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Journal articles on the topic 'Virtual Remote Education'

Author: Grafiati
Published: 30 June 2021
Last updated: 18 February 2022

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1

Gurina, I. A., O. A. Medvedeva, and O. V. Shpak. "REMOTE VIRTUAL LABORATORY IN MODERN ENGINEERING EDUCATION." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 6 2020 (2020): 28. http://dx.doi.org/10.17513/spno.30285.

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Grodotzki, Joshua, Tobias R. Ortelt, and 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, and Artem Akulov. "Virtual Dialogue Assistant for Remote Exams." Mathematics 9, no. 18 (September 10, 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, and 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, and Sebastian Dormido. "Virtual and remote labs in education: A bibliometric analysis." Computers & Education 98 (July 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, and David H. Roberts. "Optimizing Remote Learning: Leveraging Zoom to Develop and Implement Successful Education Sessions." Journal of Medical Education and Curricular Development 8 (January 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, and José Pedro Simão. "Merging a Remote Microscope and Virtual Worlds: Teaching Kingdom Plantae on Basic Education." International Journal of Online Engineering (iJOE) 12, no. 04 (April 28, 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, and Francisco Esquembre. "Synchronous collaboration of virtual and remote laboratories." Computer Applications in Engineering Education 20, no. 1 (August 24, 2009): 124–36. http://dx.doi.org/10.1002/cae.20380.

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Chandrasekar, V., Yoong-Goog Cho, D. Brunkow, and A. Jayasumana. "Virtual CSU-CHILL Radar: The VCHILL." Journal of Atmospheric and Oceanic Technology 22, no. 7 (July 1, 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, and Emine Dogru Bolat. "Design and Implementation of Web-Based Virtual Mobile Robot Laboratory for Engineering Education." Symmetry 12, no. 6 (June 1, 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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Silva, Isabela, Simone Bilessimo, Gustavo Alves, Josiel Pereira, Juarez Silva, and João Bosco Alves. "Collaborative virtual community to share class plans for STEAM education." International Journal for Innovation Education and Research 7, no. 10 (October 31, 2019): 945–67. http://dx.doi.org/10.31686/ijier.vol7.iss10.1853.

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This research presents an international community of practice for teachers using the VISIR remote lab. Throughout the research, it was necessary to study about communities of practice and their potential use in remote laboratories; identify practices with collaborative potential in the institutions and with the participating teachers; develop the necessary technological environment to support the proposed community of practice; validate the proposal with four institutions (four countries - Brazil, Portugal, Spain and Argentina) to evaluate the proposed model. The motivation for developing this research came from the history of the Remote Experimentation Laboratory (REXLAB) with the project VISIR+: Educational Modules for Electric and Electronic Circuits Theory and Practice following an Enquiry based Teaching and Learning Methodology supported by VISIR+”. The VISIR + project is an international cooperation project with the participation of 21 Ibero-American partner institutions between October 2015 and April 2018. The platform, called Labs4STEAM, was developed using Dokuwiki, an open source wiki software that contains a large number of plugins. From the data collection it was possible to receive a mostly positive feedback, but several improvement opportunities were pointed out, which will be performed soon. Thus, from the developed platform one can plan future work, taking into account the results obtained and experience and partnerships with the VISIR + project.
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For Papers, Call. "7th International Conference on Remote Engineering & Virtual Instrumentation." International Journal of Online and Biomedical Engineering (iJOE) 5, no. 4 (November 10, 2009): 42. http://dx.doi.org/10.3991/ijoe.v5i4.1140.

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REV 2010 is the seventh in a series of annual events concerning the area of remote engineering and virtual instrumentation. The REV conferences are the annual conferences of the International Association of Online Engineering (IAOE) (www.online-engineering.org). REV2010 will be held at Kungliga Tekniska Högskolan (Royal Institute of Technology, KTH) in Stockholm. The general objective of this conference is to demonstrate and discuss fundamentals, applications and experiences in the field of remote engineering and virtual instrumentation. With the globalization of education the interest in and need of teleworking, remote services and collaborative working environments now increases rapidly. Another objective of the symposium is to discuss guidelines for education in university level courses for these topics. REV 2010 offers an exciting technical program as well as academic networking opportunities during the social events.
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Toquero, Cathy Mae. "Emergency remote education experiment amid COVID-19 pandemic." IJERI: International Journal of Educational Research and Innovation, no. 15 (July 29, 2020): 162–76. http://dx.doi.org/10.46661/ijeri.5113.

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Technology has been instrumental for efficient communication to counter the pandemic that the world is facing today. It also redefines how the educational system can proliferate the delivery of the teaching-learning process amidst COVID-19. This paper articulates the effectiveness of distance education, highlights the possible challenges in emergency remote education, and recommends emerging remote learning platforms along with policies for the utilisation of emergency remote teaching and protocols for the prevention of COVID-19 in Philippine learning institutions. The paper offers further research of innovative strategies, virtual learning experiences, and the transition from the physical classroom into an emergency remote education environment during the pandemic.
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Diwakar, Shyam, Dhanush Kumar, Rakhi Radhamani, Hemalatha Sasidharakurup, Nijin Nizar, Krishnashree Achuthan, Prema Nedungadi, Raghu Raman, and Bipin Nair. "Complementing Education via Virtual Labs: Implementation and Deployment of Remote Laboratories and Usage Analysis in South Indian Villages." International Journal of Online Engineering (iJOE) 12, no. 03 (March 31, 2016): 8. http://dx.doi.org/10.3991/ijoe.v12i03.5391.

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ICT-enabled virtual and remote labs have become a platform augmenting user engagement in blended education scenarios enhancing University education in rural India. A novel trend is the use of remote laboratories as learning and teaching tools in classrooms and elsewhere. This paper reports case studies based on our deployment of 20 web-based virtual labs with more than 170+ online experiments in Biotechnology and Biomedical engineering discipline with content for undergraduate and postgraduate education. Via hands-on workshops and direct feedback using questionnaires, we studied the role of remote lab experiments as learning and teaching tools. Although less reliable than direct feedback, we also included online feedback to perceive blended and remote learning styles among various users. Student and teacher user groups suggested significant usage adaptability of experimental process and indicated usage of remote labs as supplementary tools for complementing laboratory education. Usage analysis implicated the role of online labs as interactive textbooks augmenting student interaction and positive correlates to learning.
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Balamuralithara, B., and P. C. Woods. "Virtual laboratories in engineering education: The simulation lab and remote lab." Computer Applications in Engineering Education 17, no. 1 (March 2009): 108–18. http://dx.doi.org/10.1002/cae.20186.

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16

Parker, Elizabeth U., Oliver Chang, and Lisa Koch. "Remote Anatomic Pathology Medical Student Education in Washington State." American Journal of Clinical Pathology 154, no. 5 (August 20, 2020): 585–91. http://dx.doi.org/10.1093/ajcp/aqaa154.

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Abstract Objectives The coronavirus disease 2019 pandemic has halted in-person medical student education in many large academic centers, including the University of Washington. We identified a unique opportunity to bring comprehensive and targeted anatomic pathology training to large numbers of medical students who would not receive it otherwise but also need credited coursework. Methods We developed a comprehensive 2-week remote-learning course encompassing lectures, virtual slides, discussion groups, and unique case-based activities. Activities are tailored to the nonpathologist future clinician, emphasizing basic microscopy and pathology terminology. We employ multiple strategies and technologies to increase engagement while distance learning, including screen annotation, “flipped classroom” slide presentations, and repetition of common themes. Results Given 13 virtual courses to choose between 13% of students enrolled in our course (70 of our 540 rising third- and fourth-year students), a nearly 10-fold increase in average pathology rotators. Conclusions This is an unprecedented opportunity to provide tailored anatomic pathology instruction, both helping our medical students continue training during crisis and illuminating the field of pathology for our future colleagues. Preliminary results have been overwhelmingly positive regarding understanding of pathology concepts as well as attitudes toward pathology.
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Arifin, Andrew J., Rohann J. M. Correa, Christopher D. Goodman, Joanna Laba, Robert E. Dinniwell, David A. Palma, and Timothy K. Nguyen. "Remote Contouring and Virtual Review during the COVID-19 Pandemic (RECOVR-COVID19): Results of a Quality Improvement Initiative for Virtual Resident Training in Radiation Oncology." Current Oncology 28, no. 4 (August 5, 2021): 2961–68. http://dx.doi.org/10.3390/curroncol28040259.

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The need to minimize in-person interactions during the COVID-19 pandemic has led to fewer clinical learning opportunities for trainees. With ongoing utilization of virtual platforms for resident education, efforts to maximize their value are essential. Herein we describe a resident-led quality improvement initiative to optimize remote contouring and virtual contour review. From April to June 2020, radiation oncology (RO) residents at our institution were assigned modified duties. We implemented a program to source and assign cases to residents for remote contouring and to promote and optimize virtual contour review. Resident-perceived educational value was prospectively collected and analyzed. All nine RO residents at our institution (PGY1–5) participated, and 97 cases were contoured during the evaluation period. Introduction of the Remote Contouring and Virtual Review (RECOVR) program coincided with a significant increase in mean cases contoured per week, from 5.5 to 17.3 (p = 0.015), and an increased proportion of cases receiving virtual review, from 14.8% to 58.6% (p < 0.001). Residents reported that the value of immediate feedback during virtual review was similar to that of in-person review (4.6 ± 0.1 vs. 4.5 ± 0.2, p = 0.803) and significantly higher than feedback received post hoc (e.g., email; 3.6 ± 0.2, p < 0.001). The implementation of a remote process for contour review led to significant increases in contouring, and virtual contour review was rated as highly as in-person interactions. Our findings provide a data-driven rationale and framework for integrating remote contouring and virtual review into competency-based medical education.
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Espejo Mojica, Oscar Gabriel. "Development of remote laboratories oriented to virtual environment." Visión electrónica 13, no. 1 (January 31, 2019): 101–11. http://dx.doi.org/10.14483/22484728.14447.

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This article shows the process of designing a system of workbenches for laboratory practices oriented to virtual environments by using remote instrumentation techniques.. The process was linked to a Research process in an Instrumentation Research Seeder in the Corporación Universitaria Minuto de Dios, Colombian University. The document also presents the design process from the concept generation and Embodiment Design to the construction of a Basic Electronics Functional Prototype, including a remote access, and a trainer. One of the most important conclusion of the project points to the fact that the Remote Laboratories system is a very powerful didactic tool, not only in Virtual Education Processes, but also it will be used in a lot of academic environments.
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de la Torre, Luis, Ruben Heradio, Carlos A. Jara, Jose Sanchez, Sebastian Dormido, Fernando Torres, and Francisco A. Candelas. "Providing collaborative support to virtual and remote laboratories." IEEE Transactions on Learning Technologies 6, no. 4 (October 2013): 312–23. http://dx.doi.org/10.1109/tlt.2013.20.

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Auziņa, Ilze, and Zigmunds Buliņš. "Virtual Distance Lessons in Secondary School Teachers Continuous Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 339. http://dx.doi.org/10.17770/sie2012vol2.509.

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The paper provides an overview of organization principles of interactive distance teaching as well as its implementation for continuous education course for bilingual education teachers of 6 programme’s subjects. Distance teaching sessions were organized in 10 school’s computer classes. There are considered possible solutions for interactive distance learning classes. Lessons organization, based on the server’s remote session control is described. It is arranged participating teacher survey regarding usability of applied environment and made conclusions about appropriateness of developed approach.
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Xu, Xiao, Peisen Guo, Jingmei Zhai, and Xianwen Zeng. "Robotic kinematics teaching system with virtual reality, remote control and an on–site laboratory." International Journal of Mechanical Engineering Education 48, no. 3 (October 31, 2018): 197–220. http://dx.doi.org/10.1177/0306419018807376.

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Given the ever-growing need for robotics learning, an experimental teaching model was developed in combination with virtual reality, remote control and an on-site laboratory to support robotic kinematics teaching. Based on the Browser/Server mode, a kinematics simulation platform of a 6-DOF articulated robot and a 4-DOF SCARA robot was established. Furthermore, a Client/Server mode SCARA robot’s remote-control system was developed along with a simulation with the same functionality and interface. Experiments with virtual reality simulation can eliminate the safety concerns associated with real-world robot operations. Test resources can be web-shared for wider audiences. Remote-controlled experiments could operate the robot off-site and achieve the same results as on-site operations. Virtual reality and remote-controlled experiments could also alleviate the shortages of lab time, space, equipment, staff and teaching time. Students could choose one of the three modes to examine the effectiveness of their study, or they could first use simulations and later operate robots on-site or remotely and obtain real-world experimental results. The various testing combinations available to learners would improve the flexibility, effectiveness and safety of experiments and would meet various learners’ needs.
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Wijkmark, Cecilia Hammar, Maria Monika Metallinou, and Ilona Heldal. "Remote Virtual Simulation for Incident Commanders—Cognitive Aspects." Applied Sciences 11, no. 14 (July 12, 2021): 6434. http://dx.doi.org/10.3390/app11146434.

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Due to the COVID-19 restrictions, on-site Incident Commander (IC) practical training and examinations in Sweden were canceled as of March 2020. The graduation of one IC class was, however, conducted through Remote Virtual Simulation (RVS), the first such examination to our current knowledge. This paper presents the necessary enablers for setting up RVS and its influence on cognitive aspects of assessing practical competences. Data were gathered through observations, questionnaires, and interviews from students and instructors, using action-case research methodology. The results show the potential of RVS for supporting higher cognitive processes, such as recognition, comprehension, problem solving, decision making, and allowed students to demonstrate whether they had achieved the required learning objectives. Other reported benefits were the value of not gathering people (imposed by the pandemic), experiencing new, challenging incident scenarios, increased motivation for applying RVS based training both for students and instructors, and reduced traveling (corresponding to 15,400 km for a class). While further research is needed for defining how to integrate RVS in practical training and assessment for IC education and for increased generalizability, this research pinpoints current benefits and limitations, in relation to the cognitive aspects and in comparison, to previous examination formats.
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Choate, Julia, Nancy Aguilar-Roca, Elizabeth Beckett, Sarah Etherington, Michelle French, Voula Gaganis, Charlotte Haigh, Derek Scott, Terrence Sweeney, and John Zubek. "International educators’ attitudes, experiences, and recommendations after an abrupt transition to remote physiology laboratories." Advances in Physiology Education 45, no. 2 (June 1, 2021): 310–21. http://dx.doi.org/10.1152/advan.00241.2020.

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The COVID-19 pandemic triggered university lockdowns, forcing physiology educators to rapidly pivot laboratories into a remote delivery format. This study documents the experiences of an international group of 10 physiology educators surrounding this transition. They wrote reflective narratives, framed by guiding questions, to answer the research question: “What were the changes to physiology laboratories in response to the COVID-19 pandemic?” These narratives probed educators’ attitudes toward virtual laboratories before, during, and after the transition to remote delivery. Thematic analysis of the reflections found that before COVID-19 only a few respondents had utilized virtual laboratories and most felt that virtual laboratories could not replace the in-person laboratory experience. In response to university lockdowns, most respondents transitioned from traditional labs to remote formats within a week or less. The most common remote delivery formats were commercially available online physiology laboratories, homemade videos, and sample experimental data. The main challenges associated with the rapid remote transition included workload and expertise constraints, disparities in online access and workspaces, issues with academic integrity, educator and student stress, changes in learning outcomes, and reduced engagement. However, the experience generated opportunities including exploration of unfamiliar technologies, new collaborations, and revisiting the physiology laboratory curriculum and structure. Most of the respondents reported planning on retaining some aspects of the remote laboratories postpandemic, particularly with a blended model of remote and on-campus laboratories. This study concludes with recommendations for physiology educators as to how they can successfully develop and deliver remote laboratories.
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Liang, Yuxin, and G. P. Liu. "Design of Remote 3D Virtual Laboratory for Education On Control System Experimentation." IFAC Proceedings Volumes 46, no. 17 (2013): 327–32. http://dx.doi.org/10.3182/20130828-3-uk-2039.00071.

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Almodaires, Abdullah A., Faisal M. Almutairi, and Tareq E. A. Almsaud. "Pre-Service Teachers’ Perceptions of the Effectiveness of Microsoft Teams for Remote Learning." International Education Studies 14, no. 9 (August 28, 2021): 108. http://dx.doi.org/10.5539/ies.v14n9p108.

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This paper draws on social constructivism and the domestication model and investigates pre-service teachers&rsquo; perceptions of the usefulness of Microsoft Teams for remote learning. This research is part of a descriptive cross-sectional study. It is neither causal nor relational. The participants comprised of 215 undergraduate pre-service teachers from an all-female teacher training college in Kuwait and were surveyed during year 1 of their three-year academic programme. Descriptive statistical analysis and One-way ANOVA were used to analyse the data. Results indicated an overall positive perception of Microsoft Teams by all participants. The findings suggest that Microsoft Teams is an effective virtual leaning platform because of its quality, user friendliness and functionalities. The respondents perceived that the tool played a significant role in fostering interactive learning and for receiving and providing feedback. However, the pre-service teachers perceived that the platform was not suitable for independent learning and collaborative learning compared to other online collaborative tools. The empirical contribution of this study is founded on the fact that it is conducted in the context of virtual remote learning at an undergraduate teacher education level where there is limited empirical evidence. This study adds to and extends existing literature by contributing to an understanding of the domestication of virtual learning platforms when making the shift from purely traditional classrooms to remote learning.
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Churchouse, Wendy, Beth Griffiths, Peter Sewell, Ruth Harries, Jonathan Thomas, Claire Bryant, and Sarah Greenwood. "Remote consultations, prescribing and virtual teaching during the COVID-19 pandemic." Journal of Prescribing Practice 3, no. 7 (July 2, 2021): 264–72. http://dx.doi.org/10.12968/jprp.2021.3.7.264.

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During the COVID-19 pandemic, health professionals, including non-medical prescribers, needed to assess and treat patients whilst minimising personal contact. This required the rapid implementation of remote consultations. Simultaneously, in health education, virtual learning was fast-tracked to reduce transmission of the virus. A non-medical prescribing academic team and their learners (students) embarked upon a transitional journey to integrate remote consultations into the curriculum. This article will share the experiences of the academic team and learners during this transition and address the practical aspects of conducting remote consultations whilst maintaining patient safety, professional regulations and governance.
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Coleman, Dan. "Backtalk: The limits of rapport: What’s lost when we focus on connecting to our students." Phi Delta Kappan 102, no. 2 (September 22, 2020): 68–69. http://dx.doi.org/10.1177/0031721720963240.

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As schools turned toward remote learning during the COVID-19 pandemic, they focused on preserving the connections between teachers and their students. But Dan Coleman argues that connections among students are at least as important — and easy to neglect in remote learning. He encourages teachers to design new ways to deliberately build in to their experience of virtual school the things they used to get around the edges of in-person school.
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Han, Ling Ling. "Research and Practice of Coal Adult Online Education Multimedia Platform." Applied Mechanics and Materials 556-562 (May 2014): 6720–22. http://dx.doi.org/10.4028/www.scientific.net/amm.556-562.6720.

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When Intelligent Guidance networked multimedia platform system, automatic answering system and the emergence of virtual personal space are found, It will help teachers to teach students learn better more easily. The introduction of digital signatures, certification and other e-commerce technology will improve the security of remote teaching system and realize the full operation of the virtual school. With the standardization of learning resources data, the platform will provide a better resource library management, effective organization and utilization of network resources for teaching and training services.
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Robles-Gómez, Antonio, Llanos Tobarra, Rafael Pastor-Vargas, Roberto Hernández, and Jesús Cano. "Emulating and Evaluating Virtual Remote Laboratories for Cybersecurity." Sensors 20, no. 11 (May 26, 2020): 3011. http://dx.doi.org/10.3390/s20113011.

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Our society is nowadays evolving towards a digital era, due to the extensive use of computer technologies and their interconnection mechanisms, i.e., social networks, Internet resources, IoT services, etc. This way, new threats and vulnerabilities appear. Therefore, there is an urgent necessity of training students in the topic of cybersecurity, in which practical skills have to be acquired. In distance education, the inclusion of on-line resources for hands-on activities in its curricula is a key step in meeting that need. This work presents several contributions. First, the fundamentals of a virtual remote laboratory hosted in the cloud are detailed. This laboratory is a step forward since the laboratory combines both virtualization and cloud paradigms to dynamically create emulated environments. Second, this laboratory has also been integrated into the practical curricula of a cybersecurity subject, as an additional on-line resource. Third, the students’ traceability, in terms of their interactions with the laboratory, is also analyzed. Psychological TAM/UTAUT factors (perceived usefulness, estimated effort, social influence, attitude, ease of access) that may affect the intention of using the laboratory are analyzed. Fourth, the degree of satisfaction is analyzed with a great impact, since the mean values of these factors are most of them higher than 4 points out of 5. In addition to this, the students’ acceptance of the presented technology is exhaustively studied. Two structural equation models have been hypothesized and validated. Finally, the acceptance of the technology can be concluded as very good in order to be used in other Engineering contexts. In this sense, the calculated statistical values for the improved proposed model are within the expected ranges of reliability (X2 = 0.6, X2/DF = 0.3, GFI = 0.985, CIF = 0.985, RMSEA = 0) by considering the literature.
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Zhang, Mu-Hua, Chien-Yuan Su, Yan Li, and Yan-Yan Li. "Factors affecting Chinese university students’ intention to continue using virtual and remote labs." Australasian Journal of Educational Technology 36, no. 2 (May 15, 2020): 169–85. http://dx.doi.org/10.14742/ajet.5939.

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Recently, virtual and remote labs (VRLs) have been developed to support students in conducting experiments in engineering and science education. However, little is known about the students’ intentions to continue using VRLs and their satisfaction with the experience. This study proposed an extended model embedded within the expectation confirmation model and two variables concerning flow experience (time distortion and focused attention) to predict Chinese university students’ satisfaction with and intention to continue using VRLs. A structural equation modelling technique based on covariance was conducted to evaluate survey questionnaire responses received from 238 students at a university located in central China. The results demonstrated that satisfaction was the most crucial determinant of the students’ intention to continue using VRLs, followed closely by perceived usefulness. Confirmation played an indirect role in predicting students’ intentions to continue using VRLs via satisfaction and perceived usefulness. Students’ flow experience while performing virtual experiments played a positive and direct role in confirming their expectations of VRLs.
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Barros, Beatriz, Timothy Read, and M. Felisa Verdejo. "Virtual Collaborative Experimentation: An Approach Combining Remote and Local Labs." IEEE Transactions on Education 51, no. 2 (May 2008): 242–50. http://dx.doi.org/10.1109/te.2007.908071.

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Diehl Detar, Melody. "Theological Librarianship from a Distance." Theological Librarianship 8, no. 2 (August 19, 2015): 11–15. http://dx.doi.org/10.31046/tl.v8i2.390.

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This essay examines distance theological librarianship and the field’s suitability for remote librarians. A brief introduction to the landscape of online programs in theological education is followed by an overview of virtual librarianship and how theological librarians may serve students while working from a distance themselves. The essay then describes a method for initiating a remote librarian position in a theological library context, and then reviews the steps of determining whether remote work is feasible and desirable at an institution, approaching leadership with a plan, setting up a trial remote work period, and assessing its success.Particular emphasis is given to communication expectations, modes of virtual reference and instruction, campus committee service and meaningful ways of remaining part of the campus community.
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Broisin, Julien, Rémi Venant, and Philippe Vidal. "Awareness and reflection in virtual and remote laboratories: the case of computer education." International Journal of Technology Enhanced Learning 9, no. 2/3 (2017): 254. http://dx.doi.org/10.1504/ijtel.2017.084503.

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Vidal, Philippe, Rémi Venant, and Julien Broisin. "Awareness and Reflection in Virtual and Remote Laboratories: the case of Computer Education." International Journal of Technology Enhanced Learning 9, no. 1/2 (2017): 1. http://dx.doi.org/10.1504/ijtel.2017.10003509.

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Lu, Yihua, Yao Xu, and Xi Zhu. "Designing and Implementing VR2E2C, a Virtual Reality Remote Education for Experimental Chemistry System." Journal of Chemical Education 98, no. 8 (July 19, 2021): 2720–25. http://dx.doi.org/10.1021/acs.jchemed.1c00439.

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Porumb, Cosmin, Sanda Porumb, Bogdan Orza, and Aurel Vlaicu. "Blended Learning Concept and its Applications to Engineering Education." Advanced Engineering Forum 8-9 (June 2013): 55–64. http://dx.doi.org/10.4028/www.scientific.net/aef.8-9.55.

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The technical educational act means theory and practice, individual study, group-based projects or experimental work that involves equipment, simulation/emulation software packages and laboratory applications. In order to develop advanced e-learning tools and integrate them within online platforms for higher and postgraduate engineering education, new methodologies should be taken into consideration: project-and problem based learning, virtual laboratory (remote access to laboratory infrastructure and task evaluation) or remote assistance for diploma projects and mobility grants. This paper presents new blended learning concepts and approaches and the manner they can be adopted in engineering education, by using the symbiotic computing paradigms adapted to blended learning, especially blended learning gap and blended learning bridge.
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Nesenbergs, Krisjanis, Valters Abolins, Juris Ormanis, and Artis Mednis. "Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review." Education Sciences 11, no. 1 (December 31, 2020): 8. http://dx.doi.org/10.3390/educsci11010008.

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In this systematic umbrella review we aggregate the current knowledge of how virtual and augmented reality technologies are applicable to and impact remote learning in higher education; specifically, how they impact such learning outcomes as performance and engagement in all stages of higher education from course preparation to student evaluation and grading. This review was done as part of a state wide research effort of Latvia, to mitigate the impact of COVID-19 and specifically to provide a framework for a technological transformation of education in this context. In this work we search the Scopus and Web of Science databases for articles describing the use of virtual and/or augmented reality technologies in remote learning for higher education and their impact on learning outcomes. We identified 68 articles from which, after multiple screening and eligibility phases, nine review articles were left for extraction phase in which 30 structural elements with corresponding interventions and measured effects were extracted. Of these, 24 interventions had a measured effect on student performance (11 positive, seven negative, six no impact) and six interventions had a measured effect on student engagement (all six positive).
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Sala, Nicoletta. "Hypermedia Modules for Distance Education and Virtual University." International Journal of Distance Education Technologies 1, no. 1 (January 2003): 78–95. http://dx.doi.org/10.4018/jdet.2003010105.

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The explosive growth of the Internet and the convergence of information and communication technology is opening up new educational opportunities. In fact, the rapid development of digital, networked multimedia technology such as the Internet, e-mail and computer based and video conferencing can redefine the learning environment. This paper describes two different experiences of the use of hypermedia modules inside the distance learning and the virtual university. First experience is an activity developed by the Department of Electronic (Dipartimento di Electtronica) - Politecnico of Torino (Italy) in the field of computer-based training in electronic instrumentation and measurements, where the author was a supervisor for the educational process. This project has been developed for Italian research of distance education named “Consorzio Nettuno,” which involves different undergraduate courses (Electronic Engineering, Information Technology, Economic Science). Several modules have been developed, using multimedia technologies, to assist the students to acquire the fundamentals of the basic instrumentation. A client-server system has been designed in order to allow the students to operate on a remote laboratory for experimental training. The courseware includes lessons, exercises, and training on virtual instruments which emmulate actual instruments. The students can also carry out several real laboratory experiments without actually being in the laboratory, by using a client-server structure based on the Internet. Second experience, named “Cybermath,” is an example of virtual university course, in fact the aim of this project is to realise a hypermedia course of mathematics using the collaboration between different European universities.
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Wang, Hui Bai, and Li Na Cui. "Excogitation and Realization of Remote Chess Play System Based on Augmented Reality." Advanced Materials Research 756-759 (September 2013): 1788–92. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.1788.

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A remote chess play system based on augmented reality has been designed, and that could achieve two people face-to-faces playing chess but in fact the two people are separated by distance. The remote chess play system could be subdivided into six modules, and they are 3D video collected live, chessboard recognition, chess motion detection, compression and translation, virtual-real registration and virtual-real synthesis and 3D video played. The six modules have been introduced in details, and chessboard recognition and alternation of registration have been focused on in this paper. SSIFT-Mean Shift algorithm would be put forward, improving traditional Mean Shift algorithm when the target and background are under the condition of high similarity then the goals are easily lost. More important, real-time is enhanced. Currently the system has been used in practice and the method developed in the remote chess play system also can be applied to the remote medical treatment, distance education and remote interaction, etc.
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Boardman, Davis, Jeffrey A. Wilhite, Jennifer Adams, Daniel Sartori, Richard Greene, Kathleen Hanley, and Sondra Zabar. "Telemedicine Training in the COVID Era: Revamping a Routine OSCE to Prepare Medicine Residents for Virtual Care." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110240. http://dx.doi.org/10.1177/23821205211024076.

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Background: During the rapid onset of the pandemic, clinicians transitioned from traditional outpatient practice to virtual modalities for providing routine care to patient panels. Like training programs nationwide, telemedicine training and assessment had not been systematically incorporated into our residency. In response, a scheduled Internal Medicine (IM) Objective Structured Clinical Examination (OSCE) was adapted to a remote modality to become virtual care-focused learning experience for trainees and to provide valuable feedback to educators. Methods: Standardized Patients (SPs) rated residents on their communication (including information gathering, relationship development and patient education), patient activation and satisfaction, and telemedicine skills. Analyses included a comparison of domain scores for residents who participated in both the 2020 remote and 2019 in-person OSCEs, and a review of written resident comments about the virtual OSCE. Results: During 2020’s video visit OSCE (VOSCE), residents (n = 23) excelled at nonverbal communication but struggled with virtual physical exams and information gathering. In debrief, residents expressed substantial interest in more opportunity to practice virtual visit skills going forward. In comparing scores of the virtual care (2020) OSCE with the in-person (2019) version, the small subset of residents who participated in both assessments (n = 9) performed similarly on communication skills, patient satisfaction and activation. Patient education scores were significantly lower during the virtual care OSCE ( P = .008). Conclusion: Our reformulated OSCE accomplished 3 goals including; (1) physically distancing residents from SPs per COVID regulations, (2) providing residents with the opportunity to practice critical virtual visit skills, and (3) alerting our educators to curricular improvement areas. Our methods are useful for other institutions and have applications to the larger medical education community.
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K.C., Tulza. "Impact of COVID-19 on University Education, Nepal." Tribhuvan University Journal 35, no. 2 (December 31, 2020): 34–46. http://dx.doi.org/10.3126/tuj.v35i2.36187.

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The corona virus disease 2019 (COVID-19) has now become a pandemic and major health threat. Almost countries of the world including Nepal have suspended their academic activities by closing schools and colleges. Some attempts are being made to overcome this gap by providing virtual classes to the students. But such efforts are also being proven inaccessible and challenging especially for the poor students residing in remote parts of the countries. Regarding the practical courses where acquisition of psychomotor skill by the students is mandatory together with other cognitive and affective skill, virtual online classes remain ineffective. The date and time of opening of schools and colleges has become unpredictable. In this review, the author has highlighted the potential impacts of this outbreak in education, academic institutions, and students.
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Chen, Sheng Jian. "Study of Physics Experiment Teaching System Based on Virtual Reality Technology." Applied Mechanics and Materials 214 (November 2012): 664–68. http://dx.doi.org/10.4028/www.scientific.net/amm.214.664.

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With the rapid development of the Internet, a remote education assistant system (REAS) is developed to aid the VPETS to be used over the Internet. It is designed in Client/Server mode and is based on virtual reality. It is composed of three parts: the server, the teacher client and the student client. It extends the VPETS to an Internet version and realizes the management of the experiment reports over the Internet. Thus, it can be used for distributed remote teaching and management, freeing teachers and students from the restriction of space and time and stimulating their go-aheadism. It has several advantages: stability, security, and expandability.
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Shakirova, V. V., O. S. Sadomceva, and L. A. Dzhigola. "Organization of distance education in chemistry in higher education." SHS Web of Conferences 113 (2021): 00089. http://dx.doi.org/10.1051/shsconf/202111300089.

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The study focuses on the problems of distance learning in higher natural science education (using the example of chemical education). The issues of history of development of means and methods of e-learning using remote educational technologies are discussed. The study focuses on the activities of the Department of Analytical and Physical Chemistry of Astrakhan State University in the field of organizing and conducting classes in specialized chemical disciplines with students during the period of self-isolation. Attention is paid to the organization and conduct of distance learning during the period of self-isolation, through the Moodle virtual educational environment. Advantages and disadvantages of distance learning, difficulties of conducting classes in a distance form in the discipline of “chemistry,” as well as factors ensuring obtaining quality education are considered.
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Gopalan, Chaya, Carolyn Butts-Wilmsmeyer, and Vanessa Moran. "Virtual flipped teaching during the COVID-19 pandemic." Advances in Physiology Education 45, no. 4 (December 1, 2021): 670–78. http://dx.doi.org/10.1152/advan.00061.2021.

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The COVID-19 pandemic forced teaching to be shifted to an online platform. Since the flipped teaching (FT) model has been shown to engage students through active learning strategies and adapt both synchronous and asynchronous components, it was a convenient choice for educators familiar with this instructional method. This study tested the effectiveness of a virtual FT method during the pandemic in a graduate-level physiology course. Besides assessing knowledge gained in the virtual FT format, student surveys were used to measure student perception of their adjustment to the new FT format, their confidence in completing the course successfully, and the usefulness of assessments and assignments in the remote FT. Students reported that they adjusted well to the remote FT method ( P < 0.001), and their confidence in completing the course in this teaching mode successfully improved from the beginning to the end of the semester ( P < 0.05). Students expressed a positive response to the synchronous computerized exams (90.32%) and the formative group (93.51%) and individual (80.65%) assessments. Both collaborative activities (93.55%) and in-class discussions (96.77%) were found to be effective. The course evaluations and the overall semester scores were comparable to the previous semesters of face-to-face FT. Overall, students’ perceptions and performance suggested that they embraced the virtual FT method and the tested teaching method maintained the same strong outcome as before. Thus, this study presents a promising new instructional method in the teaching of future physiology courses.
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Pastor, R., C. Martín, J. Sánchez, and S. Dormido. "Development of an XML-Based Lab for Remote Control Experiments on a Servo Motor." International Journal of Electrical Engineering & Education 42, no. 2 (April 2005): 173–84. http://dx.doi.org/10.7227/ijeee.42.2.5.

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In this paper, an XML-based framework, known as RELATED, is used to build a remote lab for providing experience of control engineering on a servo motor using components distributed across the Internet. This new approach allows different groups to share their hardware and software resources and to facilitate the creation of networks of virtual/remote laboratories.
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Zhang, Muhua, and Yanyan Li. "Students’ Continuance Intention to Experience Virtual and Remote Labs in Engineering and Scientific Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 17 (September 16, 2019): 4. http://dx.doi.org/10.3991/ijet.v14i17.10799.

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Virtual and Remote Labs (VRLs) had been widely used in Engineering and Scientific Education in recent years. The purpose of this study was to explore the students’ satisfaction of VRLs and their continuance intention to experience VRLs in future study. The VRL developed by Unity3D PRO was integrated into an undergraduate course named “Introduction to computer science”. 240 college students from China Three Gorges University took the course and had the virtual and remote laboratory experience for 16 weeks. Students’ satisfaction and continuance intention were investigated by a three-part questionnaire based on the Expectation-Confirmation Model and Flow Theory. SPSS 19.0 was used for the quantitative analysis. The results indicated that the flow experience of students in VRL was at general level while the female students’ perception of flow was higher than the males. Correlation analysis found that the flow experience had an extremely significant correlation with the students’ perceived usefulness, confirmation, satisfaction and continuous intention. Stepwise regression analysis found that flow experience, perceived usefulness and satisfaction were all positive predictor of the students’ continuance intention. Finally, some suggestions for integrating VRLs in engineering and scientific education were provided.
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Santamaría-Buitrago, Frey Alfonso, Javier Antonio Ballesteros-Ricaurte, and Juan Sebastián González-Sanabria. "plataforma cloud computing como infraestructura tecnológica para laboratorios virtuales, remotos y adaptativos -Cloud computing as technologic infrastructure for virtual, remote and adaptive labs." Revista Científica 3, no. 23 (January 4, 2016): 98. http://dx.doi.org/10.14483/udistrital.jour.rc.2015.23.a8.

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Actualmente las instituciones de educación superior desarrollan su docencia apoyada en los campus virtuales, en modalidad tanto presencial como semipresencial. De igual manera, la internacionalización de la enseñanza abre nuevos desafíos como: la creación de redes de investigación, espacios de trabajos compartidos, laboratorios virtuales y remotos, entre otros, apostando por sistemas de producción, publicación y distribución de contenidos educativos digitales que permitan compartir el conocimiento y el material educativo. La presente propuesta pretende potencializar el desarrollo de ecosistemas de experimentación académica, abiertos, reusables e interoperables, a través del diseño de marco de trabajo e integración tecnológica orientado a la implementación de laboratorios virtuales y teleoperados, basado en el estándar IMS Learning Tools Interoperability® (LTI®). Para lograrlo se partió de del reconocimiento del contexto para luego caracterizar el conjunto de métodos y tecnologías aplicables al desarrollo de laboratorios virtuales y teleoperados, identificar las alcances procedimentales y criterios técnicos para su desarrollo que permite ofrecer servicios informáticos en entornos académicos a través de internet, el control de los recursos, procesos e información, acceso infraestructuras de red con otros usuarios para la puesta en marcha de nuevos servicios, sin altos costos o inversión para su implementación, permitiendo una alta escalabilidad y flexibilidad en la modificación del dimensionamiento del servicio, la investigación académica y científica apoyado en estándares, arquitecturas, tecnologías, herramientas y aplicaciones abiertas y de propósito general.Cloud computing as technologic infrastructure for virtual, remote and adaptive labsABSTRACT Nowadays, institutions of higher education are developing teaching process leaning on virtual campus, in classroom and blended learning; as well as the internationalization of teaching creates new challenges, such as: creating research networks, shared workspaces, virtual and remote labs, among others; betting on production, publication and distribution systems of educative digital contents that allow sharing knowledge and educational material. This proposal pretends to potentiate the development of open, reusable and interoperable academic experimentation ecosystems, through the design of a framework and the technological integration oriented to the implementation of virtual and tele operated labs, based on IMS Learning Tools Interoperability ® (LTI®) standard. This coupled with the characterization of a set of methods and technologies applicable to the development of virtual and tele operated labs, identifying its scope and technical criteria, in order to offer informatics services in academic environments through the Internet and allowing a high scalability and flexibility in modifying the sizing of the service, academic and scientific research, supported on open standards, architectures, technologies, tools and apps.Cloud computing infra-estrutura para as technologic virtual, remoto e adaptativa labsRESUMO Hoje em dia, as instituições de ensino superior estão a desenvolver processo de ensino apoiado em campus virtual, em sala de aula e blended learning; bem como a internacionalização do ensino cria novos desafios, tais como: a criação de redes de investigação, espaços de trabalho compartilhados, laboratórios virtuais e remotos, entre outros; apostando em sistemas de produção, publicação e distribuição de conteúdos digitais educativos que permitem a partilha de conhecimentos e material educativo. Esta proposta pretende potenciar o desenvolvimento de ecossistemas experimentação acadêmicos abertos, reutilizáveis e interoperáveis, através da concepção de um quadro ea integração tecnológica orientada para a implementação de laboratórios virtuais operados e tele, com base em IMS Learning Tools Interoperability ® (LTI®) padrão . Isso, combinado com a caracterização de um conjunto de métodos e tecnologias aplicáveis ao desenvolvimento de laboratórios operados virtuais e tele, identificando o seu âmbito e critérios técnicos, a fim de oferecer serviços de informática em ambientes acadêmicos através da Internet e que permite uma alta escalabilidade e flexibilidade na modificar o dimensionamento do serviço, pesquisa acadêmica e científica, apoiada em padrões abertos, arquiteturas, tecnologias, ferramentas e aplicativos.
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Dormido, S., H. Vargas, J. Sánchez, R. Dormido, N. Duro, S. Dormido-Canto, and F. Morilla. "Developing and Implementing Virtual and Remote Labs for Control Education: The UNED pilot experience." IFAC Proceedings Volumes 41, no. 2 (2008): 8159–64. http://dx.doi.org/10.3182/20080706-5-kr-1001.01378.

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Osborne, Sam. "Learning Versus Education: Rethinking Learning in Anangu Schools." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 171–81. http://dx.doi.org/10.1017/jie.2013.24.

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In the remote schooling context, much recent media attention has been directed to issues of poor attendance, low attainment rates of minimal benchmarks in literacy and numeracy, poor retention and the virtual absence of transitions from school to work. The Australian government's recent ‘Gonski review’ (Review of Funding for Schooling – Final Report 2011) also strongly advocates the need to increase investment and effort into remote education across Australia in order to address the concerns of under-achievement, particularly of Indigenous students. Large-scale policies designed to improve access to services have caused a significant increase in services delivered from external sources, policy development at all levels of government, and tight accountability measures that affect remote communities and in turn, schools in various ways. Remote educators find themselves caught in the middle of this systemic discourse and the voices and values that exist in the remote communities where they live. Within this complex environment, the purpose of this article is to amplify Indigenous community voices and values in the discourse and by doing so, challenge ourselves as educators and educational leaders to examine the question: ‘While we're busy delivering education, is anybody learning anything?’ This article focuses on the Anangu (Pitjantjatjara/Yankunytjatjara) context of the North-West of South Australia, southern regions of the Northern Territory and into Western Australia. This region is referred to as the ‘tri-state’ region. Using a qualitative methodology, this article examines three Pitjantjatjara language oral narrative transcripts where Anangu reflect on their experiences of growing up and learning. By privileging these Anangu voices in the dialogue about learning in the remote Aboriginal community context, key themes are identified and analysed, highlighting important considerations for remote educators in understanding the values and cultural elements that inform Anangu students in their engagement with a formal education context.
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Montoya, M. M., J. A. Vaquerizo, A. Williart, and E. Martinez. "Remote radio astronomy in distance learning." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 5 (November 16, 2017): 98–104. http://dx.doi.org/10.18844/prosoc.v4i5.2683.

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National Distance Education University (UNED) is a Spanish University whose methodology is based on the principles of Distance Learning. UNED has the largest student population in Spain and is one of the largest universities in Europe. PARTNeR (Proyecto Académico con el Radio Telescopio de NASA en Robledo, Educational Project with NASA’s Radio Telescope at Robledo) is an educational project that allows students to remotely operate a 34-meter parabolic antenna located at the NASA’s Madrid Deep Space Communications Complex. UNED science students perform real-time remote radio astronomical observations controlling PARTNeR radio telescope through Internet from their classroom. Students that cannot attend the observation on-site because of geographical dispersion or occupational tasks can join it on-line using the AVIP classroom, a virtual classroom based on IP technology. The main educational objective of UNED-PARTNeR collaboration is to learn the basics of general astronomy and radio astronomy and to understand the fundamentals of radio telescope operation. The technical objective of UNED-PARTNeR collaboration poses a double challenge: on the one hand, to remotely operate a firstrate scientific instrumentation using AVIP classroom and, on the other hand, to carry out a real scientific research using distance learning methodology. Keywords: Distance learning; Remote radio astronomy; Virtual classroom; Practical Astrophysics
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