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Journal articles on the topic 'Electronic classroom'

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Published: 4 June 2021
Last updated: 16 February 2022

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1

Barron, Ann E., and Karen S. Ivers. "The Electronic Classroom: New Classrooms without Walls." Kappa Delta Pi Record 34, no. 4 (July 1998): 152–54. http://dx.doi.org/10.1080/00228958.1998.10518755.

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2

&NA;. "Electronic Classroom." Journal for Nurses in Staff Development 28, no. 6 (2012): 292–93. http://dx.doi.org/10.1097/nnd.0b013e318274b102.

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3

Sears, Connie, Harvey Loria, and Perry Anastos. "The Electronic Classroom." English Journal 84, no. 8 (December 1995): 8. http://dx.doi.org/10.2307/821176.

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Opitz, Armand M. "The Electronic Classroom." Clearing House: A Journal of Educational Strategies, Issues and Ideas 68, no. 2 (December 1994): 104. http://dx.doi.org/10.1080/00098655.1994.9957206.

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5

Friedheim, William, and David Jaffee. "From the Electronic Classroom." Academe 85, no. 5 (1999): 56. http://dx.doi.org/10.2307/40251771.

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6

Ingram, J. "The global electronic classroom." Trends in Plant Science 3, no. 7 (July 1, 1998): 286. http://dx.doi.org/10.1016/s1360-1385(98)01280-1.

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7

Harris, S. "Electronic option enters classroom." ITNOW 49, no. 6 (November 1, 2007): 20–21. http://dx.doi.org/10.1093/itnow/bwm052.

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8

Rudasill, Lynne. "Electronic Classroom Handbook (review)." portal: Libraries and the Academy 2, no. 3 (2002): 487–88. http://dx.doi.org/10.1353/pla.2002.0063.

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9

Riden, Benjamin S., Andrew M. Markelz, and Kathleen M. Randolph. "Creating Positive Classroom Environments With Electronic Behavior Management Programs." Journal of Special Education Technology 34, no. 2 (October 11, 2018): 133–41. http://dx.doi.org/10.1177/0162643418801815.

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Teachers in special education classrooms often struggle with classroom management. In response, many educators are looking for technological solutions to assist in promoting positive classroom environments. Electronic behavior management programs (eBMPs) use strategies based in research that are shown to reduce challenging behavior and encourage positive behavior, such as reinforcement strategies and the Premack principle. This article explains the theoretical efficacies of eBMPs, describes three commonly used eBMPs, and provides procedures on how educators can get started implementing eBMPs with additional tips to consider.
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10

Fay, D. Q. M. "Internet and the electronic classroom." Microprocessing and Microprogramming 40, no. 10-12 (December 1994): 847–50. http://dx.doi.org/10.1016/0165-6074(94)90053-1.

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11

Reinig, Bruce A., Robert O. Briggs, and Jay F. Nunamaker. "Flaming in the Electronic Classroom." Journal of Management Information Systems 14, no. 3 (December 1997): 45–59. http://dx.doi.org/10.1080/07421222.1997.11518174.

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12

Allen, N. "Designing an electronic writing classroom." IEEE Transactions on Professional Communication 39, no. 4 (1996): 232–38. http://dx.doi.org/10.1109/47.544579.

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13

Navarro, Peter. "Notes from the electronic classroom." Journal of Policy Analysis and Management 17, no. 1 (1998): 106–15. http://dx.doi.org/10.1002/(sici)1520-6688(199824)17:1<106::aid-pam7>3.0.co;2-d.

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Navarro, Peter. "Notes from the electronic classroom." Journal of Policy Analysis and Management 17, no. 1 (December 1998): 106–15. http://dx.doi.org/10.1002/(sici)1520-6688(199824)17:1<106::aid-pam7>3.0.co;2-i.

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Navarro, Peter. "Notes from the electronic classroom." Journal of Policy Analysis and Management 17, no. 1 (1998): 106–15. http://dx.doi.org/10.1002/(sici)1520-6688(199824)17:1<106::aid-pam7>3.3.co;2-4.

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16

Burlbaw, Lynn. "The Electronic Classroom: Electronic Mail on the Internet." Kappa Delta Pi Record 31, no. 1 (October 1994): 11. http://dx.doi.org/10.1080/00228958.1994.10531886.

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17

Shan, Qi. "Intelligent Learning Algorithm for English Flipped Classroom Based on Recurrent Neural Network." Wireless Communications and Mobile Computing 2021 (September 13, 2021): 1–8. http://dx.doi.org/10.1155/2021/8020461.

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Reading and writing are the foundations of English learning as well as an important method of instruction. With the advancement of network technology and the onset of the information age, an increasing number of students have lost interest in traditional English reading and writing instruction in the classroom. Flipped classrooms have emerged as a result of this situation and have become the focus of research in one fell swoop. As a result, flipped classroom research at home and abroad has primarily focused on the theory and practical application of flipped classrooms, and flipped classroom application practice is primarily based on the overall classroom, with few separate discussions on the effects of flipped classroom students’ self-learning. As a result, we developed a recurrent neural network-based intelligent assisted learning algorithm for English flipped classrooms. There are two main characteristics of the model. First, it is a gated recurrent unit based on a variant structure of the recurrent neural network. The double-gating mechanism fully considers the context and selects memory through weight assignment, and on this basis, it integrates the novel LeakyReLU function to improve the model’s training convergence efficiency. Second, by overcoming time-consuming problems in the medium, the adoption of the connection sequence classification algorithm eliminates the need for prior alignment of speech and text data, resulting in a direct boost in model training speed. The experimental results show that in the English flipped classroom’s intelligent learning mode, students explore and discover knowledge independently, their enthusiasm and interest in learning are greatly increased, and the flipped classroom’s teaching effect is greatly improved.
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18

Maher, Matt, Diane K. Schooley, and Phil Fry. "Classroom Financial Analysis With Electronic Databases." Journal of Education for Business 76, no. 3 (January 2001): 144–48. http://dx.doi.org/10.1080/08832320109601302.

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19

Havholm, P. "A toolbox for the electronic classroom." Literary and Linguistic Computing 16, no. 2 (June 1, 2001): 199–204. http://dx.doi.org/10.1093/llc/16.2.199.

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20

Berry, Bonnie, and Lauren Whitehouse. "The Electronic Classroom: Surfing without Boards." Kappa Delta Pi Record 32, no. 3 (April 1996): 116. http://dx.doi.org/10.1080/00228958.1996.10531985.

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21

Miller, Melinda M. "Electronic Conferencing in the Networked Classroom." College Teaching 39, no. 4 (October 1991): 136–39. http://dx.doi.org/10.1080/87567555.1991.9933414.

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22

Meyer, Elizabeth J., Anne Wade, and Philip C. Abrami. "Teaching With Electronic Portfolios to Develop 21st Century Literacies." LEARNing Landscapes 6, no. 2 (June 2, 2013): 265–82. http://dx.doi.org/10.36510/learnland.v6i2.616.

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This article introduces an electronic portfolio, ePEARL, and how it has been used in classrooms to promote 21st century literacies. Using NCTE’s 21st Century Literacies framework, the authors provide examples of student work and classroom assignments to demonstrate how an electronic portfolio can support teachers integrating this framework and developing these skills in pedagogically meaningful ways.
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23

Yao, Wen Wen. "Research on Multimedia Integrated Management System." Applied Mechanics and Materials 539 (July 2014): 360–64. http://dx.doi.org/10.4028/www.scientific.net/amm.539.360.

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Aiming at many problems existing in the multimedia classroom, the paper takes multimedia classrooms as point, IC card and electronic timetable for the line, the campus network as the surface, integrate independent function system and establish the unified management system for multimedia classroom. The system has perfect fault detection, centralized management of multimedia classroom control management. The system alleviate the current most of difficult the multimedia classroom management in equipment maintenance, to solve information collection and processing is not standardized and maintenance funds for higher difficulty, which have significance and to achieve a comprehensive integration and digital campus.
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24

Riyanto, Joko, Farida Nurlaila, Heri Haerudin, and Bayu Tirto Jarastino. "Rancang Bangun Sistem Monitoring Ruang Kelas Berbasis Internet of Things pada Universitas Pamulang." Jurnal Informatika Universitas Pamulang 5, no. 4 (December 31, 2021): 483. http://dx.doi.org/10.32493/informatika.v5i4.7018.

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In a classroom, ideally there are facilities such as chairs, desks, blackboards, and electronic devices used such as air conditioners (AC), lamps and projectors. However, in its use, there are actions that are not responsible for maintaining the facility so that it causes losses. An internet of things-based classroom monitoring system is needed to solve existing problems. This system has the ability to remotely operate electronic facilities in classrooms such as air conditioning, electricity and lights, monitor access to classrooms, process data, print activity monitoring reports, to monitor the current conditions of a room. This system consists of three parts, namely the database part, the microcontroller section and the software section. The database section contains data on access cards or fingerprints, room usage schedules, room temperature and humidity. The methodology for designing and building a classroom monitoring system uses the waterfall methodology. In this methodology, several steps are taken to build a system, namely: system requirements analysis, hardware design and software engineering, system design, system implementation, system testing, and system maintenance. Based on the test results, this system can record input data on the microcontroller section and display it in the software section for real-time monitoring and controlling of classrooms and minimizing damage to existing facilities in the classroom. Monitoring of classroom use that is not according to the schedule of use can be carried out and controlled remotely in real-time.
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25

Gandolfo, Anita, and Curtis A. Carver. "Electronic classroom assessment techniques: Assessment beyond the classroom in a networked environment." Assessment Update 7, no. 6 (November 1995): 3. http://dx.doi.org/10.1002/au.3650070603.

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26

Wang, Victor X., Marianne Robin Russo, and Susan Dennett. "Electronic Education and Lifelong Learning." International Journal of Adult Vocational Education and Technology 4, no. 1 (January 2013): 46–60. http://dx.doi.org/10.4018/javet.2013010104.

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Due to de-institutionalization and open system, it is inappropriate to equate education with youth education. In the new century, education has been delivered electronically to accommodate lifelong learning. It has become a reality that the four walled classrooms have been used to complement and supplement E-learning. No need to argue that electronic education has become the norm for most universities and organizations including governmental agencies. For any providers of education to remain highly competitive, they must engage in electronic education by “breaking down” the four walls of the traditional classroom. Lifelong learning has become the impetus resulting in the extensive and intensive application of electronic education.
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27

Mocová, Pavla, and Jitka Mohelníková. "Indoor Climate Performance in a Renovated School Building." Energies 14, no. 10 (May 14, 2021): 2827. http://dx.doi.org/10.3390/en14102827.

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Indoor climate comfort is important for school buildings. Nowadays, this is a topical problem, especially in renovated buildings. Poorly ventilated school classrooms create improper conditions for classrooms. A post-occupancy study was performed in a school building in temperate climatic conditions. The evaluation was based on the results of long-term monitoring of the natural ventilation strategy and measurements of the carbon dioxide concentration in the school classroom’s indoor environment. The monitoring was carried out in an old school building that was constructed in the 1970s and compared to testing carried out in the same school classroom after the building was renovated in 2016. Surprisingly, the renovated classroom had a significantly higher concentration of CO2. It was found that this was due to the regulation of the heating system and the new airtight windows. The occupants of the renovated classroom have a maintained thermal comfort, but natural ventilation is rather neglected. A controlled ventilation strategy and installation of heat recovery units are recommended to solve these problems with the classroom’s indoor environment. Microbiological testing of the surfaces in school classrooms also shows the importance of fresh air and solar radiation access for indoor comfort.
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28

Downing, Charles E., and Gustave J. Rath. "The Internet as Intranet: Moving toward the Electronic Classroom." Journal of Educational Technology Systems 25, no. 3 (March 1997): 273–91. http://dx.doi.org/10.2190/2xp7-3gxa-3ph2-ngmt.

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Recently, businesses have begun to utilize Intranets for internal corporate collaboration. As private networks with the functionality, compatibility, and openness of the Internet, the Intranet concept raises unique possibilities for higher education. Most colleges and universities have access to the Internet, and communications of a classroom can be electronically facilitated by a simulated Intranet with little difficulty. We present herein the results of a case study in which the Internet was used in a manner similar to that of corporate Intranets, but in college classrooms. Our Intranets were used with two objectives: first, acquainting students with the usage and power of the Internet, and second, supporting the communication processes of the classes. Based on the results, recommendations are made for Intranet use applicable to both academic and business settings.
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29

Regenstreif, Harry. "The Language Laboratory vs. the Electronic Classroom." IALLT Journal of Language Learning Technologies 2, no. 2 (January 17, 2019): 14–17. http://dx.doi.org/10.17161/iallt.v2i2.8724.

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30

Janek, Nancy. "Candice Bergen, Here's a Real Electronic Classroom!" English Journal 84, no. 6 (October 1995): 53. http://dx.doi.org/10.2307/820892.

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31

Considine, David M. "Censorship, the Classroom, and the Electronic Environment." English Journal 74, no. 1 (January 1985): 38. http://dx.doi.org/10.2307/816505.

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32

Liu, Xiaobai, Hong Liang, and Xingxing Zhang. "Research on Crew On-board Electronic Classroom." Journal of Physics: Conference Series 1314 (October 2019): 012014. http://dx.doi.org/10.1088/1742-6596/1314/1/012014.

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33

Zheng, Huibin, and Xiaoli Wang. "The Use of Electronic Dictionaries in EFL Classroom." Studies in English Language Teaching 4, no. 1 (February 25, 2016): 144. http://dx.doi.org/10.22158/selt.v4n1p144.

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<p><em>Today’s dictionaries have more information and are easier to access and to understand than ever before. And, with the advent of electronic formats, space is no longer the problem it was. </em><em>Electronic dictionaries have become more and more attractive, accepted and popular to EFL learners at different levels, using electronic dictionaries in EFL classroom has gradually become an alternative to many. As for teachers, helping students tap into electronic dictionaries effectively is one of the best ways to help them become independent, lifelong language learners. In this essay, the functionality of electronic dictionaries and reasons why they are popular in EFL class will be introduced. Also, some of the current issues related to the integration of electronic dictionaries into EFL instruction and learning will be identified and discussed. The author’s views towards this topic will be presented as well, based on the observation and reflection of using electronic dictionaries in EFL classes at a Chinese university.</em></p>
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34

Foerster, Lauralee. "The Electronic Classroom: Ten Seconds and Wrap-up: Television Production in the Classroom." Kappa Delta Pi Record 32, no. 2 (January 1996): 72. http://dx.doi.org/10.1080/00228958.1996.10531966.

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35

Arnott, Patricia D. "The electronic classroom: A handbook for education in the electronic environment." Research Strategies 15, no. 3 (January 1997): 217–19. http://dx.doi.org/10.1016/s0734-3310(97)90042-2.

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36

Norman, Kent L. "HyperCourseware for interactive instruction in the electronic classroom." Behavior Research Methods, Instruments, & Computers 26, no. 2 (June 1994): 255–59. http://dx.doi.org/10.3758/bf03204632.

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37

Hahn, Heidi Ann. "Using Electronic Dialogue to Augment Traditional Classroom Instruction." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 8 (October 1996): 454–58. http://dx.doi.org/10.1177/154193129604000806.

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This paper demonstrates how an electronic dialogue with a panel of human factors experts was used effectively as an augmentation to traditional classroom instruction. Nine students spent a one and one-half hour class session using a variety of commercial electronic mail software packages available on their own desk-tops (not in a university computer lab) to engage in discussion with remotely distributed instructors on topics generated by the students themselves. Ninety eight messages were exchanged, with about 60% having technical content. Interaction content and style were analyzed, and a survey was distributed to participants to evaluate the session. Process observations by this author augmented these data. Strengths and weaknesses of using technology not specifically designed for this function are discussed.
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38

Manner, Jane. "Electronic Classroom: Crossing the Line to Online Courses." Kappa Delta Pi Record 37, no. 1 (October 2000): 36–37. http://dx.doi.org/10.1080/00228958.2000.10518796.

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39

Kress, Michael, Anatoliy Gordonov, Albert Blank, and Marsha Moroh. "ComWeb: An electronic classroom for teaching computer literacy." Computers & Education 29, no. 4 (December 1997): 181–87. http://dx.doi.org/10.1016/s0360-1315(97)00035-3.

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40

Shaiman, Jennifer M. "Triggering play: electronic literature in the English classroom." Changing English 27, no. 2 (December 17, 2019): 178–92. http://dx.doi.org/10.1080/1358684x.2019.1693254.

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41

Sonka, M., E. L. Dove, and S. M. Collins. "Image systems engineering education in an electronic classroom." IEEE Transactions on Education 41, no. 4 (1998): 263–72. http://dx.doi.org/10.1109/13.728260.

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42

Quinlan, Laurie A. "Electronic information in the classroom: Resource or risk." TechTrends 42, no. 5 (October 1997): 6–8. http://dx.doi.org/10.1007/bf02818091.

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43

Hans, Diah Maulidiya. "CONCEPT OF ANIMATED ELECTRONIC BOOKS IN INCREASING YOUNG LEARNERS’ LITERACY SKILLS IN EFL CLASSROOM." Pedagogy : Journal of English Language Teaching 6, no. 1 (June 5, 2018): 57. http://dx.doi.org/10.32332/pedagogy.v6i1.1090.

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Process of literacy teaching influences young learners’ future education. Childhood experience of literacy learning in EFL classroom becomes one of the factors that contributes to young learnes’ motivation in learning English. Consequently, the implementation of literacy instruction to young learners in EFL classroom must be conducted interestingly in order to engage them in the enjoyable and understandable English learning process. One of the efforts to encounrage young learners to improve their literacy skills is by the use of ICT in EFL classroom. Importantly, the use of animated electronic books in EFL classroom is considered as one of the beneficial tools used to increase young learners’ literacy skills. Therefore, this article discusses how to implement animated electronic books in increasing young learners’ literacy skills in EFL classroom.
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44

Bäcklund, Johan, and Martin Hugo. "THE PARADOX OF THE FLIPPED CLASSROOM: ONE METHOD, MANY INTENTIONS." Problems of Education in the 21st Century 76, no. 4 (August 15, 2018): 451–64. http://dx.doi.org/10.33225/pec/18.76.451.

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The Flipped Classroom is a teaching model where content attainment is shifted forward to outside of class, to be followed up by the teacher in class. In Sweden this way of teaching has become very popular during recent years. But what is gained by this way of teaching? Research on the Flipped Classroom in the context of the Swedish High School system is close to non-existent; why studies within this field are of great importance. In order to find appropriate informants, an electronic survey was constructed. Informants matching the selection criteria were then selected for qualitative interviews. In total nine informants agreed to participate in interviews (semi-structured) to describe their experiences from flipping their own classrooms. The informants reported that the transition from more conventional ways of teaching to using the Flipped Classroom entailed major changes. The informants pointed out that the process of moving away from the more conventional way of teaching improved their teaching. All of the informants expressed they all used the Flipped Classroom methodology but they all did it with different goals in mind and their approach varied a lot. By using the same terminology, it might seem that they worked with the Flipped Classroom in similar ways, but the results show they did not. Herein lies the problem: Teachers say they flip their classrooms, which they do, but they do not share the same goals or approaches, just the term: The Flipped Classroom. Keywords: flipped classroom, flipped education, qualitative interviews, teaching methodology.
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45

Tullar, William L., Paula R. Kaiser, and Pierre A. Balthazard. "Group Work and Electronic Meeting Systems: From Boardroom to Classroom." Business Communication Quarterly 61, no. 4 (December 1998): 53–65. http://dx.doi.org/10.1177/108056999806100407.

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In the business community, collaborative efforts of work teams have led to a dramatic increase in the number of group meetings. Business managers, seek ing more efficient and effective methods of managing diverse contributions, have increasingly used information technology to supportgroup work. The same need to improve group communication is relevant to today's classroom, where new technologies can transform the classroom from a traditional instructor-centered environment to a student-centered environment where stu dents actively participate in intellectual discourse. Results from field and labo ratory studies about business usage of electronic meeting systems (EMS) can be applied to the classroom setting. We offer an overview of available tools and suggest some classroom activities. EMS-supported courses provide many new opportunities to foster learning. Students participate, participate more equally, and report a highly satisfying experience.
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46

Rahmat Fanshuri, Wiwik Wiharti, Firdaus, and Ihsan Lumasa Rimra. "Ruangan Kelas dan Laboratorium Pintar (Menuju Smart Campus dengan Internet of Things)." Jurnal Ilmiah Poli Rekayasa 14, no. 1 (October 15, 2018): 58. http://dx.doi.org/10.30630/jipr.14.1.111.

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Smart Classroom and Laboratory (SCL) is one of technologies that can be implemented to empower the availability of Information and Communication Technologies (ICT) infrastructure. All devices and components in class and labor will become entities that are integrated and embedded into electronic devices in order to make them to behave as the Internet of Things (IoT). SCL is used to assist lecturers in monitoring and managing classrooms and laboratories in real time. Moreover, the classroom / laboratory will be smarter because the lighting and cooling systems are made to adapt according to the number of people in the room.
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47

Von Holzen, Roger. "Electronic Student Journals: A Means to Enhance Classroom Communications." Journal of Educational Computing Research 15, no. 3 (October 1996): 207–15. http://dx.doi.org/10.2190/rv3l-8cb1-7fc5-3hgu.

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Written journals, as a means of enhancing communication between teachers and students, are espoused quite extensively in the literature. But on the university level, where classes do not usually meet every day, the rate of exchange of the journals between an instructor and his or her students can be slowed considerably, thus limiting the benefits usually associated with this form of communication. To increase the exchange rate of journals, it was proposed that electronic mail be utilized as the medium by which the journal entries were transmitted. Eighty students in three sections of a general education required computer literacy course participated in this study. Results from the study found that the students who used electronic journals wrote significantly longer entries than the students who wrote in traditional written journals. No differences were found, though, between treatment groups as to computer-related knowledge and attitudes.
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48

Ndihokubwayo, Kizito, Jean Uwamahoro, and Irénée Ndayambaje. "Usability of Electronic Instructional Tools in the Physics Classroom." Eurasia Journal of Mathematics, Science and Technology Education 16, no. 11 (September 26, 2020): em1897. http://dx.doi.org/10.29333/ejmste/8549.

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49

Knight, Jeffrey B., and Paul B. Farnsworth. "An electronic spectroscope for classroom displays of visible spectra." Spectrochimica Acta Part B: Atomic Spectroscopy 53, no. 14 (December 1998): 1889–93. http://dx.doi.org/10.1016/s0584-8547(98)00224-9.

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50

Reinhold, Frank, Anselm Strohmaier, Stefan Hoch, Kristina Reiss, Ricardo Böheim, and Tina Seidel. "Process data from electronic textbooks indicate students' classroom engagement." Learning and Individual Differences 83-84 (October 2020): 101934. http://dx.doi.org/10.1016/j.lindif.2020.101934.

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