Thematische Bibliographien / Virtual Remote Education

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Virtual Remote Education“

Autor: Grafiati
Veröffentlicht am 30. Juni 2021
Zuletzt aktualisiert am 18. Februar 2022

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Zeitschriftenartikel zum Thema "Virtual Remote Education"

1

Gurina, I. A., O. A. Medvedeva und O. V. Shpak. „REMOTE VIRTUAL LABORATORY IN MODERN ENGINEERING EDUCATION“. Современные проблемы науки и образования (Modern Problems of Science and Education), Nr. 6 2020 (2020): 28. http://dx.doi.org/10.17513/spno.30285.

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Grodotzki, Joshua, Tobias R. Ortelt und A. Erman Tekkaya. „Remote and Virtual Labs for Engineering Education 4.0“. Procedia Manufacturing 26 (2018): 1349–60. http://dx.doi.org/10.1016/j.promfg.2018.07.126.

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Matveev, Anton, Olesia Makhnytkina, Yuri Matveev, Aleksei Svischev, Polina Korobova, Alexandr Rybin und Artem Akulov. „Virtual Dialogue Assistant for Remote Exams“. Mathematics 9, Nr. 18 (10.09.2021): 2229. http://dx.doi.org/10.3390/math9182229.

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A Virtual Dialogue Assistant (VDA) is an automated system intended to provide support for conducting tests and examinations in the context of distant education platforms. Online Distance Learning (ODL) has proven to be a critical part of education systems across the world, particularly during the COVID-19 pandemic. While the core components of ODL are sufficiently researched and developed to become mainstream, there is still a demand for various aspects of traditional classroom learning to be implemented or improved to match the expectations for modern ODL systems. In this work, we take a look at the evaluation of students’ performance. Various forms of testing are often present in ODL systems; however, modern Natural Language Processing (NLP) techniques provide new opportunities to improve this aspect of ODL. In this paper, we present an overview of VDA intended for integration with online education platforms to enhance the process of evaluation of students’ performance. We propose an architecture of such a system, review challenges and solutions for building it, and present examples of solutions for several NLP problems and ways to integrate them into the system. The principal challenge for ODL is accessibility; therefore, proposing an enhancement for ODL systems, we formulate the problem from the point of view of a user interacting with it. In conclusion, we affirm that relying on the advancements in NLP and Machine Learning, the approach we suggest can provide an enhanced experience of evaluation of students’ performance for modern ODL platforms.
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Heradio, Ruben, Luis de la Torre und Sebastian Dormido. „Virtual and remote labs in control education: A survey“. Annual Reviews in Control 42 (2016): 1–10. http://dx.doi.org/10.1016/j.arcontrol.2016.08.001.

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Heradio, Ruben, Luis de la Torre, Daniel Galan, Francisco Javier Cabrerizo, Enrique Herrera-Viedma und Sebastian Dormido. „Virtual and remote labs in education: A bibliometric analysis“. Computers & Education 98 (Juli 2016): 14–38. http://dx.doi.org/10.1016/j.compedu.2016.03.010.

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Ohnigian, Sarah, Jeremy B. Richards, Derek L. Monette und David H. Roberts. „Optimizing Remote Learning: Leveraging Zoom to Develop and Implement Successful Education Sessions“. Journal of Medical Education and Curricular Development 8 (Januar 2021): 238212052110207. http://dx.doi.org/10.1177/23821205211020760.

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Virtual meeting platforms, such as Zoom, have become essential to medical education during the SARS-CoV-2 pandemic. However, many medical educators do not have experience planning or leading these sessions. Despite the prevalence of Zoom learning, there has been little published on best practices. In this article we describe best practices for using Zoom for remote learning, acknowledging technical considerations, and recommending workflows for designing and implementing virtual sessions. Furthermore, we discuss the important role of cognitive learning theory and how to incorporate these key pedagogical insights into a successful virtual session. While eventually in-person classrooms will open, virtual teaching will remain a component of medical education. If we utilize these inventive tools creatively and functionally, then virtual learning can augment and elevate the practice of medical education.
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Antonio, Caroline Porto, João Paulo Lima, João Bosco Alves, Juarez Bento Silva und José Pedro Simão. „Merging a Remote Microscope and Virtual Worlds: Teaching Kingdom Plantae on Basic Education“. International Journal of Online Engineering (iJOE) 12, Nr. 04 (28.04.2016): 27. http://dx.doi.org/10.3991/ijoe.v12i04.5095.

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This paper presents an educational tool based on open source software and low cost hardware to supplement science teaching, merging concepts of remote experiment, virtual worlds and virtual learning environment. Using an avatar, students can move around in an enriched environment and access a remote microscope that enables visualization of plant parts and interaction with the available samples.
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Jara, Carlos A., Francisco A. Candelas, Fernando Torres, Sebastién Dormido und Francisco Esquembre. „Synchronous collaboration of virtual and remote laboratories“. Computer Applications in Engineering Education 20, Nr. 1 (24.08.2009): 124–36. http://dx.doi.org/10.1002/cae.20380.

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Chandrasekar, V., Yoong-Goog Cho, D. Brunkow und A. Jayasumana. „Virtual CSU-CHILL Radar: The VCHILL“. Journal of Atmospheric and Oceanic Technology 22, Nr. 7 (01.07.2005): 979–87. http://dx.doi.org/10.1175/jtech1745.1.

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Abstract The Virtual CHILL (VCHILL) system makes it possible to transfer the educational and research experience of the Colorado State University dual polarization radar to remote locations over the Internet. The VCHILL operation includes remote control of radar and display of radar images, as well as the ability to locally process high-bandwidth radar data transferred over data networks. The low-bandwidth VCHILL operation allows the distant users to access the archived and real-time data estimated at the radar site and simultaneously display them on their local systems. A parallel receiver was developed exclusively for the high-bandwidth VCHILL. End-system architectures were designed to accommodate the demands of the high-bandwidth VCHILL operations in real time. A graphic user interface was also developed with the objective of easy installation and usage at various end-user institutions. The VCHILL not only expands the education experience provided by the radar system, but also stimulates the development of innovative research applications for atmospheric remote sensing. The VCHILL is being used by several universities for research and education.
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Solak, Serdar, Önder Yakut und Emine Dogru Bolat. „Design and Implementation of Web-Based Virtual Mobile Robot Laboratory for Engineering Education“. Symmetry 12, Nr. 6 (01.06.2020): 906. http://dx.doi.org/10.3390/sym12060906.

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A web-based virtual and remote laboratory environment is developed, realized and proposed for real time control and monitoring of a mobile robot in an indoor environment. In this laboratory, a real time and continuous video stream of indoor laboratory environment is viewed by wireless IP camera mounted to the ceiling. The localization of the robot is also implemented using this IP camera. In this environment, a virtual target and virtual obstacles are located anywhere on the video image taken by the user. The robot is guaranteed to arrive at the virtual target avoiding virtual obstacles using the shortest path. The video stream of the robot’s navigation is monitored through the web environment. The robot is controlled by a BeagleBoard-xM single board computer. The PC web server symmetrically communicates with the other web server on the BeagleBoard-xM, executing developed application software. Since genetic algorithms generate alternative solutions, it is utilized as a path planning algorithm. Parameters such as population size and maximum generation of genetic algorithms applied to get the shortest path for the robot are tuned via the web-based virtual laboratory environment. The robot is also controlled manually through the web environment. At the conclusion of the experiments, the results are monitored on the web-based virtual laboratory environment. A low-cost mobile robot virtual remote laboratory is designed and implemented for engineering education in this paper. Consequently, survey and some experimental works, of the usability and performance of the RRC-Lab (remote robot control-laboratory) system are confirmed by students.
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Dissertationen zum Thema "Virtual Remote Education"

1

Rouse, Matthew David. „Design and evaluation of a remote access hydraulic manipulator for system dynamics and controls education“. Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/18943.

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Fightmaster, Carmen D. „Nutrition Education to Promote Healthy Packed Lunch at School“. University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1617106897895685.

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Abdulwahed, Mahmoud. „Towards enhancing laboratory education by the development and evaluation of the "TriLab" : a triple access mode (virtual, hands-on and remote) laboratory“. Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/6355.

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This thesis contributes to the general body of knowledge of research into engineering education. The main scope of the thesis is on enhancing laboratory education. There are three main types of laboratory: virtual, hands-on and remote. The hands-on lab is the oldest and most commonly used medium for experiential education in undergraduate degrees of science and engineering. The literature review of laboratory education has shown that hands-on labs suffer from many disadvantages, which can be overcome by utilizing hybrid laboratory structures that incorporate virtual and/or remote modes. The investigation into enhanced laboratory education is achieved via implementing new technical and pedagogical models of conducting laboratories. The technical model incorporates three access modes (virtual, hands-on and remote) to the laboratory experience in one software package called the TriLab. The TriLab concept has been applied to the Process Control Lab at the Chemical Engineering Department of Loughborough University and has been implemented using LabVIEW. The Joomla web content management system was used to develop an online portal for disseminating the remote component of the TriLab resulting in the first remote lab portal of Loughborough University and one of the few available in the UK. A pedagogical model of laboratory education based on Kolb's experiential learning theory and by the utilization of the TriLab concept is proposed. The model is built on a hypothesis, which states that the poor learning outcomes of hands-on laboratory sessions can be associated with poor activation of the stages of Kolb's experiential learning cycle. It has been proposed that access to a virtual lab in a preparatory session will play a role in activating the stages of Kolb's cycle. To verify this, educational experimentation procedures were designed and applied to two groups, control and experimental. Measurements via pre- and post-lab tests, marks for the laboratory report and the final exam of the module have been performed. The statistical analysis of the measurements has supported the stated hypothesis and solution proposal. The proposed pedagogical model is one of the few that provide a way of conducting laboratory education based on constructivist educational theories. (Continues...).
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Venant, Rémi. „Les learning analytics pour promouvoir l'engagement et la réflexion des apprenants en situation d'apprentissage pratique“. Thesis, Toulouse 3, 2017. http://www.theses.fr/2017TOU30164/document.

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Les travaux pratiques représentent une composante incontournable de l'apprentissage. Toutefois, leur mise en œuvre au sein de laboratoires physiques requiert des infrastructures souvent coûteuses pour les institutions de formation qui peuvent ainsi difficilement faire face à la forte augmentation du nombre d'étudiants. Dans ce contexte, les laboratoires virtuels et distants (VRL) représentent une alternative pour assurer le passage à l'échelle des activités pratiques à moindre coût. De nombreux travaux de recherche ont émergé au cours de la dernière décennie en se focalisant sur les problématiques techniques et technologiques induites par ces nouveaux usages, telles que la fédération, la standardisation, ou la mutualisation des ressources de laboratoires. Cependant, les récentes revues de littérature du domaine mettent en exergue la nécessité de se préoccuper davantage des facettes pédagogiques liées à ces environnements informatiques innovants dédiés à l'apprentissage pratique. Dans cet objectif, nos travaux exploitent les traces issues des activités réalisées par les apprenants lors de sessions d'apprentissage pratique pour mettre en œuvre les théories socio-constructivistes qui sont au cœur de l'apprentissage exploratoire, et ainsi favoriser l'engagement et le processus de réflexion des étudiants. À partir de la littérature traitant des relations sociales entre apprenants, nous identifions dans un premier temps un ensemble de critères pour la conception de systèmes d'apprentissage pratique engageants. En s'appuyant sur une architecture de cloud computing, nous avons ensuite réalisé Lab4CE, un environnement web pour l'enseignement de l'Informatique capable de masquer la complexité des tâches de gestion des laboratoires, mais surtout d'exposer des capacités éducatives avancées. En effet, Lab4CE repose sur les Learning Analytics pour supporter différentes formes d'apprentissage telles que la collaboration, la coopération ou l'entraide entre pairs, mais également pour fournir des outils d'awareness et de réflexion visant à promouvoir l'apprentissage en profondeur pendant et après les activités pratiques. Plusieurs expérimentations en contexte d'apprentissage réel et présentiel montrent une évaluation positive de Lab4CE par les apprenants en terme d'utilisabilité, qu'ils s'appuient de manière significative sur nos outils d'awareness et de réflexion, mais que des artefacts supplémentaires sont nécessaires pour accroître leur engagement spontané dans des interactions sociales d'apprentissage. De plus, ces expérimentations soulignent l'existence d'une corrélation significative entre l'engagement des étudiants dans la plateforme et les stratégies d'apprentissage qu'ils mettent en œuvre d'une part, et leur performance académique d'autre part. Ces premiers résultats nous permettent d'affirmer que les théories socio-constructivistes sont un levier à l'engagement et à la réflexion dans les VRL. Ils nous invitent à confronter notre approche à d'autres modalités d'apprentissage, mais aussi à intégrer de nouvelles sources d'informations pour approfondir nos analyses du comportement et ainsi renforcer nos contributions à une meilleure prise en compte de l'apprentissage pratique dans les EIAH
Practical activities, used in exploratory learning, represent a major component of education: they make learners acquire not only knowledge, but also skills and attitude, and they help them bridging the gap between theories and the real world within they are applied. However, the physical laboratories hosting these activities rely on expensive infrastructures that make very difficult for institutions to cope with the high increase of the students' population. Within this context, virtual and remote laboratories (VRL) bring an affordable alternative to provide practical activities at scale. Numerous research works have come up for the last decade; they mainly focused on technological issues such as the federation of remote laboratories, their standardization, or the pooling of the resources they provide. Nevertheless, the recent literature reviews highlight the need to pay more attention to the educational facets of these innovative learning environments. With that purpose in mind, our works make use of the learners' traces collected through their practical learning sessions to sustain socio-constructivist theories, on which practical activities rely on, and thus to engage students in their learning tasks and further their reflection. Starting from the study of scientific research, we identify as a first step a set of criteria required to design practical learning systems that support social interactions between learners. We then developed Lab4CE, a web-based environment for Computer Science education. This environment relies on a cloud computing architecture to provide learners with their own virtual resources, and hides the complexity of the inherent management tasks while offering advanced educational capabilities. Indeed, Lab4CE builds on learning analytics to enable different forms of learning such as collaboration, cooperation, or peer assistance, but also to supply learners as well as teachers awareness and reflection tools that aim at promoting deep learning during and after practical activities. We carried out several experimentations in authentic and hands-on learning contexts. They stressed the fact that learners evaluate positively the usability of Lab4CE, and they significantly rely on our awareness and reflection tools. However, extra artifacts are required to increase their spontaneous engagement in social learning interactions. Moreover, theses experimentations suggested a significant correlation between, on the one hand, student's activity in the environment and the learning strategies they apply and, on the other hand, their academic performance. These first results allow us to assess that socio-constructivist theories leverage engagement and reflection within VRL. They also invite us to put our approach into practice in other learning settings, but also to extend the sources of information to deal with our behavioral analyses in depth, and thus to enhance our contributions regarding the adoption of practical learning within technological environments
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Ortega, Alcides [UNESP]. „Laboratório remoto de qualidade da energia elétrica em ambiente virtual“. Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/87090.

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Made available in DSpace on 2014-06-11T19:22:32Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-05-24Bitstream added on 2014-06-13T19:08:05Z : No. of bitstreams: 1 ortega_a_me_ilha.pdf: 6144730 bytes, checksum: 1624729d424ab4361470744afb25a05e (MD5)
Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Este trabalho apresenta um portal de educação à distância que integra várias funcionalidades direcionadas ao aperfeiçoamento do ensino de Engenharia Elétrica. Possui ambiente para videoconferência, acesso a webcam robótica e demais recursos tradicionalmente utilizados em aplicações similares bastante difundidas. Destaca-se a concepção e implantação de um Laboratório de Qualidade de Energia para acesso remoto via Internet, LRQEE. O Laboratório dispõe de vários recursos visando-se flexibilidade e agilidade na integração entre diferentes instituições de ensino. Contribui, assim, para a evolução do aprendizado e racionalização de recursos financeiros, evitando-se duplicidade de equipamentos, sobretudo aqueles mais específicos e de maior custo. Permite acesso a diversos equipamentos, como fontes harmônicas programáveis, sistemas de aquisição de dados, sensores e configuração e acionamento de cargas elétricas. Todos os procedimentos são realizados remotamente sob uma interface gráfica amigável constituindo-se, assim, um importante instrumento para apoio ao ensino colaborativo, com práticas experimentais realizadas à distância, visando consolidar o aprendizado
This work presents a distance learning portal that integrates several functionalities addressed to the improvement of the teaching of Electric Engineering. It possesses a video conference environment, access to a robotics webcam and other resources traditionally used in widespread similar applications. It can be stands out the conception and implantation of a Laboratory of Quality of Energy for remote access through Internet, LRQEE. The Laboratory has several resources aiming the flexibility and agility in the integration among different teaching institutions. It contributes, therefore, for the evolution of the learning and rationalization of financial resources, avoiding duplicity of equipments, mainly the more specific ones and of greater cost. It allows access to several equipments, such as programmable harmonic sources, data acquisition systems, sensors and configuration and electric loads drive. All of the procedures are carried out remotely under a friendly graphic interface performing an important instrument for supporting the teaching, seeking to consolidate the learning
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Ogiboski, Luciano. „Laboratório remoto baseado em software livre para realização de experimentos didáticos“. Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/3/3142/tde-28042009-172833/.

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Este trabalho apresenta o desenvolvimento de um sistema de aquisição de dados para controlar experimentos em instrumentos de medidas através da interface GPIB. O sistema criado tem objetivos educacionais e foi integrado a um ambiente de educação a distância, permitindo o acesso remoto a instrumentos reais para que possam ser utilizados em cursos on-line. Foi utilizado um sistema de gerenciamento de cursos on-line com ferramentas interativas e de fácil gerenciamento. O sistema escolhido permite a criação de cursos de forma modular, onde os componentes ou recursos de interação são escolhidos individualmente para cada ambiente novo criado. O objetivo deste trabalho foi a criação de um novo módulo para o sistema, que representa um laboratório remoto para realização de experimentos de aquisição de dados em instrumentos. Foi proposta uma arquitetura modular para laboratório remoto baseado em tecnologias de software livre, juntamente com a tecnologia de Web Services para integração entre o sistema de aquisição e o ambiente de educação a distância. Este trabalho oferece uma nova abordagem para instrumentação remota, fornecendo não apenas a extensão de um laboratório através da Internet e de sistemas distribuídos, mas também ferramentas interativas de educação a distância, favorecendo a interação e a comunicação entre usuários.
This work presents the development of a data acquisition system to control experiments in measurement instruments through GPIB interface. The system created is intended to be applied for educational purposes, thus it was integrated to an online learning environment, enabling remote access to real instruments, to be used in e-learning courses. It was used an open source environment with interactive tools and easy management. Chose system allows modular e-learning courses creation, which learning components or interactive resources can be selected independently. The aim was to create a new module, representing a remote laboratory, to perform data acquisition experiments in instruments. It was proposed a modular architecture to remote laboratory based on open source technologies. It includes Web Services architecture to integrate data acquisition system and distance education environment. This research presents a differential approach for remote instrumentation. It represents not only an internet extension for laboratory, but also offer distance education interactive resources to improve user communication.
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Ortega, Alcides. „Laboratório remoto de qualidade da energia elétrica em ambiente virtual /“. Ilha Solteira : [s.n.], 2011. http://hdl.handle.net/11449/87090.

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Orientador: Júlio Borges de Souza
Banca: Luís Carlos Origa de Oliveira
Banca: Aguinaldo Lenine Alves
Resumo: Este trabalho apresenta um portal de educação à distância que integra várias funcionalidades direcionadas ao aperfeiçoamento do ensino de Engenharia Elétrica. Possui ambiente para videoconferência, acesso a webcam robótica e demais recursos tradicionalmente utilizados em aplicações similares bastante difundidas. Destaca-se a concepção e implantação de um Laboratório de Qualidade de Energia para acesso remoto via Internet, LRQEE. O Laboratório dispõe de vários recursos visando-se flexibilidade e agilidade na integração entre diferentes instituições de ensino. Contribui, assim, para a evolução do aprendizado e racionalização de recursos financeiros, evitando-se duplicidade de equipamentos, sobretudo aqueles mais específicos e de maior custo. Permite acesso a diversos equipamentos, como fontes harmônicas programáveis, sistemas de aquisição de dados, sensores e configuração e acionamento de cargas elétricas. Todos os procedimentos são realizados remotamente sob uma interface gráfica amigável constituindo-se, assim, um importante instrumento para apoio ao ensino colaborativo, com práticas experimentais realizadas à distância, visando consolidar o aprendizado
Abstract: This work presents a distance learning portal that integrates several functionalities addressed to the improvement of the teaching of Electric Engineering. It possesses a video conference environment, access to a robotics webcam and other resources traditionally used in widespread similar applications. It can be stands out the conception and implantation of a Laboratory of Quality of Energy for remote access through Internet, LRQEE. The Laboratory has several resources aiming the flexibility and agility in the integration among different teaching institutions. It contributes, therefore, for the evolution of the learning and rationalization of financial resources, avoiding duplicity of equipments, mainly the more specific ones and of greater cost. It allows access to several equipments, such as programmable harmonic sources, data acquisition systems, sensors and configuration and electric loads drive. All of the procedures are carried out remotely under a friendly graphic interface performing an important instrument for supporting the teaching, seeking to consolidate the learning
Mestre
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Adams, Jessica. „Assessment Scores of Remote and In-Person Learning for Grades Three - Six Students in an East Tennessee School District“. Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3979.

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The purpose of this comparative, quantitative study was to explore the relationship of interim test scores among remote and in-person learners, low-income students, and students with disabilities. In March 2020, a portion of students enrolled in a K-12 school in Northeast Tennessee was moved into remote learning until the end of the school year in May 2020. In July 2020, parents were given the option for their child to attend remote or in-person learning. While some chose in-person learning, giving reasons such as child-care, work obligations, or personal preference, others chose for their children to continue to receive online learning due to health concerns brought on by the pandemic. Since these decisions were made, some parents that originally opted for online learning chose to send their child back to school due to perceived obstacles faced within the online environment. This study was conducted to determine the efficacy of online learning in comparison to in-person learning for students grades three – six separated into the following categories: general population, students with disabilities, and low-income students. Comparison of both mathematics and literacy interim third quarter checkpoint data were analyzed using SPSS software to conduct a series of independent t-tests. Data were analyzed at the 0.05 level of significance. Twelve research questions were addressed testing corresponding null hypotheses. Results included third grade online literacy scores significantly exceeding the scores of in-person. Mean literacy and math scores were approximately equal for online and in-person learners. Overall, scores for students with disabilities and low socio-economic students were approximately equal whether the learners were online or in-person.
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Johansson, Megan. „Teachers' Lived Experiences of the Virtual Learning Environment: A Phenomenological Inquiry“. Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85127.

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This research project is about the lived experiences of upper secondary school and adult education teachers from a remote region of Sweden, during the global pandemic of 2020 – 2021. Educational change can be understood in terms of experiences, through listening to teachers’ voices, which have the capacity to bring new knowledge for future usage of digital platforms in education. Teaching is an embodied experience and opportunities for movement have become limited in the virtual learning environment. A radical change in the methods of communication has also occured, in particular the verbal and non-verbal clues of oral interaction, which differ in physical and virtual classrooms. Interpersonal relationships have been shown to be of the utmost importance for successful learning, and these need to be formed and maintained both online and offline. Some students are at risk of falling behind academically and socially due to remote learning. The research has shed light on this situation and illustrates how governments should work effectively with teachers to ensure that all students can succeed, regardless of individual setbacks experienced during the global pandemic. This is an ethical responsibility of importance to ensure that no student will be disadvantaged as a result of remote learning.
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Suarez, Yauri Carmen Rosa. „Relevancia de la retroalimentación formativa en una institución educativa inicial en la modalidad de aprendizaje remoto“. Bachelor's thesis, Pontificia Universidad Católica del Perú, 2021. http://hdl.handle.net/20.500.12404/19883.

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La presente investigación tiene como objetivo principal analizar la retroalimentación formativa en una institución educativa inicial en la modalidad de aprendizaje remoto. Para ello, se trabajará con una muestra intencional de una población compuesta por 80 docentes del nivel inicial de educación básica regular, quienes tienen a su cargo estudiantes de cinco años de edad. La metodología corresponde a un enfoque cualitativo y como técnica se considerará la entrevista, utilizando como instrumento una guía de entrevista semiestructurada, con la finalidad de recabar información útil desde la visión del entrevistado. Luego, se procederá al análisis de los datos y los respectivos resultados.
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Bücher zum Thema "Virtual Remote Education"

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Bernd, Scholz-Reiter, Rügge Ingrid, Hong Bonghee, Rizzi Antonio und SpringerLink (Online service), Hrsg. The Impact of Virtual, Remote, and Real Logistics Labs: First International Conference, ImViReLL 2012 Bremen, Germany, February 28 – March 1, 2012 Proceedings. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012.

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Langmann, Reinhard, und Michael E. Auer. Smart Industry & Smart Education: Proceedings of the 15th International Conference on Remote Engineering and Virtual Instrumentation. Springer, 2018.

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Murray, W. Bosseau, Sorin Vaduva und Benjamin W. Berg. Telemedicine, Teleanesthesia, and Telesurgery. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190495756.003.0033.

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Telemedicine overcomes barriers to the delivery of health care services including, distance, cost, gaps in distribution and availability of providers. Anesthesia and surgery applications include remote robotic anesthesia and surgery, preoperative assessment at a distance, physiologic monitoring, remote mentoring, and comprehensive critical care services. The Patient Protection and Affordable Care Act and other legislation supports expansion of telemedicine by enabling telemedicine regulation and reimbursement. Tele-Anesthesia applications are expanding and future economically viable telehealth programs will address a variety of anesthesia specific challenges and domains including pain management, postoperative assessment, just in time training for new clinical applications and anesthesia procedures. Telemedicine techniques include synchronous and asynchronous interactions, virtual presence, mobile-health, and haptics enabled robotics, which are used alone or in combination. Focus areas for development of efficient and effective new Tele-Anesthesia programs include chronic care, remote emergency care, and disaster support. Provider acceptance in tele-anesthesia requires education and training to achieve the full advantages of telemedicine.
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Schrier, Karen. We the Gamers. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190926106.001.0001.

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The world is in crisis. The people of the world are all connected, and rely on one another to make ethical decisions and to solve civic problems together. Ethics and civics have always mattered, but it is becoming more evident how much they matter. Teaching ethics and civics is essential to the future. This book argues that games can encourage the practice of ethics and civics. They can help people to connect, deliberate, reflect, and flourish. They can help people to reimagine systems and solve problems. Games are communities and public spheres. Like all communities, they may encourage care, connection, and respect. They may also be used for hate, disinformation, and exclusion. Games reveal humanity’s compassion as well as its cruelty. We the Gamers provides research-based perspectives related to why and how people should play, make, and use games in ethics, civics, character, and social studies education. The book also shows how people are already engaging in ethics and civics through games. It systematically evaluates how to use games in classrooms, remote learning environments, and other educational settings, with consideration to different audiences and standards. This book also provides tips and guidelines, as well as resources, activities, and case studies. It includes examples of all different types of games—virtual reality, mobile, computer, and card games, and big-budget commercial games, indie games, and more. How can people play and design a new world, together?
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Oliveira, Mário Cézar Amorim de, Nilson de Souza Cardoso und Jaqueline Rabelo de Lima. Itinerários de resistência: pluralidade e laicidade no Ensino de Ciências e Biologia. Editora Realize, 2021. http://dx.doi.org/10.46943/viii.enebio.2021.01.000.

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Você tem em mãos o e-book com os Anais do ENEBIOnLine, a edição totalmente à distância (ou remota, ou virtual, ou on-line, como queira! rs) do VIII Encontro Nacional de Ensino de Biologia (VIII ENEBIO), do VIII Encontro de Ensino de Biologia da Regional Nordeste (VIII EREBIO-NE) e do II Simpósio Cearense de Ensino de Biologia (II SCEB). Uma edição histórica, em vários sentidos: 1. A primeira edição completamente não presencial dos nossos encontros de Ensino de Biologia; 2. A primeira edição organizada e realizada durante uma pandemia de grandes proporções que causa (ainda, infelizmente) uma crise sanitária sem precedentes na história mundial; e 3. Uma edição que tem “história pra contar”, exatamente em virtude desses contextos. Em 2018, no VII Encontro Nacional de Ensino de Biologia (VII ENEBIO) e I Encontro Regional de Ensino de Biologia (I EREBIO-NORTE), estávamos muito animados em trazer de volta para o Nordeste esse evento que bianualmente congrega nossa comunidade sbenbiana e tem o papel fundamental de dar continuidade e ampliar as ações da SBEnBio, promovendo interações de profissionais que atuam em diversos níveis e ambientes educativos no ensino de Ciências e de Biologia. Além disso, pensávamos em consolidar o EREBIO-NE como um importante espaço acadêmico-científico de troca e aprendizados entre professores e pesquisadores da região. Esses encontros congregam pesquisadores dos campos do Ensino de Ciências e Biologia, professores do ensino superior e da educação básica, além de estudantes das Licenciaturas em Ciências Biológicas e afins, alcançando quatro importantes segmentos de investimento na educação científica de qualidade. Empolgados com a expressiva participação numérica alcançada nos encontros nacionais anteriores e com a possibilidade de mitigar a carência de eventos dessa natureza e magnitude na região nordeste, em 2019 submetemos três propostas de tema gerador a uma enquete pública nas redes sociais. O tema gerador escolhido para o VIII ENEBIO, VIII EREBIO-NE e II SCEB, foi Itinerários de Resistência: Pluralidade e Laicidade no Ensino de Ciências e Biologia. Um tema que nos possibilitaria propor debates sobre questões pertinentes ao contexto social, político e educacional que o país atravessava e que acreditávamos que impactariam a formação inicial e continuada tanto quanto o trabalho de professores de Ciências e Biologia, tais como: as novas Diretrizes Curriculares Nacionais para a Formação Inicial de Professores, as recém aprovadas Base Nacional Comum Curricular para o Ensino Fundamental e para o Ensino Médio, além de questões sócio ambientais e culturais, educação para as relações étnico-raciais, educação no campo, educação indígena, relação entre conhecimento científico e conhecimentos de outras naturezas (religiosos, senso comum etc.), dentre tantas outras importantes questões. Nem imaginávamos que um vírus, que ironia, nos imporia mudanças... ainda no final de 2019 vimos nos noticiários o surto do SARS-CoV-2 na China... graças à nossa formação específica (em Ciências Biológicas) e à lembrança de situações anteriores, como a do surto da Síndrome Aguda Respiratória Grave (SARS) em 2002-2003, sabíamos que poderíamos estar diante não apenas de uma mera “gripezinha”, mas mantivemos os planos do evento que estava agendado para acontecer no período de 29 de Abril a 02 de Maio de 2020. Tínhamos um enorme interesse em promover o debate acerca das experiências dos professores e pesquisadores que atuam em diferentes espaços e níveis de escolaridade e refletir sobre como as características da pluralidade e laicidade necessárias a uma educação básica democrática e inclusiva, especialmente a educação científica, estavam, e ainda estão hoje, vulneráveis no contexto dos atuais projetos e políticas educacionais. Nesse contexto, debater conflitos, propor ações e compartilhar experiências eram os desafios que nos moviam a pensar itinerários de resistência que caminhassem na direção do fortalecimento da profissão docente e do ensino de Ciências e de Biologia. Com o aumento do número de casos de infecções na China e com sua disseminação pela Europa, nos acendeu o alerta para um eventual adiamento. Em março, o primeiro caso no Brasil é noticiado, mais tensão e mais apreensão. Tivemos uma primeira onda, da qual, para alguns especialistas, nunca saímos, decidimos, portanto, após as primeiras medidas de isolamento social, adiar a realização do Encontro para acontecer, ainda presencialmente, de 02 a 04 de setembro de 2020. Em 31 de maio, já somávamos mais de 29 mil vidas ceifadas no país pela COVID-19, em meio a negacionismos de todas as ordens que indicavam que o quadro provavelmente pioraria. Em junho de 2020, a Coordenação Organizadora Local, em concordância com a Diretoria Executiva Nacional (DEN) da SBEnBio e seu Conselho Deliberativo Nacional (CDN), comunicava o adiamento do evento por tempo indeterminado. Nesse momento, tínhamos indicativos de que poderíamos contar em breve com uma vacina, mas não havia prazo para que isso acontecesse. O Ceará e outros estados nordestinos estavam em lockdown, o país estava atônito frente à disseminação do vírus e ao negacionismo dos que deveriam estar lutando para combatê-lo. Final do ano de 2020, apesar de uma pequena queda do número de mortes no país e do anúncio de vacinas por laboratórios e institutos como o Butantan e a Fiocruz, as exitosas experiências de nossa parceira, Realize Eventos Científicos, na organização de eventos nacionais on-line, nos estimulou a retomar a organização do evento e considerar a possibilidade de sua realização nesse modelo. Seria uma aventura! Mas será que a vacinação não possibilitaria nos encontrarmos presencialmente, já em 2021? As estimativas não eram nada animadoras. Tudo indicava que o foco do governo federal seria o “tratamento precoce”, sabidamente ineficiente. Enfim, nos apegamos a experiência de nossa parceira e, em novembro de 2020, anunciamos o novo formato do evento, nascia o ENEBIOnLine! E foi contando com expressiva compreensão e apoio da comunidade sbenbiana que, mesmo que registrado descontentamentos, prevaleceu a decisão consciente ante a crise sanitária que ainda enfrentávamos no final de 2020 e início de 2021; e de 25 a 29 de janeiro aconteceu o VIII ENEBIO, VIII EREBIO-NE e o II SCEB, no formato totalmente on-line. Mantivemos praticamente a mesma programação, apesar do contexto da pandemia de COVID-19 e de suas implicações para a nossa área, como o impacto do ensino remoto na educação científica e formação docente, terem permeado inevitavelmente os debates nas palestras, mesas redondas e sessões de apresentação de trabalho. Podemos dizer que foi um “sucesso de público e de crítica”, com 909 credenciados participando das seis mesas redondas, palestras de abertura e encerramento, reunião ampliada da SBEnBio, painel temático reunindo as ex-presidentas e os ex-presidentes da associação... e tudo no conforto e na segurança de nossos lares. Uma decisão que já durante o evento se mostrava acertada, tendo em vista o recrudescimento da crise sanitária, com aumento alarmante do número de mortos (hoje, já somamos mais de 265.500 vidas perdidas para a COVID-19, segundo o último balanço do consórcio de veículos de imprensa), colapso da rede de atendimento hospitalar e que, possivelmente, será agravada em função da morosidade da vacinação no país associada ao “jeitinho brasileiro” de desobedecer as normas básicas de (auto)proteção contra a infecção. Apesar dos tempos terríveis que aparentemente ainda haveremos de enfrentar, esperamos que o reconhecimento pelo STF da perseguição jurídica sofrida pelo nosso ex-presidente da República... ops (desculpem-nos o ato falho! rs)... esperamos que a publicação desse e-book com os Anais do ENEBIOnLine, contendo a íntegra dos 632 trabalhos apresentados durante o evento, chegue como um sopro de esperança de que dias melhores virão! De que depois da peste e da tempestade, virá a bonança... de que, no segundo semestre de 2022, todes vocês poderão estar conosco em Fortaleza, Ceará, para o IX ENEBIO, IX EREBIO-NE e III SCEB... para sentir o calor da ‘Terra da Luz’ e do abraço que não pôde ser dado, para debater sobre o Ensino de Biologia, cada dia mais necessário no enfrentamento do negacionismo científico e das fake news que adoecem de morte o Brasil.
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Buchteile zum Thema "Virtual Remote Education"

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Choi, Kwansun, Saeron Han, Sunghwan Kim, Dongsik Kim, Jongsik Lim, Dal Ahn und Changwan Jeon. „A Combined Virtual and Remote Laboratory for Microcontroller“. In Hybrid Learning and Education, 66–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03697-2_7.

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Frerich, Sulamith, Daniel Kruse, Marcus Petermann und Andreas Kilzer. „Virtual Labs and Remote Labs: Practical Experience for Everyone“. In Engineering Education 4.0, 229–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46916-4_18.

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Callaghan, Michael James, Gildas Bengloan, Julien Ferrer, Léo Cherel, Mohamed Ali El Mostadi, Augusto Gomez Eguíluz und Niall McShane. „Voice Driven Virtual Assistant Tutor in Virtual Reality for Electronic Engineering Remote Laboratories“. In Smart Industry & Smart Education, 570–80. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95678-7_63.

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Sulema, Yevgeniya, Ivan Dychka und Olga Sulema. „Multimodal Data Representation Models for Virtual, Remote, and Mixed Laboratories Development“. In Smart Industry & Smart Education, 559–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95678-7_62.

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Leão, Celina P., Filomena Soares, Helena Rodrigues, Eurico Seabra, José Machado, Pedro Farinha und Sandra Costa. „Web-Assisted Laboratory for Control Education: Remote and Virtual Environments“. In Communications in Computer and Information Science, 62–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28816-6_7.

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Hoffmann, Max, Tobias Meisen und Sabina Jeschke. „Shifting Virtual Reality Education to the Next Level – Experiencing Remote Laboratories Through Mixed Reality“. In Engineering Education 4.0, 235–49. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46916-4_19.

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Tzafestas, Costas S. „Web-Based Laboratory on Robotics: Remote vs. Virtual Training in Programming Manipulators“. In Web-Based Control and Robotics Education, 195–225. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2505-0_9.

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Lustigova, Zdena, und Frantisek Lustig. „A New Virtual and Remote Experimental Environment for Teaching and Learning Science“. In Education and Technology for a Better World, 75–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03115-1_8.

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Galan, Daniel, Luis de la Torre, Dictino Chaos und Ernesto Aranda. „Combining Virtual and Remote Interactive Labs and Visual/Textual Programming: The Furuta Pendulum Experience“. In Smart Industry & Smart Education, 100–109. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95678-7_11.

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Nedungadi, Prema, Maneesha Vinodini Ramesh, Preeja Pradeep und Raghu Raman. „Pedagogical Support for Collaborative Development of Virtual and Remote Labs: Amrita VLCAP“. In Cyber-Physical Laboratories in Engineering and Science Education, 219–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76935-6_9.

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Konferenzberichte zum Thema "Virtual Remote Education"

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Samoila, C., D. Ursutiu und V. Jinga. „Remote experiment and virtual sensors“. In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474670.

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Kondo, Daisuke, Hiroyuki Suzuki, Ryugo Kijima und Taro Maeda. „Remote education system using virtual anatomical model“. In 2010 16th International Conference on Virtual Systems and Multimedia (VSMM). IEEE, 2010. http://dx.doi.org/10.1109/vsmm.2010.5665930.

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Antonio, Caroline Porto, Joao Paulo Cardoso De Lima, Joao Bosco da MotaAlves, Roderval Marcelino, Juarez Bento da Silva und Jose Pedro Schardosim Simao. „Remote experiments and 3D virtual world in education“. In 2015 3rd Experiment International Conference (exp.at'15). IEEE, 2015. http://dx.doi.org/10.1109/expat.2015.7463216.

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Zhang, Chengcheng, und Jinyao Yan. „Analysis of virtual desktop remote protocol“. In 2013 International Conference on Information and Communication Technology for Education. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/icte130111.

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Bowtell, Les, Clint Moloney, Alexander A. Kist, Victoria Parker, Andrew Maxwell und Natasha Reedy. „Using Remote Access Laboratories in nursing education“. In 2012 9th International Conference on Remote Engineering and Virtual Instrumentation (REV). IEEE, 2012. http://dx.doi.org/10.1109/rev.2012.6293148.

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Villar-Zafra, A., S. Zarza-Sanchez, J. A. Lazaro-Villa und R. M. Fernandez-Canti. „Multiplatform virtual laboratory for engineering education“. In 2012 9th International Conference on Remote Engineering and Virtual Instrumentation (REV). IEEE, 2012. http://dx.doi.org/10.1109/rev.2012.6293127.

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Rukangu, Andrew, Alexander Tuttle und Kyle Johnsen. „Virtual Reality for Remote Controlled Robotics in Engineering Education“. In 2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE, 2021. http://dx.doi.org/10.1109/vrw52623.2021.00258.

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Ahmad, Adizul, Mohd Khairi Nordin, Mohammad Farid Saaid, Juliana Johari, Rosni Abu Kassim und Yuslina Zakaria. „Remote control temperature chamber for virtual laboratory“. In 2017 IEEE 9th International Conference on Engineering Education (ICEED). IEEE, 2017. http://dx.doi.org/10.1109/iceed.2017.8251194.

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Restivo, Maria Teresa, Antonio Mendes Lopes, Liliane dos Santos Machado und Ronei Marcos de Moraes. „Adding tactile information to remote & virtual labs“. In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773287.

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Pastor-Vargas, R., Ll Tobarra, S. Ros, R. Hernandez, A. Caminero, A. Robles, M. Castro, G. Diaz, E. Sancristobal und M. Tawfik. „Integration of management services for remote/virtual laboratories“. In 2014 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2014. http://dx.doi.org/10.1109/educon.2014.6826155.

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Berichte der Organisationen zum Thema "Virtual Remote Education"

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Groeneveld, Caspar, Elia Kibga und Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, Juli 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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