北领地偏远地区学生的离线协作学习方法

IF 3.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Interactive Technology and Smart Education Pub Date : 2022-09-13 DOI:10.1108/itse-05-2022-0063
Haixdao Dai, Phong Lam Nguyen, C. Kutay
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引用次数: 0

摘要

目的数字学习系统对教育至关重要,收集的数据可以分析学生的学习表现,以提高支持。本研究的目的是设计和构建一个异步硬件和软件系统,该系统可以将数据存储在本地设备上,直到能够共享。它是为在偏远的北领地等地区使用有限互联网接入的大学教职员工和学生开发的。该系统可以使用不稳定的互联网将用户的设备与大学的中央服务器异步连接。设计/方法论/方法基于小型计算机和网络学习管理系统(LMS)构建了一个学习盒。这项研究提出了创建这样一个系统的不同选择,并讨论了数据同步的各种方法。最终设置的结构是提供Wi-Fi热点的Raspberry Pi上的Moodle(模块化面向对象发展学习环境)LMS。作者与在北领地偏远地区工作的X大学讲师合作,对这一点进行了测试并提供了反馈。这项研究还考虑了适当的数据收集和可用于分析现有数据的技术,以支持工作人员的学习分析。这项研究的重点是构建一个异步硬件和软件系统,该系统可以将数据存储在本地设备上,直到能够共享。它是为在偏远的北领地等地区使用有限互联网接入的大学教职员工和学生开发的。该系统可以使用不稳定的互联网将用户的设备与大学的中央服务器异步连接。数字学习系统对教育至关重要,收集的数据可以分析学生的学习表现,以提高支持。Findings生成的系统已经在各种场景中进行了测试,以确保在收集学生提交的材料时它是稳健的。此外,由于早期的反馈,围绕学生熟悉程度和使用在线系统的能力的问题也得到了考虑。研究局限性/含义通过分析监控异步协作学习系统可以帮助学生在自己的时间内学习。使用现在很容易获得的微型计算机,可以很容易地设置和维护学习中心。当LMS支持视频和音频提交时,电话接口就足以进行学习。实际意义这项研究表明,使用树莓派作为LMS服务器,可以在离线环境中实现数字学习。远程社区中的离线协作学习可以通过应用异步数据同步技术来实现。此外,通过使用更改日志和增量同步技术,可以可靠地实现异步数据同步。社会影响专注于音频和视频提交可以让识字率较低但实践技能较高的学生参与高等教育。需要制定明确支持工作所需学习水平的课程,并消除识字是工作场所技能工作一部分的假设。独创性/价值据作者所知,这是第一个实现的远程异步协作LMS环境。这为远程共享学习提供了硬件和软件。还包括支持低识字率学生的材料。
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Offline collaborative learning approach for remote Northern territory students
Purpose Digital learning systems are crucial for education and data collected can analyse students learning performances to improve support. The purpose of this study is to design and build an asynchronous hardware and software system that can store data on a local device until able to share. It was developed for staff and students at university who are using the limited internet access in areas such as remote Northern Territory. This system can asynchronously link the users’ devices and the central server at the university using unstable internet. Design/methodology/approach A Learning Box has been build based on minicomputer and a web learning management system (LMS). This study presents different options to create such a system and discusses various approaches for data syncing. The structure of the final setup is a Moodle (Modular Object Oriented Developmental Learning Environment) LMS on a Raspberry Pi which provides a Wi-Fi hotspot. The authors worked with lecturers from X University who work in remote Northern Territory regions to test this and provide feedback. This study also considered suitable data collection and techniques that can be used to analyse the available data to support learning analysis by the staff. This research focuses on building an asynchronous hardware and software system that can store data on a local device until able to share. It was developed for staff and students at university who are using the limited internet access in areas such as remote Northern Territory. This system can asynchronously link the users’ devices and the central server at the university using unstable internet. Digital learning systems are crucial for education, and data collected can analyse students learning performances to improve support. Findings The resultant system has been tested in various scenarios to ensure it is robust when students’ submissions are collected. Furthermore, issues around student familiarity and ability to use online systems have been considered due to early feedback. Research limitations/implications Monitoring asynchronous collaborative learning systems through analytics can assist students learning in their own time. Learning Hubs can be easily set up and maintained using micro-computers now easily available. A phone interface is sufficient for learning when video and audio submissions are supported in the LMS. Practical implications This study shows digital learning can be implemented in an offline environment by using a Raspberry Pi as LMS server. Offline collaborative learning in remote communities can be achieved by applying asynchronized data syncing techniques. Also asynchronized data syncing can be reliably achieved by using change logs and incremental syncing technique. Social implications Focus on audio and video submission allows engagement in higher education by students with lower literacy but higher practice skills. Curriculum that clearly supports the level of learning required for a job needs to be developed, and the assumption that literacy is part of the skilled job in the workplace needs to be removed. Originality/value To the best of the authors’ knowledge, this is the first remote asynchronous collaborative LMS environment that has been implemented. This provides the hardware and software for opportunities to share learning remotely. Material to support low literacy students is also included.
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来源期刊
Interactive Technology and Smart Education
Interactive Technology and Smart Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
12.00
自引率
2.30%
发文量
30
期刊介绍: Interactive Technology and Smart Education (ITSE) is a multi-disciplinary, peer-reviewed journal, which provides a distinct forum to specially promote innovation and participative research approaches. The following terms are defined, as used in the context of this journal: -Interactive Technology refers to all forms of digital technology, as described above, emphasizing innovation and human-/user-centred approaches. -Smart Education "SMART" is used as an acronym that refers to interactive technology that offers a more flexible and tailored approach to meet diverse individual requirements by being “Sensitive, Manageable, Adaptable, Responsive and Timely” to educators’ pedagogical strategies and learners’ educational and social needs’. -Articles are invited that explore innovative use of educational technologies that advance interactive technology in general and its applications in education in particular. The journal aims to bridge gaps in the field by promoting design research, action research, and continuous evaluation as an integral part of the development cycle of usable solutions/systems.
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