Online education and the feeling of (dis)embodiment: A somatic perspective of a learning experience

2020 ◽  
Vol 12 (1) ◽  
pp. 155-161 ◽  
Author(s):  
Marcia Donadel
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Learning Experience ◽  
Point Of View ◽  
Short Report ◽  
Doctoral Research ◽  
Study Programme ◽  
E Learning ◽  
Technological Platform ◽  
Embodied Engagement

The thinking in this short report emerged from the author’s participation as an online learner in the TBI 101 course on Mabel Elsworth Todd by Pamela Matt, The Thinking Body Institute.2 Participation in this course, during a Ph.D. internship period at C-DaRE, Coventry University as a visiting researcher in 2018, prompted reflections on e-learning and feelings of embodied or disembodied experience, particularly in close connection to the author’s doctoral research on sensory and creative possibilities of a somatic approach to improvisation in performer training. This report reviews the pedagogical and technological challenges of the TBI 101 study programme in order to better understand the potential connections between (dis)embodied research and online learning, and to offer a foundation for a somatic point of view on e-learning. The thinking offered here investigates different levels of (dis)embodied engagement, suggesting it is dependent on the synergy of the participant’s learning style, the technological platform and the pedagogical approach.

scholarly journals The effect of learning style and general self-efficacy on satisfaction of e-Learning in dental students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tahereh Baherimoghadam ◽  
Shahram Hamedani ◽  
Manoosh mehrabi ◽  
Navid Naseri ◽  
Nooshin Marzban
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Dental Students ◽  
Dental Student ◽  
Satisfaction Questionnaire ◽  
Level Of Satisfaction ◽  
E Learning ◽  
General Self Efficacy

Abstract Introduction The COVID-19 pandemic has had a significant impact on education. e-Learning has been becoming most popular. Satisfaction of the student is one of important goal of e-Learning, therefore factors affecting this satisfaction should be considered extensively. This study aims to evaluate the effect of learning style and General Self-Efficacy (GSE) on satisfaction of e-Learning in dental student. Method Electronic questionnaires were sent to 85 fifth and sixth-year students who had passed the face-to-face orthodontics course in the previous semester and were studying online orthodontics at the time of this study. Three questionnaires were used including Soloman and Felder learning styles index, General self-efficacy questionnaire and Satisfaction questionnaire for online education. Results The results of the reliability test showed that Cronbach’s alpha index for the self-efficacy and satisfaction questionnaire was 0.836 and 0.96, respectively. The correlation between satisfaction and the dimensions of learning style showed that the active dimension of processing information had a significant relationship with the level of satisfaction. In the understanding dimension, a relatively strong correlation was observed in the Global dimension. Moderate significant relationship between the total score of self-efficacy and the level of satisfaction has been found. Conclusion The results of the present study highlight the necessity of more studies regarding defining effective on student satisfaction during e-Learning. GSES and active learning style in the processing dimension and global learning style in the understanding dimension affect students' satisfaction.

scholarly journals Design of an Adaptive e-Learning System based on Multi-Agent Approach and Reinforcement Learning

2021 ◽  
Vol 11 (1) ◽  
pp. 6637-6644
Author(s):  
H. El Fazazi ◽  
M. Elgarej ◽  
M. Qbadou ◽  
K. Mansouri
Keyword(s):  
Reinforcement Learning ◽  
Learning Style ◽  
Learning Process ◽  
Learning Experience ◽  
Personalized Learning ◽  
Learning Objects ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
Multi Agent

Adaptive e-learning systems are created to facilitate the learning process. These systems are able to suggest the student the most suitable pedagogical strategy and to extract the information and characteristics of the learners. A multi-agent system is a collection of organized and independent agents that communicate with each other to resolve a problem or complete a well-defined objective. These agents are always in communication and they can be homogeneous or heterogeneous and may or may not have common objectives. The application of the multi-agent approach in adaptive e-learning systems can enhance the learning process quality by customizing the contents to students’ needs. The agents in these systems collaborate to provide a personalized learning experience. In this paper, a design of an adaptative e-learning system based on a multi-agent approach and reinforcement learning is presented. The main objective of this system is the recommendation to the students of a learning path that meets their characteristics and preferences using the Q-learning algorithm. The proposed system is focused on three principal characteristics, the learning style according to the Felder-Silverman learning style model, the knowledge level, and the student's possible disabilities. Three types of disabilities were taken into account, namely hearing impairments, visual impairments, and dyslexia. The system will be able to provide the students with a sequence of learning objects that matches their profiles for a personalized learning experience.

Dental students’ education in the era of COVID-19 pandemic: from reality to virtuality: lessons to be learnt. (Preprint)

2020 ◽  
Author(s):  
Rola Alhabshneh ◽  
Anas Alibrahim ◽  
Tahani Abu-Alteen ◽  
Wiam Hamadah ◽  
Yousef Khader
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Dental Students ◽  
New Era ◽  
Learning And Teaching ◽  
Educational Plan ◽  
Dental Procedures ◽  
E Learning ◽  
Comprehensive Search

BACKGROUND The pandemic of coronavirus disease 2019 (COVID-19) has become a major public health challenge for many countries around the world. The global lockdown of educational institutions is going to cause major disruption to students’ learning and cancellation of their yearly assessments. Dental students are particularly at risk, due to the possibility of aerosols produced in many dental procedures that were suggested as a way of transmission of the COVID-19 virus. Shifting to online learning is needed in this era. OBJECTIVE This article aims to review the online learning experience, the effectiveness of tele-dentistry and the importance of implementing dental virtual simulation in preclinical and clinical courses during pandemics. Some suggestions are also provided to widen communication and creativity in the education system. The limitations of online learning and suggested solutions are also discussed. METHODS Two independent investigators conducted an electronic comprehensive search of PubMed/MEDLINE for articles published between 2000 and 2020, using the following search terms: “online education”; “Tele-dentistry”; “Education during pandemics”; “Virtual dentistry”; “COVID-19 reshaping education”; and “Dental E-learning.” Studies were selected and classified as included or excluded based on the title and abstract of the articles by the 2 researchers, working independently. Articles included were published in English, related to dentistry and online education. Articles excluded were not published in English or related to conventional education. It was not possible to analyze included articles, therefore we decided to do narrative review only. Authors’ points of view and suggestions were also added to shed light on the online learning experience and understand its quality and effectiveness during pandemics. RESULTS : from 150 articles reviewed, only 30 articles were found to qualify for inclusion. All included articles discussed online education based on experience of authors and provided some suggestions so that online learning experience becomes more effective. All included articles found that online education is a useful tool to be invested at times of pandemics and that it needs to be empowered and improved by schools and universities. CONCLUSIONS Being successful in riding the wave will take dental learning and teaching into a new era. In the future, every dean and faculty member will understand that online education is not only a potential source for new revenue. Instead, online education will be recognized as an essential core to every educational plan for institutional resilience and academic continuity. CLINICALTRIAL None

scholarly journals The Use of e-Learning Course during the COVID-19: A Systems Thinking Approach

2020 ◽  
Vol 15 (1) ◽  
pp. 2157-2160
Author(s):  
Chin-Yen Alice Liu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Systems Thinking ◽  
Online Courses ◽  
Learning Experience ◽  
Cloud Services ◽  
Learning Platform ◽  
E Learning ◽  
National Emergency

In the era of theInternet, most educators have been supported by powerful tools ranging from e-books and e-learning sites to cloud services, and students’ learning environment has been a mix between traditional study (in class) and e-learning through some kind of online learning platform. Due to the uncertainty of the rapidly changing COVID-19 situation, all colleges and universities have to shutter their physical campuses and move their courses to remote and online formats hastily. This prompted many to wonder if all of the faculty are ready and qualified to teach online courses and/or if all of the students are ready to learn in the comprehensive online environment. If not, what ultimate impact will be to our higher education during this national emergency virus pandemic since there is no choice but depend on where they sit currently, not to mention the negative reviews and concerns regarding the online education. To make this transfer seamlessly and conflict mitigation, this paper applied systems thinking for an e-Learning course and proposed a flexible grading method for an e-learning environment, which will enhance students’ grades by allowing students to control their own study paces and the amount of efforts spent in the course, which can bring a successful online learning experience.

Online Learning

2018 ◽  
pp. 83-98
Author(s):  
Barbara K. Searight ◽  
Timothy Spannaus
Keyword(s):  
Online Education ◽  
Cultural Differences ◽  
Learning Experience ◽  
Common Knowledge ◽  
Social Process ◽  
Construction Of Knowledge ◽  
Successful Group ◽  
E Learning ◽  
Group Construction ◽  
Collaborative Efforts

The purpose of this chapter is to provide an integrative essay of collaborative learning variables that enhance as well as detract from an e-learning and information technology (IT)-mediated environment. It is common knowledge that a group is only as strong as the individuals who make up the group. Yet in online education there is the assumption that individuals have the skills they need to work within the group successfully. Although there are multiple opportunities for individuals to learn how to interact in a one-on-one setting, there is little formal training on how to work within a group. How to identify, address, and accommodate cultural differences, motivation levels, conflict resolution, expectations, critical thinking, self-organization, and group construction of knowledge are some of the areas that are not typically addressed formally in an academic setting. Successful group projects require that everyone be skilled in these and additional areas to have the potential for an equal and meaningful learning experience as a member of the group. Learning online is a social process involving collaborative efforts which can be mediated by the applications being used.

Adaptation algorithms for selecting personalised learning experience based on learning style and dyslexia type

2019 ◽  
Vol 53 (2) ◽  
pp. 189-200 ◽  
Author(s):  
Aisha Yaquob Alsobhi ◽  
Khaled Hamed Alyoubi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Assistive Technologies ◽  
Learning Systems ◽  
Learning System ◽  
Fixed Cost ◽  
Learning Material ◽  
Content Type ◽  
E Learning

PurposeThrough harnessing the benefits of the internet, e-learning systems provide flexible learning opportunities that can be delivered at a fixed cost at a time and place to suit the user. As such, e-learning systems can allow students to learn at their own pace while also being suitable for both distance and classroom-based learning activities. Adaptive educational hypermedia systems are e-learning systems that employ artificial intelligence. They deliver personalised online learning interventions that extend electronic learning experiences beyond a mere computerised book through the use of intelligence that adapts the content presented to a user according to a range of factors including individual needs, learning styles and existing knowledge. The purpose of this paper is to describe a novel adaptive e-learning system called dyslexia adaptive e-learning management system (DAELMS). For the purpose of this paper, the term DAELMS will be employed to describe the overall e-learning system that incorporates the required functionality to adapt to students’ learning styles and dyslexia type.Design/methodology/approachThe DAELMS is a complex system that will require a significant amount of time and expertise in knowledge engineering and formatting (i.e. dyslexia type, learning styles, domain knowledge) to develop. One of the most effective methods of approaching this complex task is to formalise the development of a DAELMS that can be applied to different learning styles models and education domains. Four distinct phases of development are proposed for creating the DAELMS. In this paper, we will discuss Phase 3 which is the implementation and some adaption algorithms while in future papers will discuss the other phases.FindingsAn experimental study was conducted to validate the proposed generic methodology and the architecture of the DAELMS. The system has been evaluated by group of university students studying a Computer Science related majors. The evaluation results proves that when the system provide the user with learning materials matches their learning style or dyslexia type it enhances their learning outcomes.Originality/valueThe DAELMS correlates each given dyslexia type with its associated preferred learning style and subsequently adapts the learning material presented to the student. The DAELMS represents an adaptive e-learning system that incorporates several personalisation options including navigation, structure of curriculum, presentation, guidance and assistive technologies that are designed to ensure the learning experience is directly aligned with the user's dyslexia type and associated preferred learning style.

scholarly journals Authentic learning with technology for professional development in vaccine management

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Hanna Teräs ◽  
Ümit Kartoğlu
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Professional Learning ◽  
Learning Experience ◽  
Authentic Learning ◽  
Careful Consideration ◽  
Cognitive Tools ◽  
E Learning ◽  
Pilot Implementation ◽  
Authentic Learning Experiences

Online professional development (OPD) is gaining increasing popularity. However, online learning environments are not always considered effective venues for supporting authentic learning experiences, and the suitability of OPD for practical learning has not been widely explored. This case study paper presents findings of a pilot implementation of an OPD program in vaccine management designed according to the pedagogical principles of authentic learning, using a range of educational technologies as cognitive tools. The study examines how the authentic learning design and the technologies used affect the participants’ learning experience, experience of authenticity and the perceived impact of the course on professional learning. Data was collected through observations, an online post-course survey and interviews with the participants. A thematic content analysis was conducted. The findings suggest the pedagogical framework of authentic e-learning provides useful guidelines for the design of fully online, yet active and practice-driven, professional development that is also perceived as authentic by the participants. Using online education technologies as cognitive tools can support the creation of an authentic learning environment where practical, transferable professional skills can be acquired. Achieving this requires careful consideration of accessibility and usability issues and ensuring that the technologies used serve an authentic purpose.

scholarly journals E-Learning Experience of Management Students in B-Schools During COVID-19 Pandemic - A primary Survey

2021 ◽  
Vol 8 (S1-Feb) ◽  
pp. 73-78
Author(s):  
Khazi Mohammed Owais ◽  
Anjali Atipamula
Keyword(s):  
Student Engagement ◽  
Online Education ◽  
Teaching And Learning ◽  
Business Schools ◽  
Learning Experience ◽  
Inductive Reasoning ◽  
Learning And Teaching ◽  
E Learning ◽  
Management Students ◽  
The Impact

This study is aimed to seek online feedback and conduct phonic interviews of Management students in B-Schools regarding their experience with E-learning methods used by their faculty and institutes. COVID-19 has turned the world into an unrecognizable and unthinkable setting. Various sectors have come together to battle this pandemic. Work from home (WFH) has become a norm and, so has studying from home. The purpose of this study is to understand the technology adoption, teaching and learning process, student engagement, and experience towards virtual classrooms during Lockdown due to COVID 19 in Business schools in Electronic City, Bangalore. This study uses inductive reasoning and qualitative research methodology to collect the data from the students of B-Schools who are currently pursuing courses such as PGDM, M.B.A, M.Com, M.C.A, etc. The students are currently in their hometowns across India and attending classes through various online platforms. The focus of this study is to find out the impact of online education on Learning Aspect and Student Engagement during this period. This study also emphasizes on how the current scenario has an impact on policymakers like educationalists, students, and the adoption of technique by faculty in the future. An indistinct study is done on the tactics and strategies that would be implemented in the ongoing pandemic. The current study is limited to the sample frame of around 300 students from business schools in Electronic City, Bangalore, India. Hence, the findings of this study cannot be generalized forentire India. Even though COVID 19 has created cognitive dissonance in students’ and faculties’ minds towards various situations they have faced in their day-to-day life. The learning and teaching have not stopped and are continuing at a fast pace and without any disruption.

scholarly journals An ESL Online Classroom Experience in Oman during Covid-19

2020 ◽  
Author(s):  
Syerina Syahrin ◽  
Abdelrahman Abdalla Salih
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Online Classroom ◽  
Learning Platform ◽  
E Learning ◽  
Learning Styles Inventory ◽  
The Relationship

This paper aimed to investigate the online learning experience of a group of ESL students at a higher learning institution in Oman during the Covid-19. The paper studied the interaction between the students’ preferred online learning style and the technologies the students experienced on the e-learning platform (Moodle) for the particular ESL course. The rationale for investigating the relationship between the students’ learning styles and the technologies the students experienced is to evaluate if the learning style and the technologies complement each other. It is also aimed to provide an evaluation of an ESL e-learning course by considering the different technologies that can be incorporated into the e-learning classroom to meet the different learning styles. Data was gathered from 32 undergraduate students by utilizing Kolb’s Learning Styles Inventory. The study included analysis of Moodle utilizing Warburton’s Technologies in Use (2007) to develop an understanding of the technologies the students experienced online. The results of the study revealed that the majority of the students’ preferred learning style is reflected in the technologies they experienced in the online classroom. As the relationship of the technology in use and the students learning style preference in the classroom complements each other, the study revealed that the emphasis of the particular skill-based pedagogy ESL classroom is on receptive skills (listening and reading). The lack of the students’ productive skills (speaking and writing) is a cause for concern to the ESL course instructors, policymakers, and the wider community.

E-learning challenge studying the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aida Kamysbayeva ◽  
Alexey Koryakov ◽  
Natalya Garnova ◽  
Sergey Glushkov ◽  
Svetlana Klimenkova
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Content Type ◽  
Personal Learning ◽  
Classroom Activities ◽  
Hard Skills ◽  
E Learning ◽  
New Guidelines ◽  
Study Participants

PurposeThe COVID-19 crisis experience is shaping new guidelines for learning activities that need to be developed from an interdisciplinary and holistic perspective based on the analysis and assessment of potential impacts and social expectations.Design/methodology/approachThe research is devoted to the study of modern e-learning challenges in the context of social distance, the analysis of learning experience, problems and opportunities associated with online learning. The research was carried out at the “Blinded for peer review” and involved 300 graduate students. A qualitative method based on a two-step process was used in the study. The discussion allowed participants to discuss and compare personal learning experiences primarily related to the COVID-19 crisis.FindingsThe results of the study demonstrated that online learning is an efficient tool for the development of hard skills while being less effective for the improvement of soft skills; they also allowed us to identify important aspects of professional personnel training which should be taken into account while developing a strategy for harmonizing on-campus and online education with the diversification of curricula by various pedagogical technologies and digital tools, as well as bringing social interactions into classroom activities.Originality/valueDue to the fact that most study participants were technical and economic students, it was concluded that the e-learning format is an effective methodology for the development of technical and digital skills of students.

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