Bringing Campus Experience to Online Classes

Owens, Karl; Suskin, Michael; Wiesemann, Chris

doi:10.1145/3347709.3347831

Cited by 3 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Guidelines are set for students to follow and to include their online assessment. This can help students to experience and access learning through online (Owens, Suskin, & Wiesemann, 2019).…”

Section: Introductionmentioning

confidence: 99%

Integration of Knowledge Through Online Classes in the Learning Enhancement of Students

Mallillin¹,

Carag

Mallillin³

et al. 2020

EJOE

View full text Add to dashboard Cite

The integration of knowledge during the online classes influences the module tutors in the integration of technology in teaching with professional knowledge and belief which is focused on the learning enhancement of students. The study aims to identify issues in the online classes and to integrate knowledge in their learning enhancement. The research design employs both quantitative and qualitative research design because it is appropriate to investigate the integration knowledge of the online classes of students in their learning enhancement. It is suitable research choice in effective perform scientific research based on the characteristics and objectives available in support of the design in the study. Purposive sampling is utilised in the study because it is non-probable, which is subjective, selective, and judgmental. It is focused on the techniques utilise by the researchers. It assesses the impact of the study that deals on the attitude and behavior of students in the integration of knowledge during the online classes and learning enhancement. The subjects of the study are the selected private Higher Education Institution (HEI) students who are registered through online classes. The study comprised thirty (38) students. It is conducted for the spring 2019-2020.Results show that most of the issues in the integration of knowledge through online classes in the learning enhancement of students are the internet connection and internet devices which are weak that can affect the learning process because of the many Wi-Fi users which lead to weak network connection, issues in online classes have to do with technology and program of virtual learning particularly on Wi-Fi connection that can affect the students learning process, and destruction of learning of the respondents struggle in the adoption of the traditional classroom to online learning setting which is difficult for them adjust. Audio or voice destruction hinders them in their learning process, integration of knowledge has to do with the lack of clarity of voice, choppy, and sometimes cannot be heard, and learning enhancement has to do with the time schedule of the online which clashes with household chores like cooking, cleaning, and washing. Article visualizations:<img src="/-counters-/edu_01/0676/a.php" alt="Hit counter" />

show abstract

Section: Introductionmentioning

confidence: 99%

Integration of Knowledge Through Online Classes in the Learning Enhancement of Students

Mallillin¹,

Carag

Mallillin³

et al. 2020

EJOE

View full text Add to dashboard Cite

show abstract

“…When teaching moves to digital platforms, there are other groups of students who can be excluded, as happened even before the pandemic. Not having equal access to software [2], equipment [3], and a stable internet connection (especially among countries in Africa, Asia and the Middle East) [4] and having disparate computer literacy [5] are some factors identified as contributing to students not all being able to participate fully in online classes.…”

Section: Introductionmentioning

confidence: 99%

Assessing Teachers’ Practices in Providing Inclusive Online Education: Development and Validation of an Instrument Based on Inclusive Practices among Teachers in Malaysia

Bong,

Chua

2023

Education Sciences

View full text Add to dashboard Cite

All students should have equal opportunities to pursue education. When the COVID-19 pandemic began, almost all teaching activities had to be switched from the traditional face-to-face format to digital platforms. Although it is now the post-pandemic period, many online teaching and learning practices have been maintained. It is, therefore, crucial to ensure that teachers are doing their best to make online teaching inclusive, and an instrument assessing their practices is essential. This study aims to develop this instrument and validate it. Referring to relevant works and universal design for learning (UDL) guidelines, we developed an instrument that consists of five domains: affective, behavioural, cognitive, competence and awareness. Through expert assessment of face, content and construct validity, a pilot study, and data analysis of 505 respondents teaching in different educational levels from primary schools to higher institutions in Malaysia, using exploratory factor analysis (EFA) and correlational testing, the findings show that the instrument has high validity and reliability in assessing teachers’ practices in delivering inclusive online education. While the instrument has implications for policymakers and researchers, it needs further validation in the context of different countries. Necessary amendments might be required to make it more context specific.

show abstract

“…Entretanto, a maioria das soluções existentes para laboratórios virtuais apresenta os seguintes problemas: (i) dependem de infraestrutura especializada [Makoviy et al 2017], (ii) são proprietárias e possuem alto custo de aquisição e operação [Xu et al 2015], (iii) apresentam problemas de escalabilidade [Rahman et al 2016], ou (iv) não conseguem representar a granularidade de diferentes políticas de configuração de recursos de acordo com as necessidades dos usuários [Owens et al 2019].…”

Section: Introductionunclassified

Laboratórios Virtuais para Ensino Remoto baseados em Encadeamento de Funções de Rede Virtualizadas

Soprani

Machado

Schineider

et al. 2021

Anais Do XIX Workshop Em Clouds E Aplicações (WCGA 2021)

View full text Add to dashboard Cite

O paradigma de nuvem vem sendo cada vez mais utilizado para prover ambientes inovadores de ensino com escalabilidade. Neste contexto, este trabalho propõe uma arquitetura de baixo custo com tecnologias abertas para alocação de Laboratórios Virtuais sob demanda, explorando o conceito de encadeamento de funções de rede virtualizadas. Como resultado, um professor pode usar políticas de alto nível para configurar o acesso remoto dos alunos aos recursos da instituição de acordo com as necessidades específicas da sua aula, sem necessitar de apoio técnico especializado. Os experimentos realizados demostram a viabilidade e avaliam o desempenho da proposta em um protótipo com as tecnologias de nuvem Openstack e OSM.

show abstract

Bringing Campus Experience to Online Classes

Cited by 3 publications

References 0 publications

Integration of Knowledge Through Online Classes in the Learning Enhancement of Students

Integration of Knowledge Through Online Classes in the Learning Enhancement of Students

Assessing Teachers’ Practices in Providing Inclusive Online Education: Development and Validation of an Instrument Based on Inclusive Practices among Teachers in Malaysia

Laboratórios Virtuais para Ensino Remoto baseados em Encadeamento de Funções de Rede Virtualizadas

Contact Info

Product

Resources

About