المؤلفون: Latha, U.¹ ulathanki@gmail.com, Lakshman, I. M.² ireshalakshman@soc.cmb.ac.lk

المصدر: Journal of University Librarians Association of Sri Lanka. Jan2024, Vol. 27 Issue 1, p114-144. 31p.

مصطلحات موضوعية: *Virtual universities & colleges, *Online education, *Learning, Blended learning, School year, Socioeconomic factors, Higher education

مصطلحات جغرافية: Sri Lanka

مستخلص: This study examines the challenges and opportunities of online learning preferences, and the constraints undergraduate students face, emphasizing the need for comprehensive research tailored to the Sri Lankan institutional context of higher education. Employing a dual methodology, this study meticulously examines socio-economic factors underscoring their influence on online learning experiences at the University of Jaffna. The binary outcome analysis exposes significant influences of various explanatory variables. These findings underscore the importance of considering these factors, specifically the academic year and stream, when integrating online learning into alignment with the Sri Lankan higher education framework. The study proposes recommendations for a blended learning approach with varying proportions of online components tailored to academic years, streams, and socio-economic contexts. In conclusion, this research offers a sustainable solution to the challenges posed by resource scarcity and increasing demand in the unique context of the Sri Lankan higher education landscape. [ABSTRACT FROM AUTHOR]

Alternate Title: Las analíticas de aprendizaje como herramientas de monitoreo académico de estudiantes virtuales de Institutos Tecnológicos Universitarios. (Spanish)
Learning analytics como ferramenta de acompanhamento académico de alunos virtuais em Institutos Tecnológicos Universitários. (Portuguese)

المؤلفون: Maridueña Arroyave, Milton Rafael, Núñez Panta, Patricia Alexandra, Bejarano Ospina, Luz Marina

المصدر: Revista Iberoamericana de la Educación; Jan-Mar2024, Vol. 8 Issue 1, p19-35, 17p

مصطلحات موضوعية: SOFTWARE analytics, VIRTUAL universities & colleges, COLLEGE students, LEARNING, WIKIS

Abstract (English): This article presents four categories of learning analytics tools: dashboards, specific tools, ad hoc tools, and learning analytics frameworks. It also describes the features of several tools within each of these categories: (1) Moodle Dashboard and Moodle's default reporting tool; (2) the Interactions tool and the Teamwork Assessment Tool; (3) SNAPP, GraphFES, and Moodle Engagement Analytics; and (4) VeLA and GISMO. The study focuses on how these tools can be used to analyze courses by collecting actual data from a course that extensively used forums, wikis, web resources, videos, quizzes, and assignments. The subsequent discussion highlights how these different tools complement each other and suggests the incorporation of basic dashboards into learning platforms and the adoption of external frameworks for learning analytics. [ABSTRACT FROM AUTHOR]

Abstract (Spanish): Este artículo presenta cuatro categorías de herramientas de análisis del aprendizaje: paneles de control, herramientas específicas, herramientas ad hoc y marcos de análisis del aprendizaje. Además, describe las características de varias herramientas dentro de cada una de estas categorías: (1) Moodle Dashboard y la herramienta de informes predeterminada de Moodle; (2) la herramienta de Interacciones y la Herramienta de Evaluación del Trabajo en Equipo; (3) SNAPP, GraphFES y Moodle Engagement Analytics; y (4) VeLA y GISMO. El estudio se centra en cómo estas herramientas pueden utilizarse para analizar cursos mediante la recopilación de datos reales de un curso que utilizó extensamente foros, wikis, recursos web, videos, cuestionarios y tareas. La discusión posterior destaca cómo estas diferentes herramientas se complementan entre sí y sugiere la incorporación de paneles básicos en las plataformas de aprendizaje y la adopción de marcos externos para el análisis del aprendizaje. [ABSTRACT FROM AUTHOR]

Abstract (Portuguese): Este artigo apresenta quatro categorias de ferramentas de análise da aprendizagem: painéis de controlo, ferramentas específicas, ferramentas ad hoc e quadros de análise da aprendizagem. Descreve as características de várias ferramentas dentro de cada uma destas categorias: (1) o Painel de Controlo do Moodle e a ferramenta de relatório predefinida do Moodle; (2) a ferramenta Interacções e a Ferramenta de Avaliação do Trabalho em Equipa; (3) SNAPP, GraphFES e Moodle Engagement Analytics; e (4) VeLA e GISMO. O estudo centra-se na forma como estas ferramentas podem ser utilizadas para analisar cursos, recolhendo dados reais de um curso que utilizou extensivamente fóruns, wikis, recursos Web, vídeos, questionários e trabalhos. A discussão subsequente destaca a forma como estas diferentes ferramentas se complementam e sugere a incorporação de painéis básicos nas plataformas de aprendizagem e a adoção de quadros externos para a análise da aprendizagem. [ABSTRACT FROM AUTHOR]

: Copyright of Revista Iberoamericana de la Educación is the property of Instituto Corporativo Edwards Deming and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Pengfei Zhao, Qiang Li, Yuna Yao, Yingji Li

المصدر: Sensors & Materials; 2023, Vol. 35 Issue 12, Part 3, p4291-4306, 16p

مصطلحات موضوعية: MOBILE learning, PROCRASTINATION, LEARNING, SELF-contained classrooms, ONLINE education, VIRTUAL universities & colleges

مصطلحات جغرافية: CHINA

مستخلص: The Corona Virus Disease 2019(COVID-19)epidemic has led to a shift from offline to online learning in universities, with mobile learning becoming the regular learning norm. However, students exhibit procrastination in the mobile learning process, which greatly affects learning outcomes. In contrast to the traditional classroom, teachers are less able to monitor the online learning process and are unable to do so effectively. Therefore, identifying students' procrastination behavior in the mobile learning process and improving teaching efficiency have become issues that need attention and solution. Academic procrastination is an avoidant adaptive behavior that not only affects students' academic performance but also causes stress and anxiety to the procrastinator. An early detection of procrastination and intervention are essential for students to complete their studies. Academic procrastination is mainly identified using subjective scales, which may lead to biased assessment results. In this study, we constructed a mobile academic procrastination recognition model based on a backpropagation neural network, conducted experiments using mobile learning data from 1332 students at a university in China, and evaluated the accuracy of the experiments. The experimental results showed that using students' mobile learning behavior data to make objective judgments on academic procrastination can avoid the bias of results caused by subjective measurement and improve the objectivity and accuracy of academic procrastination measurement; the recognition accuracy of the mobile learning procrastination recognition model reached 0.992, which significantly improved the accuracy and efficiency of academic procrastination recognition. [ABSTRACT FROM AUTHOR]

: Copyright of Sensors & Materials is the property of MYU, Scientific Publishing Division and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Erawati, Turini, Gloriani, Yusida, Setiyani, Maharani, Anggita, Firmasari, Siska

المصدر: AIP Conference Proceedings; 2023, Vol. 2491 Issue 1, p1-7, 7p

مصطلحات موضوعية: COVID-19 pandemic, ONLINE education, MATHEMATICS education, LEARNING, VIRTUAL universities & colleges, ONLINE algorithms

مصطلحات جغرافية: INDONESIA

مستخلص: The Covid-19 pandemic has disrupted the face-to-face learning process in universities. Starting from mid-March 2020 until now in June 2021, lecturers conduct online learning at home. The purpose of the study was to obtain an overview of the implementation of online learning in universities throughout Indonesia. The aspects studied are planning, implementation, evaluation and challenges. The research instrument is the researcher, unstructured interview guidelines and questionnaires distributed via google form. Data analysis was carried out using the Miles & Huberman interactive analysis technique. Based on the research, it is found that lecturers prefer to use teleconferences such as zoom compared to LMS provided by their respective universities. Implementation during online learning is designed like face-to-face in class. Lecturers continue to provide material explanations, group discussion materials, group presentations and provide projects on a regular basis. The biggest challenges faced by lecturers are the learning atmosphere that is not conducive, students are less active, and the assessment can only measure cognitive aspects. This research can be a reference to explore what difficulties students face while carrying out online learning in this research. [ABSTRACT FROM AUTHOR]

: Copyright of AIP Conference Proceedings is the property of American Institute of Physics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Marín-Díaz, Verónica, Reche, Eloísa, Martín, Javier

المصدر: Technology, Knowledge & Learning; Dec2022, Vol. 27 Issue 4, p1291-1309, 19p

مصطلحات موضوعية: VIRTUAL universities & colleges, COVID-19, ONLINE education, DIGITAL learning, COLLEGE students

مستخلص: Online training is demanded in the ubiquitous society we live in, and this is especially true if we consider the current situation at universities due to the Government issuing a state of alarm decree which requests all citizens to remain at home. The goal of this study is to determine the opinion of university students from different Spanish campuses on e-learning platforms, by the means of a descriptive and correlational study design, with N = 431. The results reveal that there is still a long road ahead to ensure that these tools work optimally to enable professors to fully exert their teaching profession. We can conclude that the online teaching system needs to be improved regarding the technical service that the university offers. [ABSTRACT FROM AUTHOR]

: Copyright of Technology, Knowledge & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Alternate Title: Competencias genéricas y resultados de aprendizaje durante la pandemia del CoVId-19: un estudio comparativo. (Spanish)

المؤلفون: Ferreras-Garcia, Raquel, Sales-Zaguirre, Jordi, Serradell-López, Enric

المصدر: Campus Virtuales; jul2022, Vol. 11 Issue 2, p147-160, 14p

مصطلحات موضوعية: PANDEMICS, COVID-19 pandemic, PSYCHOLOGY of students, BLENDED learning, LEARNING, VIRTUAL universities & colleges, COMPARATIVE studies

Abstract (English): The paper has a dual aim: first, to study the effect the CoVId-19 pandemic has had on the development of students' generic competences and learning outcomes; and second, to analyse the observed differences between these two elements depending on whether the students' teaching-learning environment of origin was face-to-face or online. To analyse the effect the pandemic has had, data were collected on the students enrolled in two universities with different methodologies, one face-to-face and one online. A descriptive analysis and comparison of means were carried out using questionnaires designed to collect information on students' perception of the effect of the pandemic on their generic competences and learning results, depending on the environment of origin. The results confirm that the pandemic has affected the development of students' generic competences, despite students themselves considering that they have met their learning objectives. furthermore, the teaching-learning environment of origin influences both variables, with differences observed between face-to-face and online university students. [ABSTRACT FROM AUTHOR]

Abstract (Spanish): El artículo tiene un doble objetivo: en primer lugar, estudiar el efecto que la pandemia del CoVId-19 ha tenido en el desarrollo de las competencias genéricas y los resultados de aprendizaje de los estudiantes; y en segundo lugar, analizar las diferencias observadas entre estos dos elementos dependiendo de si el entorno de enseñanza-aprendizaje de los estudiantes fue presencial o en línea. Para analizar el efecto que ha tenido la pandemia, se recopilaron datos sobre los estudiantes inscritos en dos universidades con diferentes metodologías, una presencial y otra en línea. Se llevó a cabo un análisis descriptivo y una comparación de las medias utilizando cuestionarios diseñados para recopilar información sobre la percepción de los estudiantes del efecto de la pandemia sobre las competencias genéricas y los resultados de aprendizaje, dependiendo del entorno de origen. Los resultados confirman que la pandemia ha afectado al desarrollo de las competencias genéricas de los estudiantes, a pesar de que los propios estudiantes consideran que han cumplido sus objetivos de aprendizaje. Además, el entorno de enseñanza y aprendizaje de origen influye en ambas variables, con diferencias observadas entre los estudiantes universitarios presenciales y en línea. [ABSTRACT FROM AUTHOR]

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المؤلفون: Antón-Sancho, Álvaro, Vergara, Diego, Fernández-Arias, Pablo, Ariza-Echeverri, Edwan Anderson

المصدر: Multimodal Technologies & Interaction; May2022, Vol. 6 Issue 5, p38-38, 15p

مصطلحات موضوعية: VIRTUAL reality, COLLEGE teachers, DIGITAL natives, VIRTUAL universities & colleges, LIKERT scale, VIRTUAL classrooms, SENSORY perception

مصطلحات جغرافية: COLOMBIA

مستخلص: This paper presents quantitative research on the perception of the didactic use of virtual reality by university professors in Colombia, with special attention to the differences according to their area of knowledge, as the main variable, and gender and digital generation, as secondary variables. The study involved 204 professors from different Colombian universities. As an instrument, a survey designed for this purpose was used with four scales that were used to measure, on a Likert scale, different dimensions involving the participants' perception of the use of virtual reality in the classroom. The answers were analyzed statistically and the differences in the perceptions have been identified by means of parametric statistical tests according to the following: (i) area of knowledge, (ii) gender, (iii) digital generation of the participants. The results showed that the participants expressed high valuations of virtual reality, despite having intermediate or low levels of digital competence. Gaps were identified in terms of area of knowledge, gender, and digital generation (digital natives or immigrants) with respect to opinions of virtual reality and digital competence. The highest valuations of virtual reality are given by professors of Humanities, and by digital natives. It is suggested that Colombian universities implement training plans on digital competence for professors and that these plans be aimed at strengthening knowledge of virtual reality. [ABSTRACT FROM AUTHOR]

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المؤلفون: Sylla, Khalifa, Nkwetchoua, Guy Merlin Mbatchou, Bouchet, François

المصدر: Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age; 2022, p251-258, 8p

مصطلحات موضوعية: SCHOOL dropout attitudes, VIRTUAL universities & colleges, INTERNET access, DIGITAL technology, CHI-squared test

مستخلص: Virtual universities have developed considerably over the past decade, particularly on the African continent. They provide a way to deal with the considerable need to educate a large young population, but the lack of physical space can be a drawback that prevents students from succeeding and increasing dropout compared to a more traditional face-to-face university. To limit these issues, some virtual universities have been opening Open Digital Spaces (ODS) to complement the virtual space and offer students a place where to work and solve pedagogical, technical or administrative issues. However, it is unclear how students actually make use of these ODS and which uses can be beneficial or detrimental to their success and limit dropout. In this paper we lead an exploratory study of the results of a large-scale digital survey in a major African Virtual University (N=2392 answers) to identify factors in the use of Open Digital Spaces (ODS) that have an impact on students' success and dropout. We analyzed the data using multiple Chi-Square tests of independence. Results indicate that students who visit ODSs more during the 2 weeks before an exam or only when it is mandatory are statistically less likely to succeed, contrary to students who come to work in groups or for the internet access who are more likely to succeed. Conversely, students who do not see the value of ODSs for learning and who visit only when mandatory are more likely to dropout, contrary to students who come when they have a pedagogical need or to work in groups who are less likely to dropout. Some factors particularly impact first year university students, highlighting the need to make them understand which use of the ODS are relevant to increase their chances to graduate. [ABSTRACT FROM AUTHOR]

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Alternate Title: التدريس/التعليم الشفهي عبراالنترنت في عصر جائحة بين التمثيل و الممارسة: Covid-19 (Arabic)
Oral teaching / learning online in the era of the covid-19 pandemic: between representations and practice. (English)

المؤلفون: Makhloufi, Nacima, Ouyougoute, Samira

المصدر: Synergies Algérie; 2022, Issue 30, p165-179, 15p

مصطلحات موضوعية: DISTANCE education, DIGITAL learning, VIRTUAL universities & colleges, TEACHERS, LEARNING, ONLINE education

Abstract (English): Online teaching / learning via E-Learning and other available applications is becoming essential and increasingly on the agenda in Algerian universities. In addition, this academic and pedagogical decision raises some questions that revolve around the main players: teachers and students, and the relationship they have with this new type of distance education. Our contribution, which falls within the framework of the didactics of ICT, aims to report, initially, the representations that have the students of license of French as well as their teachers of the teaching / learning of the oral online at the University of Béjaia, and secondly, the didactic issues that arise from it. Our intervention will lead, finally, to didactic suggestions favoring the development of this competence by means of these digital applications. [ABSTRACT FROM AUTHOR]

Abstract (French): L'enseignement/apprentissage en ligne via E-Learning et d'autres applications disponibles devient incontournable et de plus en plus à l'ordre du jour dans les universités algériennes. Par ailleurs, cette décision académique et pédagogique soulève quelques interrogations qui tournent autour des principaux acteurs: enseignants et étudiants, et le rapport qu'ils entretiennent avec ce nouveau type d'enseignement à distance. Notre contribution, qui s'inscrit dans le cadre de la didactique des TIC, vise à rendre compte, dans un premier temps, des représentations qu'ont les étudiants de licence de français ainsi que leurs enseignants de l'enseignement/apprentissage de l'oral en ligne à l'université de Béjaia, et dans un deuxième temps, des enjeux didactiques qui en découlent. Notre intervention débouchera, enfin, sur des suggestions didactiques favorisant le développement de cette compétence par le moyen de ces applications numériques. [ABSTRACT FROM AUTHOR]

Abstract (Arabic): أصبح التدريس / التعلم عبر اإلنترنت من خالل التعلم اإللكتروني والتطبيقات األخرى المتاحة أم ر ا ضروريًا وأكثر وأكثر شيو عا في الجامعات الجزائرية. عالوة على ذلك ، يثير هذا القرار األكاديمي والتربوي بعض األسئلة التي تدور حول الالعبين الرئيسيين: المعلمين والطالب ، والعالقة التي اتتلررمببعل ططوههممما ببهتهذذاا واااللان نلتووعع صاااللالججددتييدد، إمملننى االلاتتإل ععبللييالمم غعع،نن فببععيددا..ل بتتدههايد دةفف، ممعسساانههالممتتتنمنااث ي،،ا لااللت تتييال تتتننديدررحجج ففصل يي تإإططعاالررى تتععطلليياممل تتبككننرووللخووججصيي اةا اللغة الفرنسية باإلضافة إلى معلميهم في تدريس / تعلم اللغة الشفوية عبر اإلنترنت في جامعة بجاية ، وفي أالمرحلة الثانية: القضايا التربوية التي تنتج عنها. سيؤدي تدخلنا ، أخي را ، إلى اقتراحات تعليمية لصالح تطوير هذه الكفاءة عن طريق هذه التطبيقات الرقمية. [ABSTRACT FROM AUTHOR]

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المؤلفون: Chen, Chin-Ling, Wang, Tianyi, Tsaur, Woei-Jiunn, Weng, Wei, Deng, Yong-Yuan, Cui, Jianfeng

المصدر: Security & Communication Networks; 12/16/2021, Vol. 2021, p1-18, 18p

مصطلحات موضوعية: INSTRUCTIONAL systems, BLOCKCHAINS, LEARNING, ONLINE education, DIPLOMAS (Education), VIRTUAL universities & colleges, ASYNCHRONOUS learning

مستخلص: In recent years, the attention of online cross-university courses has been increasing, and students in universities want to increase their knowledge and professional skills by taking online courses from different universities, which raises the issue of course credit verification. In the past, the credits obtained by students in online courses lack endorsement from the education department, and the students' learning process could not be verified. Therefore, the credits of online courses in one university could not be recognized by other universities. The education departments of some countries and regions implement credit conversion rules to convert the credits obtained by students in online courses into university credits or certificates endorsed by the education department. However, these schemes rely too much on the authority of the education department, and the process of students obtaining credits cannot be verified. In addition, the centralized storage method makes the data of education departments at risk of leakage or tampering. With the emergence of blockchain technology, some researchers have proposed the use of blockchain to store students' credits, making it possible to reach consensus among multiple parties on the blockchain while ensuring that credits are not tampered with, but these schemes cannot test the learning process of students and the recognition of credits still relies on the authority of the education department. To solve the above problems, this paper proposes a cross-university course learning system with verifiable credits based on Hyperledger Fabric consortium blockchain technology, and the consortium includes many universities. The credits obtained by students in the course and the hash value of the learning records are stored on the blockchain, and the data on the blockchain is jointly maintained by the universities in the system. One university can verify the homework and final examination of students to check the real ability of students, thus recognizing the credits from other universities, and at the same time, to protect the privacy of students, the important data of students are encrypted for transmission. [ABSTRACT FROM AUTHOR]

: Copyright of Security & Communication Networks is the property of Hindawi Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)