Work in progress: Identifying adequate level of instruction without hindering deeper learning in distance learning

The examples of e-learning systems have been successfully tested in a number of international engineering college and innovative industry and make it possible to improve performance of production by raising the professional level of the students and staff. E-learning can directly tie education to the formation of tutorial for teaching industrial automatism, the purpose of this study is to discuss strategies for developing integrated e-learning courseware based on instructional design and technology models. The essential of this methodological approach is to specify the composition of the various teaching modules in industrial automatism to be accessible to the students with a system modeling method and to develop a digital support that can be exploited in distance learning. E-learning systems aims at a two-way knowledge, communication between academia and industry. E-learning systems provides a real-life environment for engineers to develop their skills and comprehend the challenges involved in everyday industrial practice. This paper describes the challenges for using automates in the industry, It presents the fully application of system analysis for the design of a tutorial for teaching industrial automatism.

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“…and the new training technologies (CR-ROM, teaching programs, tutorials, etc.) (Trekles & Nakayama, 2010).…”

Section: Presentation Of E-learningmentioning

confidence: 99%

E-learning systems for teaching industrial automatism

Balti

Lakhoua

Mhidhi

et al. 2022

Ind. Jour. Manag. & Prod.

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“…Specifically,effectiveonlineactivitiesshouldpromoteactivelearning,suchasdiscussions,and experiential learning (Scott, 2003). Trekles (2013) provided an example of effective instructions in which interactive, hands-on, practical, and collaborative activities resulted in deeper learning. Burgess(2018)concludedthatcollaborativetestingwithquizzeswasconducivetopositivelearning amongundergraduatestudentsinacceleratedinstructionsduetoitsguidedandstructuredstrategy tofacilitatestudents'knowledgeacquisitions.Constructivistinstructionalstrategiessupportsocial learning,socialrelationships,andcommunitybuilding.GarrisonandAkyol(2009)observedhigher socialpresenceinonlinecompressedcourseswhencomparedtoitscounterpartin16-weekcourses.…”

Section: Instructional Designsmentioning

confidence: 99%

Online Accelerated Learning Experiences and Self-Regulated Learning Skills Among Undergraduate Students

Yen

Ozkeskin

Tankari

et al. 2021

International Journal of Online Pedagogy and Course Design

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Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing different instructional lengths. Mixed findings have been reported. Accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on what is crucial and how to prepare students to succeed in accelerated online courses. This study examines whether self-regulated learning (SRL) skills may serve as predictors of positive accelerated learning experiences. It concludes that five SRL skills can predict success in online accelerated learning experiences and suggested educators should identify and prepare students with relevant SRL skills prior to attempting accelerated instructions to warrant a positive learning experience.

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“…An ongoing work [5] is examining how recent advances in information technology can make it possible to offer substantive, interactive online courses. Another ongoing study [6] focuses on the relationship between critical thinking skills and the amount of information provided to students in an online setup. Ellis and Cohen [7] explore the role of wikis, blogs, and forums for communication, organization and information process in online courses.…”

Section: Related Workmentioning

confidence: 99%

Successful practices for online computing, engineering, and technology courses

Romanowski

Raj

Ramkumar

2011

2011 Frontiers in Education Conference (FIE)

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Distance learning has been one vehicle of course delivery at the Rochester Institute of Technology since the early 1990s. Building on the authors' experience in teaching completely online and blended (partly on-campus and partly online) courses to both undergraduate and graduate students, in diverse areas of computing, engineering, and technology, this paper explores issues in delivering online classes in these disciplines. One particular focus is on conveying the traditional in-class laboratory experience to a similar one in the online world while another focus is to leverage the modalities available in online to create newer and richer experiences for students and instructor. The paper presents the challenges and pitfalls in totally asynchronous learning, from assessment to assignments, from lectures to labs, and from participation to plagiarism. For each challenge, the authors provide examples of practices that succeeded, building on experience with those that did not. To place this work in perspective, the paper also examines related work in online computing and engineering education.

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Work in progress: Identifying adequate level of instruction without hindering deeper learning in distance learning

Cited by 4 publications

References 3 publications

E-learning systems for teaching industrial automatism

E-learning systems for teaching industrial automatism

Online Accelerated Learning Experiences and Self-Regulated Learning Skills Among Undergraduate Students

Successful practices for online computing, engineering, and technology courses

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