Challenges and Experiences of Students in the Virtual Classroom World: A Lite...Dr. Amarjeet Singh
The study aims to discuss the experience students face in the virtual classroom mode. The limitations and challenges which students face while enrolling in online modes to learning from MOOC Courses to Distance Learning. The community of the people undertaking online education has increased significantly in the past few years. The paper reviews the literature on the topic of online classes, asynchronous and synchronous modes of delivery, the perception of students in the virtual learning and the experiences and challenges faced.
To Analyze the Potential of e-Learning in Indian Education System
e-Learning is defined as acquisition of knowledge and skill using electronic technologies such as computer, Internet, local and wide area networks.
e-Learning may also be referred as the use of Information and Communication Technology to deliver learning and training programs to enhance and support the tertiary education.
For more details please visit
www.iicecollege.com
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Challenges and Experiences of Students in the Virtual Classroom World: A Lite...Dr. Amarjeet Singh
The study aims to discuss the experience students face in the virtual classroom mode. The limitations and challenges which students face while enrolling in online modes to learning from MOOC Courses to Distance Learning. The community of the people undertaking online education has increased significantly in the past few years. The paper reviews the literature on the topic of online classes, asynchronous and synchronous modes of delivery, the perception of students in the virtual learning and the experiences and challenges faced.
To Analyze the Potential of e-Learning in Indian Education System
e-Learning is defined as acquisition of knowledge and skill using electronic technologies such as computer, Internet, local and wide area networks.
e-Learning may also be referred as the use of Information and Communication Technology to deliver learning and training programs to enhance and support the tertiary education.
For more details please visit
www.iicecollege.com
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
Binghamton University's Virtual AP Conference 2014 - Online and blended educa...Michael Barbour
Barbour, M. K. (2014, June). Online and blended education: What does it look like? An invited keynote presentation to the Binghamton University's Virtual Advanced Placement Conference, Binghamton, NY.
The report is about online distance learning. The advantages and disadvantages are not posted because copies of it have been have been shared to the people concerned.
In the last few decades the way information is being shared has been changed a lot, freely sharing of information and pervasiveness of the internet have created various new opportunities for teaching and learning (Martin. F, 2012). There is a growing concern that such technology provide a convergence between on and off-campus teaching and learning however this convergence takes some strong consideration of the limitation among the off campus learners
Hello, everyone, this ppt is made by me yesterday only. It details you about the online education system and it has basics about the topic.
Hope it's helpful for you
Thank you...
Challenges faced by administrators, faculty and learners in E-LearningRamesh C. Sharma
This is of interest to educators, administrators, students, and community members who value the importance of integrating technology into the curriculum to improve instruction and learning. Online learning involves various skills on the part of the instructor and learner. These include social and communication skills, social networking, independent learning strategies, critical and higher order thinking skills, creativity, and effective online and face-to-face facilitation. In addition, there are may challenges that the educators, administrators, students, and community members face. (..CO11)
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
Binghamton University's Virtual AP Conference 2014 - Online and blended educa...Michael Barbour
Barbour, M. K. (2014, June). Online and blended education: What does it look like? An invited keynote presentation to the Binghamton University's Virtual Advanced Placement Conference, Binghamton, NY.
The report is about online distance learning. The advantages and disadvantages are not posted because copies of it have been have been shared to the people concerned.
In the last few decades the way information is being shared has been changed a lot, freely sharing of information and pervasiveness of the internet have created various new opportunities for teaching and learning (Martin. F, 2012). There is a growing concern that such technology provide a convergence between on and off-campus teaching and learning however this convergence takes some strong consideration of the limitation among the off campus learners
Hello, everyone, this ppt is made by me yesterday only. It details you about the online education system and it has basics about the topic.
Hope it's helpful for you
Thank you...
Challenges faced by administrators, faculty and learners in E-LearningRamesh C. Sharma
This is of interest to educators, administrators, students, and community members who value the importance of integrating technology into the curriculum to improve instruction and learning. Online learning involves various skills on the part of the instructor and learner. These include social and communication skills, social networking, independent learning strategies, critical and higher order thinking skills, creativity, and effective online and face-to-face facilitation. In addition, there are may challenges that the educators, administrators, students, and community members face. (..CO11)
Asking the Right Questions, Making the Right Decisions: Selecting Accessibl...Aisha Jackson
Although there are a plethora of web-based learning tools faculty can select from, not all of them will help students learn. There are a number of reasons for this--from the way the course was designed, to the strategies that were used to integrate the technology. This session will focus on one particular component that can impact student learning: accessibility. By the end of this session, participants will be able to: describe issues that poorly designed web-based learning tools cause when being accessed by assistive technologies, list core questions to ask vendors related to the accessibility of their tools, and make informed decisions when selecting academic technologies.
Culture, Network and Engagement - Presentation for BCPVPAChris Kennedy
Presentation slides for Chris Kennedy - October 1st and 2nd - Student And Adult Engagement - presented with Steve Cardwell for BCPVPA and Learning Forward in Richmond.
I Want It All (Educational Tools) for Free!Jonathan Bacon
Budgets are tight, no one can afford to buy what you can get free. As educators, we want the best, most innovative tools but we want it all for free! This session is an exporation of Rich Internet Applications (Web 2.0/RIA) tools that are free (or low cost) and enable you to store research notes, store and edit images, set-up social networks and more. The participants were invited to bring their favorite tool to share during the concluding 15 minutes of the session.
Abstract:
Proficiency in using educational technology tools is becoming increasingly important for all instructors and librarians. The question is which tools to use and how to make them a meaningful part of students’ experiences in classrooms and at reference desks. Educators should also be able to make the most of educational technology when providing services to distance education students.
This presentation will show some of the major types of educational technology tools used at the university level including screen-capture software, citation management software, research tools, course management systems, podcasting, presentation software, and Second Life. The presenter will give an overview of what technology exists, how it is used, and why it is worthwhile. Students expect more multimedia instruction both online and in-person. By using these tools professors and librarians can provide instruction that is more vibrant and interactive without sacrificing content.
Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Effects of web based learning tools on student achievement
1. Effects of Web-based Learning Tools on Student Achievement and Teacher Perceptions Ann E. Crosby
2. Research Questions: Will co-teaching utilizing web-based learning tools in a 6th grade English class affect the general education teacher’s perceptions regarding technology use at a Middle School during the 3rd marking period in 2011? Will co-teaching utilizing web-based learning tools in a 6th grade English class affect student writing skills as compared to pre-intervention and business as usual at a middle school during the 3rd marking period in 2011?
3. Why This Project? Weak MEAP scores in area of writing District wide writing goals Lack of technology usage in middle school Budget cuts require free alternative to software
4. Subjects Small, rural middle school in southeastern Michigan Grades 5-8 98% Caucasian 16% free or reduced lunch Approximately 130 students per grade level 6th grade class consisting of 19 students Varying ability levels 10 females, 9 males 6th Language Arts teacher possessing a Master Degree in Education 8 years teaching experience Little technology experience
6. Co-Teaching General education teacher & technology teacher Challenges Who will lead? Who will grade? Making instructional decisions & equal presence? (Mason, 2010) Benefits Increased motivation and creativity Professional growth & more likely to reflect on teaching Collaboration helps overcome obstacles and create new methods to reach students. (Ae-Hwa et al., 2006; Jang, 2006; Mason, 2010)
7. Co-teaching & Technology Integration Novices are more likely to use technology if they have seen it in action. (Jang, 2008) More teacher availability, improved learning outcomes, improved student achievement and the benefit of combined expertise of both teachers (Ae-Hwa et al., 2006; Mason, 2010)
8. Teacher Perceptions Perceived Barriers: Lack of time to research and learn technology Limited skill levels Cost of software Fear Lack of training and knowledge about how to implement technology into teaching (Kay, Knaack, & Petrarca, 2009)
9. Web-based Learning Tools “interactive web-based tools that support learning by enhancing, amplifying and guiding cognitive processes of learners.” Including wikis, interactive videos, game, and online word processing. Teacher Perceived Barriers Tools are untested teaching methods Too time-consuming to search for appropriate activities Teachers feel that they are not knowledgeable enough to align the tools to content standards ( Kay, Knaak, & Petrarca 2009)
10. Web-based Learning Tools Challenges: Students with less computer comfort levels expressed frustration with some WBLT Not all students used the tools appropriately and found little success. It is up to the teacher to choose the appropriate tool and not all tools are created equal. (Cameron and Bennett, 2010)
11. Web-based Learning Tools Benefits: Students are more engaged when using WBLT than when lessons contain direct instruction alone. (Cameron and Bennett, 2010; Jang, 2006) Improves student knowledge and overall performance in core content classes. (Jang, 2006; Kay, 2008; Kay et al., 2009)
12. WBLT: Wiki Page “a wiki is an online platform that allows many users to create and edit a simple webpage or several linked pages” Pros The ability of the teacher to monitor discussion and edits allows the teacher to track student improvement. Easy to set up and navigate. Tracking the edits also allows students to see the editing process. (Morgan & Smith, 2008)
14. Co-planning Face to face and email communications Agreed on Language Arts Topics: Persuasive Essays and Poetry Technology Teacher identified WBLT to share with L.A. teacher Together, final selection of WBLT and lessons were chosen. Lesson Plan
15. Co-Teaching The technology teacher focused on introducing the technology aspects of the lessons The L.A. teacher focused on delivery of content. Both teachers offered support to students throughout the lessons.
16. Co-assessing Work was assessed through: rubrics observation grading done by the general education teacher. Edits and revisions were tracked using wiki history. Skill assignments were completed both through WBLT and written assignments.
17. Overcoming Obstacles Challenges Solutions Technology issues Scheduling Student technology skills Inappropriate comments Teacher confidence Set up & tested all WBLT Communication and calendar Pre-typed directions and demonstration Monitored daily & removed Demonstrate and allow practice
19. Teacher Perceptions Interview Face to face and email On going throughout the process Focused on the teacher’s: Past technology experiences Thoughts on technology’s impact on student achievement Perceived barriers with implementing technology Ongoing thoughts regarding the intervention Interviews Survey 13 questions rated on a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) Given before and after intervention Survey
20. Persuasive Writing Rubric All final writing assignments are graded using a teacher created criterion-referenced rubric. Measures students’ writing skills based on set criteria established by Michigan State Content Standards. Assessed by the Language Arts teacher Rubric
21. Poem Presentation Rubric Control and intervention groups recited poems from memory and the teacher used the same rubric to grade all presentations. Rubric Examples
22. Marking Period and Assignment Grades Majority of the intervention was completed during the third marking period. Control group completed assignments equivalent to the intervention. Compared identical assignments completed by the control and intervention groups
24. Planning Teacher Perception Survey and Teacher Perception Interview were conducted. Teachers chose appropriate WBLT and created a plan for carrying out intervention. The team chose to use a Wiki online persuasive writing map web-based poetry activity interactive persuasion activity
25. Implementation Introduction to wiki and adding control essay to wiki pages Fact/Opinion Chart. Students/teachers comments Interactive Persuade, Argue, and Advise Activity/Author’s Purpose 1 Online interactive Persuasive Essay Map/Map worksheet.
26. Implementation (cont.) Wrote essays on wiki pages offered feedback Author’s Purpose Assessment. Found poems on the Internet & created picture video Videos uploaded to wiki pages, viewed others’ videos & left comments. Recited poems
34. Student Writing Skills Persuasive Essay (out of 20 points) 53% of students had an increase on the intervention assignment 16 % had a decrease Comparison Table
35. Marking Period Grades When compared to the 2nd marking period students’ grades during the 3rd marking period increased 68% Four students’ grades decreased with three of the four decreasing no more than 4 percentage points.
37. Intervention vs. Business as Usual Author’s Purpose Assessment Students in the intervention showed no significant difference in overall scores. Both groups had about 75% passing rate of 70% or above with a class average of about 15/20 on the assessment. Author’s Purpose Assessment
38. Poem Presentation Intervention group had a class average 7% higher than the control group. Intervention group: 95% passing Control group: 80% passing Intervention group seemed more prepared to recite the poems.
40. Teacher Perceptions Co-teaching can: change negative feelings about integrating technology be used to increase technology integration. Administrators need to consider co-teaching when creating schedules. As more teachers feel = exponential growth in technology usage.
41. Web-based Learning Tools large variety varying degrees of quality t-consuming to find and evaluate So: Creation of a WBLT database Content specific teachers evaluate and discuss possible WBLT
42. WBLT continued Allows students to: use many modalities to learn concepts and create knowledge. create an original product may encourage learning. Using a wiki is a successful strategy in improving writing Offer PD regarding wikis Add wireless labs.
43. Student Writing Skills Encouraged more students to complete all assignments quality of work increased Increased motivation and time spent on assignments outside of school hours. More research should be conducted to measure the affects of WBLT on student writing skills.
44. References Ae-Hwa, K., Woodruff, A. L., Klein, C., & Vaughn, S. (2006). Facilitating co-teaching for literacy in general education classrooms through technology: Focus on students with learning disabilities. Reading & Writing Quarterly, 22, 269-291. doi:10.1080/10573560500455729 Cameron, T., & Bennett, S. (2010). Learning objects in practice: The integration of reusable learning objects in primary education. British Journal of Educational Technology, 41, 897-908. doi:10.1111/j.1467-8535.2010.01133.x Jang, S. (2006). The effects of incorporating web‐assisted learning with team teaching in seventh‐grade science classes. International Journal of Science Education, 28, 615-632. doi:10.1080/09500690500339753 Jang, S. (2008). Innovations in science teacher education: Effects of integrating technology and team-teaching strategies. Computers & Education, 51, 646-659. doi:10.1016/j.compedu.2007.07.001 Kay, R., & Knaack, L. (2008). A formative analysis of individual differences in the effectiveness of learning objects in secondary school. Computers & Education, 51, 1304-1320. doi:10.1016/j.compedu.2008.01.001 Kay, R., Knaack, L., & Petrarca, D. (2009). Exploring teachers perceptions of web-based learning tools. Interdisciplinary Journal of E-Learning & Learning Objects, 527-50. Retrieved from EBSCOhost.
45. References (cont.) Kim, K., Jain, S., Westhoff, G., & Rezabek, L. (2008). A quantitative exploration of preservice teachers' intent to use computer-based technology. Journal of Instructional Psychology, 35, 275-287. Retrieved from EBSCOhost. Mason, C. (2010, September 30). Co-teaching with technology: The power of “3”. Retrieved from http://www.edimprovement.org/2010/09/co-teaching-with-technology/ Morgan, B., & Smith, R. D. (2008). A wiki for classroom writing. Reading Teacher, 62(1), 80-82. Retrieved from EBSCOhost. Pence, H. (2009). Teaching in the 21st century. J.Educational Technology Systems, 38(2), 103-110. Retrieved from http://media.web.britannica.com/ebsco/pdf/103/47623103.pdf Weingarten, K., & Frost, C. (2011). Authoring wikis: Rethinking authorship through digital collaboration. In , Radical Teacher (pp. 47-57). Radical Teacher. Retrieved from EBSCOhost.