Innovation Network: Videoconferencing as a Resource in Teaching Support and Autonomous Learning

Martín-Cuadrado, Ana María; López-González, Miguel Angel; Garcia-Arce, Andres

doi:10.1109/rita.2013.2273111

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…With this, the teacher could communicate with students and find out which methods (recording presentation and video conference) were more satisfactory for online courses. According to the research of the American University of Education, video presentations can promote autonomous learning [6].…”

Section: Methodsmentioning

confidence: 99%

Online Teaching Practice in Chinese Culture Course

Chang

Hsu

2020

2020 IEEE Eurasia Conference on IOT, Communication and Engineering (ECICE)

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In the pandemic of Covid-19, online teaching becomes an important method in education. Different online teaching resources are available such as Tencent (QQ) course groups, Tencent conferences, and Massive Open Online Course (MOOCs). The traditional teaching has also been converted into online platforms. Thus, teachers need to learn and use many information technology applications and training skill packages. This research mainly discusses online teaching and students' response to the online course of Chinese culture. Online teaching is simple to operate and achieve the practical purpose of teaching.

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Section: Methodsmentioning

confidence: 99%

Online Teaching Practice in Chinese Culture Course

Chang

Hsu

2020

2020 IEEE Eurasia Conference on IOT, Communication and Engineering (ECICE)

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“…A similar experience, but using multimedia resources, was being carried out on another set of works. One of them is the project shown in Martin-Cuadrado et al (2013), where video-conferences between students of a Spanish university and an American one were performed. This was intended to promote independent learning and improve communication competence in a second language.…”

Section: Peer and Self-assessmentmentioning

confidence: 99%

Open data framework for sustainable assessment of project-based learning experiences

Traverso-Ribón

Balderas

Dodero

et al. 2016

PROG

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Purpose In a project-based learning experience, the detailed monitoring of the activities in which team members participate can be useful to evaluate their work. However, the project activity produces a large amount of data that can be hardly assessed by a single project supervisor. This poses a scalability issue if the number of users or projects size increases. In this vein, the purpose of this paper is to make the assessment of online learning experiences more sustainable. Design/methodology/approach This paper describes a learning-oriented collaborative assessment method, supported by an open data framework. Also, an architecture for the extraction of different indicators to facilitate the assessment process is presented. Findings The assessment method and the open data framework were applied to a project-based course on web engineering. This experience has provided positive evidences because the grade measurement was backed up with assessment evidences and calculated with less effort. Research limitations/implications At the moment, results indicate that apparently there are no significant evidences against the sustainable evaluation practices for students’ summative evaluation. Nevertheless, when more data become available, a more statistically significant analysis could be made to determine the influence of the assessment practices in the final result of the evaluated skills. Originality/value In contrast to various existing proposals for e-assessment, the strategy focuses on assessing learning experiences in software development projects. Also, the approach is based on the reuse of information from external process supporting tools by integrating a number of metrics in a non-intrusive way.

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Methods in Teaching Computer Networks

Prvan

Ožegović

2020

ACM Trans. Comput. Educ.

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This article provides a survey of methods and paradigms for teaching Computer Networks (CN). Since the theoretical concepts are rather abstract in this subject, and students often find them too technical and difficult to understand, many authors attempt to answer the question on how to improve students’ motivation and interest for the complex teaching material of CN. In this work, we follow a rigorous paper collection methodology and extract a large number of previous studies that relate to the stated research questions. Also, we find that there is no review article in the current literature that would provide a clear systematization or a guided study on this topic. Hence, this work provides a literature overview by binding all the previously used methods for teaching CN in one place, and brings contribution by classifying the existing approaches into four basic classes: methods based on using visualization objects such as network simulators, multimedia applications, packet-tracing tools or visual analogies; methods based on using the virtualization techniques; methods precipitating active learning paradigm and methods based on the practical hands-on laboratory exercises. Moreover, the research in this article goes beyond the proposed classification. The classes of methods and tools are compared and contrasted based on the findings from the literature. Methods are evaluated by a detailed cross-comparison based on their advantages, disadvantages and challenges in the perspective of both teachers and students. The review is additionally strengthened by comparing the educational effectiveness of the classified methods. We examine, classify, and contrast the usual approaches used in teaching CN, provide useful insights on how appropriate they are in achieving specific educational goals and determine the future research directions.

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Innovation Network: Videoconferencing as a Resource in Teaching Support and Autonomous Learning

Cited by 4 publications

References 2 publications

Online Teaching Practice in Chinese Culture Course

Online Teaching Practice in Chinese Culture Course

Open data framework for sustainable assessment of project-based learning experiences

Methods in Teaching Computer Networks

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