Analysis and Research on Educational Technology Trends Based on High Quality Online Course

The most important issue for online courses is to provide learners with high quality satisfacion. In order to resolve the question and evaluating course satisfaction , rough set theory is proposed in this article, by which we reduce 10 attributes to 5 and get the index of value assessment.As a result, teachers can make an adjustment to achieve better effect in teaching by taking advantage of the method.The proposed model can be applied to not only a network environment but also remote educational environment.

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APPLICATIONS OF COMPUTER VISION IN AGRICULTURE

International Journal of Engineering Applied Sciences and Technology ◽

10.33564/ijeast.2021.v05i09.026 ◽

2021 ◽

Vol 5 (9) ◽

Author(s):

Pranav Ghadge ◽

Riddhik Tilawat ◽

Prasanna Sand ◽

Parul Jadhav

Keyword(s):

Artificial Intelligence ◽

Remote Sensing ◽

Computer Vision ◽

Educational Technology ◽

Satellite System ◽

High Quality ◽

Agricultural Applications ◽

Efficient Processing

Satellite system advances, remote sensing and drone technology are continuing. These progresses produce high-quality images that need efficient processing for smart agricultural applications. These possibilities to merge computer vision and artificial intelligence in agriculture are exploited with recent deep educational technology. This involves essential phenomena of data and huge quantities of data stored, analysed and used when making decisions. This paper demonstrates how computer vision in agriculture can be used.

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Redesigning an Educational Technology Course under a Competency-Based Performance Assessment Model

Pedagogika ◽

10.15823/p.2017.48 ◽

2017 ◽

Vol 127 (3) ◽

pp. 186-204 ◽

Cited By ~ 2

Author(s):

Ignacio Rodriguez ◽

Katherina Gallardo

Keyword(s):

Educational Technology ◽

Performance Assessment ◽

Student Performance ◽

Cognitive Theory ◽

Assessment Model ◽

Online Course ◽

Paradigm Change ◽

Transformational Process ◽

Course Redesign ◽

Competency Based

The transformational process of an educational technology online course redesign into competency-based learning approach is described. This process implied the understanding of paradigm change, the integration of cognitive theory foundations, the selection of a learning taxonomy, the application of performance and authentic assessment principles as well as the design of performance rubrics. As a result, acompetency-based performance assessment model and a student performance reportemerge.

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The Challenge of Providing High-Quality Feedback Online: Building a Culture of Continuous Improvement in an Online Course for Adult Learners

Transformations The Journal of Inclusive Scholarship and Pedagogy ◽

10.1353/tnf.2018.0013 ◽

2018 ◽

Vol 28 (2) ◽

pp. 195-201

Author(s):

Emily Hodge ◽

Susan Chenelle

Keyword(s):

Adult Learners ◽

Continuous Improvement ◽

Online Course ◽

High Quality ◽

Quality Feedback

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Fostering NCL in Higher Education

Informed Design of Educational Technologies in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-61350-080-4.ch017 ◽

2011 ◽

pp. 331-351

Author(s):

Serena Alvino ◽

Guglielmo Trentin

Keyword(s):

Higher Education ◽

Educational Technology ◽

Online Learning ◽

Faculty Training ◽

The Other ◽

High Quality ◽

Everyday Activity ◽

Specific Proposal ◽

The One ◽

Quality Learning

Networked Collaborative Learning (NCL) is undeniably a double-edged sword. On the one hand it can yield high-quality learning and enhance both teachers’ and learners’ satisfaction. On the other hand, however, it requires careful planning and specific skills for the design and management of online learning activities. This is one of the main reasons for the limited adoption of NCL in a number of educational contexts. The focus of this chapter is a specific proposal aimed to foster the wide diffusion of Educational Technology (ET) and NCL in higher education (HE). In this perspective the chapter analyses the main barriers that limit the diffusion of Network-Based Educational Technology (NBET) approaches, in particular NCL, and then, in order to overcome them, presents an innovative approach to faculty training in Educational Technology Instructional Design. This approach is founded on multidimensional scaffolding, which supports teachers to integrate rules, heuristics, and best practices for design of active and collaborative online learning into their everyday activity.

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Teaching a YouTube™ Course Online

Cases on Online Learning Communities and Beyond ◽

10.4018/978-1-4666-1936-4.ch017 ◽

2013 ◽

pp. 323-344

Author(s):

Chareen Snelson

Keyword(s):

Educational Technology ◽

Web 2.0 ◽

Best Practice ◽

Graduate Program ◽

Video Production ◽

Online Course ◽

Online Video ◽

Web 2.0 Tools ◽

Video Sharing

This chapter presents a case study of the author’s work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools.

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Educational Data Mining and Learning Analytics for Improving Online Learning Environments

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181320641113 ◽

2020 ◽

Vol 64 (1) ◽

pp. 500-504

Author(s):

Yancy Vance Paredes ◽

Robert F. Siegle ◽

I-Han Hsiao ◽

Scotty D. Craig

Keyword(s):

Data Mining ◽

Educational Technology ◽

Human Factors ◽

Learning Environments ◽

Learning Analytics ◽

Educational Data Mining ◽

Educational Systems ◽

User Centered Design ◽

High Quality ◽

Online Learning Environments

The proliferation of educational technology systems has led to the advent of a large number of datasets related to learner interaction. New fields have emerged which aim to use this data to identify interventions that could help the learners become efficient and effective in their learning. However, these systems have to follow user-centered design principles to ensure that the system is usable and the data is of high quality. Human factors literature is limited on the topics regarding Educational Data Mining (EDM) and Learning Analytics (LA). To develop improved educational systems, it is important for human factors engineers to be exposed to these data-oriented fields. This paper aims to provide a brief introduction to the fields of EDM and LA, discuss data visualization and dashboards that are used to convey results to learners, and finally to identify where human factors can aid other fields.

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Arranging Student Scientific Research as an Educational Technology: The Experience of Regional Universities of Russia

Education Research International ◽

10.1155/2019/8358954 ◽

2019 ◽

Vol 2019 ◽

pp. 1-7

Author(s):

Ruslan I. Bazhenov

Keyword(s):

Educational Technology ◽

Russian Federation ◽

Scientific Research ◽

Online Course ◽

Skilled Professional ◽

Regional Universities ◽

Professional Employees ◽

The Russian Federation ◽

The Government ◽

Russian Universities

Nowadays, student scientific research is a significant component for training specialists for Industry 4.0. However, many students do not feel like wanting much to participate in this kind of activity when studying at university. Therefore, there is a challenge in facing educators, i.e., to make a climate of learning in such a way so that learners would not only be able to acquire skills, competences, and proficiencies according to their major but also be able to promote their willingness for independent search for getting new knowledge and mastering research methods and practical techniques to solve scientific challenges and analyze various information flows. The purpose of the study is to develop a methodology for arranging student scientific research, which enables to provide with skilled professional employees. To accomplish the declared goal, the authors developed the online course The Basic Scientific Research, the methodology for involving students in scientific research; recommendations to include special subject matters in the content of academic course, for stimulating joint studies of educators and students; and the online course on training lecturers to the technology presented. The experiment was conducted from 2014 to 2018 among students of IT and economics at regional Russian universities. 242 students and 46 lecturers took part in it. Using the developed system by educators resulted in the following achievements: the students published more than 450 scientific articles, won 28 grants of various levels, and participated and became prize winners in more than 50 scientific research contests. One-third of the participants in the experiment received a merit semester scholarship for scientific research regularly. They participated and won competitions for the President of the Russian Federation grants, the Government of the Russian Federation. Business representatives gave top marks for graduate theses. The educational technology presented in the paper is prepared for scaling and be applied at universities.

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