Proposal of a remote education model with the integration of an ICT architecture to improve learning management

Villegas-Ch, William; García-Ortiz, Joselin; Román-Cañizares, Milton; Sánchez-Viteri, Santiago

doi:10.7717/peerj-cs.781

Cited by 10 publications

(5 citation statements)

References 51 publications

(50 reference statements)

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“…This demonstrates that students' active engagement with course material through collaborative activities is vital for blended learning courses. It strengthens the findings of other research that learning can be more enriched when students go beyond the passive tasks of viewing, reading, or listening to engage in higher-order thinking, such as analysis, synthesis, and evaluation [80,81]. It also aligns with social constructivism learning theory.…”

Section: Discussionsupporting

confidence: 83%

Blended Learning Delivery Methods for a Sustainable Learning Environment: A Delphi Study

Alammary

2024

Sustainability

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The outbreak of COVID-19 necessitated social distancing. Universities around the world were left with two options: a total suspension or a major reduction in students’ attendance. While the nature of many courses made it very difficult to teach them online, blended learning was the most suitable approach to teach these types of courses. Academics and educational institutions have realized the significance of blended learning not only as a response to immediate disruptions but also as a pivotal element in fostering a sustainable learning environment. However, designing successful blended learning courses requires making challenging decisions regarding the selection of the most appropriate delivery methods to achieve learning outcomes. To support higher education adoption of blended learning, this study identifies and rates the importance of the delivery methods that need consideration when designing a blended learning course. The aim is to assist academics to prioritize their delivery options and provide adaptable and resilient educational models. A Delphi study of two rounds was conducted to identify and rate the delivery methods. An expert panel of 19 academics with extensive experience in course design and online delivery was recruited. The findings indicate that online collaborative work and face-to-face collaborative work should be academics’ first delivery choices. Interestingly, face-to-face instructor-led learning was at the bottom of the list and rated well below all the other delivery methods.

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Section: Discussionsupporting

confidence: 83%

Blended Learning Delivery Methods for a Sustainable Learning Environment: A Delphi Study

Alammary

2024

Sustainability

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“…In the application of the proposed method, several results have been obtained that were expected as improvement of learning with the inclusion of ICT in the classroom. However, this result was limited by the answers obtained in the surveys where a considerable number of students showed a certain feeling of uncertainty regarding the use of these tools [37,38]. Therefore, it is considered that the method in its two stages is fully applicable to universities that are creating processes to update their educational methods.…”

Section: Discussionmentioning

confidence: 99%

Proposal for the Analysis of the State of Learning in University Students with the Inclusion of ICT in the Classroom

2022

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The inclusion of information and communication technologies in education has become a priority for all universities. To meet this need, there are several research works that have dealt with the subject for several decades. However, for its inclusion, the analysis of each institution is necessary since the needs of the university population and the resources for its application change according to each situation. This work seeks to create a method that allows establishing the needs and doubts of students about the use of educational technologies in the classroom without affecting their performance. For this, a process has been designed that identifies learning needs, through the validation of data obtained from surveys and the monitoring of the academic efficiency and learning of a cohort of students. The follow-up includes a period of four years from 2019 to 2022. This follow-up allowed establishing three different realities, in 2019 the academic data was analyzed in a face-to-face education model, from 2020 to 2021 the follow-up was included in a remote model with the use of technologies as a communication channel and in 2022 these were included as a learning component, which marked an in-depth analysis of student performance and how technology affected their learning.

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“…The convergence media environment has changed the mode of one-way communication to interactive two-way. Even though students are active in class, the teacher's position remains central in classroom and learning management [33]. In contrast to online interactive classes on social media, everyone can act as a learner or mentor and at the same time the mentor can also be a participant when an active viewer appears providing insight on the topic being discussed.…”

Section: Entertainment-education In Convergence Media Environmentmentioning

confidence: 99%

Prosumers of Hybrid Entertainment-Educational Communication in a Media Convergence Environment

Hidayat

2023

J Biomed Res Environ Sci

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Communication technology is changing the way of interacting by combining face-to-face classroom and online meetings. The YouTube channel is an alternative learning center where participants can share educational content. Participants act as producers and consumers of all knowledge products and simple technology. This paper discusses the involvement and characteristics of producers-consumers (prosumers) in producing, distributing, and consuming entertainment-educational content on Social Network Sites (SNS), especially YouTube. This paper also discusses changes in the educational landscape from and for fellow participants in online media as a consequence of media convergence by promoting a hybrid-learning alternative education model that combines informal contexts and formal education. Systematic Literature Review (SLR) is used as a research method to analyze several dimensions related to entertainment education, such as student and teacher knowledge and skills, antecedents, hybrid-learning cycles, Bloom's level of taxonomy, enactment, and prosumer outcomes in a model. YouTube content for prosumers is an entertaining sharing of knowledge for a safer, healthier, and happier life. Specifically, prosumers make YouTube and other social media as online classroom channels for completing school and university assignments and as fun learning centers to achieve the best academic performance. The existence of prosumers in hybrid education refers to the Flipped model by considering Bloom's taxonomy as practice and reflection in the cycle. The highest level in Bloom's is "creating" after prosumers did "evaluating," "analyzing," "applying," "understanding," and "remembering" as the lower levels. The implications of this research reflects the importance of development of entertainment-education contents as an alternative educational channel.

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Proposal of a remote education model with the integration of an ICT architecture to improve learning management

Cited by 10 publications

References 51 publications

Blended Learning Delivery Methods for a Sustainable Learning Environment: A Delphi Study

Blended Learning Delivery Methods for a Sustainable Learning Environment: A Delphi Study

Proposal for the Analysis of the State of Learning in University Students with the Inclusion of ICT in the Classroom

Prosumers of Hybrid Entertainment-Educational Communication in a Media Convergence Environment

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