Synchronous online learning for zero-sum two-player games and H-infinity control

2013 ◽  
pp. 167-194
Keyword(s):  
Online Learning ◽  
H Infinity ◽  
H Infinity Control ◽  
Zero Sum ◽  
Synchronous Online Learning ◽  
Synchronous Online

scholarly journals “Generation invisible?. Higher Education Students’ (Non)Use of Webcams in Synchronous Online Learning

2021 ◽  
Vol 2-2 ◽  
pp. 100068
Author(s):  
Svenja Bedenlier ◽  
Iris Wunder ◽  
Michaela Gläser-Zikuda ◽  
Rudolf Kammerl ◽  
Bärbel Kopp ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Education Students ◽  
Synchronous Online Learning ◽  
Synchronous Online

How to gamify?: Example scenarios for participation in synchronous online learning

2018 ◽  
Vol 15 (5) ◽  
pp. 254-266
Author(s):  
Ünal Çakiroğlu ◽  
Servet Kiliç
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Online Learners ◽  
Online Learning Environments ◽  
Synchronous Learning ◽  
Synchronous Learning Environments ◽  
Synchronous Online Learning ◽  
Synchronous Online

Participation in synchronous online learning is an increasing need for students’ learning outcomes. Teachers generally cannot be sure about the fact that students who are seen in the participation lists are really following the online tasks. Recent studies have shown that gamification can be an effective way to support learners’ participation in the tasks. This study intended to suggest sample scenarios in line with using gamification elements in online learning environments. Two basic scenarios were developed considering the properties of online learners’ characteristics and gamification elements. First scenario giving learning responsibilities to the learners includes a puzzle activity. Second scenario presents a block-building activity including the leaderboards. The suggested model includes some new ways of using awards, reputation, badges, levels, and leader boards to provide an attractive learning environment. It is hoped that suggested scenarios can provide learning opportunities via increasing participation in synchronous learning environments.

Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning

2013 ◽  
pp. 84-108 ◽  
Author(s):  
Annie Saint-Jacques
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Community Of Inquiry ◽  
Doctoral Study ◽  
Asynchronous Online Learning ◽  
Graduate Seminars ◽  
Ongoing Dialogue ◽  
Synchronous Online Learning ◽  
Synchronous Online

For the past decade, the Community of Inquiry (CoI) framework has been validated and applied to asynchronous online learning. This chapter proposes to explore its innovative application to synchronous online learning which has to date received little attention in the literature. This chapter reports on effective ways to engage graduate students attending virtual seminars in real time, based on the findings of a qualitative doctoral study that took place in five Francophone and Anglophone North American universities. The crucial role of the faculty member as the facilitator of a rich and ongoing dialogue in the classroom has yet to be identified with, and embraced by faculty, but students are generally satisfied with their virtual graduate seminars.

scholarly journals Digital Competences of Vocational Instructors with Synchronous Online Learning in Next Normal Education

2022 ◽  
Vol 15 (1) ◽  
pp. 293-310
Author(s):  
Panita Wannapiroon ◽  
Prachyanun Nilsook ◽  
Jira Jitsupa ◽  
Sakchai Chaiyarak ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Synchronous Online Learning ◽  
Synchronous Online

Synchronous Online Learning

2019 ◽  
pp. 279-302
Author(s):  
Amy L. McGinn
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Liberal Arts ◽  
Community Of Inquiry ◽  
Graduate Program ◽  
Practical Knowledge ◽  
Learning Needs ◽  
Liberal Arts University ◽  
Synchronous Online Learning ◽  
Synchronous Online

This chapter explores graduate students' experiences with synchronous online learning at a private liberal arts university in the U.S. With the increasing popularity of online learning in higher education in the last decade, in-depth studies focusing on teaching and learning in a synchronous environment are needed. The author seeks to develop an understanding of synchronous learning from the perspective of students using the community of inquiry model to frame students' experiences. The students surveyed for this chapter were practicing K-12 teachers enrolled in a graduate program in educational technology. Because of students' practical knowledge of teaching, learning, and best practices for instruction, their experiences in online courses provide valuable information about the impact of synchronous online learning. This chapter sheds light on the learning needs of graduate students in a synchronous environment. This chapter also provides recommendations for how synchronous tools can be leveraged for maximum positive influence on student learning within a community of inquiry.

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