. Jurnal Natural 19, Nr. 3 (02.11.2019): 64–68. http://dx.doi.org/10.24815/jn.v19i3.14459.
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Attendance is an inseparable component from lectures. The current manual attendance process still has its weaknesses, such as the loss or broken attendance sheets, the easiness to conduct fraud on the attendance sheets, and other cases. The attendance system using fingerprint devices are also not available in other locations yet, such as lectures that are done on the field or outdoor, where fingerprint devices are not available. Because of that, an online lecture attendance system that makes use of Android-based smartphones is developed in order to tackle the problem. This online lecture attendance system has the main feature of recording students’ attendances in a radius of 300 metres from the lecturer. This application is named Lecture Attendance System is developed using Rapid Application Development (RAD) model, because it is an effective method to minimise errors in the application. There are two testing performed to the application. The first testing was functional testing of the application. This testing was carried out in order to make sure that all functionalities and features are performing well. The second testing carried out is the distance accuracy testing, to compare between the Google Maps and MapBox API distances. From this testing, it was found that the error percentage using Google Maps is 9.250% and 12.128% for MapBox. From these results, they show that in calculating the distance, using Google Maps API has higher accuracy compared to the MapBox API.
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Palatovska, Olena, Mariana Bondar, Olga Syniavska und Oleksandr Muntian. „Virtual Mini-Lecture in Distance Learning Space“. Arab World English Journal, Nr. 1 (15.04.2021): 199–208. http://dx.doi.org/10.24093/awej/covid.15.
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The COVID-19 pandemic has fundamentally affected all the spheres of human life, including education. Universities worldwide have established distance learning, which demanded combining and improving both traditional and innovative education forms. The article offers a comprehensive analysis of pre-recorded mini-lectures in the educational space of distance learningfor different scientific-educational Internet projects (Coursera, PostNauka, Udacity, edX, LinguaLeo, EdEra, etc.). Mini-lectures are complete pieces of speech limited in time and accessible to multiple reproductions; that is why they are quite a representative material for the research of the generation of cognitive processes and perception of a verbal educational message in asynchronous online learning. The significant results of the study include: the definition of invariable characteristics of virtual mini-lectures (distance, virtuality, mediation, situational incorrigibility, multimodality), defining cognitive strategies of the speaker and the listener in an asynchronous lecture interaction, finding the points of contact (motivation and interest in transferring and receiving information) between them. The article also describes the linguistic features of virtual mini-lecture. These conclusions can find practical application in the development of methodology for the distance teaching of linguistic disciplines.
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Krupey, Kristina, Nataliia Polishchuk und Nataliya Kolicheva. „MODERNIZATION OF TRADITIONAL METHODS FOR TEACHING LECTURES ON MICROBIOLOGY, VIROLOGY AND IMMUNOLOGY IN THE FRAMEWORK OF DISTANCE LEARNING“. Academic Notes Series Pedagogical Science 1, Nr. 191 (2020): 102–5. http://dx.doi.org/10.36550/2415-7988-2020-1-191-102-105.
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The authors have taken into account the experience of research and teaching at the Department of Microbiology, Virology and Immunology of Zaporizhia State Medical University, to formulate the basic principles for creating high quality video lectures for medical students, aiming to produce informative, structured and consistent lecture material. Depending on the format of the video lecture, the graphic material can be introduced as a presentation with screenshots (for example, in Microsoft Office 365, FastStone Capture, OBS Studio, etc.) or as a lecture recording with subsequent editing of materials and inclusion of certain fragments (illustrations, diagrams) etc. The latter option requires skills in video editing (Sony Vegas Pro, Adobe Premiere Pro, etc.). Mastering the basic skills of working with these programs allows you to maximize the visualization of the material covered by the lecture, which significantly increases the efficiency of learning for the medical students. As part of distance learning, the authors suggested the idea of recording individual fragments of video lectures, where the lecturer explains the specialized material in a logical sequence. The paper also provides recommendations for stimulating the attention of listeners while watching video lectures and presents several methods of activating students' thinking processes. Among other things, discussion questions at the end of the lecture allow to activate students' thinking processes, integrate and analyze the lecture material. Students give the answers to these questions in the comments to the video, analyze the answers of other participants and present their own opinions on the topic of discussion, which promotes the development of critical thinking and group work skills. You can control the listeners' attention and intensify the audience by switching the audience's attention with emotional pauses and unexpected examples, or by asking questions that challenge the voiced material. The perspective for further development is the creation of video fragments for practical classes for students by demonstrating laboratory experiments conducted by a teacher in a specially equipped microbiological laboratory.
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KICHAPINA, T. V., und I. V. NIZHENKOVSKA. „Interactive lecture and features of its implementation in distance learning“. Higher Education of Ukraine in the Context of Integration to European Educational Space 88, Nr. (I) (30.11.2021): 87–94. http://dx.doi.org/10.38014/osvita.2021.88.07.
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The trend in the development of higher education in Ukraine implies the training of qualified professionals who are proficient in inno-vative teaching methods. The article discusses the features of conducting interactive lectures. It is shown that the interactive form of the lecture contributes to the improvement of the quality of education of future masters of pharmacy at the National Medical University named after A.A. Bogomolets. The possibili-ties of various types of interactive lectures are presented, the advantages they have in comparison with the classical lecture are described. According to the authors of the article, the use of multimedia technologies allows for the conduct of interactive lectures in distance learning, and also contributes to the improvement of the qualifications of teachers and students, which in turn brings higher pharmaceutical education in Ukraine closer to European standards.
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Hasanuddin, Hasanuddin. „Efektivitas Pembelajaran Jarak Jauh Dalam Perspektif Mahasiswa“. Jurnal Kajian Ilmiah 22, Nr. 1 (14.05.2024): 79–88. http://dx.doi.org/10.31599/jxthv689.
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This research was conducted to determine the effectiveness of distance learning from the perspective of students such as the material provided by the lecturer, understanding of the material, obstacles in participating in distance learning, and the learning model carried out. This study uses a descriptive survey method, the research sample is students from Bhayangkara University, Jakarta Jaya (Ubhara Jaya). Data collection techniques using a questionnaire. The findings in this study, 64.1% of students disagree with distance learning, according to students distance learning is not effective in the teaching and learning process, and 35.9% agree. Those who agree with distance learning generally state that this is a way to stop the spread of Covid 19. When asked about the understanding of the lecture material delivered by the lecturer through distance learning, 72.5 students found it difficult because the question-and-answer process was less effective. Constraints experienced by students during distance learning, 43.1% were caused by unstable signals, 37.7% answered that there were no problems, and 19.2% answered that they sometimes experienced signal disturbances. Regarding student spending during distance learning, 43.8% said they were not more efficient than offline lectures, 41.1% said there were savings.
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Puman, Ella, und Aljona Kritševskaja. „Teaching Mathematics in Hybrid Learning and Distance Learning: Student's View“. International Journal for Technology in Mathematics Education 31, Nr. 2 (01.06.2024): 97–104. http://dx.doi.org/10.1564/tme_v31.2.08.
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In this paper, we describe an idea for mathematics lectures that involves using digital tools for first-year university students. Materials in the Moodle course include live broadcasts, lecture recordings, Moodle tests, sample solutions and videos. The aim of the paper is to find out from students' feedback which digital tools help them understand the material better. We focus also on the tools used in the Desmos environment slides. Students' feedback showed that using Desmos slides during the lecture helped them understand the theory better and try the tasks immediately. Graphical Desmos tools were the most appreciated because they helped to visualize the studied topic.
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Suponitskaya, Natalia S. „MULTIMODAL STRUCTURE OF AN ONLINE LECTURE IN GERMAN STUDIES“. German Philology at the St Petersburg State University 12 (2022): 288–303. http://dx.doi.org/10.21638/spbu33.2022.115.
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This article focuses on the multimodal structure of the online lecture in German Studies. In a pandemic context, the field of teaching at German universities has responded very quickly to the changes that have taken place in the way of communication. Although the academic lecture is a largely established form of scholarly interaction between professor and students, in distance learning it is being replaced by the online lecture. The various communicative elements (text and images in the presentation, as well as facial expressions and gestures accompanying the teacher’s speech) combine with each other to create a complex and multidimensional form of multimodality. The analysis in this article is based on the classification of online lectures and the model of this multimodal text in scientific Internet communication. The 25 German-language online lectures in linguistics and literary studies posted between 2020 and 2022 on the YouTube platform as well as on the websites of five German universities (e. g. lecture2go.uni-hamburg.de) were selected as research material. The choice of these lectures was caused by their availability on the Internet and their general topic (German Studies lectures). Discourse analysis as well as the method of systematization and classification were used to study the empirical material. Based on lecture transcripts, nonverbal characteristics and audiovisual components three main types of online lectures were identified: two-modal lectures with a predominance of audio and verbal communication channels, the most common three-modal online lectures, in which three main modes of information transmission interact at once: verbal, nonverbal and prosodic. The most complex combination of multimodal means is reflected in the last group of crossmodal lectures, where the lecturer simultaneously duplicates several communication channels in different ways to communicate more effectively with the student audience. To sum up, the analysis allowed us to answer the question, what is the peculiarity of multimodal structure in online lectures and what discursive-communicative strategies are used by German-speaking lecturers for constructing lecture discourse in the humanities field of study.
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Nugraha, Ari, Tomoo Inoue, Tamara Adriani Salim und Muhammad Hanif Inamullah. „A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience“. International Journal of Distance Education Technologies 21, Nr. 1 (21.11.2023): 1–21. http://dx.doi.org/10.4018/ijdet.334012.
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Video is the most widely used format to deliver a lecture by the tutor/lecturer in electronic distance learning. One of the video presentation styles is a dialogue style where the learning material is presented with a dialogue between a tutor/teacher and a tutee student. The presence of the tutee and dialogues provide cues that enable the observer student to pay more attention to the video. However, most video lectures available are in a monologue style. The authors developed a system that transforms a monologue-style lecture video into a dialogue-like video style by adding a synthetic tutee agent. They conducted a within-subject design experiment involving first-year undergraduate students comparing this dialogue-like video style with other two traditional video lecture styles, the monologue, and dialogue styles. The evaluation found that students perceived the dialogues in the dialogue and dialogue-like style supported them to have a better learning experience. The finding indicates that this dialogue-like video style has a comparable effect on the traditional dialogue video.
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Grm Iyes, Muh Nurtanzis Sutoyo, und Andi Tenri Sumpala Mangkona. „Schedule Implementing the Modified Euclidean Distance Method in the Course Planning of the USN Kolaka Information Systems Curriculum“. IT Journal Research and Development 7, Nr. 1 (23.06.2022): 12–22. http://dx.doi.org/10.25299/itjrd.2022.7976.
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Scheduling is needed to anticipate the clash of lecture hours for lecturers in teaching. Some things that need to be considered when arranging a lecture schedule are lecturers, rooms, courses, hours, and days. In this study, the scheduling system uses the Euclidean Distance method by modifying the algorithm. The aim of this study is to prove the Euclidean distance method in the course planning system in universities. In general, to obtain data that will be used in the scheduling system, observations, interviews and bibliographic studies are carried out. From the research results, the lecture scheduling system using the Euclidean Distance method can be used in the scheduling system, especially lecture scheduling. This is proven, that the lecture scheduling system using the Euclidean Distance method does not have a schedule for lecturers who teach more than one course at the same time (collide).
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Sujana Eka Putra, I. Gede, Anthony Lee, I. Made Tirta Mahayana und I. Gede Agung Wicaksono Dharmayasa. „Design and Development Of Lecturer Attendance System Using Radio Frequency Identification (RFID)“. International Journal of Computer Science Engineering 10, Nr. 1 (28.02.2021): 15–27. http://dx.doi.org/10.21817/ijcsenet/2021/v10i1/211001010.
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Lecturer attendance record is required by the university to know the presence of lecturers in teaching in class. In general condition, lecturer attendance is recorded on the attendance sheet, or input to web application accessed on a class computer. However, there are some problems in its implementation so that at the end, lecturer presence is carried out using a manual form where the academic staff needs to re-enter the lecturer attendance data into the applications. Based on the above, the authors designed and developed a lecturer attendance information system to record lecturers' attendance using radio frequency identification technology by implementing a near field communication card (NFC Card). The device used to record and read presence data during lectures, by tapping an Mi-fare NFC card to an NFC reader / writer device. The flow of this research method begins with a literature study of NFC card, observe the flow of lecture attendance process and data recorded into lecturer attendance sheet, analyzing the database design, the system design which has compatible with NFC reader and writer devices, designed system interface and continue to develop system. The result is system consists of master data, system attendance, verification and reporting module. The results show that NFC card implementation is more practical for lecturers in conducting lecture attendance and NFC card could be tapped out into an NFC device at a maximum distance up to 7 cm with the reading angle relative to NFC reader/writer with range 00 until 300 can read NFC Card.
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Hidayah, Debby Ummul, Ika Romadoni Yunita und Gustin Setyaningsih. „Evaluasi Website Kuliah Online STMIK Amikom Purwokerto Menggunakan Metode Heuristik (Studi Kasus Mata Kuliah Enterprise Resource Management)“. MATRIK : Jurnal Manajemen, Teknik Informatika dan Rekayasa Komputer 18, Nr. 2 (29.05.2019): 171–79. http://dx.doi.org/10.30812/matrik.v18i2.360.
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Online lecture is one alternative to support distance learning. STMIK Amikom Purwokerto has implemented the online lecture system. In order to support effective learning while studying online using website media, an effective web interface is needed. However, there were complaints from users when accessing web lectures online. One of them is the user does not understand the overall use of functions on the existing system. Therefore heuristic evaluation is needed to find out how useful the system is in supporting online lectures. The results show that based on the calculation results using heuristic evaluation, the severety rating with a scale of 3 means that the online learning website at STMIK Amikom Purwokerto needs to be throughly improved from both system functionality and interface design.
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Malets, Dmytro. „PHYSICAL TRAINING IN THE CONDITIONS OF DISTANCE EDUCATION“. Academic Notes Series Pedagogical Science 1, Nr. 206 (Januar 2022): 175–79. http://dx.doi.org/10.36550/2415-7988-2022-1-206-175-179.
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The article identifies the possibilities of electronic resources in mastering physical training knowledge and abilities by education applicants in the conditions of self-isolation. It has been revealed that in the conditions of transition from the traditional form of conducting physical education training classes to distance learning is necessary, firstly, to fill the educational content of the electronic course and organize the process of physical upbringing based on the electronic educational environment, secondly – to reorient pupils and students to study using electronic resources. It has been determined that in the conditions of distance learning is worth to develop methodical support, which allows to organize, carry out and control the process of theoretical and methodological training of pupils and students in the system of physical education, as well as to adapt to new conditions, forms and methods of conducting lectures and methodical-practical classes. Electronic resources allow forming the didactic complex of disciplines, which must include: methodical developments for lectures (structure of lecture materials: the purpose of lecture, a glossary of basic concepts, a brief synopsis, questions for self-checking knowledge, a list of emerging competencies, a list of basic and additional literature; auxiliary visual materials: presentations, videos); methodical developments for practical classes (structure: the purpose of class, conceptual apparatus, a short content, control questions, a list of knowledge and skills that are being formed; illustrative materials: presentations, videos); methodical and practical tasks for individual work (task structure: purpose, key words, general information, task instruction, a list of competencies, which are being formed, a list of recommended literature); online tests that allow controlling student’s knowledge (test control is carried out after studying the topic to determine the assimilation of the studied learning material). It has been proven that multimedia tools, with the help of which pupil or student is able by himself to plan and organize the process of physical self-training, are of great importance in the formation of knowledge and skills.
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Lee, Eun-Ji, und Seong-Cheon Kim. „Analysis of Requirements for Public Distance Education Platforms Using IPA Technique“. Convergence Education Research Institute, Korea National University of Education 10, Nr. 1 (30.03.2024): 1–22. http://dx.doi.org/10.69742/cer.2024.10.1.1.
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This study utilized the IPA technique to compare and analyze public and private distance education platforms, aiming to identify the requirements for public distance education platforms. The research involved surveying 314 teachers who had experience using both public and private distance education platforms, assessing their perceptions of importance and satisfaction regarding these platforms. IPA analysis was conducted based on average scores of importance and satisfaction, using Borich's Needs Assessment and the Locus for Focus model to prioritize requirements. The results are as follows: Firstly, the top three prioritized factors in distance education platforms were identified as follows: 1) stable system operation, 2) data privacy protection features, and 3) real-time video lecture capabilities. Secondly, the satisfaction level with public distance education platforms was generally lower than that with private platforms across most aspects. Particularly, various elements of learning experiences such as collaborative document editing, real-time video lectures, and learning data storage and analysis were found to be lacking in public platforms compared to private ones. Thirdly, the priority requirements for public distance education platforms were identified as follows: real-time video lecture environment, collaborative document editing and learning together by multiple users, stable system operation, learning data storage and analysis, individual learner feedback, user opinion collection and incorporation, continuous feature updates, device compatibility, and individual assignment functions.
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Khurdei, Viktoriia, Dmytro Mishchenko und Tetiana Dronova. „SOCIAL NETWORK AS A TOOL OF ONLINE MARKETING COMMUNICATION IN DISTANCE EDUCATION“. Economies' Horizons, Nr. 3(25) (30.09.2023): 47–56. http://dx.doi.org/10.31499/2616-5236.3(25).2023.286656.
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The prospects and demand for communication tools in distance learning are obvious. The development of information technologies, the need for greater flexibility in education, quality and data preservation require new approaches. Video and voice conferences, as well as a set of asynchronous means of communication, contribute to the establishment of interpersonal dialogue directly with each other, with the possibility of public discussion and involvement of each of the participants in the process. This has a favorable effect on the presentation and mastering of the material, as well as on the strengthening of discipline and personal qualities.
The article examines the means of marketing communications in distance education in institutions of higher education: synchronous and asynchronous. Considerable attention is paid to the asynchronous form of communication - the use of the YouTube video platform. An experiment was conducted on the use of YouTube as a means of marketing communications between a teacher and a student during distance learning. A survey was conducted among students regarding the effectiveness of using the platform in education. The results showed that students learn the material better in the form of video lectures, find the topic they need to study using the teacher's link in Google Classroom, listen to the material again in order to prepare for the session, refer to the lecture if they missed the class for various reasons. At any time, the student can view the lecture material as many times as he deems necessary, all materials are available free of charge and without geographical restrictions, the lectures contain demonstration material, cases, speeches of stakeholders, lectures can be listened to from any device, convenient presentation of the material, etc. The results of the survey showed that out of 104 surveyed, 95 students know about the existence of the channel with electronic lectures, 66.3% of the surveyed are subscribed to the channel. According to the surveyed students (104 respondents), the appearance (47.1% of respondents) and navigation (75% of students) of the channel deserves a rating of "5".
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Chiam, Chooi Chea, Tai Kwan Woo, Han Tek Chung und P. Rajesh Kumar K.P. Nair. „The behavioural intention to use video lecture in an ODL institution“. Asian Association of Open Universities Journal 12, Nr. 2 (06.11.2017): 206–17. http://dx.doi.org/10.1108/aaouj-09-2017-0030.
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Purpose The purpose of this paper is to gain insight into learners’ behavioural intention to use the video lectures as their learning material. The behavioural intention construct is measured in terms of perceived ease of use and perceived usefulness of video lectures. It is hoped that the findings of this study will provide feedback as to learners’ intention to use as well as guidelines on how to improve the development of video lectures as the university gears to offer more courses in the fully online mode in the near future. Design/methodology/approach A total sample of 392 questionnaires were collected for this study using technology acceptance model model. Descriptive and inferential statistics are used as the main analytical tool to study the learners’ behavioural intention to use the video lectures as their learning material. The behavioural intention construct is measured in terms of two dimensions: perceived ease of use and perceived usefulness of video lectures. Findings In conclusion, the findings from this research study seem to suggest that OUM learners have a positive perception of video lectures with reference to the two dimensions of “ease of use” and “usefulness”, where ease of use is concerned, OUM learners rate content relevancy, appropriate language and viewing flexibility as the strongest points of video lectures. The aspects ranked lowest are technical (ability to play the video lecture smoothly from the beginning to the end) as well as objective of usage (video lectures are not rated high as revision material for exam preparation). Research limitations/implications Future studies can be conducted pertaining to issues on the context in which learning is taking place within higher education, various definitions of video, and ways of categorising and presenting these different types, teaching “with” and “through” video from the perspective of the lecturer and the educational institution, approaches to didactically embedding and integrating video into a course that results in effective learning and the process and support needed by the (traditional) lecturer to create and deploy various types of video content. Originality/value Over the last ten years, the production of video has gone from a complicated and technical process to one easily done by the general masses. It is now possible for anyone with a mobile phone to make a video recording. The question lies on whether the students have deeper meaning of learning via video lectures and the perception of students on using video lecture as teaching tool in the open and distance learning.
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Dodds, George. „Richard Neutra's Venetian lecture“. Architectural Research Quarterly 6, Nr. 3 (September 2002): 257–67. http://dx.doi.org/10.1017/s1359135503001751.
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Han, Songlee, Eunseon Lim und Yunmi Shin. „Development Study on Lecture Evaluation for Synchronous Online Education“. Korean Society of Culture and Convergence 44, Nr. 7 (31.07.2022): 137–54. http://dx.doi.org/10.33645/cnc.2022.7.44.7.137.
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Distance learning at universities has been activated since Covid-19. However, for the lecture evaluation, the questionnaire used in the existing face-to-face education or only partially modified questionnaire is being used, even though they are not proper in the context of distance learning. Therefore, this study derived lecture evaluation questionnaires that are proper for distance learning at universities. Based on the previous studies, we derived the basic questionnaire and verified its content validity by experts. First, the ‘class preparation’ area includes questions like providing sufficient learning materials and redesigning customized distance education classes. Second, the ‘class operation’ area are about notice and advance guidance, time distribution, lecture delivery power, interaction and communication methods, syllabus, lecture contents, progress log and technology. Finally, the ‘class evaluation’ includes questions about appropriate evaluation time and the presentation of clear evaluation criteria. This questionnaire is expected to use as self-evaluation criteria for instructors or as a tool for improving the quality of distance learning in terms of university policy. However, only a preliminary survey was conducted only for some students, so a follow-up study is needed to check the statistical verification of the concepts within the questions.
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Aluh, Deborah Oyine, Kosisochi Chinwendu Amorha und Temitayo Adeola Anthony-Awi. „The effect of classroom lectures and a movie recommendation on pharmacy students' attitudes and social distancing toward people with schizophrenia“. Mental Health Clinician 12, Nr. 1 (01.01.2022): 23–31. http://dx.doi.org/10.9740/mhc.2022.01.023.
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Abstract Introduction Stigma and negative attitudes toward people with mental health disorders can impair the provision of pharmaceutical care. The purpose of the study was to assess the effect of classroom lectures on mental health disorders and a movie recommendation on pharmacy students' attitudes and stigma toward persons with schizophrenia (PwS). Methods The study consisted of a presurvey and postsurvey carried out among final-year pharmacy students of the University of Nigeria Nsukka. A survey comprising 3 sections on sociodemographic details, attitudes toward PwS, and a social distance scale was given to conveniently sampled students before and after lectures on schizophrenia. Students were encouraged to watch a movie about the experiences of a PwS after the first lecture. Results One hundred seventy-nine students (of the 200 sampled, response rate 91.1%) agreed to participate and completed the survey instrument before the clinical lecture, whereas 108 students who took part in the presurvey participated in the postsurvey (response rate of 76.0%). The overall mean negative attitude score reduced from 2.79 ± 0.412 to 2.72 ± 0.357. The overall mean social distance score increased from 2.48 ± 0.415 to 2.49 ± 0.467, indicating increased stigma. In both presurveys and postsurveys, people with a friend or relative with schizophrenia had a lower mean negative attitude score compared with those who did not. People who had watched the movie recommendation (n = 85) had a higher mean negative attitude (2.74 vs 2.67, P = .433) and a lower social distance toward PwS (2.57 vs 2.48, P = .415). Discussion Classroom lectures on mental health among pharmacy students might not significantly improve the overall attitudes and social distance toward PwS. Schools of pharmacy should consider alternative formats of teaching mental health–related topics, such as contact with real patients and simulation.
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JOU WOU SEOK. „Lecture Encoding of Distance Education by Multimedia Integration“. Journal of Engineering Education Research 17, Nr. 3 (Mai 2014): 34–41. http://dx.doi.org/10.18108/jeer.2014.17.3.34.
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Panich, N. V. „Mooc-lecture in digital academic discourse: key features“. Philology at MGIMO 7, Nr. 2 (06.07.2021): 72–78. http://dx.doi.org/10.24833/2410-2423-2021-2-26-72-78.
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The article considers the traits of digital academic discourse and the discursive features of MOOC lectures, i.e. video lectures from massive open online courses (MOOCs), which are described as a subgenre of distance lectures. The research bears considerable relevance given the need for the analysis of transformation processes in academic discourse amid the widespread use of information and communication technologies in the higher education system and the advance of online learning. The article describes the evolution of lectures from classroom (analogue) to digital ones, with the latter defined as a genre of academic discourse. The research studies video lectures presented by major British and American universities on the Coursera and EdХ websites. It presents some distinguishing characteristics of a MOOC-lecture, specifying, among others, its extralinguistic traits which impact on its linguistic features, particularly the addressee factor. The theoretical perspective on the matter can be applied in linguistic disciplines, which aim at undergraduate and postgraduate students opting for the scientific path in the international context.
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Yamaguchi, Shin'nosuke, Hideki Kondo, Yoshimasa Ohnishi und Kazunori Nishino. „Practice and Analysis of Asynchronous Distance Information Literacy Lectures Based on Blended Lecture Materials“. International Journal of Learning Technologies and Learning Environments 6, Nr. 1 (2023): 1. http://dx.doi.org/10.52731/ijltle.v6.i1.650.
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Helmi Azhar, Muhammad, und Anik Ghufron. „Analysis of Learning Media Needs in the Implementation of Online Lectures during the Covid-19 Pandemic“. AL-ISHLAH: Jurnal Pendidikan 14, Nr. 1 (08.03.2022): 301–10. http://dx.doi.org/10.35445/alishlah.v14i1.827.
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This study aims to describe the needs of learning media that are needed by students when carrying out lecture activities through online learning during the COVID-19 pandemic. The method used in this study is a quantitative study with data collection methods through questionnaires distributed to 144 students and then analyzed by quantitative descriptive analysis. The conclusion of this article is the effectiveness of the online lecture process during the pandemic. Students' learning media needed during online lectures are mobile-based media with video, multimedia, and other graphic media that are dynamic images. It is necessary to develop learning media and learning resources that are a commodity for students to improve distance learning services.
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PUTRA, Pasca Dwi, Andri ZAINAL und Roza THOHIRI. „DISHONESTY IN ONLINE LEARNING: DISTANCE LEARNING PERSPECTIVES DURING PANDEMIC“. Turkish Online Journal of Distance Education 24, Nr. 2 (01.04.2023): 108–19. http://dx.doi.org/10.17718/tojde.1022365.
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Academic dishonesty has become a serious concern, particularly during the Covid-19 pandemic era, where online learning is left as a single option in almost all academic activities. Lack of graduate ethics has an impact on attitudes in the workplace. Therefore, it is important to introduce academic integrity to students in higher education to foster an attitude of honesty in the world of work, especially ethics. Online lectures encourage students to violate academic integrity due to the lack of direct interaction and administration. This study aims to see the level of academic dishonesty that occurs during online lectures. The research was conducted by the Faculty of Economics and Business, public and private universities. The number of samples is 431 students of economics and business. We examine the effect of lecture administration, lecturerstudent interaction, and learning satisfaction on the impact of academic dishonesty. The results showed that clear administration and good interaction between lecturers and students would increase student learning satisfaction and reduce academic dishonesty. But the satisfaction that students want to achieve does not have a significant effect on the level of academic dishonesty. Implications for practice are discussed and future research directions are offered.
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Muhsan, Ali Samer, und Thar M. Badri Albarody. „MICROLECTURE/LAB HYBRID CLASS FOR BRIDGING THE GAP BETWEEN THEORIES AND APPLICATIONS IN TEACHING ENGINEERING SUBJECTS“. Platform : A Journal of Engineering 3, Nr. 1 (06.05.2019): 65. http://dx.doi.org/10.61762/pajevol3iss1art4626.
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There is a paradigm shift taking place in the academy, in which the focus is moving from faculty, their teaching to learners and their learning. Efforts to improve the learner’s learning include a variety of innovative pedagogical approaches (such as first-year design courses, cooperative learning, problem base learning, technology-enhanced education, and distance learning). As engineering educators are leading the way in many of these areas, it is also important to recognize the role of learners in this transformation process. Most engineering lecturers who teach engineering mechanics, especially Statics and Dynamics are used to teach this subject in a theoretical manner. This research suggests a teaching method that could reduce or eliminate the gap between theories and applications in teaching engineering mechanical subjects through achieving a lecture/lab hybrid classroom environment where a portable lab illustration along with micro lecture method is implemented for learners’ engagement (learners-centered learning) and better teaching technique that covers both the visual/practical and the auditory/theory learning styles. In the micro lecture, the lecturer is available for learners at home through videos or internet-based lectures and class time is used to complete assignments by moving the instruction to the homework to the class. Learners are given more ‘one-on-one’ time with their lecturer to work their assignments and the role of the academic staff changes from a lecturer to an instructor. During class time, the portable lab toolkits are used to illustrate the main concepts of the given subject further. The instructor asks the learners to start an experiment by discussing with their peers and make a prediction of the outcome of that experiment. Thus, the learners’ preconceptions relevant to the phenomenon are studied. Secondly, learners perform the experiment and are asked to compare the outcome and prediction. If the outcome and prediction did not match, they would have to reflect on their observations.
Keywords: Portable lab, Flipped classroom, Technology-enhanced education, Problem based learning, Cooperative learning
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Junadhi, Agustin, Mi’rajul Rifqi und M. Khairul Anam. „Sentiment Analysis of Online Lectures using K-Nearest Neighbors based on Feature Selection“. Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) 11, Nr. 3 (27.12.2022): 216–25. http://dx.doi.org/10.23887/janapati.v11i3.51531.
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Online lecture is a distance learning system that utilizes information technology in its implementation. Although it has been agreed, this lecture system has caused controversy. Not infrequently online lectures are considered to bring a variety of new obstacles in lectures, and not a few also consider that online lectures are the most appropriate solution to continue to run lecture activities in the midst of alarming pandemic conditions. In response to this policy, many people expressed various kinds of opinions and views on the implementation of online lectures which are generally stated on social media, one of which is through Twitter. Sentiment analysis is a branch of the science of machine learning that is carried out to obtain useful information or new knowledge by extracting, understanding, and processing text data automatically. Several methods are widely used by researchers to classify sentiment analysis datasets including K-Nearest Neighbor (K-NN). K-NN will be adapted to classify online lecture datasets because K-NN can produce good accuracy on a large number of data. The presence of feature selection also helps machine learning in improving its performance. The purpose of this study was to determine student sentiment toward online lectures and to determine the level of accuracy of the combination of K-NN with various feature selections. Based on 780 tweets data, a classification of 394 positive sentiments, 320 negative sentiments, and 39 neutral sentiments was obtained. So, the results of student opinions are on POSITIVE sentiments. The accuracy result of the K-NN Algorithm was 56% and the accuracy of the K-NN Algorithm + Forward Selection was 51%, the accuracy of the KNN Algorithm + Adabost was 54%, and the accuracy of the KNN Algorithm + Genetic Algorithm was 55%.
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AL-JARF, Reima. „Distance learning and undergraduate Saudi students’ agency during the Covid-19 pandemic“. Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), Nr. 2 (15.12.2020): 37–54. http://dx.doi.org/10.31926/but.pcs.2020.62.13.2.4.
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"To investigate college students’ agency during the Covid-19 pandemic, a sample of translation students and instructors was surveyed. It was found that 55% of the participants were dissatisfied with distance learning (DL), online communication and had difficulty understanding online lectures. Findings also showed absence of goals, low selfefficacy, low student engagement and motivation, and a negative role. The most common concern was exams and passing courses with high grades. Instructors reported that many students were not interested in online learning, in doing assignments, refused to give oral presentations, did not participate in online class discussions, preferred lecture recordings, cheated on exams, overslept and started exams late. Recommendations for increasing translation students’ agency in DL are given."
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Beniuk, Olesia, Kateryna Kyrylenko, Viktoriia Stratiuk, Liudmyla Boiko und Olena Kunderevych. „USING THE MENTIMETER INFORMATION PLATFORM FOR FORMATION OF A COMMUNICATIVE EDUCATIONAL ENVIRONMENT“. Collection of Scientific Papers of Uman State Pedagogical University, Nr. 4 (29.12.2021): 143–54. http://dx.doi.org/10.31499/2307-4906.4.2021.250224.
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The objective of the article is to highlight and analyze the pedagogical experience of the Department of Philosophy and Pedagogy of Kyiv National University of Culture and Arts (KNUC&A) in attracting the Mentimeter platform in the forming an innovative, communicative and educational environment of the higher education institutions during lectures on the example of educational course “Philosophy”. The article notes that the communicative component of the educational process has a great significance for humanitarian education in the field of culture, which is aimed at forming competencies related to creativity and using communication skills. The demand of the society for these competencies actualizes the urgency of studying the experience of using online educational platforms in the educational process of cultural and artistic education, which have significant communicative potential. The article uses such research methods as pedagogical observation and experiment, methods of analysis, synthesis and generalization. The scientific novelty of the study is to highlight the experience of the department in attracting online educational platforms to work with students during lectures (on the example of teaching in terms of distance learning). It is found that the use of the Mentimeter platform, which is used by lecturer while working with students during lectures both for educational purposes and getting feedback from students about the content of the course or lecturer’s methodological developments, significantly increases the interest of students in the materials of educational course and the learning process in general. Online surveys, created employing the platform, provide an opportunity to establish synchronous communication with students during lectures, which is extremely important for both full-time and distance institutional education. Students’ assessment of the communication and educational components of distance learning has much higher rates. Communicative practices in the educational process in the context of the pandemic are important not only for learning but also for the harmonious development of personality and overcoming the socio-psychological challenges of the time.
Keywords: feedback; lecture; online survey; Mentimeter; communicative educational environment; learning experience of KNUC&A; distance learning; humanitarian education.
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Zhang*, Xiangyang, und Jie Xu. „Integration of Micro Lectures into the Blended Learning Discourse in Tertiary Education#“. Asian Association of Open Universities Journal 10, Nr. 2 (01.12.2015): 13–28. http://dx.doi.org/10.1108/aaouj-10-02-2015-b003.
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Over the past decades, the Internet has had a profound impact on tertiary education, with the emergence of a new format of distance education. With the broadband-connected World Wide Web, students can now pursue their learning, whether formal or informal, more comfortably and effectively. Also, the rapidly emerging technologies offer academics and educational institutions much greater choice in their instructional approaches and learning environments. Micro lectures are considered to be one of the most effective modes in blended learning. This paper examines our practice of integrating micro lectures into our English for Business course, using an exploratory case study approach. The study focuses on four fields: learning content with technology; learning support services; learning management; and students' learning experiences. The findings indicate that the great majority of students were satisfied with micro lecture learning, and that the flippedclassroom based on micro lecture learning resources can optimize the learning process. We believe that it is time to integrate micro lectures into formal learning in both online learning and face-to-face classroom teaching.
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Sutanto, Imam, Sri Wahjuni, Jarot Prianggono und Sugi Guritman. „Optimization Distance Learning Computer of Network“. Computer Engineering and Applications Journal 8, Nr. 1 (01.02.2019): 65–76. http://dx.doi.org/10.18495/comengapp.v8i1.271.
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Implementation Distance Learning (DL) lecture at High School of Police Science namely Sekolah Tinggi Ilmu Kepolisian (STIK-PTIK) consisted of 32 Polisi Daerah (POLDA) in lecture Distance Learning (DL) throughout Indonesia. System bandwidth management using the method of simple queue, the simple queue is lacking both in bandwidth allocation. Optimization against computer networks in improving Quality of Service (QoS) using the method Per Connection Queue (PCQ) Queue Tree with four classes to model. Scale model of a priority bandwidth specifically as a model of optimization of computer networks with an average percentage of delay of 6.01%, packet loss decreased 0.26%, jitter of 13.56% and increased throughput became of 9.5%. The research is supported by the level of satisfaction by CSI towards PJJ / DL students, the methods of customer satisfaction index with the service quality (Servqual) questionnaire as against with levels of satisfaction the use of DL student participants with the result satisfaction levels of 74%.
Keywords: hierarchical token bucket, per connection queue, queue tree, QoS parameters.
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Demir, Erdem, Çağla Ediz und Aykut Hamit Turan. „Online Course Viewings and Their Effects on Performances in Covid-19 Distance Education Period“. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 11, Nr. 2 (31.08.2023): 247–55. http://dx.doi.org/10.23947/2334-8496-2023-11-2-247-255.
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Despite numerous studies examining student preferences in terms of live and recorded lecture viewings, the effects of lesson viewings on online platforms have been limitedly studied. In this study, the rates of attending live lectures and viewing lecture recordings in the Covid-19 era were examined, and attendance and viewings effects on final scores in these courses were evaluated. For this purpose, data from online education systems of live and record viewings for Turkish Literature, mathematics, and biostatistics classes in the spring semester of 2021-2022, belonging to 13 Turkish universities and 2082 students, were utilized. We found that (1) Thirteen percent of the students did not view any live or recorded courses, and approximately one-third did not enter the final exam; (2) The students in state universities have significantly higher record viewing rates than those in private universities with medium effect size, (3) Females present significantly higher live viewings and record viewing rates than males with small effect sizes; (4) Biostatistics has moderate-high correlations between viewing rates and final scores. On the other hand, there are no or weak relationships between the viewing rates and final scores for Turkish literature and mathematics, in which study materials can be widely accessed from many sources different from biostatistics.
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Shih, Timothy K., Ying-Hong Wang, Yi-Chun Liao und Jung-Ken Chuang. „Video Presentation Recording and On-Line Broadcasting“. Journal of Interconnection Networks 04, Nr. 02 (Juni 2003): 199–209. http://dx.doi.org/10.1142/s0219265903000829.
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Distance learning programs use on-line video records to deliver pre-recorded lectures. And, video communication systems can be used as a discussion tool. In this paper, we start our discussion on a multimedia presentation recording system which we had developed. We then present how the video recording concept can be further extended to realize an augmented video conferencing system, which can be used as a peer-to-peer discussion tool, as well as a lecture broadcasting system. We also point out that an object tracking technology can be further integrated to enhance the tool, to enable a more realistic and useful system for the discussion in distance education.
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Krygin, Valerii M., und Maksym K. Shylo. „Creating Slides from Video Lecture“. Control Systems and Computers, Nr. 2 (298) (2022): 3–10. http://dx.doi.org/10.15407/csc.2022.02.003.
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Introduction. Video recordings of lectures are no longer a rarity in the conditions of distance learning. Videos may be in an inconvenient format for students or contain different artifacts due to compression, camera quality, and other factors. It is useful to have a presentation of the study material, which contains only the text from the board because such a view of the material is most like the compendium. Purpose. The item of our work is creating an algorithm for obtaining panorama slides without a teacher from video lecture. To develop this algorithm, we use the Boykov-Kolmogorov Max-flow algorithm for obtaining a mask of moving objects. In some video lectures, the camera is moved so that the teacher is in sight, so some of the recordings are not visible. To do this, we make frames stitching to get a panorama. To reduce duplication of slides due to camera shaking, we perform video-stabilization as a preprocessing step, then replace the pixels using the mask. Finally, we create slides by comparing changes in the frames, binarizingand denoising. Methods. We used the Boykov-Kolmogorov Max-flow algorithm, SIFT, Laplace operator and Otsu binarization for developing information technology. Results.As a result, we get panorama slides with the extracted text or drawings from the board, which will help to simplify the creation of e-learning materials for both new and existing lecture recordings. Teachers will also be able to quickly provide lecture material to students even if they teach several complex subjects. Conclusion. We have developed an algorithm and implemented information technology for obtaining slides from video-lecture. Now, a teacher can give students short content of video material. The next steps are automatic detection of the board, division of the board into sections, and recognition of the text and formulas written on the board.
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Schillings, Patricia, Marine André und Virginie Dupont. „Performances en lecture et pratiques de classe en Fédération Wallonie-Bruxelles :“. NEXUS : Connecting teaching practice and research 3, Nr. 1 (08.12.2023): 73–94. http://dx.doi.org/10.14428/nexus.v3i1.79273.
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Au printemps 2021, les élèves de quatrième primaire de la Fédération Wallonie-Bruxelles ont pris part à l’enquête Progress in International Reading and Literacy Study (PIRLS) organisée par l’IEA. Tous les cinq ans, cette étude évalue la compréhension de l’écrit à un moment charnière de la scolarité où les élèves sont fréquemment amenés à lire pour acquérir des connaissances dans les différentes disciplines scolaires. Cet article met le projecteur sur quelques résultats saillants de PIRLS 2021. Les faibles performances moyennes des élèves de la FW-B sont mises en parallèle avec la nature des activités visant à développer la lecture en quatrième année primaire. Nos résultats montrent que celles-ci ciblent peu le développement des démarches d’autoévaluation et de régulation de leur compréhension par les élèves. Les lectures effectuées dans le cadre scolaire apparaissent essentiellement exploitées dans une visée d’évaluation du produit de la compréhension. La place accordée au développement des démarches d’appréciation demeure restreinte. Quant aux échanges entre lecteurs et aux écrits d’appropriation, leur fréquence demeure faible à ce niveau scolaire. Ces pratiques constituent pourtant des leviers indispensables à l’amélioration des compétences en lecture, que l’on considère celle-ci selon une approche cognitive ou socioculturelle. Point de ralliement entre ces deux approches, la dimension réflexive de la lecture cible la capacité d’autoréguler sa compréhension mais également la capacité à prendre de la distance pour réfléchir à propos d’un texte et justifier son appréciation personnelle. Il nous semble urgent que cette dimension s’ancre dans les pratiques de classe dès le début de l’enseignement primaire.
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Isaeva, Tatiana E. „E-lecture in distance learning: didactic and methodical aspects“. Общество: социология, психология, педагогика, Nr. 6 (2021): 94–100. http://dx.doi.org/10.24158/spp.2021.6.15.
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Iswara, Agus Ari, und Kadek Yogi Susana. „ANALISIS KESANTUNAN BAHASA MEDIA SOSIAL: KOMUNIKASI MAHASISWA KEPADA DOSEN STMIK STIKOM INDONESIA“. KULTURISTIK: Jurnal Bahasa dan Budaya 3, Nr. 2 (08.07.2019): 10. http://dx.doi.org/10.22225/kulturistik.3.2.1185.
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[Title: Analysis of Language Politeness on Social Media: Communication of Student to Lecturer of STMIK STIKOM Indonesia] In 2018, both student and lecture of STMIK STIKOM Indonesia are more active in communicating and interacting on social media rather than use Short Message Service (SMS). This research aimed to do an analysis about scheme of student utterance politeness, representation use of politeness maxim in their text, and the level of their politeness in interact with their lecture through social media. The data collected from documentation of their conversation on social media in two semesters of 2017 until 2018 and it is also collected from questioner and interview with the lecture as the respondent. The data analyzed by applied some theory. The main theory is the theory of politeness from Leech, continued by theory from Scollon, and then supported by Scale of Likert and Guttman. The Result shows that there are ten (10) schemes of interactions happen between student and lecture. They are (1) about assignment, (2) clarification about study, (3) permit of attendance, (4) confirming about lecture attendance, (5) informing about class schedule, (6) informing their contact, (7) confirming about guidance schedule, (8) additional class schedule, (9) module and learning tools, (10) confirming about test. It is found those politeness maxims used in their utterance are Tact Maxim and Generosity Maxim. The instruments that form their politeness are power, social distance, and weight of imposition. Furthermore, about the politeness level of student utterance based on interview with the lecture, it is found that they uses polite utterance, but most of the lecture said that the collage need to create regulation for controlling student in sending text through social media.
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Shkola, Olena, Valerii Zhamardiy und Dmytro Sychov. „Modern approach to conducting practical fitness classes in wartime conditions“. Bulletin of Luhansk Taras Shevchenko National University, Nr. 3 (357) (2023): 96–104. http://dx.doi.org/10.12958/2227-2844-2023-3(357)-96-104.
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The article highlights the problem of distance education in wartime conditions, defines the place and role of information and communication technologies in the process of distance education in fitness, focuses on the interactive approach to conducting lectures and practical classes on the educational components of the “Fitness” specialization, suggests the expediency of software delivery methods lecture and practical material for students of higher education. It was determined that to ensure effective interaction during distance learning in the academy, a whole range of means is used: interactive computer programs for determining physical condition during fitness classes, various Internet services, e-mail, telephone, fax, regular mail. Also, the Zoom web platform and Google services fully met the specified distance learning requirements: Blogger, Google Classroom; Google Forms web application; the Google Chrome tool, which were chosen as the main tools for conducting lectures and practical classes on educational components in the specialty 017 Physical culture and sports. The main advantages of certain web services that help with distance learning are considered. It was determined that distance learning technologies allow for the qualitative formation of professional competences when studying the organization of the educational process in fitness. The teacher’s task is to choose the most optimal software products and use a variety of tools that allow to implement the principles of education and achieve the desired result as much as possible.
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Mujib, Muhamad, und Dimas Ahmad Rizal. „Pembelajaran Jarak Jauh di Era Pandemi Covid 19: Studi Terhadap Pembelajaran PAI di Kelas VIII SMP Islam Prestasi Al Mubtadi-Ien“. Nusantara: Jurnal Pendidikan Indonesia 2, Nr. 2 (31.05.2022): 303–20. http://dx.doi.org/10.14421/njpi.2022.v2i2-6.
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This research is a descriptive qualitative study, which explains a recent phenomenon through open interviews to examine and understand the events that occurred during the implementation of Distance Learning (PJJ) at Al Mubtadi-Ien Islamic Junior High School, Bantul during the Covid 19 pandemic. The results showed that the selection of the lecture method as an effective learning method to be applied in distance learning in class VIII Islamic Junior High School Prestasi Al Mubtadi-Ien. Several stages that must be considered in the use of the lecture method are conveying the learning objectives, adjusting the accuracy of the method, managing the attention and condition of students, presenting material, providing conclusions, and conducting evaluations. The use of the lecture method in distance learning of Islamic Religious Education at SMP IP Al Mubtadi-Ien, especially in class VIII emphasizes students' understanding of the material presented by the teacher, with the help of additional platforms to optimize the teaching and learning process
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He, Aiguo. „Online Operation Guidance of Computer System Used in Real-time Distance Education Environment“. International Journal of Distance Education Technologies 9, Nr. 2 (April 2011): 40–51. http://dx.doi.org/10.4018/jdet.2011040104.
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Computer system is useful for improving real time and interactive distance education activities. Especially in the case that a large number of students participate in one distance lecture together and every student uses their own computer to share teaching materials or control discussions over the virtual classrooms. The problem is that within this type of education environment the students need to learn the operation of the support system which runs on their own computers. It is important that the system can support the students to learn the system. This paper proposes a support system for the online operation guidance of computer system in real time and the interactive distance education environment, RIDEE-OOG. The features of this system are: (1)a built-in function in the original distance education support system, (2) it is easily used by the teacher in real time distance lectures, and (3) it does not burden the students. This paper reports RIDEE-OOG’s basic design issues and implementation. The effectiveness of this proposal has been confirmed by experiments.
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Ali, Nuraliah, und Adilham Adilham. „DARING LECTURE CULTURE: PREFERENCE OF ISLAMIC EDUCATION LEARNING AT COLLEGE DURING AND POST COVID-19 OUTBREAK“. POTENSIA: Jurnal Kependidikan Islam 6, Nr. 2 (26.12.2020): 120. http://dx.doi.org/10.24014/potensia.v6i2.10504.
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Concerning the pandemic COVID-19, which was designated as a national disaster, the Ministry of Education and Culture issued a policy that every unit of education should transform face-to-eye learning into distance learning. In the context of Islamic education in college, the policy forced all actors of Islamic education to change the culture or customs of learning into distance-learning or online. This qualitative descriptive research seeks to describe systematically, scientifically, and factual descriptions, challenges, and strategies of ICT optimization/ utilization on each component of the lecture as a learning solution during and after the COVID-19 pandemic. The data collection methods used in this study are document content with data analysis using latent content analysis. The challenges faced in building a culture of online lectures are unqualified infrastructure, different socio-economic factors, the unpreparedness of human resources (resistance to change, attitudes and confidence, minimal digital skills), and resource accessibility. Constructing the culture of online lectures on Islamic education needs to pay attention to several aspects such as expected outcomes, required financing, responsibilities, resource requirements, and evaluation.
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Frey, Daniel. „Lecture philosophique et lecture théologique de la Bible chez Paul Ricœur“. Études Ricoeuriennes / Ricoeur Studies 3, Nr. 2 (14.12.2012): 72–91. http://dx.doi.org/10.5195/errs.2012.152.
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Attention to the Bible, though not central, is constant in Paul Ricœur’s work, which features a succession of several approaches. In Symbolique du mal (1960), Ricœur attempts to think on the basis of biblical symbols with a clear philosophical intent that, however, uses a theological scheme (“believe to understand”). In subsequent essays on biblical hermeneutics, such as Herméneutique de l’idée de révélation (1977), Ricœur chooses to distance himself from theological reading in order to enable his philosophical reading to grasp the Bible’s strangeness. Later on, his quasi-private meditations on death and its imaginary (Vivant jusqu’à la mort, 2007) will lead him to explore anew crossroads of philosophical reading and theological reading of the Bible, so as to offer an astonishing and stimulating critique of biblical resurrection accounts.
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Galwas, Bogdan A., Mariusz Pajer und Jolanta Chęć. „Model of e-book for distance-learning courses“. Journal of Telecommunications and Information Technology, Nr. 2 (30.06.2001): 46–50. http://dx.doi.org/10.26636/jtit.2001.2.54.
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Structure of electronic book, prepared as auxiliary materials of courses for specialists in the field of telecommunications and informatics, will be described. Assumptions undertaken and their grounds will be presented. Model of a~single lecture, way of a control of student progress and technique of movement through the course content will be described.
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Eruslanova, K. A., D. A. Yatsenko, N. V. Sharashkina, L. V. Matchekhina, E. V. Frolova, L. Yu Drozdova, O. M. Drapkina et al. „Vaccination in aged patients: breaking barriers. The impact of educational programs“. Russian Journal of Geriatric Medicine, Nr. 3 (05.12.2022): 186–93. http://dx.doi.org/10.37586/2686-8636-3-2022-186-192.
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Background. Prevention of the diseases is the cornerstone of medicine. Preventing of the diseases improves the quality and life expectancy, and also reduces the costs for the diagnosis and treatment of diseases. The main preventive measures include maintaining a healthy lifestyle (proper nutrition and regular exercise) and vaccination.Purpose: to study the influence of distance learning programs on the knowledge of doctors about the vaccination.Materials and methods: a distance learning cycle of lectures was conducted on the vaccination of elderly patients. Before and after the course of lectures, an anonymous voluntary survey of the course participants was conducted. The questionnaires included questions for free completion, questions for assessing attitudes on a scale from 0 to 10 (where 0 strongly disagree and 10 strongly agree) and multiple choices questions. Physicians were informed before the survey that the data would be subsequently analyzed and published.Results: 556 people took part in the first stage of the survey, of which 469 (84.3%) were women. 328 people took part in the second stage of the survey, of which 271 (82.6%) were women. The experience of doctors was on average 27±11,8 years, specialists from 72 specialties took part. Before the course of the lecture, on average, the opinion of doctors on vaccination was 8.7±0.1 out of 10, after the course of the lecture it became 9.1±0.1 out of 10 (p < 0.05). Before the start of the course, on average, doctors assessed their knowledge at 6.9±0.1, after the end of the course 7.7±0.1 (p < 0.05). After a course of lectures, 95% of the respondents answered that they would recommend vaccination to their older patients and relatives.Conclusion: on-line learning course of lectures has been shown to be an effective method of improving the quality of doctors' knowledge about the importance and safety of vaccination of people of older and senile age.
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Hasanuddin, Hasanuddin. „Efektivitas Pembelajaran Jarak Jauh Dalam Perspektif Mahasiswa“. Jurnal Kajian Ilmiah 22, Nr. 1 (31.01.2022): 79–88. http://dx.doi.org/10.31599/jki.v22i1.869.
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This research was conducted to determine the effectiveness of distance learning from the perspective of students such as the material provided by the lecturer, understanding of the material, obstacles in participating in distance learning, and the learning model carried out. This study uses a descriptive survey method, the research sample is students from Bhayangkara University, Jakarta Jaya (Ubhara Jaya). Data collection techniques using a questionnaire. The findings in this study, 64.1% of students disagree with distance learning, according to students distance learning is not effective in the teaching and learning process, and 35.9% agree. Those who agree with distance learning generally state that this is a way to stop the spread of Covid 19. When asked about the understanding of the lecture material delivered by the lecturer through distance learning, 72.5 students found it difficult because the question-and-answer process was less effective. Constraints experienced by students during distance learning, 43.1% were caused by unstable signals, 37.7% answered that there were no problems, and 19.2% answered that they sometimes experienced signal disturbances. Regarding student spending during distance learning, 43.8% said they were not more efficient than offline lectures, 41.1% said there were savings. Keywords: Covid-19, Distance Learning, Learning Effectiveness Abstrak Penelitian ini dilakukan untuk mengetahui efektivitas pembelajaran jarak jauh dari perspektif mahasiswa seperti materi yang diberikan dosen, pemahaman terhadap materi, kendala dalam mengikuti pembelajaran jarak jauh, dan model pembelajaran yang dilakukan. Penelitian ini menggunakan metode survey deskriptif, sampel penelitian adalah mahasiswa Universitas Bhayangkara Jakarta Jaya (Ubhara Jaya). Teknik pengumpulan data menggunakan kuesioner. Temuan dalam penelitian ini, 64.1% mahasiswa tidak setuju dengan pembelajaran jarak jauh, menurut mahasiswa pembelajaran jarak jauh tidak efektif dalam proses belajar mengajar, dan 35,9% menyatakan setuju. Yang setuju dengan pembelajaran jarak jauh secara umum menyatakan bahwa ini cara menghentikan penyebaran Covid 19. Ketika ditanyakan pemahaman terhadap materi kuliah yang disampaikan dosen melalui pembelajaran jarak jauh, 72,5 mahasiswa merasa kesulitan karena proses tanya jawab berlangsung kurang efektif. Kendala yang dialami mahasiswa selama pembelajaran jarak jauh, 43,1% disebabkan signal yang tidak stabil, 37,7% menjawab tidak ada kendala, dan 19,2% menjawab kadang-kadang mengalami gangguan signal. Menyangkut pengeluaran mahasiswa selama pembelajaran jarak jauh, 43,8% menyatakan tidak lebih hemat jika dibandingkan kuliah offline, 41,1% menjawab ada penghematan. Kata kunci: Covid-19, Pembelajaran Jarak Jauh, Efektivitas Pembelajaran
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Christian, Paulus Yayan, und Wiyono Wiyono. „Application of Android-Based Mobile Learning Information System in Management of Learning Activities in Faculty of Science and Technology of Buddhi Dharma University“. Tech-E 3, Nr. 2 (26.02.2020): 42. http://dx.doi.org/10.31253/te.v3i2.272.
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Teaching and learning activities, especially in Higher Education, from time to time develop along with the development of technology, especially information technology. Initially, the teaching and learning activities at the Faculty of Science and Technology of the Buddhist Dharma University (FST-UBD) used a manual system in the form of face-to-face class. The system (for several courses and meetings) developed into distance learning (e-learning) where lecturers and students did not meet in teaching and learning activities in the classroom but through the internet media. This distance learning system uses computer or laptop facilities. The e-learning system was developed into a mobile learning system, which is a distance learning system using an Android-based smartphone. In the mobile learning system, lecturers can provide lecture material and assignments to students. Students can view lecture material via cellphone and can download the material. Students can submit assignments to lecturers via cellphone. The University can provide information about the seminar to be held. Students can choose the seminar to be followed and can register for the seminar via cellphone. This application system can be run well and can help facilitate the process of teaching and learning activities for lecturers and students. Lecturers can upload material and assignments for students. Students can view / download material and submit assignments to the lecturer. The university can provide information about the seminar and the seminar registration process.
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Kupnovytska, I. G., V. I. Klymenko, I. P. Fitkovska, S. M. Kalugina, R. I. Belehay, O. I. Danylyuk und M. P. Vyvcharenko. „REMOTE FORM OF EDUCATION, AS ONE OF THE METHODS OF IMPROVING MOTIVATION BY STUDENTS OF DISTANCE LEARNING“. PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Pulse, Nr. 6(58) (26.12.2019): 73–79. http://dx.doi.org/10.21802/10.21802/2304-7437-2019-6(58)-73-79.
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The development of a modern e-learning system promotes the active introduction of distance education. The organization of a mixed form of education at the department of Clinical Pharmacology and Pharmacotherapy involves an education during the session and using the distance contact between faculty and students during the intersessional period. The information technology system of distance learning is provided by personal computers, video and audio equipment. The web-site of the department presents a set of teaching materials, including curriculas, work programs, lecture notes, test assignments, situational tasks, control and individual course work. Distance learning is supplemented with new teaching materials: web lectures, e-learning textbooks and manuals. Lectures are delivered by faculty members in the form of video conferences or webinars. Consultations are conducted in the on-line mode each week at a certain time by the teachers of the department according to the schedule. The website of the department presents methods for implementing practical skills, video stories of individual urgent states on the pathology of internal organs, demonstrates sets of medicines for seven types of first aid kits to improve the students' knowledge and skills, and to successfully pass the practical part of the state certification of graduates from the discipline "Clinical pharmacy".
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Kupnovytska, I. G., V. I. Klymenko, I. P. Fitkovska, S. M. Kalugina, R. I. Belehay, O. I. Danylyuk und M. P. Vyvcharenko. „REMOTE FORM OF EDUCATION, AS ONE OF THE METHODS OF IMPROVING MOTIVATION BY STUDENTS OF DISTANCE LEARNING“. PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Pulse, Nr. 6(58) (26.12.2019): 73–79. http://dx.doi.org/10.21802/2304-7437-2019-6(58)-73-79.
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The development of a modern e-learning system promotes the active introduction of distance education. The organization of a mixed form of education at the department of Clinical Pharmacology and Pharmacotherapy involves an education during the session and using the distance contact between faculty and students during the intersessional period. The information technology system of distance learning is provided by personal computers, video and audio equipment. The web-site of the department presents a set of teaching materials, including curriculas, work programs, lecture notes, test assignments, situational tasks, control and individual course work. Distance learning is supplemented with new teaching materials: web lectures, e-learning textbooks and manuals. Lectures are delivered by faculty members in the form of video conferences or webinars. Consultations are conducted in the on-line mode each week at a certain time by the teachers of the department according to the schedule. The website of the department presents methods for implementing practical skills, video stories of individual urgent states on the pathology of internal organs, demonstrates sets of medicines for seven types of first aid kits to improve the students' knowledge and skills, and to successfully pass the practical part of the state certification of graduates from the discipline "Clinical pharmacy".
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Makhanbet, K. N., und Z. A. Askarova. „The Effectiveness of Using Videolecture in Teaching Biology“. Iasaýı ýnıversıtetіnіń habarshysy 123, Nr. 1 (15.03.2022): 229–39. http://dx.doi.org/10.47526/2022-1/2664-0686.20.
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This article discusses the issues of effective use of video lectures in teaching biology, the methodological foundations of its creation and improving the effectiveness of teaching using video tutorials. Due to the transition of the educational process to a distance learning format due to the epidemic situation in the country, dependence on the use of video lectures in education has increased. The main purpose of the study is to identify the advantages and disadvantages of using video lectures in higher educational institutions of Kazakhstan and to improve the quality of education through the use of video lectures. The research work was carried out for 3rd year students of the specialty «Biology» of al-Farabi Kazakh National University. When studying the effectiveness of video lectures in teaching biology, video tutorials were filmed using various information technologies. The use of these technologies in the biology course contributes to the development of students' level of training and skills in the use of ICT. During the theoretical analysis, positive and negative aspects of the use of video lectures were identified. The positive aspects-the ability to effectively use time management and review the video lecture at any time – showed the importance of obtaining information for students. The negative aspects are affected by the passivity of students when watching video lectures, as well as the lack of direct contact with the lecturer. The results of this study are important both for the development of psychodidactics of the university and for the development of a system of video lectures for individual training courses.
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Et al., Julaily Aida Jusoh. „Tracing Students Attendance During Covid-19 Pandemic by Applying Location Detection Technology“. Psychology and Education Journal 58, Nr. 1 (20.01.2021): 5441–46. http://dx.doi.org/10.17762/pae.v58i1.2159.
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The Covid-19 pandemic outbreak has initiated the learning process to switch from face-to-face learning methods to open distance learning. The open distance learning is a concept of students assessing the lectures from different venues. Among the activities that are affected by that change, are the process of recording student’s attendance and engagement during the online lectures, as opposed to the normal method of being in the same classroom during the lecture. The Global Positioning System (GPS) is a global navigation satellite system that provides location and time synchronization. This approach can assist lecturers in tracking the position of their students throughout the learning session. The operation of the GPS is based on the trilateration method where the position is determined from the distance measurement to satellites. Therefore, iHadir has been proposed to overcome the issue of tracking the students’ attendance. The iHadir is a mobile-based application system that can detect student’s location during the learning session. This application can be used as a new alternative in monitoring the student’s attendance during online learning. The iHadir will help in increasing the effectiveness of attendance’s record during online learning.
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Venevceva, N. V., Yu V. Kondusova, A. V. Kryuchkova, N. M. Seminina, A. M. Knyazeva, I. A. Poletaeva und E. S. Grosheva. „Lecture as a form of teaching in higher distance education“. Science Almanac, Nr. 2 (2015): 129–33. http://dx.doi.org/10.17117/na.2015.02.129.
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