potential of online learning in modern conditions and its use at different levels of education

Danchikov, Evgeniy Aleksandrovich; Prodanova, Natalia Aлексеевна; Kovalenko, Yulia N.; Bondarenko, Tatiana Grigorievna

doi:10.21744/lingcure.v5ns1.1442

Cited by 29 publications

(23 citation statements)

References 18 publications

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“…Danchikov et al pointed out that under the current conditions, colleges' existing resources could effectively realize online education by the technologies such as virtual classrooms and other key online tools, which is a transform from formal education. Moreover, the research on the potential of the new-type education will not lose its significance for a long time [ 6 ]. Chirikov et al found that under the same teaching results, online teaching had a lower cost than traditional face-to-face teaching, so the large-scale adoption of this online teaching mode could reduce the salary cost.…”

Section: Introductionmentioning

confidence: 99%

System Design for Online Foreign Language Education Based on Blockchain Technology

Song

Shen

2022

Computational Intelligence and Neuroscience

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This study aims to solve the problem that the traditional online foreign language teaching system focuses on function development, ignoring system security, and has certain risks. An online foreign language education system is designed and developed based on the blockchain technology. First, the blockchain technology and key technologies of system design are described in detail. Second, the overall technical architecture of the system, functional modules, and business logic of each module are designed. Finally, the basic performance of the system is tested. The results show that the system can realize the user’s unrestricted office work and zero maintenance of the system. The separation of presentation logic and business logic facilitates the development and maintenance of the system. The system mainly includes six functional modules: user management, course management, course order, course study, course certificate, and credit authentication. These modules are guaranteed for daily teaching use. The event processing success rate of the six functional modules of the system is greater than 99%, and the processing success rate is relatively high. The central processing unit (CPU) usage and memory usage are both below 30%. The host throughput of the six major modules is greater than 100 times/s when processing services. The average response time on the terminal side is maintained below 0.5 s. The average response time of business-side processing is maintained below 0.4 s, which is in line with the standard. The event processing success rate of the constructed system is 10.75% higher than that of other systems, and the average response time, CPU usage, and memory usage are 53.38%, 51.49%, and 50% lower than other systems, respectively. Therefore, the proposed system has better performance. To sum up, the designed system has excellent throughput, event processing capability, response speed, and low CPU and memory occupancy when processing business and is suitable for promotion and use in foreign language online education in colleges and universities. The use of the proposed system can improve its overall teaching efficiency and quality. The purpose is to provide important technical support for the improvement of the security of the online foreign language teaching system.

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Section: Introductionmentioning

confidence: 99%

System Design for Online Foreign Language Education Based on Blockchain Technology

Song

Shen

2022

Computational Intelligence and Neuroscience

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“…This study adds to past work by showing that from the students’ perspective, online learning strategies diminish active FI instantiations. This can be explained by several studies published during the COVID-19 ( Kalman et al, 2020 ; Danchikov et al, 2021 ) underscoring the overall poor interaction between teachers and students and poor connectivity due to multiple simultaneous users in online courses. According to others ( Ba̧czek et al, 2021 ; Zboun and Farrah, 2021 ), students reported that they were less active and experienced less interaction with the facilitators during online classes compared to face-to-face courses.…”

Section: Discussionmentioning

confidence: 99%

Students’ Emotional Well-Being, and Perceived Faculty Incivility and Just Behavior Before and During COVID-19

Alt

Itzkovich²,

Naamati-Schneider

2022

Front. Psychol.

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This research set out to measure the impact of the lockdown condition and social distancing imposed on higher education by the Israeli government during the COVID-19 period and the shift to online learning, on students’ emotional well-being, the way they perceived their teachers’ just behavior, and faculty incivility, compared to pre-pandemic conditions. An additional aim was to explore the set of connections among these factors. The total sample included 396 undergraduate students from three academic colleges. Data were gathered via three questionnaires: Positive/negative affect, Faculty Incivility, and Teacher Justice. Data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The main finding showed that students’ negative emotions were informed by the lockdown condition. This perceived negative affect had an impact on how the participants experienced social interactions with their faculty. Those who exhibited higher levels of negative affect perceived themselves as targets of faculty incivility. The same trajectory was detected with the way students experienced their teachers’ just behavior. Students who held negative emotions, partly because of the COVID-19 restrictions, also viewed their teachers’ behavior toward them as unjust. This study stresses the role of one’s emotional condition in instigating negative interpretations of social interactions. Directions for subsequent research and practical implications for promoting students’ well-being and civil and just communications in the learning environment are discussed.

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“…The findings show that the instructor communicates important course design and organization to the students clearly. A study by Danchikov et al (2021), states that clear instructions by instructors are one of the main aspects towards successful online learning. The findings also reveal that the instructors facilitate the learning process and gives feedback to the students in a timely manner.…”

Section: Summary Of Findings and Discussionmentioning

confidence: 99%

“…The teaching presence is related to the design, facilitation and direction of social and cognitive processes in realizing learning outcomes. In addition, according to Danchikov et al (2021), the well-structured content of online classrooms, clear instructions given by instructors, well-chosen platforms, and well-trained educators are the key aspects to have successful online learning.…”

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confidence: 99%

Investigating Mediational Process in Online Foreign Language Learning

Mustafa¹,

Rahmat²,

Amali³

et al. 2022

IJARBSS

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Faced with Covid-19 pandemic, the higher learning institutions across the planet continue to conduct classes for students via online learning. Educators impart knowledge using the latest technology at their disposition. These educators have to ensure that the online classes are engaging will lead to new understanding. Online classes can be stressful for some students and less motivating for others. It is crucial to identify the ideal online learning setting for foreign language learning as it can encourage students to actively participate in class. This quantitative research is conducted to investigate meditational process in online foreign language learning classes. The instrument used is a survey adapted from Arbaugh, Cleveland-Innes, Diaz, Ice, Richardson & Swan (2008). The survey consists of 34 items, is given to 163 bachelor degree students taking French as a third language in a public university in Malaysia.. The data is collected online via the Google Form and it is then analyzed using SPSS. The analysis from the data collected shows that teaching presence has the highest sum of mean, followed by cognitive presence and social presence. For teacher presence, the findings reveal that the instructors communicate the course design and its organization to the students clearly. In addition, the study shows that the instructors facilitate the learning process and give feedback to the students in a timely manner. For cognitive presence, the findings reveal that students could integrate new information to answer questions, use learning activities to construct explanations and use reflections and discussions to understand fundamental concepts in online classes. As for social presence, it is discovered through this study that it has the lowest sum of mean, especially regarding group cohesion. Therefore a future research focusing on how to improve group cohesion would be interesting and beneficial for the betterment of online foreign language learning classes.

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potential of online learning in modern conditions and its use at different levels of education

Cited by 29 publications

References 18 publications

System Design for Online Foreign Language Education Based on Blockchain Technology

System Design for Online Foreign Language Education Based on Blockchain Technology

Students’ Emotional Well-Being, and Perceived Faculty Incivility and Just Behavior Before and During COVID-19

Investigating Mediational Process in Online Foreign Language Learning

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