Though distance education has a long history, the COVID-19 pandemic has provided us with the opportunity to reexamine the roles of synchronicity in distance education. In Japan, distance education has been practiced mainly in an asynchronous format, originating in the “lecture notes” and subsequent “correspondence education.” In this paper, the case of the Open University of Japan (OUJ), a sole distance education university with a fully functional broadcast station, is discussed in examining the importance of synchronicity in distance education, where online synchronicity as a pedagogical tool was first introduced as the result of the urgent needs of replacing the face-to-face schooling cancelled due to the COVID-19 pandemic. The results of three surveys conducted after the emergency online classes in July 2020, and synchronous online classes offered in the second semester of 2021 and in the first semester of 2022, show that synchronicity is important for student engagement through interaction and a sense of presence though some students do not like the time bounding aspect of synchronicity; hence causing the synchronicity dilemma.
{"title":"The Roles of Synchronicity in Distance Education in Japan: The Case of Open University of Japan","authors":"K. Aoki","doi":"10.1145/3578837.3578862","DOIUrl":"https://doi.org/10.1145/3578837.3578862","url":null,"abstract":"Though distance education has a long history, the COVID-19 pandemic has provided us with the opportunity to reexamine the roles of synchronicity in distance education. In Japan, distance education has been practiced mainly in an asynchronous format, originating in the “lecture notes” and subsequent “correspondence education.” In this paper, the case of the Open University of Japan (OUJ), a sole distance education university with a fully functional broadcast station, is discussed in examining the importance of synchronicity in distance education, where online synchronicity as a pedagogical tool was first introduced as the result of the urgent needs of replacing the face-to-face schooling cancelled due to the COVID-19 pandemic. The results of three surveys conducted after the emergency online classes in July 2020, and synchronous online classes offered in the second semester of 2021 and in the first semester of 2022, show that synchronicity is important for student engagement through interaction and a sense of presence though some students do not like the time bounding aspect of synchronicity; hence causing the synchronicity dilemma.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129432207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Gasque, Claudia Flemming Colussi, Jonatas Reis Bessa da Conceição, Diego Diz Ferreira, Luana Silvestre Pereira Dos Santos, Josué Miguel de Oliveira, François Isnaldo Dias Caldeira, Rebeca Chabar Kapitansky, A. Pinto, L. Köptcke
The issue involving use of alcohol and other drugs (UAOD) requires the articulation of intersectoral policies aligned towards the prevention and reduction of harm related to use. With this in mind, the Brazilian Ministry of Justice has proposed training for elementary and high school teachers in public schools, in order to prepare the entire school community to work on preventing and containing damage to the UAOD, especially in the school context. In order to verify if the objectives of the course were achieved and, considering the complexity and different actors involved in the theme, a matrix previously produced to evaluate online courses offered by the Ministry of Health was adapted for this course on UAOD, called online course on health and education. school security. We present in this article the adaptation of this matrix, which included the elaboration of a logical model and a logical theoretical model, in addition to Rationales on the main terms and subjects related to the evaluation items. Final AJM is composed 4 dimensions, 13 sub-dimensions, 49 indicators and 104 measures. The matrix underwent evaluation by experts. After validation, the matrix items were used to build a questionnaire to be applied to the graduates of the course. After validation, the matrix items were used to build a questionnaire to be applied to course graduates, in offers 6 and 7. Three experts were invited to assess this questionnaire. The agreement index used was the Content Validity Coefficient (CVC), which allowed the analysis of Clarity, Pertinence and Relevance of each item. A total of 1110 graduates responded to the questionnaire. Matrix allows to know if the learning objectives were achieved, about the engagement of the course participants, the involvement of the course participants and ther key actors of the school (such as parents of students, the management community, organizations, etc). In addition, it is possible to know the school context of the course participants and whether the course is suitable for the realities experienced in their territories. Possibly, this matrix can be used in other contexts if it is translated, validated and receives some adaptations in relation to the context items, according to the specificities of the territories of the students of the evaluated courses.
{"title":"Analysis and judgment matrix for an online training course for teachers from Brazilian public schools on preventing the use of alcohol and other drugs in the school context.","authors":"K. Gasque, Claudia Flemming Colussi, Jonatas Reis Bessa da Conceição, Diego Diz Ferreira, Luana Silvestre Pereira Dos Santos, Josué Miguel de Oliveira, François Isnaldo Dias Caldeira, Rebeca Chabar Kapitansky, A. Pinto, L. Köptcke","doi":"10.1145/3578837.3578857","DOIUrl":"https://doi.org/10.1145/3578837.3578857","url":null,"abstract":"The issue involving use of alcohol and other drugs (UAOD) requires the articulation of intersectoral policies aligned towards the prevention and reduction of harm related to use. With this in mind, the Brazilian Ministry of Justice has proposed training for elementary and high school teachers in public schools, in order to prepare the entire school community to work on preventing and containing damage to the UAOD, especially in the school context. In order to verify if the objectives of the course were achieved and, considering the complexity and different actors involved in the theme, a matrix previously produced to evaluate online courses offered by the Ministry of Health was adapted for this course on UAOD, called online course on health and education. school security. We present in this article the adaptation of this matrix, which included the elaboration of a logical model and a logical theoretical model, in addition to Rationales on the main terms and subjects related to the evaluation items. Final AJM is composed 4 dimensions, 13 sub-dimensions, 49 indicators and 104 measures. The matrix underwent evaluation by experts. After validation, the matrix items were used to build a questionnaire to be applied to the graduates of the course. After validation, the matrix items were used to build a questionnaire to be applied to course graduates, in offers 6 and 7. Three experts were invited to assess this questionnaire. The agreement index used was the Content Validity Coefficient (CVC), which allowed the analysis of Clarity, Pertinence and Relevance of each item. A total of 1110 graduates responded to the questionnaire. Matrix allows to know if the learning objectives were achieved, about the engagement of the course participants, the involvement of the course participants and ther key actors of the school (such as parents of students, the management community, organizations, etc). In addition, it is possible to know the school context of the course participants and whether the course is suitable for the realities experienced in their territories. Possibly, this matrix can be used in other contexts if it is translated, validated and receives some adaptations in relation to the context items, according to the specificities of the territories of the students of the evaluated courses.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127210268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rapid development and expansion of modern industrial civilisation have changed the existing cultural and ecological environment. Intangible cultural heritage is under attack and its space for survival is becoming increasingly narrow. With the progress and innovation of digital technology, the digitisation of intangible cultural heritage provides a new way to solve this dilemma, among which serious games combine teaching and fun. This paper takes the protection of intangible cultural heritage Nantong Blue Calico as an example. Through literature review, this paper explores the learning effect of combining serious games with intangible cultural heritage from three categories: cognition, skills and attitude of knowledge learning, and finally concludes that the intervention of serious games is for public learning. Serious games play a positive role in the dissemination and preservation of intangible cultural heritage.
{"title":"A Study on the Learning Effectiveness of Serious Games in the Intangible Cultural Heritage: –A case study of Nantong Blue Calico in China","authors":"Shizheng Zhou, Kun Fu, Yu-Jie Chu, Yiwen Li","doi":"10.1145/3578837.3578849","DOIUrl":"https://doi.org/10.1145/3578837.3578849","url":null,"abstract":"The rapid development and expansion of modern industrial civilisation have changed the existing cultural and ecological environment. Intangible cultural heritage is under attack and its space for survival is becoming increasingly narrow. With the progress and innovation of digital technology, the digitisation of intangible cultural heritage provides a new way to solve this dilemma, among which serious games combine teaching and fun. This paper takes the protection of intangible cultural heritage Nantong Blue Calico as an example. Through literature review, this paper explores the learning effect of combining serious games with intangible cultural heritage from three categories: cognition, skills and attitude of knowledge learning, and finally concludes that the intervention of serious games is for public learning. Serious games play a positive role in the dissemination and preservation of intangible cultural heritage.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124135821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Due to COVID-19, the circle transition from face-to-face teaching to online instruction and in turn to offline teaching indeed happens in primary schools. Most of teachers cannot perform well in such a transitional way of teaching since they are accustomed solely to the traditional method of teaching. For the sake of adapting to a diverse educational environment and promoting distance learning, this paper proposes to conduct a statistical analysis of the teaching method's value and pertinence. This study employs a mixed-method approach under simple random sampling. Thirty-five teachers participated in the Blended Teaching Readiness (BTR) Survey via Qualtrics and conducted a descriptive analysis. Furthermore, coding and thematic analysis were carried out on the interview data of six teachers. The study demonstrates that teachers’ positive attitudes toward factors can promote blended teaching, and also reveals the obstacles in implementing those factors. Our study suggests that teachers should persistently carry out professional information technology training, providing primary school students with superior online-learning experience during COVID-19.
{"title":"Responding and Transforming: The Attitude of Primary School Teachers in Blended Teaching under COVID-19: A Mixed Methods Research","authors":"July Ke Chen Deng, A. Tse, Maximilian Ka Hou Lok","doi":"10.1145/3578837.3578853","DOIUrl":"https://doi.org/10.1145/3578837.3578853","url":null,"abstract":"Due to COVID-19, the circle transition from face-to-face teaching to online instruction and in turn to offline teaching indeed happens in primary schools. Most of teachers cannot perform well in such a transitional way of teaching since they are accustomed solely to the traditional method of teaching. For the sake of adapting to a diverse educational environment and promoting distance learning, this paper proposes to conduct a statistical analysis of the teaching method's value and pertinence. This study employs a mixed-method approach under simple random sampling. Thirty-five teachers participated in the Blended Teaching Readiness (BTR) Survey via Qualtrics and conducted a descriptive analysis. Furthermore, coding and thematic analysis were carried out on the interview data of six teachers. The study demonstrates that teachers’ positive attitudes toward factors can promote blended teaching, and also reveals the obstacles in implementing those factors. Our study suggests that teachers should persistently carry out professional information technology training, providing primary school students with superior online-learning experience during COVID-19.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126601315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The industrial sector has been through an industrial revolution for a long time. Now, the higher education institutions in Malaysia are intensifying efforts towards an education system inspired by Industry 4.0. This revolution has attracted many scholars and practitioners with research investigations by developing strategies to enhance and exploit the capabilities of their educational system. The reason because an imbalance skills and qualifications in workforce needed for a future world shaped by the 4IR technologies. The educational system needs to facilitate students to be desirable job market employees, thus contribute to a higher employment rate. The purpose of this study to discover the indicators and elements of teaching towards Education 4.0 involved Engineering Technology. The participants involved in this study are seven (7) experts using purposive sampling strategy. The interviews were transcribed verbatim and analyzed thematically. The findings from this study suggest seven (7) elements to implement teaching towards Education 4.0; these include industrial involvement, industrial collaboration, work-based learning, student ownership, blended learning, distance education, and technology involvement. These elements may be viewed in two mains constructs: industrial relations and innovative teaching-learning approach. The findings provide valuable insights for Education 4.0 and further studies need to be taken with these variables.
{"title":"Industry Relations and Innovative Teaching - Learning Approach Towards Education 4.0 in Malaysia","authors":"Nor Aishah Mat Jam, Saifullizam Puteh","doi":"10.1145/3578837.3578865","DOIUrl":"https://doi.org/10.1145/3578837.3578865","url":null,"abstract":"The industrial sector has been through an industrial revolution for a long time. Now, the higher education institutions in Malaysia are intensifying efforts towards an education system inspired by Industry 4.0. This revolution has attracted many scholars and practitioners with research investigations by developing strategies to enhance and exploit the capabilities of their educational system. The reason because an imbalance skills and qualifications in workforce needed for a future world shaped by the 4IR technologies. The educational system needs to facilitate students to be desirable job market employees, thus contribute to a higher employment rate. The purpose of this study to discover the indicators and elements of teaching towards Education 4.0 involved Engineering Technology. The participants involved in this study are seven (7) experts using purposive sampling strategy. The interviews were transcribed verbatim and analyzed thematically. The findings from this study suggest seven (7) elements to implement teaching towards Education 4.0; these include industrial involvement, industrial collaboration, work-based learning, student ownership, blended learning, distance education, and technology involvement. These elements may be viewed in two mains constructs: industrial relations and innovative teaching-learning approach. The findings provide valuable insights for Education 4.0 and further studies need to be taken with these variables.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127482958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
At PrepaTec Morelia High School, organic chemistry is taught in the fourth semester, five days a week in 50-minute sessions, this includes an experimental laboratory one every two weeks. In the January-May 2022 semester, with 79 students distributed in 4 groups, the Kitchen-Based Science activity R-evolution-molecule-R was designed to promote interest and develop scientific skills in high school students. In this project, students in teams of 3 and 4 members made a molecular cuisine recipe using different technological tools such as liquid nitrogen loads, smoker hoods, freeze-dryers, among others, to understand and appreciate different chemical phenomena that occur while we cook and that they happen in our day to day. At the end, the students recorded a video explaining how they carried out the recipe and presenting the conclusions and explanation of the chemical phenomena observed. At the end of the activity, the results of the satisfaction survey with 5-point Likert scale where 5 is very satisfactory and 1 unsatisfactory a scores of 4.34 was obtained with a standard deviation of 0.97, the students seem to be more motivated to follow a kitchen recipe than a laboratory march, resulting in a product that is edible.
{"title":"Science Base Cooking R-evolution-molecule-R","authors":"Arlette Audiffred_hinojosa, Gemma Cecilia Manuel_Jacobo, Lizbeth Ochoa_Cano, Aidee Chavez_Padilla","doi":"10.1145/3578837.3578885","DOIUrl":"https://doi.org/10.1145/3578837.3578885","url":null,"abstract":"At PrepaTec Morelia High School, organic chemistry is taught in the fourth semester, five days a week in 50-minute sessions, this includes an experimental laboratory one every two weeks. In the January-May 2022 semester, with 79 students distributed in 4 groups, the Kitchen-Based Science activity R-evolution-molecule-R was designed to promote interest and develop scientific skills in high school students. In this project, students in teams of 3 and 4 members made a molecular cuisine recipe using different technological tools such as liquid nitrogen loads, smoker hoods, freeze-dryers, among others, to understand and appreciate different chemical phenomena that occur while we cook and that they happen in our day to day. At the end, the students recorded a video explaining how they carried out the recipe and presenting the conclusions and explanation of the chemical phenomena observed. At the end of the activity, the results of the satisfaction survey with 5-point Likert scale where 5 is very satisfactory and 1 unsatisfactory a scores of 4.34 was obtained with a standard deviation of 0.97, the students seem to be more motivated to follow a kitchen recipe than a laboratory march, resulting in a product that is edible.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125136586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learners would fall into confusion when confronted with an impasse. Although moderate confusion is proved to be effective for learning, being continuously confused without assistance would lead learners to harmful frustration. To make good use of confusion and avoid learners from falling into pessimistic academic emotions in persistent confusion, a teaching intervention model adopted in overcoming the difficulties is designed. The model includes 3 kinds of hints in promoting procedural knowledge and reflective discussion of 3 perspectives for deepening procedural understanding. To examine the designed intervention model, an experiment was conducted among undergraduates without previous knowledge. Learners were required to report their affective states and participate in a semi-structured interview. Results demonstrated that providing such step-by-step hints are necessary for dispelling confusion rather than presenting standardized answer directly. Besides, reflective discussion is effective for knowledge mastery and improvement. The model could be improved by providing reflective feedback and learning supports during the process.
{"title":"Eliminating Learners' Confusion during Programming Problem Solving by Enhancing Procedural Knowledge and Procedural Understanding","authors":"Shuyao Ma, Zehui Zhan, Xuanyan Zhong","doi":"10.1145/3578837.3578868","DOIUrl":"https://doi.org/10.1145/3578837.3578868","url":null,"abstract":"Learners would fall into confusion when confronted with an impasse. Although moderate confusion is proved to be effective for learning, being continuously confused without assistance would lead learners to harmful frustration. To make good use of confusion and avoid learners from falling into pessimistic academic emotions in persistent confusion, a teaching intervention model adopted in overcoming the difficulties is designed. The model includes 3 kinds of hints in promoting procedural knowledge and reflective discussion of 3 perspectives for deepening procedural understanding. To examine the designed intervention model, an experiment was conducted among undergraduates without previous knowledge. Learners were required to report their affective states and participate in a semi-structured interview. Results demonstrated that providing such step-by-step hints are necessary for dispelling confusion rather than presenting standardized answer directly. Besides, reflective discussion is effective for knowledge mastery and improvement. The model could be improved by providing reflective feedback and learning supports during the process.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131617572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
U. Alo, M. S. Julius, F. U. Onu, H. A. Okemiri, Nneka Richard-Nnabu, Kingsley M Okorie
Globally, access to adequate funding by the Management of HEIs tops the list of challenges hampering the deployment of IT infrastructure and services that can efficiently drive various educational services of HEIs. This in turn affects the quality of both academic and administrative service delivery and the nation's economy. Therefore, the need to adopt a cloud portal of educational services (CloudPES), a cut-edge and low cost emerging IT service model is inevitable. This paper introduces a conceptual framework of CloudPES that describes a multi-tenant cloud portal where various educational services can be fully automated and integrated. With the use of explorative research method and object oriented analysis and design, fourteen different independent cloud applications as SaaS on deployment model of community cloud are presented for individual HEIs to subscribe. These applications are to automate educational services that can be rendered to/by staff; students; parents; management; and other stakeholders. CloudPES prototypes of the database design with its GUI implementation, checklist criteria for subscription of cloud applications and adoption benefits to HEIs are provided. The benefits of CloudPES to HEIs will include among others cost of software ownership reduction, increased return on investment, improved efficiency and productivity, high quality of educational service delivery, scalability, provision of secured source of big data analytics for research and decision making. As an example of software as a service (SaaS) that can run on community cloud of HEIs in Nigeria, subscription of CloudPES by HEIs in Nigeria is capable of revolutionizing and transforming HEIs into smart institutions.
{"title":"CloudPES: Cloud Portal of Educational Services for Higher Education Institutions in Nigeria","authors":"U. Alo, M. S. Julius, F. U. Onu, H. A. Okemiri, Nneka Richard-Nnabu, Kingsley M Okorie","doi":"10.1145/3578837.3578841","DOIUrl":"https://doi.org/10.1145/3578837.3578841","url":null,"abstract":"Globally, access to adequate funding by the Management of HEIs tops the list of challenges hampering the deployment of IT infrastructure and services that can efficiently drive various educational services of HEIs. This in turn affects the quality of both academic and administrative service delivery and the nation's economy. Therefore, the need to adopt a cloud portal of educational services (CloudPES), a cut-edge and low cost emerging IT service model is inevitable. This paper introduces a conceptual framework of CloudPES that describes a multi-tenant cloud portal where various educational services can be fully automated and integrated. With the use of explorative research method and object oriented analysis and design, fourteen different independent cloud applications as SaaS on deployment model of community cloud are presented for individual HEIs to subscribe. These applications are to automate educational services that can be rendered to/by staff; students; parents; management; and other stakeholders. CloudPES prototypes of the database design with its GUI implementation, checklist criteria for subscription of cloud applications and adoption benefits to HEIs are provided. The benefits of CloudPES to HEIs will include among others cost of software ownership reduction, increased return on investment, improved efficiency and productivity, high quality of educational service delivery, scalability, provision of secured source of big data analytics for research and decision making. As an example of software as a service (SaaS) that can run on community cloud of HEIs in Nigeria, subscription of CloudPES by HEIs in Nigeria is capable of revolutionizing and transforming HEIs into smart institutions.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122262715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inverting the classroom flips the learning order. Students study independently on their own or in groups and achieve scientific knowledge to a certain point that is comprehend the principle underlying science in theory before class (or plenary online session as in the case of the covid-19 pandemic). To improve the successful self-study period students use different teaching materials such as lecture videos, (online) lectures, texts and many more. Face-to-face time allows students to transfer knowledge and discuss different scientific aspects of the course to get the bigger picture. Exercises, worked solutions, self-assessed tests and peer-instruction during present time help students to check on their learning progress. Still, it is necessary to carefully guide the self-study periods and plan (online) plenary sessions to benefit from the teaching method and enhance the course learning outcome. Because many lecturers feel uncomfortable with new teaching methods “inverting the classroom” is explained in a very basic manner for every lecturer or teacher to get aboard right away. Additionally, a praxis example is given from a first year engineering course.
{"title":"Low Threshold Introduction to the Inverted Classroom Teaching Method: A practical guide for lecturers first implementing the inverted classroom method","authors":"A. Pfennig","doi":"10.1145/3578837.3578852","DOIUrl":"https://doi.org/10.1145/3578837.3578852","url":null,"abstract":"Inverting the classroom flips the learning order. Students study independently on their own or in groups and achieve scientific knowledge to a certain point that is comprehend the principle underlying science in theory before class (or plenary online session as in the case of the covid-19 pandemic). To improve the successful self-study period students use different teaching materials such as lecture videos, (online) lectures, texts and many more. Face-to-face time allows students to transfer knowledge and discuss different scientific aspects of the course to get the bigger picture. Exercises, worked solutions, self-assessed tests and peer-instruction during present time help students to check on their learning progress. Still, it is necessary to carefully guide the self-study periods and plan (online) plenary sessions to benefit from the teaching method and enhance the course learning outcome. Because many lecturers feel uncomfortable with new teaching methods “inverting the classroom” is explained in a very basic manner for every lecturer or teacher to get aboard right away. Additionally, a praxis example is given from a first year engineering course.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116556213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The number of fully online business programs offered by AACSB accredited schools had tripled from 724 to 2117 programs within five years [1]. Quality online education may be the way to help the business school to stand out from the keen competition. However, 56% of chief academic officers perceived the lack of faculty's acceptance of online teaching as a barrier to transit online [2]. This mixed methods research aims to 1) examine the business school teaching faculty's readiness to teach online in terms of attitude and ability, and 2) identify the difficulties they encountered in online teaching. This would help the business school better prepare for the online transition to meet the needs of society. Teaching faculty from seven AACSB accredited business schools in Hong Kong were invited for an online survey (n = 48) and interview (n = 12). Results found teaching faculty perceived more confidence in Course Communication and less confidence in Technical Competence. The results may help the business school to provide appropriate training for teaching faculty in specific areas and improve the infrastructure needed for online teaching.
{"title":"Examining Business School Teaching Faculty Readiness to Teach Online: A Mixed Methods Research","authors":"Yuen Sin Chan, A. Tse","doi":"10.1145/3578837.3578856","DOIUrl":"https://doi.org/10.1145/3578837.3578856","url":null,"abstract":"The number of fully online business programs offered by AACSB accredited schools had tripled from 724 to 2117 programs within five years [1]. Quality online education may be the way to help the business school to stand out from the keen competition. However, 56% of chief academic officers perceived the lack of faculty's acceptance of online teaching as a barrier to transit online [2]. This mixed methods research aims to 1) examine the business school teaching faculty's readiness to teach online in terms of attitude and ability, and 2) identify the difficulties they encountered in online teaching. This would help the business school better prepare for the online transition to meet the needs of society. Teaching faculty from seven AACSB accredited business schools in Hong Kong were invited for an online survey (n = 48) and interview (n = 12). Results found teaching faculty perceived more confidence in Course Communication and less confidence in Technical Competence. The results may help the business school to provide appropriate training for teaching faculty in specific areas and improve the infrastructure needed for online teaching.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130270156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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