scholarly journals Leipzig’s Social Hypertext Reader SHRIMP and the “Introduction to American Studies”

2020 ◽  
Author(s):  
Sebastian M. Herrmann
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
American Studies ◽  
Learning Experience ◽  
Medium Of Instruction ◽  
Age Changes ◽  
Learning Platform ◽  
Bachelor Of Arts ◽  
Main Medium ◽  
E Learning

This article describes the ideas behind and the experiences with the experimental e-learning platform SHRIMP. Developed and deployed at American Studies Leipzig, the platform is used for the introductory Literature and Culture I seminar in the American Studies Bachelor of Arts program, and it serves as the main medium of instruction for around 80 students per year. It breaks up the linear form of the original seminar reader and instead offers students a hypertext of interconnected, short segments, enriched with social media and gamification elements, as well as a learning analytics component that invites students to take control of their own study and learning experience. It is driven by a dual assumption about digitization: that the digital age changes how students interact with text, and that digital textuality offers rich affordances beyond linear reading. Both can be harnessed to improve learning outcomes.

scholarly journals Design and Implementation of a Gesture-Aided E-Learning Platform

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 8042
Author(s):  
Wolfgang Kremser ◽  
Stefan Kranzinger ◽  
Severin Bernhart
Keyword(s):  
Learning Outcomes ◽  
Field Test ◽  
Learning Experience ◽  
Learning Content ◽  
Learning Platform ◽  
System Usability Scale ◽  
E Learning ◽  
Learning Platforms ◽  
Reference Implementation ◽  
Generic System

In gesture-aided learning (GAL), learners perform specific body gestures while rehearsing the associated learning content. Although this form of embodiment has been shown to benefit learning outcomes, it has not yet been incorporated into e-learning. This work presents a generic system design for an online GAL platform. It is comprised of five modules for planning, administering, and monitoring remote GAL lessons. To validate the proposed design, a reference implementation for word learning was demonstrated in a field test. 19 participants independently took a predefined online GAL lesson and rated their experience on the System Usability Scale and a supplemental questionnaire. To monitor the correct gesture execution, the reference implementation recorded the participants’ webcam feeds and uploaded them to the instructor for review. The results from the field test show that the reference implementation is capable of delivering an e-learning experience with GAL elements. Designers of e-learning platforms may use the proposed design to include GAL in their applications. Beyond its original purpose in education, the platform is also useful to collect and annotate gesture data.

scholarly journals Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

Usage of augmented reality (AR) and development of e-learning outcomes: An empirical evaluation of students’ e-learning experience

2021 ◽  
pp. 104383
Author(s):  
Abdullah M. Baabdullah ◽  
Abdulellah A. Alsulaimani ◽  
Alhasan Allamnakhrah ◽  
Ali Abdallah Alalwan ◽  
Yogesh K. Dwivedi ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Empirical Evaluation ◽  
E Learning

scholarly journals Promoting Students’ Global Perspectives Through a Gamified e-Learning Platform

2021 ◽  
Vol 6 ◽  
Author(s):  
Frankie Y. W. Leung ◽  
Martin Lau ◽  
Kelvin Wan ◽  
Lisa Law ◽  
Theresa Kwong ◽  
...  
Keyword(s):  
Learning Experience ◽  
Global Perspectives ◽  
Global Issues ◽  
Learning Platform ◽  
Before And After ◽  
E Learning ◽  
Learning Platforms ◽  
Cognitive Knowledge ◽  
Survey Responses ◽  
Development Of Students

With the rapid growth of internationalization in tertiary institutions worldwide, the development of students’ global perspectives has attracted the attention of many universities. However, this development is a challenging one due to the complicated nature of global issues and their incompatibility with traditional subject-specific boundaries of classroom teaching. Through two eTournaments organized on a proprietary gamified e-learning platform named “PaGamO,” this study examined participating students’ learning experience and their change of global perspectives due to their participation in the eTournaments. Data were collected before and after the two eTournaments, and 217 survey responses were considered to be valid and were further analyzed. The findings showed that participating students achieved the satisfaction level of enjoyment (M = 3.62) and their awareness of the United Nations Sustainable Development Goals (SDGs) (M = 3.96) had been improved. In addition, the findings also revealed that 1) students enjoyed and perceived a better understanding of the SDGs in terms of perceptual dimensions like value-oriented and partnership-oriented, rather than the global issues about substantial threats or environmental issues; 2) the “intrapersonal effect” of students had been significantly reduced after the eTournaments; 3) positive significant correlations were found between the level of enjoyment and frequency of question-attempt in relation to the change of cognitive knowledge and interpersonal social interaction. The findings of this study offered some possible insights into students’ gameplay experience concerning dimensions of global perspectives and also support the findings of prior research on how gamified e-learning platforms could contribute to the development of students’ global perspectives.

scholarly journals Efektivitas platform guru virtual sebagai platform pembelajaran daring di masa pandemi covid-19

2021 ◽  
Vol 22 (2) ◽  
pp. 287-299
Author(s):  
Dewi Ratnaningsih ◽  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Learning Platform ◽  
E Learning ◽  
Qualitative Descriptive ◽  
Learning Scenarios ◽  
Physical Limitations ◽  
Virtual Platform

Coronavirus or Covid-19 is viruses group of the Orthocoronavirinae member of Coronaviridae family and the order Nidovirales. This virus can cause disease not only human, but also birds and mammals. The extraordinary events caused by the corona virus become a new problem in various fields of life, including in the field of education. Every educator is required to be able to innovate, so that the learning process and physical limitations can both continue. Therefore, not long after the physical restriction instructions were applied, the online learning model or commonly referred to as e-learning began to be socialized. The purpose of writing this article is to see the effectiveness of the Guru Virtual platform as an daring learning medium. To conduct this research, researcher uses descriptive qualitative method. Qualitative descriptive method is a method that analyzes research in the form of descriptions not in the form of numbers or coefficients about the relationship between variables. The data gathered from the research is in the form of words or pictures not numbers. The data was collected by designing learning scenarios, recording, and interviewing. In addition, the calculation of student learning outcomes is also carried out to see learning outcomes using the Guru Virtual. Based on the results of interviews with students, Guru Virtual is an effective platform to be used as an daring learning platform. Based on the calculation of student learning outcomes, it was obtained an average value of 74.9 with a good category.

scholarly journals PENDEKATAN FACILITATED E-LEARNING DENGAN METODE 5E TERHADAP KEAKTIFAN SISWA DALAM PEMBELAJARAN DARING [USING A FACILITATED E-LEARNING APPROACH AND THE 5E METHOD TO INCREASE STUDENT ACTIVENESS DURING ONLINE LEARNING]

2021 ◽  
Vol 5 (2) ◽  
pp. 241
Author(s):  
Julius Eldorado Antupenka Sulis Omega Putra ◽  
Tanti Listiani
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Approach ◽  
Teacher Needs ◽  
E Learning ◽  
The Right ◽  
Bahasa Indonesia

<p>During the Covid-19 pandemic, learning was carried out online. It takes student activeness with the right approach and method to provide maximal learning experiences and learning outcomes. The purpose of this paper is to describe the application of the facilitated e-learning approach combined with the 5E method on student activeness in learning. This paper used the descriptive qualitative research method. Students are imagebearers of God so a teacher should view students as special and valuable. Students have reason and ability so it can be said that they are active individuals. Therefore, a teacher should always encourage their activiteness during the learning process. Implementing the facilitated e-learning approach with the 5E method is the right solution because the students carry out learning activities independently with the teacher in the role of facilitator.  This has the potential to encourage student activeness in online learning so that students can get the maximum learning experience and learning outcomes and teachers can provide God-centered learning. In applying these approaches and methods, a teacher needs careful and measured preparation in order to provide the maximum learning experience even though it is carried out online.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Selama pandemi covid-19, pembelajaran dilaksanakan secara daring. Dibutuhkan keaktifan siswa dengan pendekatan dan metode yang tepat untuk tetap memberikan pengalaman belajar dan hasil belajar yang maksimal. Tujuan penulisan dari penelitian ini untuk memaparkan penerapan pendekatan <em>facilitated e-learning</em> dikolaborasikan dengan metode 5E terhadap keaktifan siswa dalam pembelajaran. Penelitian ini disusun dengan metode penelitian kualitatif deskriptif. Hasil pembahasan dari penelitian, siswa merupakan gambar dan rupa Allah sehingga seorang guru hendaknya memandang siswa istimewa dan berharga. Siswa memiliki akal dan kemampuan sehingga siswa dapat dikatakan sebagai pribadi yang aktif. Maka dari itu, seorang guru hendaknya dapat selalu mendorong keaktifan siswa dalam proses pembelajaran. Kesimpulannya, menerapkan pendekatan <em>facilitated e-learning </em>dengan metode 5E merupakan solusi yang tepat karena siswa melakukan aktivitas pembelajaran secara mandiri dengan guru memiliki peran sebagai fasilitator yang berpotensi mendorong keaktifan siswa dalam pembelajaran daring sehingga siswa dapat mendapatkan pengalaman belajar dan hasil belajar yang maksimal serta guru dapat memberikan pembelajaran yang berpusat pada Allah. Disarankan seorang guru dalam menerapkan pendekatan dan metode tersebut perlu memberikan persiapan yang matang dan terukur agar dapat memberikan pengalaman belajar yang maksimal meskipun dilaksanakan secara daring.</p>

scholarly journals An Emotion-Aware Learning Analytics System Based on Semantic Task Automation

Electronics ◽  
2020 ◽  
Vol 9 (8) ◽  
pp. 1194
Author(s):  
Sergio Muñoz ◽  
Enrique Sánchez ◽  
Carlos A. Iglesias
Keyword(s):  
Learning Analytics ◽  
Structural Equation ◽  
Critical Factor ◽  
Equation Modeling ◽  
Automation System ◽  
Learning Context ◽  
Semantic Task ◽  
Learning Platform ◽  
Teachers And Students ◽  
E Learning

E-learning has become a critical factor in the academic environment due to the endless number of possibilities that it opens for the learning context. However, these platforms often suppose to increase the difficulties for the communication between teachers and students. Without having real contact between teachers and students, the former finds it harder to adapt their methods and content to their students, while the students also find complications for maintaining their focus. This paper aims to address this challenge with the use of emotion and engagement recognition techniques. We propose an emotion-aware e-learning platform architecture that recognizes students’ emotions and attention in order to improve their academic performance. The system integrates a semantic task automation system that allows users to easily create and configure their own automation rules to adapt the study environment. The main contributions of this paper are: (1) the design of an emotion-aware learning analytics architecture; (2) the integration of this architecture in a semantic task automation platform; and (3) the validation of the use of emotion recognition in the e-learning platform using partial least squares structural equation modeling (PLS-SEM) methodology.

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.

International Students' Learning Experience and Learning Outcomes in China through Summer Programs

2016 ◽  
pp. 233-249
Author(s):  
Jiabin Zhu ◽  
Bo Yang ◽  
Qunqun Liu ◽  
Bing Chen
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Learning Experience ◽  
Rapid Development ◽  
Summer Programs ◽  
International Programs ◽  
Learning Platform ◽  
Innovative Learning ◽  
Higher Education Internationalization

Higher education institutions are facing unprecedented opportunities and challenges due to the rapid development of global contexts. With the momentum of higher education internationalization, leading universities in China began to launch international summer programs. These summer programs offer multiple benefits to university stakeholders, especially students. This chapter reviews the context and characteristics for international programs in leading Chinese universities. The significant role these programs play in designing an innovative learning platform were argued by reviewing and analyzing the trends among sample programs on aspects of curriculum design and implementation. The authors provide an in-depth understanding of students' learning outcomes during these programs by conducting a qualitative study utilizing sample summer programs. Last but not least, the opportunities and challenges concerning the organization and implementation of programs were analyzed and possible recommendations were proposed for future study abroad improvements.

New Discoveries for User Acceptance of E-Learning Analytics Recommender Systems in Saudi Arabia

2019 ◽  
Vol 10 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Hadeel Alharbi ◽  
Kamaljeet Sandhu
Keyword(s):  
Technology Acceptance ◽  
Learning Outcomes ◽  
Recommender Systems ◽  
Technology Acceptance Model ◽  
Learning Analytics ◽  
Saudi Arabian ◽  
Ministry Of Education ◽  
Electronic Learning ◽  
E Learning ◽  
Acceptance Model

This article adopts e-learning analytics principles to provide a new model to explain the acceptance behaviour of recommender systems adoption with e-learning in the Saudi Arabian context and reflects the increasing focus of the Saudi Arabian Ministry of Education on delivering online educational services. This focus has come at the necessity to improve overall access to the education system, and higher education and has been driven with evidence of improving learning outcomes with electronic learning (e-learning) information and instructional technology with the use of e-learning analytics recommender systems. This review utilises the technology acceptance model as a theoretical framework to generate a set of interlocked hypotheses that go to explaining student behaviours towards technological acceptance and continued usage intention of recommender systems.

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