Table of Content
To improve online learning and student connectivity using asynchronous and synchronous audio communication platforms
Vic Duncan & Jaden Roberts
In the asynchronous online learning environment, integrating innovative teaching strategies that connect, engage, and motivate learners is imperative to create a quality learning experience for both instructors and learners. Asynchronous and synchronous audio feedback and dialogue are emerging tools that can help increase social interaction, foster a sense of community, and create a positive social climate for learners. The introduction of audio and video may enhance communication between instructor and student and lead to better teaching and learning outcomes. The ability to provide more emotive messages within an online course-room may also enliven and enhance student and instructor engagement with the content, increase student participation, and reduce student attrition. YackPack, Centra, and the use of MP3 audio feedback files allow for social networking within the online classroom, and appeal to both visual and auditory learners. This article will provide a general description and overview of YackPack Voice Groups, Centra, and explain how MP3 audio files can be utilized for feedback and communication. Examples of how these learning tools and platforms can be effectively applied and integrated into online courses and pilot data with limitations and challenges of this new technology are also provided.
Keywords: YackPack, Centra, MP3 files, technology, online instruction, social connectedness
Improving the mathematical attitude of 10th Grade Standard NIOS Students – An Experiment
The National Institute of Open Schooling (NIOS), New Delhi has opened admissions and course selection without any genuine restriction. Any person who desires to join a Secondary level programme may select any course (including Mathematics) of his /her choice. Later on, they may face problems of low achievement, particularly in Mathematics. A negative attitude or a low positive attitude towards Mathematics may be a reason for low achievement. It is essential to improve attitude towards this subject if we want a higher level of achievement. An individual, who has associated himself with positive affect or feeling with some psychological object, is said to like that object, or in other words, has a favourable attitude towards that object. Similarly, an individual who has associated negative affect or feeling with that object is said to dislike that object or in other words, he has an unfavorable attitude towards that object. Thus, attitude can be expressed as a continuum from highly positive attitude to highly negative attitude, with various shades of positive negative attitudes in between including a neutral zone which indicate neither favourable nor unfavourable attitude. Thinking In terms of a continuum, it is possible to find out the degree or extent of ‘positiveness’ or ‘negativeness’ of an attitude. Thus, the attitudes of different individual can be compared. This definition appears to be more scientific and useful for operational and measurement purposes. The investigator has adopted this definition in the present study. Traditional assumption of most research on attitudes (Newcomb et. al. 1963) is that the introduction of new information, both positive and negative, will change the attitudes of people, especially those in the process of school education. A concept of attitude change, which equally integrates belief and behaviour and includes the value of conflict as a means of institutional reform (designed to realise human values), has profound educational implications.
Use of technology and insight into the instructional impact of Technical University faculties
Digital instructional technology has made a strong impact on how students learn and how instructors teach at colleges and universities. This study had three primary purposes. The first purpose was to investigate Taiwanese technical university faculty members’ use of technology tools in the classroom and in lesson preparation. The second was to examine the factors that promote or inhibit the use of technology tools. The third was to explore the perceived instructional impact resulting from faculty members’ use of technology. The population of the research was comprised of 354 faculty members from a selected technical university in Taiwan. A total of 197 surveys were returned for an overall response rate of 53.9%. A 50-item survey was developed and used for data collection. Descriptive analyses and inferential analyses including ttest and one-way ANOVAs were performed to answer the research questions. Results showed that workload, educational resources, and administration inhibit the use of technology. It was indicated that enhancing student learning was the reason that faculty used technology in the teaching process. It is concluded that classes that applied technologies were more effective than traditional lectures from the perspectives of the faculty. A more digitalized learning environment can be considered advantageous for technical universities.
Keywords: Instructional technology; Educational technology; Instructional design; Information technology; Impact of technology; Technology education; Computer technology; Technological literacy; Faculty development; Higher education
Factors that Affect the Achievement of Mathematics for Students in Better Education
The quality of teaching and learning mathematics has been one of the major challenges and concerns of educators. Instructional design is an effective way to alleviate problems related to the quality of teaching and learning mathematics. Knowing the factors affecting math achievement is particularly important for making the best design decisions. This study was conducted to identify the factors affecting the math achievement of students through collecting the opinions of math department students. Results revealed that instructional strategies and methods, teacher competency in math education, and motivation or concentration were the three most influential factors that should be considered in the design decisions.
Hussam N. Fakhouri & Mahmoud ibraheem
Big data refers to massive, difficult-to-manage amounts of data – both organized and unstructured – that inundate enterprises on a daily basis. However, it is not only the type or quantity of data that is significant; it is what businesses do with the data that is crucial. Big data may be studied to get insights that improve judgments and provide confidence in important business movements. Thus as the amount of data is huge its privacy nad security is important too. However, big data is used by every person, company and oranisation connected to the web. Big data is rich in both value and opportunity. Big data, on the other hand, has a of security dangers and privacy concerns form the users and researchers. This is because of the the velocity, volume, and diversity of data that are exchanged daily which has security and privacy issues. Traditional security measures, on the other hand, are unsuitable for large data security. One of the most difficult difficulties in large data is maintaining its privacy and security. However, Cloud security, also known as cloud computing security, is a collection of rules, controls, procedures, and technologies that operate in tandem to safeguard cloud-based systems, data, and infrastructure. This paper invistigates privacy protection and security issues in large data and the approaches and techniques that are used to achieve it. In addition, legislative safeguards and industry standards for big data privacy are addressed. Finally, some potential privacy problems are discussed.
Keywords: Data Security Cloud Computing, Device security, Netwrok
LISTENER: New Customized Ubiquitous Learning interface
This paper presents a new custom multimedia interface called LISTENER for all-in – one learning. This interface consists of a microphone and headphones as well as a special device to enter the reading document. Three major processes will be included in LISTENER. This includes the SPEBC, the content analysis module and the natural language processing module (SPM). This system is an adaptive computer based evaluation system. On the one hand, students can interact with LISTENER through the input of spoken language text or the insertion of a textbook, paper, etc. and on request, SPEBC will generate questions to assess the level of understanding of students. On the other hand, the content analysis module will ask the students questions about the information they have missed from their replies. The Natural Language Processing Module enables the input and output of data as alternative media by processing speech synthesis and speech recognition.
Keywords: Ubiquitous learning, Questions Generator System, Multimedia interface, Content Analysis of Written Text, Formative Assessment, Assessment of Multiple-choice and Open-ended Questions, Spoken Dialogue System.