Creating High-Technology Learning Materials

2017 ◽  
pp. 281-294
Author(s):  
Mark A. Vonderembse
Keyword(s):  
High Technology ◽  
Learning Materials ◽  
Technology Learning

13 HIGH TECHNOLOGY LEARNING CENTER

1985 ◽  
Vol 20 (6) ◽  
pp. S4
Author(s):  
R M Heller ◽  
A E James ◽  
CL. Partain
Keyword(s):  
High Technology ◽  
Learning Center ◽  
Technology Learning

Components of Student Support in Blended and Online Learning

2019 ◽  
pp. 397-423
Author(s):  
Tabitha Rangara-Omol
Keyword(s):  
Blended Learning ◽  
Study Skills ◽  
Student Support ◽  
Skills Training ◽  
Drop Out ◽  
Learning Materials ◽  
Technology Learning ◽  
Orientation Study ◽  
Decision To Stay ◽  
Good Number

For every student cohort that registers for an online program, some will persist through to graduation while a good number will drop out. Studies continue to investigate the phenomena of persistence and dropout without consensus to the solution. However, student support has been shown to impact positively on a student's decision to stay for the duration of the program. Students of online/blended learning formats lack the advantage of socio-physical motivation. Therefore, they require support that constantly reassures them of peers, teachers, and university presence throughout the duration of the program. At every stage in the life of the program, the student will require specific support which are herein referred to as components of student support. They include student support during recruitment, registration procedures, registration requirements, orientation, study skills training, technology, learning materials, counselling and mentorship, communication and interactions, feedback, regional centers, library, students' association, and representation.

scholarly journals Are doctor of pharmacy students prepared for high technology learning?

2001 ◽  
Vol 1 (3) ◽  
pp. 145-157 ◽  
Author(s):  
Kimberly A. Galt ◽  
C. Curt Barr ◽  
Wayne Young ◽  
Charlotte Royeen
Keyword(s):  
High Technology ◽  
Pharmacy Students ◽  
Technology Learning ◽  
Doctor Of Pharmacy

Components of Student Support in Blended and Online Learning

2021 ◽  
pp. 698-724
Author(s):  
Tabitha Rangara-Omol
Keyword(s):  
Blended Learning ◽  
Study Skills ◽  
Student Support ◽  
Skills Training ◽  
Drop Out ◽  
Learning Materials ◽  
Technology Learning ◽  
Orientation Study ◽  
Decision To Stay ◽  
Good Number

For every student cohort that registers for an online program, some will persist through to graduation while a good number will drop out. Studies continue to investigate the phenomena of persistence and dropout without consensus to the solution. However, student support has been shown to impact positively on a student's decision to stay for the duration of the program. Students of online/blended learning formats lack the advantage of socio-physical motivation. Therefore, they require support that constantly reassures them of peers, teachers, and university presence throughout the duration of the program. At every stage in the life of the program, the student will require specific support which are herein referred to as components of student support. They include student support during recruitment, registration procedures, registration requirements, orientation, study skills training, technology, learning materials, counselling and mentorship, communication and interactions, feedback, regional centers, library, students' association, and representation.

Analysis of completed commercial semiconductors using EPMA

1996 ◽  
Vol 54 ◽  
pp. 502-503
Author(s):  
R. Packwood ◽  
M.W. Phaneuf ◽  
V. Weatherall ◽  
I. Bassignana
Keyword(s):  
Electron Probe Microanalysis ◽  
Electron Probe ◽  
Semiconductor Industry ◽  
Detection Limits ◽  
High Technology ◽  
Depth Resolution ◽  
Analytical Instruments ◽  
Wide Range ◽  
Numerous Element ◽  
Choice Method

The development of specialized analytical instruments such as the SIMS, XPS, ISS etc., all with truly incredible abilities in certain areas, has given rise to the notion that electron probe microanalysis (EPMA) is an old fashioned and rather inadequate technique, and one that is of little or no use in such high technology fields as the semiconductor industry. Whilst it is true that the microprobe does not possess parts-per-billion sensitivity (ppb) or monolayer depth resolution it is also true that many times these extremes of performance are not essential and that a few tens of parts-per-million (ppm) and a few tens of nanometers depth resolution is all that is required. In fact, the microprobe may well be the second choice method for a wide range of analytical problems and even the method of choice for a few.The literature is replete with remarks that suggest the writer is confusing an SEM-EDXS combination with an instrument such as the Cameca SX-50. Even where this confusion does not exist, the literature discusses microprobe detection limits that are seldom stated to be as low as 100 ppm, whereas there are numerous element combinations for which 10-20 ppm is routinely attainable.

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

Educating Ms. Fatima

1970 ◽  
pp. 56-63
Author(s):  
Tim Walters ◽  
Susan Swan ◽  
Ron Wolfe ◽  
John Whiteoak ◽  
Jack Barwind
Keyword(s):  
Federal Government ◽  
Free Trade ◽  
United Arab Emirates ◽  
Arabian Peninsula ◽  
High Technology ◽  
Emerging Technology ◽  
Abu Dhabi ◽  
Free Trade Zones ◽  
Knowledge Based ◽  
K 12

The United Arab Emirates is a smallish Arabic/Islamic country about the size of Maine located at the tip of the Arabian Peninsula. Though currently oil dependent, the country is moving rapidly from a petrocarbon to a people-based economy. As that economy modernizes and diversifies, the country’s underlying social ecology is being buffeted. The most significant of the winds of change that are blowing include a compulsory, free K-12 education system; an economy shifting from extractive to knowledge-based resources; and movement from the almost mythic Bedouin-inspired lifestyle to that of a sedentary highly urbanized society. Led by resource-rich Abu Dhabi and Dubai, the federal government has invested heavily in tourism, aviation, re-export commerce, free trade zones, and telecommunications. The Emirate of Dubai, in particular, also has invested billions of dirhams in high technology. The great dream is that educated and trained Emiratis will replace the thousands of foreign professionals now running the newly emerging technology and knowledge-driven economy.

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