scholarly journals Immersive Learning: Using a Web-Based Learning Tool in a PhD Course to Enhance the Learning Experience

10.28945/3732 ◽  
2017 ◽  
Vol 16 ◽  
pp. 227-246
Author(s):  
Samie Li Shang Ly ◽  
Raafat G Saade ◽  
Danielle Morin
Keyword(s):  
Information Technology ◽  
Doctoral Students ◽  
Professional Training ◽  
Peer To Peer ◽  
Learning Tool ◽  
Immersive Learning ◽  
Learning Methods ◽  
Web Based ◽  
Web Based Learning ◽  
Pedagogical Models

Aim/Purpose: Teaching and learning is no longer the same and the paradigm shift has not settled yet. Information technology (IT) and its worldwide use impacts student learning methods and associated pedagogical models. Background: In this study we frame immersive learning as a method that we believe can be designed by pedagogical models such as experiential, constructivist, and collaborative elements. We also present a peer-to-peer interactive web based learning tool, designed and implemented in-house with immersive learning features. Methodology: We conducted an exploratory research with a Ph.D course on “pedagogical methods” where 9 doctoral students were tasked to follow the peer-to-peer 3 phase process in their learning. Contribution: We found the peer-to-peer does favor experiential, constructivist, collaborative learning, which contributes into the use of immersive learning as an important learning style for the future. Findings: This study investigated different ways to measure students’ collaboration, constructivism through their peer evaluation scores and performance in an immersive learning environment by taking the roles of teacher, evaluator, and learner. Recommendations for Practitioners: An in-depth understanding of immersive learning methods allows the application of Experiential Immersive Learning (EIL) in various disciplines of professional training, which can increase performance and engagement. Recommendation for Researchers: It is necessary and advantageous for a researcher to view in-depth the process of students’ learning, to have the ability to quantify, analyze each individual’s contribution, and to observe via Information Technology the collaborative aspects of learning. Impact on Society: By observing an effective methodology in learning, this allows us to understand how knowledge is created throughout different disciplines. Future Research: Further studies should be made to adjust and polish our understanding of the peer-to-peer tool in order to gain a deeper understanding of customized learning.

scholarly journals Immersive Interactive Learning Environments (A PhD Case Study)

10.28945/2218 ◽  
2015 ◽  
Author(s):  
Samie Li Shang Ly ◽  
Raafat George Saadé ◽  
Danielle Morin
Keyword(s):  
Student Performance ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Interactive Learning Environments ◽  
Analysis Tool ◽  
Learning Tool ◽  
Immersive Learning ◽  
Web Based ◽  
Web Based Learning

Teaching and learning is no longer the same and the paradigm shift has not settled yet. In this study we frame immersive learning as a method which we believe can be designed by experiential, constructivist, and collaborative elements. We then present a peer to peer interactive web-based learning tool, which was designed, and implemented in-house and piloted in a PhD course on ‘Pedagogical Methods’. We present the results showing how the learning tool has immersive elements and the student outcomes. The tool engages students to learn a specified subject matter, synthesize the information, create question and rate their peer’s questions. Tests are then generated by professor from the students’ questions. Student performance shows that in such a context, students who spent more time doing the test scored less. In the results section, we also present the item response theory as a more appropriate analysis tool to assess and study immersive learning, and provide examples.

Building Multimedia and Web Resources for Teaching Mathematical Concepts through their Historical Development

2011 ◽  
pp. 370-391 ◽  
Author(s):  
Wajeeh Daher ◽  
Nimer Baya’a
Keyword(s):  
Preservice Teachers ◽  
Lesson Plan ◽  
Structured Interviews ◽  
Learning Materials ◽  
Mathematical Concepts ◽  
Web Based ◽  
Web Resources ◽  
Web Based Learning ◽  
Attitudes And Perceptions ◽  
Pedagogical Models

This chapter describes how teachers can use technology to build learning materials and non-traditional lessons that incorporate heritage and history. Students are expected in these lessons to be engaged by a combination of mathematics, cultural heritage, and technological presentation. The chapter describes a project carried out in a teacher training college and presents the structure of the web-based learning environment. Preservice teachers who participated in the project developed the online materials and carried out the educational activities. The technological tools used to build learning materials were based on ICT pedagogical models and were integrated into the mathematical lessons. The chapter also describes various models and teaching settings in which heritage and technology can be utilized and integrated, followed by an example lesson plan which elaborates on the model. The chapter also describes the educational, pedagogical, technical, and logistical difficulties that the preservice teachers confronted during the project. They also struggled with reading historical material and relating it to mathematics. Semi structured interviews revealed that the preservice teachers overcame these difficulties by reflection and by communicating and collaborating with each other and with their lecturers. A questionnaire with yes-no items was used to collect data about attitudes and perceptions of the preservice teachers during the project. They viewed this technological project connected with their heritage as fun, benefiting them, making them proud of their mathematical heritage, and encouraging them to use such projects in their future teaching.

scholarly journals Teaching geriatrics during the COVID-19 pandemic: experience of a brazilian medical school

2020 ◽  
Vol 14 (3) ◽  
pp. 203-206
Author(s):  
Marcos Daniel Saraiva ◽  
Milton Luiz Gorzoni
Keyword(s):  
Geriatric Medicine ◽  
Practical Experience ◽  
Sao Paulo ◽  
São Paulo ◽  
Learning Tool ◽  
Web Based ◽  
Social Distancing ◽  
Course Content ◽  
Web Based Learning ◽  
The Impact

INTRODUCTION: During the COVID-19 pandemic, the discipline of geriatrics at the Santa Casa de Sao Paulo School of Medical Sciences of São Paulo was adapted to a web-based learning environment due to social distancing measures. OBJECTIVE: To describe the full adaptation of the discipline of geriatrics to a web-based learning tool, of two activities that were developed including the current COVID-19 to illustrate some of the main concepts of geriatric medicine. METHODS: The course was fully adapted to the open-source course management system called MOODLE. The first activity was a COVID-19 clinical case discussion, whose main objective was to include COVID-19 in the content of our course, illustrating some of the main concepts of geriatrics. The second activity was a Comprehensive Geriatric Assessment (CGA) experience, done via videoconference, which also assessed the impact of social distancing measures on the health of older adults. RESULTS: A total of 43 medical students performed both activities, and 95% of the students considered the inclusion of the COVID-19 into the discipline of geriatrics useful, 88% approved the practical experience of CGA, and 84% felt that they contributed to the health of the interviewees after contact. CONCLUSION: Adapting our discipline to a web-based learning tool, while including the current COVID-19 in our course content and a practical experience of CGA via videoconference was possible and approved by students. The adoption of this initiative may not only be an academic strategy, but also a possible way to improve the quality of life of older people during the COVID-19 pandemic.

scholarly journals A web-based learning tool improves student performance in statistics: A randomized masked trial

2010 ◽  
Vol 55 (2) ◽  
pp. 704-713 ◽  
Author(s):  
José A. González ◽  
Lluís Jover ◽  
Erik Cobo ◽  
Pilar Muñoz
Keyword(s):  
Student Performance ◽  
Learning Tool ◽  
Web Based ◽  
Web Based Learning

scholarly journals Evaluation Of A Web Based Learning Tool For Teaching Gis Within The Context Of Transportation Engineering

2020 ◽  
Author(s):  
Ashley Banaszek ◽  
Hong Sheng ◽  
Richard Hall ◽  
Ronaldo Luna ◽  
Ghulam Bham
Keyword(s):  
Transportation Engineering ◽  
Learning Tool ◽  
Web Based ◽  
Web Based Learning

scholarly journals Analysis of Web-based learning methods in emergency medicine: randomized controlled trial

2018 ◽  
Vol 14 (3) ◽  
pp. 687-694 ◽  
Author(s):  
Piotr Leszczyński ◽  
Joanna Gotlib ◽  
Zbigniew Kopański ◽  
Arkadiusz Wejnarski ◽  
Stanisław Świeżewski ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Learning Methods ◽  
Web Based ◽  
Randomized Controlled ◽  
Web Based Learning

scholarly journals Utilizing Web Based Learning as 21st Century Learning Media for Vocational Education

2018 ◽  
Vol 7 (4.33) ◽  
pp. 157
Author(s):  
Ervina Dika Tria Puspitasari ◽  
Herman Dwi Surjono ◽  
Asnul Dahar Minghat
Keyword(s):  
Information Technology ◽  
Vocational Education ◽  
Learning Model ◽  
Internet Technology ◽  
Learning Technology ◽  
Web Based ◽  
Web Based Learning ◽  
The World ◽  
E Learning ◽  
The Right

This study examines the development of information technology that focuses on the use of web based learning as a learning medium in the world of vocational education. Web-based learning provides convenience for students in learning activities such as increasing productivity, flexible and interactive. The results obtained from several literature studies from journal articles, opinion papers, conceptual papers, etc. were analyzed for content related to the use of web based learning in the world of vocational education. The result of the literature review in this paper is that E-learning is a learning process that is poured through internet technology, with the principle of simple, personal, and fast need to be considered. Therefore, the principles and communication of learning need to be designed like conventional learning. The need for developing the right e-learning learning model according to needs. Web base learning is a learning model that requires technological tools, especially information technology such as computers and internet access. In practice, web base learning utilizes internet facilities as a medium for delivering information (material) learning such as websites, e-mail, mailing lists, and news groups. The planned use of web-based learning technology has proven to provide a significant contribution to the world of education, especially for vocational education that requires students to think critically. In implementing web based learning, there are several factors that need to be considered such as supporting facilities and infrastructure, users (students as users and teachers/lecturers/experts as material presenter), readiness of online materials and costs.   

Sign in / Sign up

Export Citation Format

Share Document