Communication in and out the classroom is an essential component for education. As the technology emerges, there is a need to adopt to the new technologies to enhance students’ learning experience. Social media technologies provide informal communication methods that promote student engagement and
satisfaction by removing communication barriers. In this paper, we report our experience in using different social media technologies to enhance students’ learning experience and satisfaction with the course. We perform our experiment in software project management course and conduct a survey to assess the students’ perspective towards using these different social media technologies in enhancing their learning
and satisfaction. Results show that students are satisfied and feel that their learning experience has improved when using social media for class communication.
PROMOTING STUDENT ENGAGEMENT USING SOCIAL MEDIA TECHNOLOGIEScscpconf
Using social media in education provides learners with an informal way for communication. Informal communication tends to remove barriers and hence promotes student engagement. This paper presents our experience in using three different social media technologies in teaching software project management course. We conducted different surveys at the end of every semester to evaluate students’ satisfaction and engagement. Results show that using social media enhances students’ engagement and satisfaction. However, familiarity with the tool is an important factor for student satisfaction.
Interaction on distance education in virtual social networks a case study wit...Carolina Schmitt Nunes
Reference:
NUNES, CAROLINA SCHMITT; Palomino, Cecilia Giuffra ; NAKAYAMA, Marina Keiko ; Silveira, Ricardo Azambuja . Interaction on Distance Education in Virtual Social Networks: A Case Study with Facebook. In: Mauro Caporuscio; Fernando De la Prieta; Tania Di Mascio; Rosella Gennari; Javier Gutiérrez Rodríguez; Pierpaolo Vittorini. (Org.). Advances in Intelligent Systems and Computing. 1ed.Berlin: Springer International Publishing, 2016, v. 478, p. 61-70.
Olson matunga final project dip scie ed 12OLSON MATUNGA
The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.
PROMOTING STUDENT ENGAGEMENT USING SOCIAL MEDIA TECHNOLOGIEScscpconf
Using social media in education provides learners with an informal way for communication. Informal communication tends to remove barriers and hence promotes student engagement. This paper presents our experience in using three different social media technologies in teaching software project management course. We conducted different surveys at the end of every semester to evaluate students’ satisfaction and engagement. Results show that using social media enhances students’ engagement and satisfaction. However, familiarity with the tool is an important factor for student satisfaction.
Interaction on distance education in virtual social networks a case study wit...Carolina Schmitt Nunes
Reference:
NUNES, CAROLINA SCHMITT; Palomino, Cecilia Giuffra ; NAKAYAMA, Marina Keiko ; Silveira, Ricardo Azambuja . Interaction on Distance Education in Virtual Social Networks: A Case Study with Facebook. In: Mauro Caporuscio; Fernando De la Prieta; Tania Di Mascio; Rosella Gennari; Javier Gutiérrez Rodríguez; Pierpaolo Vittorini. (Org.). Advances in Intelligent Systems and Computing. 1ed.Berlin: Springer International Publishing, 2016, v. 478, p. 61-70.
Olson matunga final project dip scie ed 12OLSON MATUNGA
The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
Customized moodle-based learning management system for socially disadvantaged...journalBEEI
This study aims to develop Moodle-based LMS with customized learning content and modified user interface to facilitate pedagogical processes during covid-19 pandemic and investigate how teachers of socially disadvantaged schools perceived usability and technology acceptance. Co-design process was conducted with two activities: 1) need assessment phase using an online survey and interview session with the teachers and 2) the development phase of the LMS. The system was evaluated by 30 teachers from socially disadvantaged schools for relevance to their distance learning activities. We employed computer software usability questionnaire (CSUQ) to measure perceived usability and the technology acceptance model (TAM) with insertion of 3 original variables (i.e., perceived usefulness, perceived ease of use, and intention to use) and 5 external variables (i.e., attitude toward the system, perceived interaction, self-efficacy, user interface design, and course design). The average CSUQ rating exceeded 5.0 of 7 point-scale, indicated that teachers agreed that the information quality, interaction quality, and user interface quality were clear and easy to understand. TAM results concluded that the LMS design was judged to be usable, interactive, and well-developed. Teachers reported an effective user interface that allows effective teaching operations and lead to the system adoption in immediate time.
BLHW 3403 English for Professional Communication (EPC)
Title: Introduction of the online teaching and learning system that allows for better student learning
EFFECTS OF COMPUTER–ASSISTED INSTRUCTION ON SECONDARY SCHOOL STUDENTS’ ACADEM...ijejournal
This study investigated the effects computer-assisted instruction in collaboration with conventional instruction method would have on secondary school students’ academic achievement in government as a subject. One null hypothesis was formulated and tested at 0.05 level of significance. The instrument for data collection was a-25 item teacher made Government Achievement Test which was validated and reliability index of 0.86 established. The post-test only experimental design was adopted. A purposive sample of 100 senior secondary students which was divided into two groups-the experimental group and control group with each group consisting of 50 students was investigated.
Each of the two groups was taught government for eight weeks using CAI programmed packages for the experimental group and conventional instruction method for the control group. At the end of the eighth week, post-test was administered on the students to determine difference in academic achievement if any,between the two groups. Using means and t-test in analyzing the data, the result showed that, students taught government using computer-assisted instruction significantly performed better than students taught government using conventional instruction method. The study recommended among others that,government should not hesitate to fully introduce and implement computer-assisted instruction in Nigerian secondary schools to enhance quality learning and teaching of government as a subject and all other
Facebook application is already pre-loaded in any smartphone, making it a typical conversation mode almost anytime and anywhere. Its unique feature called "Facebook group" allows anyone to post images, documents, pdf files, PowerPoint presentations, and video clips. Even polls can also be posted where members of the group can simply click their response to a given poll question. Indeed, the Facebook group is already utilized by almost any organization. Many mathematics educators have already taken advantage of its utility to deliver learning materials to their students. This research study utilized the Facebook group in the mathematics teaching-learning process and students' cooperative learning experience. It is an avenue to discuss topics and other issues relevant to their existence. The students learned a new lesson through this phenomenal and modernized communication tool. Results of the investigation are presented in this paper.
Language teaching should not only give learners opportunities to develop their proficiency in a second language but should also enable them to develop their cognitive skills. I hypothesize that the implementation of teaching methods based on teaching unknown languages (pluralistic approaches) helps students develop their metalinguistic competence, a transferable competence we assume independent from the languages used. Furthermore, being confronted to unknown languages without a purpose of learning allows students to apprehend languages differently.
I have explored the educational benefits of such pluralistic approaches on different components of the metalinguistic competence. During the school year 2011-2012, teachers of five year-7 classes led nine sessions of pluralistic approaches: three sessions in Dutch, three in Italian and three in Finnish. 88 students performed, in turn, a metasemantic, a metasyntactic and a metaphonological reflection in groups of four. Group sheets were completed and the verbalization of their discussion was recorded and analyzed, both qualitatively and quantitatively. I want to understand, following Anderson’s research (1995), how students manage to identify relevant solutions in L1 and L2, enabling them to solve the problem they face in the L3 they are discovering. Presumably, the process of proceduralisation helps students develop their metalinguistic competence which, in turn, should enable them to improve their proficiency in the L2 (English) they are learning.
In this presentation, I will first present the theoretical framework before approaching the mixed methodology used. Proof will be discusses as to the enhanced implementation of learning strategies and the development of their metalinguistic competence.
mRIDGE project - final presentation in evaluation of WP4 and WP5Manuel Castro
Presentation of Manuel Castro form UNED, THE MDR model - gained skills, knowledge and competences. the effectiveness and efficiency of THE mdr approach, part of the mRIDGE Erasmus Plus European Project.
Presentation during the final Workshop of the Results of the research project "mRIDGE – Using mobile technology to improve policy Reform for Inclusion of Disadvantaged Groups in Education" in Plovdiv House of Culture, promoted by the Municipality of Plovdiv and the University of Plovdiv.
http://mridge.dipseil.net/
PROJECT 562113-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD
Presentation: National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University, Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
Customized moodle-based learning management system for socially disadvantaged...journalBEEI
This study aims to develop Moodle-based LMS with customized learning content and modified user interface to facilitate pedagogical processes during covid-19 pandemic and investigate how teachers of socially disadvantaged schools perceived usability and technology acceptance. Co-design process was conducted with two activities: 1) need assessment phase using an online survey and interview session with the teachers and 2) the development phase of the LMS. The system was evaluated by 30 teachers from socially disadvantaged schools for relevance to their distance learning activities. We employed computer software usability questionnaire (CSUQ) to measure perceived usability and the technology acceptance model (TAM) with insertion of 3 original variables (i.e., perceived usefulness, perceived ease of use, and intention to use) and 5 external variables (i.e., attitude toward the system, perceived interaction, self-efficacy, user interface design, and course design). The average CSUQ rating exceeded 5.0 of 7 point-scale, indicated that teachers agreed that the information quality, interaction quality, and user interface quality were clear and easy to understand. TAM results concluded that the LMS design was judged to be usable, interactive, and well-developed. Teachers reported an effective user interface that allows effective teaching operations and lead to the system adoption in immediate time.
BLHW 3403 English for Professional Communication (EPC)
Title: Introduction of the online teaching and learning system that allows for better student learning
EFFECTS OF COMPUTER–ASSISTED INSTRUCTION ON SECONDARY SCHOOL STUDENTS’ ACADEM...ijejournal
This study investigated the effects computer-assisted instruction in collaboration with conventional instruction method would have on secondary school students’ academic achievement in government as a subject. One null hypothesis was formulated and tested at 0.05 level of significance. The instrument for data collection was a-25 item teacher made Government Achievement Test which was validated and reliability index of 0.86 established. The post-test only experimental design was adopted. A purposive sample of 100 senior secondary students which was divided into two groups-the experimental group and control group with each group consisting of 50 students was investigated.
Each of the two groups was taught government for eight weeks using CAI programmed packages for the experimental group and conventional instruction method for the control group. At the end of the eighth week, post-test was administered on the students to determine difference in academic achievement if any,between the two groups. Using means and t-test in analyzing the data, the result showed that, students taught government using computer-assisted instruction significantly performed better than students taught government using conventional instruction method. The study recommended among others that,government should not hesitate to fully introduce and implement computer-assisted instruction in Nigerian secondary schools to enhance quality learning and teaching of government as a subject and all other
Facebook application is already pre-loaded in any smartphone, making it a typical conversation mode almost anytime and anywhere. Its unique feature called "Facebook group" allows anyone to post images, documents, pdf files, PowerPoint presentations, and video clips. Even polls can also be posted where members of the group can simply click their response to a given poll question. Indeed, the Facebook group is already utilized by almost any organization. Many mathematics educators have already taken advantage of its utility to deliver learning materials to their students. This research study utilized the Facebook group in the mathematics teaching-learning process and students' cooperative learning experience. It is an avenue to discuss topics and other issues relevant to their existence. The students learned a new lesson through this phenomenal and modernized communication tool. Results of the investigation are presented in this paper.
Language teaching should not only give learners opportunities to develop their proficiency in a second language but should also enable them to develop their cognitive skills. I hypothesize that the implementation of teaching methods based on teaching unknown languages (pluralistic approaches) helps students develop their metalinguistic competence, a transferable competence we assume independent from the languages used. Furthermore, being confronted to unknown languages without a purpose of learning allows students to apprehend languages differently.
I have explored the educational benefits of such pluralistic approaches on different components of the metalinguistic competence. During the school year 2011-2012, teachers of five year-7 classes led nine sessions of pluralistic approaches: three sessions in Dutch, three in Italian and three in Finnish. 88 students performed, in turn, a metasemantic, a metasyntactic and a metaphonological reflection in groups of four. Group sheets were completed and the verbalization of their discussion was recorded and analyzed, both qualitatively and quantitatively. I want to understand, following Anderson’s research (1995), how students manage to identify relevant solutions in L1 and L2, enabling them to solve the problem they face in the L3 they are discovering. Presumably, the process of proceduralisation helps students develop their metalinguistic competence which, in turn, should enable them to improve their proficiency in the L2 (English) they are learning.
In this presentation, I will first present the theoretical framework before approaching the mixed methodology used. Proof will be discusses as to the enhanced implementation of learning strategies and the development of their metalinguistic competence.
mRIDGE project - final presentation in evaluation of WP4 and WP5Manuel Castro
Presentation of Manuel Castro form UNED, THE MDR model - gained skills, knowledge and competences. the effectiveness and efficiency of THE mdr approach, part of the mRIDGE Erasmus Plus European Project.
Presentation during the final Workshop of the Results of the research project "mRIDGE – Using mobile technology to improve policy Reform for Inclusion of Disadvantaged Groups in Education" in Plovdiv House of Culture, promoted by the Municipality of Plovdiv and the University of Plovdiv.
http://mridge.dipseil.net/
PROJECT 562113-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD
Presentation: National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University, Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021
Using Social network in Higher Education A case Study on the University of Pa...IJERA Editor
The users which are using social networking sites nowadays by various strata of society such as students,
teachers, engineers, housewives and elderly people are increasing. So the goal of this paper is to invest social
networking in education especially at the universities.
Student spending more time on the social networking sites than on the e-learning programs, so social
networking can be used in a useful way to support e-learning. 54% of people who were surveyed about the
usage of social Networks said they used Facebook daily while 9% used MOODLE.
So this paper uses the social networks for e-learning as a case study on the university of Palestine.
The purpose of this study is to discuss about utilization of Whatsapp application as discussion media in Blended Learning. This study sought to integrate learning technologies to improve the quality of student's learning. Messenger application is used to communicate synchronously, so it can be positioned as a discussion media. This study focused on Whatsapp capabilities can be utilized to conduct in online learning of Blended Learning. This study aims to describe the discussion media. This study through the literature review that outlines the stages of Blended Learning using Whatsapp application as a discussion media by using qualitative methods. The result shows that Whatsapp application utilization as a discussion media in Blended Learning sessions initiated by offline using conventional methods, so the online session focused on the discussion as indicated by dialogue and interaction among participants.
THE RESULTS OF THE BLENDED LEARNING ACTIVITIES COURSE OF INNOVATION AND INFOR...ijma
The objectives of this research were: 1 ) to find the effectiveness of the blended learning management
activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the
satisfaction with the blended learning activities. The research sample consisted of 3 0 1
st year students
enrolled in the Innovation and Information Technology for Communication and Learning course in the 2
nd
semester of the academic year 2 0 2 0 in the Major of General Science, Faculty of Education, Rajabhat
Nakhon Si Thammarat University. The research tools were: 1) a blended learning management activity
package, and 2 ) an online questionnaire on the satisfaction of the learners with the blended learning
activities. The statistics used in the data analysis were mean, S. D. and hypothesis testing using t-test
Dependent. 1) The developed efficiency was 8 0 .5 8 /8 7 .6 7 , which was the efficiency according to the
specified criteria 8 0 /8 0 . 2 ) The statistically significant comparison of the learning achievement after
receiving the learning management was higher than before the learning management at the .05 level. 3)
The study of memory retention after 2 weeks of learning management was not significantly different at the
.05 level and 4) The overall of the satisfaction blended learning activities were at the highest level.
TEACHING AND LEARNING THROUGH ICT FOR TEACHER'S EDUCATION Chintan Patel
PRESENTING THIS PPT ON THE FIRST INTERNATIONAL CONFERENCE CONTEMPORARY RESEARCH IN ENGLISH STUDIES: GLOBAL PERSPECTIVEFeb.4-6, 2016Organized by The global association of English studies,
Anand, Gujarat, India. HAPPY TO CHANCE PRESENTING MY PAPER IN CONFERENCE.
National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University (TNTEU), Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021
Should Gorden Secondary School use Facebook in the classroom?Betty Wakia (白丽)
In the fast-growing digital world, the influence of social media on people’s lives cannot be ignored. Social media like facebook are widely accepted and used by students for communication and other purposes. Since the introduction of the mobile phone in 2007, facebook has become a popular tool for communication among students in Papua New Guinea (PNG). They then quickly grasp information, post pictures, and opinions through facebook anytime, anywhere and even achieve the effect of a live broadcast on their mobile devices. The era of the mobile internet has opened the door for PNG's social development and provided more help for the development of various social sectors. These convenient and fast communication methods are bound to be welcomed by the students. Despite this, it is argued that in PNG, the potential of using facebook for learning and teaching purposes in the classroom remains controversial.
This article aims to outline different pedagogical strategies with applications (apps) in the classroom. Every year the use of mobile devices like tablets and smartphones increases. At the same time, applications are being developed to meet this demand. It is therefore essential that educators investigate their use as an motivational technological medium that can possibly be used in the classroom. Apps can be used both as a source of information as well as a tool for creating material. Thus, this article will present the results of a study applying teaching strategies in different contexts. It therefore highlights the importance of mobile learning as a viable alternative in the classroom. In order to do so, there was a multiple case study in the undergraduate pedagogy program and a digital inclusion course for seniors, both offered in the first semester of 2017 at the Federal University of Rio Grande do Sul (UFRGS). Educational applications and examples of teaching strategies using apps were created in these classes. Educational applications offer the possibility to bring innovations to teaching practices, as well as new forms of communication, interaction and authorship, thus contributing to the process of teaching and learning
The impact of integrating social media in language teaching a...kdore
previous researches discussed about integrating mobile devices to higher education related with the foreign context , through this new research try to investigate the impact of integrating social media in language teaching and learning in universities of Sri Lanka.
Since there are various results on the role of social media in assisting students in learning English, thus a study should be carried out in order to determine the impacts of social media towards in language teaching and learning.
The study is also important to identify the multiple uses of social media t facilitates students’ language learning.
To identify the impacts of integrating social media in language teaching and learning.
To identify the students’ perception towards the use of social media during the teaching and learning process.
To identify the multiple use of social media as a tool of learning that facilitates.
Education is a basic need for every human being and
digital education is the current trend and necessity for every
students or learners to be more focused in their learning. In this
paper authors worked with these current phenomena. Digital
education helps students or learners to gather knowledge in
easier and different ways than before. It also reduces the learning
time. In traditional education system we were mostly dependent
on text book or in instructor’s speech. But nowadays it is easier to
find any text book or any other learning materials by using
digital educational tools. Another charismatic change that
transformed human life is social networking. In terms of digital
education social networks contribute a good portion of education.
Among social networking services, Facebook has become most
popular for communication with familiar and unfamiliar
persons. The impact of the use of Facebook on students is very
impactful. In this paper authors conducted a survey on various
students for understanding the digitalization effect on
educational purpose. Machine learning was applied for classified
the happy and unhappy student with digitalization where focused
time spent on educational purposes. Finally authors provided an
analytical summary of digitalization effect on education based on
their survey.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
Similar to ENHANCING STUDENTS’ LEARNING AND SATISFACTION THROUGH THE USE OF SOCIAL MEDIA (20)
Quality defects in TMT Bars, Possible causes and Potential Solutions.PrashantGoswami42
Maintaining high-quality standards in the production of TMT bars is crucial for ensuring structural integrity in construction. Addressing common defects through careful monitoring, standardized processes, and advanced technology can significantly improve the quality of TMT bars. Continuous training and adherence to quality control measures will also play a pivotal role in minimizing these defects.
Hybrid optimization of pumped hydro system and solar- Engr. Abdul-Azeez.pdffxintegritypublishin
Advancements in technology unveil a myriad of electrical and electronic breakthroughs geared towards efficiently harnessing limited resources to meet human energy demands. The optimization of hybrid solar PV panels and pumped hydro energy supply systems plays a pivotal role in utilizing natural resources effectively. This initiative not only benefits humanity but also fosters environmental sustainability. The study investigated the design optimization of these hybrid systems, focusing on understanding solar radiation patterns, identifying geographical influences on solar radiation, formulating a mathematical model for system optimization, and determining the optimal configuration of PV panels and pumped hydro storage. Through a comparative analysis approach and eight weeks of data collection, the study addressed key research questions related to solar radiation patterns and optimal system design. The findings highlighted regions with heightened solar radiation levels, showcasing substantial potential for power generation and emphasizing the system's efficiency. Optimizing system design significantly boosted power generation, promoted renewable energy utilization, and enhanced energy storage capacity. The study underscored the benefits of optimizing hybrid solar PV panels and pumped hydro energy supply systems for sustainable energy usage. Optimizing the design of solar PV panels and pumped hydro energy supply systems as examined across diverse climatic conditions in a developing country, not only enhances power generation but also improves the integration of renewable energy sources and boosts energy storage capacities, particularly beneficial for less economically prosperous regions. Additionally, the study provides valuable insights for advancing energy research in economically viable areas. Recommendations included conducting site-specific assessments, utilizing advanced modeling tools, implementing regular maintenance protocols, and enhancing communication among system components.
TECHNICAL TRAINING MANUAL GENERAL FAMILIARIZATION COURSEDuvanRamosGarzon1
AIRCRAFT GENERAL
The Single Aisle is the most advanced family aircraft in service today, with fly-by-wire flight controls.
The A318, A319, A320 and A321 are twin-engine subsonic medium range aircraft.
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About
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
Technical Specifications
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
Key Features
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface
• Compatible with MAFI CCR system
• Copatiable with IDM8000 CCR
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
Application
• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
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When combined with 3D convolution and deep curriculum learning optimization (CLO), itsignificantly improves
the immunity of models against localized universal attacks by up to 40%. We evaluate our proposed approach
using contemporary CNN architectures and the modified Canadian Institute for Advanced Research (CIFAR-10
and CIFAR-100) and ImageNet Large Scale Visual Recognition Challenge (ILSVRC12) datasets, showcasing
accuracy improvements over previous techniques. The results indicate that the combination of the volumetric
input and curriculum learning holds significant promise for mitigating adversarial attacks without necessitating
adversary training.
Cosmetic shop management system project report.pdfKamal Acharya
Buying new cosmetic products is difficult. It can even be scary for those who have sensitive skin and are prone to skin trouble. The information needed to alleviate this problem is on the back of each product, but it's thought to interpret those ingredient lists unless you have a background in chemistry.
Instead of buying and hoping for the best, we can use data science to help us predict which products may be good fits for us. It includes various function programs to do the above mentioned tasks.
Data file handling has been effectively used in the program.
The automated cosmetic shop management system should deal with the automation of general workflow and administration process of the shop. The main processes of the system focus on customer's request where the system is able to search the most appropriate products and deliver it to the customers. It should help the employees to quickly identify the list of cosmetic product that have reached the minimum quantity and also keep a track of expired date for each cosmetic product. It should help the employees to find the rack number in which the product is placed.It is also Faster and more efficient way.
Water scarcity is the lack of fresh water resources to meet the standard water demand. There are two type of water scarcity. One is physical. The other is economic water scarcity.
Saudi Arabia stands as a titan in the global energy landscape, renowned for its abundant oil and gas resources. It's the largest exporter of petroleum and holds some of the world's most significant reserves. Let's delve into the top 10 oil and gas projects shaping Saudi Arabia's energy future in 2024.
ENHANCING STUDENTS’ LEARNING AND SATISFACTION THROUGH THE USE OF SOCIAL MEDIA
1. International Journal on Integrating Technology in Education (IJITE) Vol.7, No.2, June 2018
DOI :10.5121/ijite.2018.7201 1
ENHANCING STUDENTS’ LEARNING AND
SATISFACTION THROUGH THE USE OF SOCIAL
MEDIA
Mohammad Alshayeb
Information and Computer Science Department, King Fahd University of Petroleum &
Minerals, Dhahran 31261, Saudi Arabia
ABSTRACT
Communication in and out the classroom is an essential component for education. As the technology
emerges, there is a need to adopt to the new technologies to enhance students’ learning experience. Social
media technologies provide informal communication methods that promote student engagement and
satisfaction by removing communication barriers. In this paper, we report our experience in using different
social media technologies to enhance students’ learning experience and satisfaction with the course. We
perform our experiment in software project management course and conduct a survey to assess the
students’ perspective towards using these different social media technologies in enhancing their learning
and satisfaction. Results show that students are satisfied and feel that their learning experience has
improved when using social media for class communication.
KEYWORDS
Student learning experience., student satisfaction, social media
1. INTRODUCTION
Research show that the use of instructional technology has improved students’ learning [1-4].
Different computer technologies have been utilized in the higher education for different purposes.
Instructors used communication [5] and mobile [6] tools to enhance students’ learning.
Multimedia was also utilized [7, 8]. Wikis, portals, blogs and instant messaging [9-11] were also
used.
Student engagement has positive impact on students’ achievement [12]. Using technology in
teaching can help students increase their capability for understanding [13]. students taught with a
technology-based approach outperformed and were more satisfied than students taught with the
traditional teaching methods [14]. Gunuc and Kuzu [12] evaluated the impact of technology on
student engagement and found that the use of technology in and out the class increased student
engagement.
Mobile technologies were also found to be effective in teaching and learning [15-18]. Barbosa et
al. reported that the use of mobile in teaching improved the learning and the interaction between
students[19]. Game-based learning [20] was also found to be effective in enhancing students’
learning process. Watson et al. presented a case study of the in-class use of a video game for
teaching high school history [21]. However, the use of technology may have negative impact[22-
25]. Bray and Tangney [6] conducted a study to evaluate the impact of using mobile technologies
in students’ engagement; they found that the use of mobile technologies increases student
engagement.
Communication tools not only should be usable, but they should also be engaging [26].Social
media technologies provide interactive environment for communication and thus can engage
students. Dyson et al. [27] evaluate the impact of using Facebook on student engagement. They
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divided a large class into two groups: two third of the class to use Facebook and one third not to
use Facebook. They found that students who did not view Facebook reported lower engagement
and understanding of the in-class discussion. In another study, Rashid and Asghar [28] evaluated
the impact of using technology student engagement and found that the use of technology has a
direct positive relationship with students’ engagement. Imlawi et al. [29] reported that when the
instructor uses course-based online social networks to communicate with them,students are more
engaged, motivated and satisfied.
This paper is an extended version of the our previous work [30] and provides more details on our
experience in using three different social media technologies in a software project management
course. The use of technology in this course was started in 2011 by using Facebook. During those
years, students have shown great interest in using Facebook for class communication. However,
after four years of using Facebook, the students reported that they are less motivated to use
Facebook for class communication. They were dissatisfied and requested to use another
technology. The instructor evaluated available technologies and based on the student feedback,
the instructor started to use WhatsApp for one year. The use of WhatsApp was a successful,
however, due to the need for personalized communication, there was a need to search for another
tool. After evaluating the available technologies, Slack [31] was selected to be used.
The reminder of this paper is organized as follows:Section 2 describes the course details. Section
3 presents discussion about the used tools. In Section 4, we present the evaluation and the
discussion. Finally, section 5 presents the conclusion and the future work.
2. COURSE DETAILS
We used the social media technologies in software project management course. The course is a
300-level course that is given as a core course to software engineering students at King Fahd
University of Petroleum and Minerals (KFUPM). Students in other disciplines such as computer
science, computer engineering and systems engineering can take the course as an elective. The
course covers the ten-project management knowledge area as specified by PMBOK [32].
The course has four objectives, one of which is to enhance communication skills. Students have
to work in teams to complete a project about writing a complete project plan which. In addition,
they have to work in teams for three other assignments. Therefore, this requires lots of interaction
between students themselves which tends to contribution in improving their oral and writing
communication skills are required. Furthermore, the course requires lots of interaction with the
course instructor for feedback and class discussion
Due to the high need for communication, the instructor decided to utilize software tools to
facilitate the communication. Even through the university provides Blackboard [33] as a main
tool, the instructor decided to use social media technologies. The use of the social media tools
was triggered mainly by the students requests in addition the instructor decided to use them as
they are more accessible to the students and students will be more interested in using them. The
social media was mainly sin the course for:
• Announcements: Students are almost always online on the social media and hence, any
announcement posted will be viewed immediately to the students. All announcements
related to the course we posted using the selected social media.
• Response to urgent questions: Before submission deadlines, students used to ask many
questions, with the availability of the social media any time everywhere, the instructor was
able to respond to all students’ question in timely manner.
• Discussion Questions by the Instructor: The instructor utilized the availability of the
students online most of the time to post discussion questions. These questions attracted
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many students to participate especially when the answer is not obvious, this generated lost
of discussion which in terns tend to enhance students’ communication skills.
• Discussion Questions by the Students: A student group was assigned every week to answer
all questions posted by other students. This was done mainly to enhance the students’ skills
in problem solving. The instructor used to monitor the discussion and will interfere when
needed.
• Online Office Hours: A few online office hours sessions we scheduled before the exams.
This made it easier for students to get answers for their questions
3. SOCIAL MEDIA TOOLS
Students in 2011 requested to use Facebook for class communication. At that time, the use of
Facebook was popular. The instructor evaluated all available social media tools and based on the
student’s request, the instructor decided to use Facebook. To evaluate the effectiveness of all
technologies used in the course, the instructor conducts a survey at the end of every semester.
At the end of 2012, in response to the question “What technologies, used in the course, improved
your learning the most?” fifteen students out of the 22 students reported Facebook. This was a
good indicator that the use of Facebook was a success.
In 2014 survey, the results were different. Most students reported that Facebook is not appropriate
to be used, students’ specific comments are shown below:
• “Unfortunately, Facebook is dying in our region and I only open it for this group”
• “I do not recommend Facebook in the next offering”
• “To me, the use of Facebook was really a bad experience”
• “It is better to use technology other than Facebook”
• “NOT using Facebook”
• “It was hard for me to check on Facebook, also using WhatsApp group could be a good and
faster way”
Based on this response, the instructor started to look for more appropriate tools to be used. The
decision was to use WhatsApp as it is a very popular tool in addition to the requests by the
students. The use of WhatsApp was also a success, however, since there is a need for
personalized communication, the instructor decided to search for more appropriate tool. Slack
[31]was selected to be used as a new method for communication as it includes all features of
WhatsApp and more in addition, it is widely used in software projects.
4. EVALUATION
As indicated in section 0, at the end of each semester, the course instructorconducts a survey to
evaluate student’s engagement and satisfaction. The details of surveys to evaluate these social
media technologies are discussed in the following subsections.
4.1 FACEBOOK
In this section, a discussion of the survey result is presented. Facebook was first used in 2011. In
response to question “The use of Facebook for class communication was effective and useful and
enhanced my learning experience”, it can be seen that 95% of the students either strongly agree or
agree that using Facebook for class communication was effective and useful and enhanced their
learning experience as shown in Figure 1.
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Figure 1: Using Facebook for communication (2011)
In response to a question “Which technologies, used in the course, improved your learning the
most?”, 15 students out of 22 selected Facebook. The survey clearly shows that students feel that
Facebook was effective for class communication and they were also satisfied by using it.
The results of 2014 survey showed that students are not supporting to use Facebook. As shown in
Figure 2, there are 25% of the students were dissatisfied or feel that using Facebook for class
communication was not effective nor useful to enhance their learning experience. This feedback
motivated the instructor to search for an alternative tool for class communication. After
evaluating the available technologies, WhatsApp was selected as the new tool for the class.
Figure 2. Using Facebook for communication (2014)
4.2 WHATSAPP
WhatsApp was used for two semesters, the feedback for the two times was positive. The last
survey conducted of using WhatsApp was done in 2016. As shown in Figure 3 to Figure 5,
students’ feedback is positive and show high satisfaction with using WhatsApp. Figure 3 shows
that 86% of the students either strongly agree or agree that using WhatsApp is an excellent way
for class communication.
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Figure 3. Using WhatsApp for communication
Figure 4 shows that 83% of the students either strongly agree or agree that discussion questions
posted on that WhatsApp group were useful.
Figure 4. Using WhatsApp for discussion questions
Figure 5 shows that 87% of the students recommend using WhatsApp in the future offering of the
course.
Figure 5. Recommending using WhatsApp in the Future
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Results of using WhatsApp are positive and show that students were satisfied, however, the
course requires personalized communication. To do that in WhatsApp, a group should be created
for each team. This is not convenient, hence, there is a need to search for an alternative tool. After
evaluating the alternative options that satisfy the needs, Slack was selected.
4.3 SLACK
Many software project teams use Slack for project communication. We found it effective for the
course as it has all features of WhatsApp has in addition to being able to have personalized
communication. The instructor needs to communicate with each team individually to provide
feedback and discuss the project submission. Slack provides a feature of different channels with
different privileges. In addition, many other tools can be integrated with Slack.
Slack was used so far for two semesters ; a survey was conducted in 2017 and in 2018. Figure 6
shows the student response for using slack as a communication method in 2017. As can be seen,
65% of the students agree or strongly agree that using slack is an excellent way of
communication. This percentage is less than for WhatsApp. When investigating the reasons for
that, students reported that this is the first time of using slack, there fore they are not familiar with
it.
Figure 6. Communication Using Slack
A more detailed survey was conducted in 2018, the results of this survey are shown in Figure 7 to
Figure 11. Students are positive in general in using Slack. 79% of the students agree or strongly
agree that it was an excellent way of communication.
Figure 7. Excellent way of communication
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With respect to the discussion questions, as can be seen from Figure 8 , 79% of the students either
agree or strongly agree that the discussion questions posted on Slack were useful.
Figure8. Discussion questions on Slack
As can be seen from Figure 9 ,69% of the students feel that using Slack made them more engaged
with the course.
Figure 9. Engagement with the course
86% of the students confirm that using Slack enabled them to have better communication with the
instructor.
Figure 10. Communication with the instructor
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Finally, 79% of the students recommend using Slack in the future offering of the course.
Figure 11. Recommendation to use it in the future
4.4 TECHNOLOGY USE
In addition to the surveys for the social media technologies, questions on using technology in the
class. In 2011 survey, as shown in Figure 12, in response to the question “Using technology in
teaching this course enhanced my learning experience”, 100% of the students either strongly
agree or agree that using technology in teaching this course enhanced their learning experience.
Figure 12: Using technology in enhancing the learning experience
More questions were added to the survey that was done in 2015. It included questions to evaluate
students’ engagement and satisfaction. In response to the question: “The use of technology made
the course more interesting”, 100% of the students either strongly agree or agree that using
technology in the course made the course more interesting as shown in Figure 13.
Figure 13: The Use Of Technology In Made The Course More Interesting
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In response to the question: “The use of technology made me more interested in the course”,
100% of the students either strongly agree or agree that using technology in the course made them
more interested in the course as shown in Figure 14
Figure 14: The use of technology and interest in the course
92% of the students either strongly agree or agree (while the others are neutral) that that using
technology in the course enabled effective communications among students as shown in Figure
15.
Figure 15: The use of technology and effective communications among students
All students (100%) either strongly agree or agree that using technology in the course enabled
effective communication between the students and the instructor as shown in Figure 16.
Figure 16: The use of technology enabled effective communications between the students and the instructor
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Finally, 100% of the students strongly agree recommend using different technologies in the future
offering of the course as shown in Figure 17
Figure 17: Recommendation of using technology in the future
4.5 BENEFITS OF USING SOCIAL MEDIA TECHNOLOGIES
Social media can have different benefits to the students, some of the observed benefits are:
1. Increased the students’ engagement with the course which usually has an impact on class
performance.
2. Enhanced the communication between the instructor and the students
3. Enhanced the communication between the students themselves.
4. Extended the communication for more than the lecture time including the online office
hours
5. Provided the students with a convenient way to ask and answer discussion questions,
6. Created a referable record of course discussions.
7. Helped the instructor to identify concepts that need further discussion
8. Helped in enhancing critical thinking by students.
5. CONCLUSION
Social media tools provide interactive environment for communication. This paper presents our
experience in using three different social media technologies to enhance students’ engagement.
We presented our experience with using Facebook for four yearsthen moved to use WhatsApp
based on students’ request and the instructor’s evaluation. Finally, Slack tool was used as a new
method for communication.
Our results show that the three methods were found to be effective in promoting students’
engagement. However, students seem to be less satisfied when using Slack. This is attributed to
the fact that most students never used it before and hence they were not familiar with it, yet,
majority were satisfied.
In our future studies, we plan to evaluate the impact of students’ performance in using social
media tools and technologies, in addition, we plan to evaluate the impact of using gamification
technologies in students’ engagement and performance.
ACKNOWLEDGEMENT
The authors acknowledge the support of King Fahd University of Petroleum and Minerals.
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AUTHOR
Dr. Mohammad Alshayeb is an Associate Professor at the Information and Computer
Science Department, King Fahd University of Petroleum and Minerals, Saudi Arabia.
He received his MS and PhD in Computer Science and certificate of Software
Engineering from the University of Alabama in Huntsville in 2000, 2002 and 1999
respectively. He received his B.S. in Computer Science from Mutah University, Jordan
in 1995. Dr. Alshayeb worked as a senior researcher and Software Engineer and
managed software projects in the United States and the Middle East. Dr. Alshayeb
received Khalifa award for education as the distinguished University Professor in the Field of Teaching
within Arab World, 2016. Dr. Alshayeb’s research interests include software quality and quality
improvements, software measurement and metrics, object-oriented design, empirical studies in Software
Engineering and engineering education.