scholarly journals Web-based Remote Lab System for Instrumentation and Electronic Learning

2021 ◽  
Vol 6 (4) ◽  
pp. 100-109
Author(s):  
Jose María Sierra-Fernández ◽  
Agustin Agüera-Pérez ◽  
Jose Carlos Palomares-Salas ◽  
Manuel Jesús Espinosa-Gavira ◽  
Olivia Florancias-Oliveros ◽  
...  
Keyword(s):  
Web Based ◽  
Electronic Learning ◽  
Remote Lab

ATM Technology and E-Learning Initiatives

2011 ◽  
pp. 49-55
Author(s):  
Marlyn Kemper Littman
Keyword(s):  
Learning Environments ◽  
Asynchronous Transfer Mode ◽  
Traffic Patterns ◽  
Still Images ◽  
Web Based ◽  
Multimedia Delivery ◽  
Electronic Learning ◽  
Transfer Mode ◽  
E Learning ◽  
Motion Video

The remarkable popularity of Web-based applications featuring text, voice, still images, animations, full-motion video and/or graphics and spiraling demand for broadband technologies that provision seamless multimedia delivery motivate implementation of asynchronous transfer mode (ATM) in an array of electronic learning (e-learning) environments (Parr & Curran, 2000). Asynchronous refers to ATM capabilities in supporting intermittent bit rates and traffic patterns in response to actual demand, and transfer mode indicates ATM capabilities in transporting multiple types of network traffic.

scholarly journals Students’ Acceptance on Blended Learning: A Case Study

2018 ◽  
Vol 7 (4.38) ◽  
pp. 992
Author(s):  
Mohd Ramadan Ab Hamid ◽  
Emmy Hainida Khairul Ikram ◽  
Siti Sabariah Buhari ◽  
Farhanah Ahmad Shuhaimi ◽  
Norazmir Md Nor ◽  
...  
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Demographic Data ◽  
Health Sciences ◽  
Traditional Learning ◽  
Web Based ◽  
Electronic Learning ◽  
Learning Platform ◽  
Health Sciences Students ◽  
E Learning

Electronic Learning (E-Learning) has been widely used as a complement to the traditional learning method. It includes the introduction of blended learning (BL) that fully utilises the use of Learning Management System (LMS). The aim of this study is to examine students’ acceptance of blended learning specifically with the use of Openlearning (OL) as an online learning platform to complement traditional teaching. 137 students had participated in this study. OL was introduced to the Health Sciences students, who enrolled in the Principles of Nutrition course. Students explored teaching materials, videos, activities, and several assessments in OL while facilitated by facilitators for 14 weeks. A self-administered questionnaire was given via online to the participants to evaluate their attitudes and acceptance towards OL. Descriptive statistic was used to describe the demographic data and t-test was performed to report the level of acceptance. Overall results showed students were very satisfied with blended learning using OpenLearning as a web-based tool. Students accepted OL as it is easy to use and convenient. They also agreed that the usage of OL in teaching and learning will improve their academic performance. In conclusion, it is proven that Health Sciences students accepted the use of OL in blended learning.    

Bridges of Trust

2013 ◽  
Vol 4 (2) ◽  
pp. 53-70 ◽  
Author(s):  
Hamdy Ahmed Abdelaziz
Keyword(s):  
Cognitive Theory ◽  
Arabian Gulf ◽  
Trust Model ◽  
Constructive Model ◽  
Distance Teaching ◽  
Online Learners ◽  
Web Based ◽  
Electronic Learning ◽  
E Learning ◽  
Four Levels

The current research aim was to develop a constructive model for assessing web-based and electronic learning as an attempt to build bridges of trust in web-based and e-learning outcomes. The proposed model was developed in the light of the learning assumptions of the constructive theory and the cognitive theory. The targeted model – the Bridges of Trust Model – includes four levels of assessment: assessment of awareness, assessment of initiative, assessment of depth of meaning, and assessment of meaning construction. Within these levels, the researcher presented six processes reflecting the types of constructive assessment of web-based and e-learning. These types are: 1) assessment of manipulations, 2) assessment of outcomes, 3) assessment of cooperation, 4) assessment of transformation, 5) assessment of context, and 6) assessment of reflection. The model was piloted on a sample of students in the distance teaching and training program in the Arabian Gulf University. The pilot study proved that the model is valid and generalizable. In addition, this paper will be of benefit to people looking for pedagogical applications of web-based and electronic learning environments for developing multiple ways to express what online learners should know and be able to do.

A Web Based Lecture Note on Feedback Control with Remote Lab

2003 ◽  
Vol 36 (10) ◽  
pp. 91-96
Author(s):  
Yasuhiro Ohyama ◽  
Jin-Hua She ◽  
Hiroshi Hashimoto ◽  
Tomio Yamaura ◽  
Kunio Oishi
Keyword(s):  
Feedback Control ◽  
Lecture Note ◽  
Web Based ◽  
Remote Lab

scholarly journals A Web-Based Electronic Learning of Local Nigerian Language; A Case of Ogba Language In Rivers State

2021 ◽  
Vol 08 (01) ◽  
pp. 101-106
Author(s):  
Matthias Daniel ◽  
Nwaogwu Onyekachi Best ◽  
Igiri Chima Godknows
Keyword(s):  
Web Based ◽  
Electronic Learning ◽  
Rivers State

scholarly journals Analisis Pemanfaatan (LMS) Google Classroom sebagai Media Digitalisasi Pembelajaran Jarak Jauh di Era Pandemi Covid 19

2020 ◽  
Vol 1 (2) ◽  
pp. 99-112
Author(s):  
Indah Dwijayanthi Nirmala ◽  
Dwi Budi Srisulistiowati ◽  
Sri Rejeki
Keyword(s):  
Data Model ◽  
Web Based ◽  
Electronic Learning ◽  
E Learning

Electronic learning (E-learning) pada hakikatnya merupakan media pembelajaran pendidikan melalui pemanfaatan teknologi komputer atau internet yaitu Teknologi pembelajaran berbasis web (Web Based Instuction). Adanya implementasi e-learning menjadi salah satu bagian teknologi alternatif dalam membantu berjalannya kurikulum pembelajaran secara during di masa pandemi covid 19. Penelitian ini ditujukan untuk mengetahui proses pelaksanaan pembelajaran LMS dengan google classroom materi kelas II-B, untuk mengetahui persepsi guru dan siswa terhadap pelaksanaan pembelajaran google classroom era pandemi COVID 19. Penelitian ini menggunakan metode pendekatan kualitatif, sumber data dalam penelitian ini meliputi sumber data primer dan sekunder. Teknik pengumpulan data menggunakan metode observasi, wawancara, dan dokumentasi. Analisis data dalam penelitian ini menggunakan analisis data model alir “Miles dan Huberman”. Pengecekan keabsahan data dengan credibility (keterpercayaan), transferbility (keteralihan), dependanility (ketergantungan), dan confirmability (kepastian).

Supporting the Portfolio Process with ONNI - The Learning Journal

2011 ◽  
pp. 305-312
Author(s):  
Tommi Haapaniemi ◽  
Pasi Karvonen
Keyword(s):  
Traditional Learning ◽  
Web Based ◽  
Electronic Learning ◽  
External Assessment ◽  
Web Based Learning ◽  
Learning Journals ◽  
Digital Portfolio ◽  
Learning Journal ◽  
The University ◽  
User Friendly

The purpose of this chapter is to describe the use of an electronic learning journal in the portfolio process and the construction of a digital portfolio. The authors discuss the problems that have arisen during the learning and tutoring process of various traditional (paper) learning journals. The problems of traditional learning journals and their tutoring have been the following: (1) low extent of tutoring and evaluation during the process; (2) when the learning journal is the object of external assessment, it is not used as a tool for profound reflection (private vs. public dimensions of the learning journal); and (3) there has been a lack of a user-friendly tools with which to construct a Web-based learning portfolio. In this chapter the authors discuss the basic elements of ONNI–The Learning Journal, as well as how this electronic tool can help in solving the problems mentioned above. ONNI is presently being experimented on at the University of Kuopio, but it will also be developed to become a tool for every Finnish college student and to better support learning from peers as well as lifelong learning.

scholarly journals The Potential of Modern Telelearning Tools for Collaborative Learning

1999 ◽  
Vol 24 (3) ◽  
Author(s):  
Larry Katz ◽  
Alireza Rezaei
Keyword(s):  
Collaborative Learning ◽  
Delivery Systems ◽  
Course Delivery ◽  
Learning Activities ◽  
Web Based ◽  
Electronic Learning ◽  
Teaching Tools ◽  
University Of Calgary ◽  
The University ◽  
Theoretical Foundations

Abstract: Recently, a variety of telelearning/teaching tools and Web-based course delivery systems have been developed. Most of these tools are reported to be useful in collaborative learning. However, in this paper it is argued that true collaboration in schools requires not only the technology, but also well-designed learning activities based on sound principles of collaborative learning. In this paper, theoretical foundations and the importance of collaborative learning are discussed, then three sophisticated telelearning tools and their potential for collaborative learning are presented. Finally, in view of the costs and the limitations of these tools, a Collaborative Electronic Learning model based on a three-year study at the University of Calgary is suggested as a more promising and more economic alternative. Résumé: Récemment, une variété d'outils de téléapprentissage et de systèmes de livraison de cours sur le Web a été développée. La plupart de ces outils, dit-on, sont utiles pour l'apprentissage coopératif. Cet article, toutefois, soutient qu'une véritable collaboration dans les écoles requiert non seulement la technologie, mais aussi des activités d'apprentissage bien conçues qui se fondent sur des principes solides d'apprentissage coopératif. Cet article discute donc du fondement théorique et de l'importance de l'apprentissage coopératif, après quoi il présente trois outils de téléapprentissage sophistiqués et décrit leur potentiel pour l'apprentissage coopératif. Enfin, en vue des cou^ts et limites de ces outils, l'article propose un modèle de Collaborative Electronic Learning (Apprentissage coopératif électronique) basé sur une étude de trois ans menée au University of Calgary; il suggère que cette alternative est plus prometteuse et moins dispendieuse.

The Construction of E-Portfolio Based Web Autonomous Learning Environment

2011 ◽  
Vol 219-220 ◽  
pp. 18-21
Author(s):  
Li Li ◽  
Kun Ling Wang
Keyword(s):  
Learning Environment ◽  
Autonomous Learning ◽  
Educational Activity ◽  
Design Management ◽  
New Thought ◽  
Web Based ◽  
Electronic Learning ◽  
Management Evaluation ◽  
Dynamic Tracking ◽  
E Learning

Web-based autonomous learning environment is the circumstances and conditions in the process of learning activities with the introduction of the network factors, its basic elements not only include the support of courses contents, instructional strategies, teaching mode and resources, but also cover instruction design, management, evaluation and other areas. The e-Portfolio (Electronic Learning Portfolio) is a collection of the learner’s experiences and achievements during a period of educational activity, which has advantages in dynamic tracking, recording, collection, evaluation ,management and other aspects, the interposition of E-Portfolio provides new thought of the construction of web-based Autonomous Learning Environment. In this article, on the base of studying web-based autonomous learning and E-Portfolio, the author mainly discussed the construction of e-Portfolio based autonomous learning environment in E-learning.

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