Letteratura scientifica selezionata sul tema "Digitized Educational Relationship"
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Articoli di riviste sul tema "Digitized Educational Relationship":
1
Giorgi, Pamela, Elena Mazzini e Patrizia Garista. "The wounded school. Framing race pedagogies through INDIRE digital collections". Rivista di Storia dell’Educazione 7, n. 1 (9 luglio 2020): 115–27. http://dx.doi.org/10.36253/rse-9398.
Abstract (sommario):
Contemporary challenges in school and society, against any form of racism, refer to the urgency and the pedagogical potential of “memories” as a cultural heritage and as an “educational experience” to be exposed as educators and to which the school itself should be exposed. Moving up from the Indire Archive studies on racial laws, the present proposal intends to investigate the relationship between school and fascism from a perspective that aims to grasp the elements of resistance and metamorphosis, by tracing the possible didactic implications of a digitized historical heritage. Nevertheless, the scarring of racial laws becomes an opportunity for reflection and transformation, where the archive offers itself as a chance to build narratives-bridge with the future. The sources, which the contribution proposes as a documentary apparatus, come from the Indire historical archive, from which the project documented by an exhibition with materials dating back to the National Educational Exhibition of 1925 was developed. The systematic analysis of school materials is presented here following the results of cataloging, returning markedly ideological elaborations in languages, as then reflected in the contents, of a pedagogy gradually eroded in its role of development in favor of indoctrination.
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Mavrelos, Manos, e Thanasis Daradoumis. "Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review". Education Sciences 10, n. 11 (17 novembre 2020): 334. http://dx.doi.org/10.3390/educsci10110334.
Abstract (sommario):
Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic databases (ERIC, Web of Science, ScienceDirect, SpringerLink, and Scopus) using predefined selection criteria. In total, 321 different articles were screened, from which 43 articles met the predefined inclusion criteria. The results indicate a correlation between pedagogical practices of Waldorf schools and MI theory compatible teaching practices and between Waldorf schools and neuroeducation. Further empirical research examining different facets of this relationship is still needed to establish live and effective schools as Learning Organizations.
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Mustafa1, Hassan M. H., Mohamed I. A. Ibrahim2 e Hany S. Ramzy3. "ANALOGIC NON-PROPERLY PREPARED TEACHERS VERSUS NOISY CONTAMINATED OPTICAL CHARACTER RECOGNITION REGARDING STUDENTS’ ACADEMIC PERFORMANCE, ADOPTING ARTIFICIAL NEURAL NETWORKS’ MODELING". International Journal Of Multidisciplinary Research And Studies 05, n. 04 (8 maggio 2022): 01–14. http://dx.doi.org/10.33826/ijmras/v05i04.1.
Abstract (sommario):
This Research papers tackles an important and interestingly complex, and a challenging educational problematic phenomenon. Specifically, it addresses two analogously interrelated issues namely: the non-properly prepared teachers that characterized by undesirable impact on students' academic achievement inside classrooms. Additionally, Herein, this issue shown to be analogous to recognition process of noisy contaminated Optical Character Recognition (OCR). Briefly, this comparative study objectively illustrates analogous relationship between contaminated noisy information provided by non-properly prepared teaching process versus noisy contaminated (OCR) process By more details, various noisy power level values which changed in learning environment, results in considerable correspondence with different learning rate values. The unfavorable amount of teacher’s improperness is mapped similar to well-known communication technology term namely signal to noise (S/N) ratio. Which quantitatively measures the clarity degree related to received desired learning / teaching signal across the educational communication channel. In other words, it illustrates simulated outcome presented as percentage of lessons’ focusing degree versus # Neurons for different learning rate values. More properly. Performance of non-properly prepared teacher results in noisy information submitted to children’s brain in classrooms. Accordingly. it observed annoyance of learning environment and negatively affects the quality of children’s learning performance. Herein, this research work illustrates specifically the analogy between learning under noisy data environment in Artificial Neural Networks (ANNS) models versus the effect of physical environment on quality of education in classrooms. The observed non-properly prepared teachers' phenomenon in classrooms observed to have negatively undesired effect on the evaluated educational process performance. Analogously, the observed effect of additively contaminating noise power on any of map size made with the resolution of (3x3) pixels. These pixels were associated to diverse three English clear characters (T&L, or H) which originally written over (3x3) binary (black & white) digitized retina. Herein; obtained interesting findings shaded light over more complex challenging research directions towards in future more elaborated investigational study for such interdisciplinary observed educational phenomena.
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Yang, Liuxiuzi. "A Study of Novel Education and Classicization of Ancient Chinese Novels in the Age of Fusion Media". Mobile Information Systems 2021 (12 novembre 2021): 1–8. http://dx.doi.org/10.1155/2021/1776243.
Abstract (sommario):
In today’s new media environment, more and more communication contents have been digitized. Also because of digitization, traditional media and new media, which were previously well-defined services, have now merged, media fusion. In the age of media fusion, communication systems are updated more rapidly and more and more novels are being adapted into TV series. Literary education in ancient China has a long history and has played an important role in the development and dissemination of the ancient Chinese literature. Literary education refers to an educational behavior in which the educator and the educated acquire knowledge, enrich emotional experience, and obtain aesthetic pleasure through the reading, explanation, and acceptance of literary texts and then cultivate language ability and cultivate spirituality. There are many factors that promote the classicization of ancient Chinese fiction works. This thesis examines the relationship between fiction education and the classicization of ancient Chinese fiction works. The experiment shows that there are still many problems with the reading of ancient Chinese novels today; the number of respondents who have an average interest in reading ancient Chinese novels accounts for 51%, and only 12% have a high interest in reading. In terms of the choice of reading content, 16% of the students focus on reading literary masterpieces, 70% are inclined to reading young adult literature and campus literature, and 14% prefer to read romance martial arts novels, popular science books, and newspaper publications, etc.
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Niță, Valentin, e Ioana Guțu. "The Role of Leadership and Digital Transformation in Higher Education Students’ Work Engagement". International Journal of Environmental Research and Public Health 20, n. 6 (14 marzo 2023): 5124. http://dx.doi.org/10.3390/ijerph20065124.
Abstract (sommario):
Teaching and learning processes should be subject to continuous change due to the constant evolution of social, educational and technological environments, which ultimately results in higher levels of student engagement. The current paper describes the technological changes faced by higher education institutions as a result of digital transformation challenges. Further, transformational and transactional leadership styles’ effectiveness is regarded within the context of higher education institutions’ digital enhancements. Over time, these factors have led to contextual shifts that have disengaged students from learning and thus self-development. The current research aimed to examine how higher education institutions should apply different leadership styles within digitally transformed contexts so as to increase students’ learning engagement and reduce the risk of failure in their future developments within (inter)national labor markets. Data gathering and analysis involved a qualitative approach: an online survey was distributed, resulting in 856 responses. Through structural equation modeling, the data revealed a valid higher education digital transformation assessment tool; the results also emphasize the increased role of transactional leadership, as opposed to the traditional transformational style, within a highly digitized higher education institutional framework. Consequently, the linear relationship of students’ work engagement with leadership proved to also be enhanced by quadratic effects. The current study stresses the importance of internal and external peers in higher education performance through high levels of student learning (work) engagement through leadership and a uniformly developed digitally transformed higher education environment.
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DEĞER, Ferhat. "Quality of Life of Children in Orphanages: A Study in Bamako, Mali". Turkish Academic Research Review - Türk Akademik Araştırmalar Dergisi [TARR] 8, n. 3 (4 luglio 2023): 1061–72. http://dx.doi.org/10.30622/tarr.1288558.
Abstract (sommario):
The Republic of Mali is among the poorest countries on both the African continent and in the world. Nearly 70% of the population resides in rural areas, and 10% lead a nomadic lifestyle. Data from the African Development Bank indicates that 48% of the population is under the age of 15, 49% falls between the ages of 15 and 64, and 3% is over 65. The fertility rate stands at 7.4 births per woman. From a sociological perspective, the concept of "quality-of-life" is often likened to lifestyle. Factors such as adequate nutrition, health conditions, educational levels, and access to cultural and developmental facilities have come to be recognized as indicators of quality-of-life. This paper delves into a field study that investigated the quality-of-life of children residing in orphanages in Mali. In-depth interviews were conducted with officials from three orphanages in Bamako, Mali's capital—comprising one privately owned and two state-owned institutions. A qualitative research approach was employed. The data obtained from these interviews were digitized using the NVivo software package. This data was then organized into nodes, creating a structured relationship between the nodes and the data. Content analysis was applied to interpret the qualitative data, with emerging concepts being categorized into nodes during the coding phase. Observations made during the interviews were duly noted. Additionally, quantitative data from sources like the African Development Bank, UNDP Human Development Index, World Health Organization, and Bulletin of Statistics were integrated to reinforce the qualitative findings. Based on the accumulated data, themes were developed in alignment with the three primary indicators of quality-of-life: 1) Physical welfare and social security, 2) Life expectancy, and 3) Opportunities for personal growth and education. The study's findings reveal that, regardless of the differences between state-owned and privately-owned orphanages, the overall quality-of-life of the children is below the expected standard across all three indicators.
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VOINEA, Mihaela. "RESHAPING TEACHER-STUDENT RELATIONS IN THE DIGITISED SOCIETY". Journal of Pedagogy - Revista de Pedagogie LXXI, n. 2 (31 dicembre 2023): 161–73. http://dx.doi.org/10.26755/revped/2023.2/161.
Abstract (sommario):
This article highlights the need to redefine teacher-student relationships according to the generations of students’ characteristics (Generation Z, Generation Alpha). Each generation has a specific way of learning and interacting with peers or adults. The theoretical premises of the study are to be found in the recent work of psychologists, sociologists, and specialists in educational sciences on how social characteristics influence the life style of people belonging to that generation. The school with all its structure, content, and relationships cannot but be affected by the changes imposed by technology, globalisation, and social dynamism. This study used qualitative methods (interviews and observation of teachers’ classroom behaviour) carried out in the school year 2022-2023. We have taken a constructivist-interpretive approach in conducting the research. A number of 60 participants (20 teachers from primary, 20 secondary, and 20 from high school level) from Braşov were involved in the study. Five teachers from primary schools were observed in the classroom. The results revealed that there are still teachers who have a classical view of relationships with pupils but who are making efforts to understand, accept, and adapt to the generations of pupils. One of the conclusions of the research is that teachers need to restructure their conceptions of the teacher-student interaction to suit the way students in the society of the future will learn and, more importantly, live. In fact, this teacher-student relationship is based on the values of accepting the diversity of students, personalising learning, motivating, and empowering students while ensuring their well-being is the basis of quality education.
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Tchokothe, Rémi Armand. "Archiving Collective Memories and (Dis)Owning". Afrika Focus 32, n. 1 (27 febbraio 2019): 171–81. http://dx.doi.org/10.1163/2031356x-03201012.
Abstract (sommario):
This paper investigates the question of ownership of collective memories in the age of digitized archiving. The United Nations Educational, Scientific and Cultural Organization’s (henceforth Unesco) philosophy of preserving the world cultural heritage has boosted research on African oral literatures. The emphasis on the documentation of endangered cultures of Africa is salutary but also raises some critical questions. The central question this contribution addresses is that of the authorship-ownership of cultural heritage that is being archived in the framework of digital humanities. In essence, the notion of “collective memories” entails that of collective authorship and collective belonging as these memories are passed on from one generation to the other without the claim of singular ownership. A significant example in this line of thought has been the observation by the cultural giant Amadou Hampâté Bâ who ironically pointed out that the real author of The Fortunes of Wangrin (1973), which is attributed to him, is actually the storyteller Wangrin – the cunning interpreter – and members of the whole literary tradition that Wangrin embodied. In the preface of a recently published volume on La question de l’auteur en littératures africaines (Jérôme Roger 2015: 16) the author asks the following pertinent question: how can African literature, both oral and others, invite scholars to rethink the relationship between the anonymity of sources, versions and variants of stories and the constraint for an author’s name imposed by editors? The question has more weight in view of the massive digitization of African oral literatures that mostly takes place in institutions with more economic prestige and which are located outside the African continent. Therefore, the interrogation centres on the role of power with regard to the form in which these (hi)stories are published, where, how and to whom they are accessible, and to the habit of researchers to name people from whom they receive the bulk of knowledge which they transcribe and translate into the academic jargon “informants” instead of giving them more credit by referring to them as research partners or even by recognising them as co-authors. In this vein, the paper rounds up by exploring the possibility of reversing the customary auctorial perspective by bringing into the discussion the idea of “researchers as griots” suggested by (Merolla, Ameka & Dorvlo 2013).
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Hogue, Gabriela, Molly Phillips e Marc Cubeta. "A Model for Creating Connections and Building Collections-Based Curricula for Pre-College Educators". Biodiversity Information Science and Standards 2 (4 luglio 2018): e27037. http://dx.doi.org/10.3897/biss.2.27037.
Abstract (sommario):
Science is increasingly emphasized in high school classrooms and compliments current Science, Technology, Engineering, and Math (STEM) and Science, Technology, Engineering, the Arts, and Math (STEAM) educational initiatives. Successful educational programs and activities must now be aligned to state and national science standards, including Next Generation Science Standards (NGSS). The NGSS contain three dimensions: practices, crosscutting concepts, and disciplinary core ideas. Natural history collections and collections data naturally complement these three dimensions. However, many educators are unfamiliar with collections and unaware of the resources available through data aggregators such as the Integrated Digitized Biocollections (iDigBio). How can we make educators aware of these resources and empower them to implement these resources as educational tools in their classrooms? At the 2016 Incorporating K-12 Outreach into Digitized Collections Programs workshop and 2017 National Science Teacher Association meeting, iDigBio staff discussed these questions with educational experts from the United States. The consensus was that activities needed to align with appropriate teaching standards, as a bare minimum, and that building relationships with the target audience was crucial to introducing new educational materials into the classroom. Once educators become comfortable and familiar with new resources via hands-on training, they would be more likely to implement them into their respective classrooms. In July 2018, a 3-day workshop “Drawers, Jars, and Databases: Teaching the Hidden Science of Natural History Museums" was held at the North Carolina Museum of Natural Sciences (NCMNS) in Raleigh. The workshop was designed to serve as a pilot program to determine if training and building of relationships with local educators will increase use of digitized collections data in the classroom. Partners hosting this workshop included staff from iDigBio, the MicroFungi Thematic Collections Network, and NCMNS. This presentation will expand upon methods used to address and achieve workshop goals of increasing the knowledge of natural history collections and collections data, as well as, increasing the competency for implementing collections-based activities utilizing data aggregators in the classroom.
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ÖZYURT SERİM, Anıl Burcu, e Asiye BİLGİLİ. "Digitized Higher Education: Digital Transformation in Education from a Bibliometric Perspective". Journal of International Scientific Researches 8, n. 3 (27 ottobre 2023): 531–49. http://dx.doi.org/10.23834/isrjournal.1359200.
Abstract (sommario):
Higher education institutions should give high priority to keeping up to date by studying how the business environment reflects the technological and social developments brought about by digitalization. This will enable future generations to take advantage of technological inventions for research and teaching. The implementation of the digital transformation approaches brought by Industry 4.0 in higher education has led to the creation of a technologically-supported education area in higher learning. In the educational dimension of this digital transformation, there is a need to organize complex relationships between existing structures and technologically supported structures. The aim of this article is to examine the literature of digital transformation in education and to identify the current state of affairs. In this context, filtering was carried out using the keywords “digital transformation” and “education” in the Web of Science database. A bibliometric data analysis was carried out through VOSviewer by downloading the data set obtained as a result of the filtering. The analysis found that the pandemic had an impact on the increase in the number of publications in literature, and the most common type of text was the article. In addition, the most broadcasting country is Russia, and the most commonly used keywords in terms of conceptual unity are digital transformation, higher education, education, digitization and COVID-19.
Tesi sul tema "Digitized Educational Relationship":
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Bortolotti, Rosa Maria. "Jeunesses populaires en ligne : la relation éducative à l’épreuve des paniques numériques. Le cas de la Prévention Spécialisée". Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1220.
Abstract (sommario):
Dans une société de plus en plus numérisée où les outils et les réseaux sociaux numériques sont largement utilisés par les jeunesses populaires, des « paniques morales » trouvent un nouveau terrain d’application. Naïveté, dangerosité, addiction aux écrans, analphabétisme technologique, recherche de buzz par les bagarres filmées, provocation, obésité : autant de représentations refoulées qui se réactivent. Cette thèse interroge le rapport au numérique des jeunesses populaires et des professionnels socio-éducatifs qui les accompagnent. Réalisée dans un territoire sensible en Île de France, par le biais d’une démarche ethnographique (physique et virtuelle), elle est le fruit de trois ans de travail de terrain (2019-2022) effectués auprès d’une trentaine des professionnels de la Prévention Spécialisée et d’une soixantaine de jeunes, âgés de 12 à 23 ans, accompagnés par des éducatrices et éducateurs de rue. Nous analysons les représentations de ces professionnels sur les pratiques numériques des jeunes, en particulier sur les réseaux sociaux numériques, et les confrontons aux usages numériques de ces derniers. Dans un premier temps, nous faisons le constat de la prégnance dans le secteur d’une vision négative sur les pratiques numériques des jeunes, relevant d’un phénomène que nous qualifions de « panique numérique ». Dans un second temps, nous interrogeons cette « panique numérique » en retraçant la vie numérique des jeunes. Nous montrons que les « jeunesses populaires » utilisent les réseaux sociaux numériques principalement pour s’épanouir et entretenir des liens d’amitié, même si leurs pratiques s’inscrivent dans des rapports sociaux situés. Enfin, nous explorons les différentes pratiques numériques d’un certain nombre de professionnels qui, rejetant la « panique numérique », s’investissent dans l’univers juvénile digital. Les nouvelles sociabilités numériques sont ici vécues comme une « épreuve » qui les invite à actualiser leurs méthodes d’accompagnement et à développer ce que nous appelons une « relation éducative numérisée ». Cette thèse vise à faire la démonstration que les discours traditionnellement pessimistes à l’égard des jeunesses populaires, qui s’ancrent dans une inquiétude envers toute nouvelle pratique culturelle, rejaillissent sur les modes de prise en charge éducativeIn an increasingly digitalized society where digital tools and social networks are widely used by popular youth, “moral panics” find a new field of application. Naivety, dangerousness, screen addiction, technological illiteracy, search for buzz through filmed fights, provocation, obesity: as many repressed representations which are being reactivated. This thesis questions the relationship between digital technology and young people in situations of social vulnerability and the socio-educational professionals who accompany them. Carried out in a sensitive territory in Île de France*, through an ethnographic approach (physical and virtual), this thesis is the result of three years of field work (2019-2022) carried out with around thirty professionals in the field of Specialized Prevention and around sixty young people, aged 12 to 23, accompanied by street educators. We analyse the representations of these professionals on the digital practices of young people, in particular regarding digital social networks, and confront them with the digital uses of the former. Firstly, we note the prevalence, in the sector, of negative vision of the digital practices of young people, relating to a phenomenon that we describe as “digital panic”. Secondly, we question this “digital panic” by retracing the digital lives of young people. We underline that “popular online youth” use digital social networks to flourish, develop a cultural practice and above all maintain friendships, even if their digital practices are part of situated social relationships. Finally, we explore the different digital practices of a certain number of professionals who, rejecting “digital panic”, are investing in the juvenile digital world. The new digital sociabilities are experienced here as a “digital test” which invites them to update their guidance methods and to develop what we call a “digitalized educational relationship”. This thesis aims to demonstrate that traditionally pessimistic discourses towards working-class youth, which are rooted in a concern towards any new cultural practice, reflect on the methods of educational support for their digital practices
Capitoli di libri sul tema "Digitized Educational Relationship":
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Yu, Poshan, Yao Lu, Emanuela Hanes e Haiyue Gu. "Digitized Education". In Technology Training for Educators From Past to Present, 1–35. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4083-4.ch001.
Abstract (sommario):
This chapter aims to investigate the impacts of digitalization on China's education sector, under the influences of both the COVID-19 pandemic and the new national education policy. It will capture the changing relationships between the booming artificial intelligence (AI) sector and China's rapidly developing education market. In addition, this chapter examines how the new double reduction policy in China transforms China's elementary school by analyzing a case in Shanxi, China. By analyzing the data on Web of Science (WoS) and China National Knowledge Infrastructure (CNKI) with CiteSpace, this chapter will also critically discuss the effects of the COVID-19 pandemic. In addition, this chapter will present the findings of a questionnaire about the impact of online education on teaching and learning. This chapter contributes to the field by providing an overview of China's current situation in education.
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Malešević, Adam. "Digitization of Traditional Higher Education Touchpoints". In E-service Digital Innovation [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.105926.
Abstract (sommario):
This chapter presents the possibilities of using e-services in the context of higher education. Modern technologies provide an opportunity to create a stronger bond between the higher education institution and its stakeholders, among whom students and employees are the most important and those who have the greatest needs in terms of the number and frequency of use of e-services. The main objective of this chapter is to explore the role of e-services in relationship management in the higher education complex ecosystem. There is a possibility to digitize a lot of traditional higher education touchpoints, such as everyday administration processes, admission, enrollment, relevant information sharing, e-learning, Q&A, and similar. The comprehensive e-services system was developed and implemented in one of the higher educational institutions. The upcoming generations of students are increasingly likely to have prominent previous experience with the major use of digital technologies as a part of their elementary and secondary level education. Higher education institutions should expand the portfolio of their e-services, given that the demands of students are expected to increase in the future.
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Wallace, Brandon C. S., e Yolanda Abel. "Utilizing Specially Designed, Instructional Evidence-Based Practices and Family Engagement". In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 510–23. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch028.
Abstract (sommario):
Special education has the enhanced capacity to address digital literacies and storytelling, especially as parents become instrumental in the delivery of education through technology. While increasing digital opportunities for interventions and supports for students with learning exceptionalities must be a focus and consideration to improve students' outcomes, there still must be a certain level of sense-making for parents and legal guardians—particularly to strengthen student outcomes. Special educators are well positioned to help lead the work of transforming the relationships between themselves and parents. This chapter briefly explores the history of special education and race, family engagement, evidence-based practices, and opportunities to ensure that special educators help create conversations that lead to actionable opportunities to enhance and improve parent implemented interventions to incorporate families of color in the implementation of digital literacies and digitized platforms of teaching and learning.
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Wallace, Brandon C. S., e Yolanda Abel. "Utilizing Specially Designed, Instructional Evidence-Based Practices and Family Engagement". In Advances in Early Childhood and K-12 Education, 24–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5770-9.ch002.
Abstract (sommario):
Special education has the enhanced capacity to address digital literacies and storytelling, especially as parents become instrumental in the delivery of education through technology. While increasing digital opportunities for interventions and supports for students with learning exceptionalities must be a focus and consideration to improve students' outcomes, there still must be a certain level of sense-making for parents and legal guardians—particularly to strengthen student outcomes. Special educators are well positioned to help lead the work of transforming the relationships between themselves and parents. This chapter briefly explores the history of special education and race, family engagement, evidence-based practices, and opportunities to ensure that special educators help create conversations that lead to actionable opportunities to enhance and improve parent implemented interventions to incorporate families of color in the implementation of digital literacies and digitized platforms of teaching and learning.
Atti di convegni sul tema "Digitized Educational Relationship":
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Aminu Sanda, Mohammed. "Students Quality Assessment of the Interactivenesses of Virtual Teaching and Learning Platforms". In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002155.
Abstract (sommario):
This research provides insights on students’ perspectives on the functional interactivenesses of the virtual platforms that serve as online digitized classrooms used for teaching and learning in tertiary academic institutions, and which usage has gained global significance since the advent of COVID-19 pandemic. In this vein, there has been a significant global systemic and structural shift towards virtual education among tertiary institutions, with the requisite restructuring of the face-to-face teaching-learning mechanisms into new online delivery systems. Considering the fact that such new online systems, which are digitized educational instruction media, are mostly designed by third parties who are not the direct users, there is a need to provide users, namely teachers and students, the space to share their evaluative perspectives on the effectiveness of the current approaches to such instructional design, in terms of the quality of interactivenesses they provide users. This is because, systemic interaction in virtual education, as it is with all distance education systems, includes the way the user, especially the student, interact with the online platform, fellow students, lecturers, and the educational contents of programme. In this respect, systemic interaction is recognized as a key factor in determining the quality of the online platform’s functionality and effectiveness, and by implication, the reputation of its delivery. Thus, taking cognizance of argument in the extant literature that in distance education, as it is with virtual education, the transactional distance between students and teachers is not determined by their respective geographical locations, but by the quality of the interactive relationship and the balance between dialogue and other instructional events. As such, it important for designers of virtual teaching-learning platforms to understand the implication of such transactional distance, especially from the students perspectives, that should be effectively managed to engage the students to enable quality interactive teaching-learning. In this research, therefore, a model reflective of this dynamic interaction was firstly developed to provide a conceptual framework. Guided by this framework, a study was conducted among six hundred and eighty-seven graduate students in a Ghanaian university, a structured questionnaire was used to ask the students to assess the quality of their interaction with the virtual platform used in teaching them throughout the semester, from the perspectives of its enablement of connectivity with colleagues, derivation of sense of community and personalization, ease of communication and contents following, and how all these factors inform the quality of teaching-learning outcome, in terms of the effectiveness of systemic interaction and delivery reputation. The conceptual framework was tested using the Using the AMOS-based structural equation modelling approach. In the systemic analysis, the students evaluation of connectivity with colleagues, derivation of sense of community and personalization, ease of communication and contents following as quality enhancing derivatives, and their implications on the systemic interaction and delivery reputation of the quality of teaching-learning media is determined. The findings will provide additional insight in the design of virtual platforms serving as online classrooms for teaching-learning.
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Purdoiu, Letitia. "LIBRARY 2.0 - A PRODUCT OF WEB 2.0 ENVIRONMENT IN ORDER TO SUPPORT E-LEARNING PROCESSES". In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-175.
Abstract (sommario):
The indissoluble relationship, society-information sustained through the information exchange, is an essential facet in the existence of society, a reality that defines primarily the society in relation to all components of its development. With the increasing role of science in society’s development, area of scientific information was expanded, representing a wide range of communication fields. Scientific information has led to a multifaceted development of infodocumentary structures, activities and services. In the growing competition that takes place today in the university environment, a university can create its own significant advantages, relating to optimal access to the new information of its domain, based on a strong information technology infrastructure. Today, electronic materials for documentation are a bibliographic source of reference for the research process, elaboration of scientific work and teaching / learning processes. Involvement of digital libraries in e-learning process uses the Web to retrieve and access study materials. These libraries should not be treated as mere collections of digitized documents, but as an accumulation of collections, services and specialists supporting activities of creation, preservation, dissemination, and utilization of data, information and knowledge of that. The main goals of the digital library in supporting e-learning process using Web refers to improving students performance, increasing the quantity and quality of educational resources via the Internet, facilitating retrieval and access to these resources in order to optimally capitalize them and not least to ensure that these resources will be available over time. Web 2.0 Library enables users to retrieve needed information by the desired subject search, access to scientific resources and interact with experts in various fields of interest. Web 2.0 Library provides direct access to library catalogs, to scientific databases, collections of electronic books, reserved electronic courses, allowing communication through forums. It is recommended fruitful communication between the library and educational institution that it serves, the purposes of encouraging the learning process via the Internet, also involving students in this working relationship, expecting permanent feedback from them. The librarians sustain processes of selection, processing and indexing of information resources from the Web, allowing access to articles from databases, both in full-text version and the reviewed ones. The collaboration of the library with academic field that comprise it, with the researchers, the editors, will benefit in developing collections of online publications. Library involvement in electronic learning process needs library professionals that have good knowledge in IT, web, information and communication science, skills for optimal material selection, for classification of information resources into logical categories, to create indexes and search engines, for constant improvement of the classification categories. Development of web 2.0 technologies is a catalyst for libraries, in supporting e-learning processes developed in academic area. The concept created by web 2.0 determined the infodocumentary structures unit to pursue the goal: Library 2.0, as a pillar for the development of e-learning phenomenon.
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Bozan, Karoly, e Pratim Datta. "User Satisfaction and the Availability of Health Information". In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2234.
Abstract (sommario):
Electronic health records (EHR) are the digitized longitudinal health records of an individual that is shared across agencies and providers. The low use rate of EHR system is partially attributed to the lack of interconnectedness with other data sources and limited patient health information availability. A survey of health professionals was conducted to investigate the relationships between availability of health information, its portability and user satisfaction with health record systems. The study found through structural equation modeling that there is a positive relationship between these variables. It was also found that different stakeholders must be able to see their own version of each of the variables for satisfaction.
Rapporti di organizzazioni sul tema "Digitized Educational Relationship":
1
Rivadeneira, Alex. Attached once, attached forever: The persistent effects of concertaje in Ecuador. Banco de México, aprile 2024. http://dx.doi.org/10.36095/banxico/di.2024.01.
Abstract (sommario):
This paper studies the long-run effects of concertaje, a forced labor system from the Spanish colonial era in Ecuador that coerced indigenous workers in rural estates after indebting them. I collected and digitized historical tax records (1800) and connected them to contemporary ones (2010s) via surnames. Employing a TS2SLS approach, I find that a 10 percentage point (pp) increase in a surname's concertaje rate reduces the current formal income of (pseudo) descendants by 1.7%. On a regional scale, I establish a causal relationship by leveraging variations in concertaje intensity due to differences in crop labor requirements. IV estimates show that a 10 pp rise in a district's concertaje rate increases contemporary poverty by 4.2 pp. As channels of persistence, I show that concertaje historically led to lower education levels, reduced public goods provision, increased agricultural employment, and inequality. Concertaje also limited mobility, although its effect on immigrants is milder, suggesting migration acted as a mitigation channel.