Educational Innovations and Emerging Technologies最新文献_第2页

Massive Online Open Courses: Features for Understanding and Learning 大规模在线公开课程:理解和学习的特点

Educational Innovations and Emerging Technologies Pub Date : 2022-06-30 DOI: 10.35745/eiet2022v02.02.0001

L. Lachaud, C. Tijus

{"title":"Massive Online Open Courses: Features for Understanding and Learning","authors":"L. Lachaud, C. Tijus","doi":"10.35745/eiet2022v02.02.0001","DOIUrl":"https://doi.org/10.35745/eiet2022v02.02.0001","url":null,"abstract":"Massive Online Open Courses (MOOCs) are based on digital cognitive technologies that serve the education of the greatest number by promoting understanding and learning. Combined with appropriate functionalities, methods, and procedures, MOOCs may become Smart Things with intelligent devices at the service of learners. This article aims to introduce to the education community a method for defining and evaluating the exemplary nature of MOOCs as Smart Things that have a user-centric design based on utility, acceptability, accessibility, usability, and ergonomic criteria. The procedure implemented in the following three-phase study is a Human Centered Design based co-construction of an exemplary MOOC for user-learners and designers. In the first phase, a brainstorming study is carried out to define the exemplary MOOC as a Smart Thing by collecting and establishing indicators according to their contribution to the exemplary MOOC. In the second phase, the construction of evaluation tools is studied to assess the exemplary nature of the MOOC by testing 29 indicators and their weights. The third phase is for a focus group study about the evaluation of the learnability of MOOCs produced by learners and designers’ cooperation. The results of the study lead to a series of recommendations aimed at promoting the design of exemplary MOOCs.","PeriodicalId":165325,"journal":{"name":"Educational Innovations and Emerging Technologies","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126890896","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}

引用次数: 0

Combining 360° Video and Camera Mapping for Virtual Reality: An Innovative Solution 结合360°视频和相机映射虚拟现实:一个创新的解决方案

Educational Innovations and Emerging Technologies Pub Date : 2022-06-30 DOI: 10.35745/eiet2022v02.02.0004

Hung Sun, Tsun-Hung Tsai, K. Jiang

{"title":"Combining 360° Video and Camera Mapping for Virtual Reality: An Innovative Solution","authors":"Hung Sun, Tsun-Hung Tsai, K. Jiang","doi":"10.35745/eiet2022v02.02.0004","DOIUrl":"https://doi.org/10.35745/eiet2022v02.02.0004","url":null,"abstract":"Changing the framework of traditional video with limited viewing angles, 360° photo/video provides an immersive viewing experience. 360° video is one of the applications and the most important feature of virtual reality for immersion and the feeling of being in another space. However, when viewing 360° videos with a head-mounted display, the viewer feels like a fixed rotatable camera, and the viewer's movement does not change the viewing angle of the object, which greatly reduces the spatial immersion required for virtual reality. Therefore, we propose a solution that maintains high-quality graphics and low hardware demands and supports 6DoF head-mounted displays. Through the camera mapping function in the 3D animation software, 360° surround video is projected into a 3D sphere to create a simple 3D object that corresponds to the shape of the object in the image. With pristine video quality and a realistic 3D spatial perspective, it provides better virtual reality immersion than 360° video and is not as complex as a full 3D virtual reality environment. In the future, 3D scanning and photogrammetry can be integrated to reconstruct a more easily applied 3D virtual reality environment","PeriodicalId":165325,"journal":{"name":"Educational Innovations and Emerging Technologies","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131608612","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}

引用次数: 0

Introducing K-12 Classical Education: Modern Take on Ancient Curriculum K-12古典教育:古代课程的现代诠释

Educational Innovations and Emerging Technologies Pub Date : 2022-06-30 DOI: 10.35745/eiet2022v02.02.0005

Jessica L. Richardi

{"title":"Introducing K-12 Classical Education: Modern Take on Ancient Curriculum","authors":"Jessica L. Richardi","doi":"10.35745/eiet2022v02.02.0005","DOIUrl":"https://doi.org/10.35745/eiet2022v02.02.0005","url":null,"abstract":"There are hundreds of public and private K-12 classical schools operating across the United States, but how these schools interpret the term “classical” is unclear. Researchers in the field of education must begin to investigate this unique approach to schooling for the sake of the children who attend these schools and to discover if, perhaps, something of use might be learned from them to improve outcomes for all children. The purpose of this literature review is to bring K-12 classical education to the attention of scholars and researchers in the hope that an introduction might encourage future study on the topic. The project was designed and implemented according to Cooper’s (1988) literature review classification. It was found that published classical educators and proponent organizations recommend several curricular elements in common, including a focus on the Western canon and use of the trivium of grammar, logic, and rhetoric to understand child development and to determine content and teaching methods across disciplines. New research is needed to determine to what extent the recommendations in the literature are enacted in K-12 classical schools serving real communities","PeriodicalId":165325,"journal":{"name":"Educational Innovations and Emerging Technologies","volume":"334 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116445122","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}

引用次数: 0

University Students’ Online Learning Experiences in Context of COVID-19: Study in Greece 新型冠状病毒肺炎背景下的大学生在线学习体验:希腊学习

Educational Innovations and Emerging Technologies Pub Date : 2022-06-30 DOI: 10.35745/eiet2022v02.02.0002

K. Nikolopoulou

{"title":"University Students’ Online Learning Experiences in Context of COVID-19: Study in Greece","authors":"K. Nikolopoulou","doi":"10.35745/eiet2022v02.02.0002","DOIUrl":"https://doi.org/10.35745/eiet2022v02.02.0002","url":null,"abstract":"Online teaching and learning during the COVID-19 pandemic was a sudden experience for all students, including those studying at university. Therefore, this study aimed to provide evidence on university students’ online learning experiences in the context of the COVID-19 pandemic. 24 Greek students participated, and their data were collected via semi-structured interviews. The findings indicated that the main advantages experienced were time-saving and the comfort of being at home, while the main perceived disadvantages regard technical problems (such as bad internet connectivity) and lack of practical training experiences. Students’ feelings were negative, in particular, at the beginning of the pandemic. Although communication collaboration with peers was experienced as effective, student-teacher communication-collaboration was described as a positive and negative experience at the same time. For the improvement of online education, students hope to have better university infrastructure, preparation, and training for tutors, as well as student training. Implications for educational policy and practice are discussed, accordingly.","PeriodicalId":165325,"journal":{"name":"Educational Innovations and Emerging Technologies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122053470","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}

引用次数: 1

Professional Identity of Normal University Directional Training Students for Being Teachers in Rural Areas 师范生在农村教师定向培养中的职业认同

Educational Innovations and Emerging Technologies Pub Date : 2022-03-30 DOI: 10.35745/eiet2022v02.01.0005

Qilong Ren, Xinyue Chen, Guangxiong Mao, W. Hsu, Jing Yang, Qianyun Wang

引用次数: 0

Context Matters: Influence of Undergraduates’ Approaches, Experiences, and Expectations on the LA Model in large Enrollment Science Courses 情境因素:本科生的方法、经验和期望对大规模招生科学课程的LA模式的影响

Educational Innovations and Emerging Technologies Pub Date : 2022-03-30 DOI: 10.35745/eiet2022v02.01.0003

Meredith M. Thompson, Anthony P. Barrasso, M. S. Tutwiler, P. Garik, Katheryn Spilios

{"title":"Context Matters: Influence of Undergraduates’ Approaches, Experiences, and Expectations on the LA Model in large Enrollment Science Courses","authors":"Meredith M. Thompson, Anthony P. Barrasso, M. S. Tutwiler, P. Garik, Katheryn Spilios","doi":"10.35745/eiet2022v02.01.0003","DOIUrl":"https://doi.org/10.35745/eiet2022v02.01.0003","url":null,"abstract":"The Learning Assistant (LA) model was designed to facilitate the innovative use of active learning in large lecture courses by training and integrating undergraduate near-peer instructors called Learning Assistants (LAs). We analyze the LA model in the context of the course learning activities, their influence on student outcomes, and students’ expectations for the course. We used results from a large-scale survey to model expectations, course activities, and outputs in the form of course satisfaction and final grades, and drew from interviews, classroom observations, and student focus groups to make sense of the model results. Quantitative results revealed a small positive effect of LAs on final grade when only LAs were input into the statistical model. However, when the influence of students’ perceptions of their professor, their teaching fellow (TF), and their own study habits were included, the effect of LAs was mitigated. Qualitative results showed that while undergraduates reported that they felt more comfortable asking LAs questions about course material, many still focused on grades over conceptual understanding. LAs championed small group work more than their teaching partners, but the effectiveness of the LAs to encourage group work was linked to the TF’s approach to teaching. Results suggest that the expectations of the students, teaching staff, and the course activities and assessments can impact the effectiveness of the LA model.","PeriodicalId":165325,"journal":{"name":"Educational Innovations and Emerging Technologies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125744670","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}

引用次数: 0

Remote Learning with Virtual Reality Technologies: Student Mastery, Community and Agency 远程学习与虚拟现实技术:学生掌握，社区和机构

Educational Innovations and Emerging Technologies Pub Date : 2022-03-30 DOI: 10.35745/eiet2022v02.01.0004

Eileen McGivney, Cameron Tribe, Tianyi Feng

{"title":"Remote Learning with Virtual Reality Technologies: Student Mastery, Community and Agency","authors":"Eileen McGivney, Cameron Tribe, Tianyi Feng","doi":"10.35745/eiet2022v02.01.0004","DOIUrl":"https://doi.org/10.35745/eiet2022v02.01.0004","url":null,"abstract":"The affordances of virtual reality (VR), including a strong sense of spatial and social presence, could make it a useful tool to improve learning and social connection in remote learning, yet little research has examined its effectiveness in authentic learning environments. This mixed-methods case study of a remote Master’s in Education course asked how using VR repeatedly and with varying implementations impacted students’ learning, and how synchronized or shared experiences in VR impacted their sense of community. Students completed weekly surveys of their sense of presence in VR applications, sense of class community, and learning experience, and also participated in a post-course interview. Surveys revealed students’ sense of presence remained high over time, indicating little evidence of a “novelty effect,” but that it varied based on features of the VR applications. Interview results pointed to students’ increased mastery of the technology and its affordances for learning, and highlight how connecting with classmates via videoconference while using VR can create a shared experience. Students’ sense of agency in VR emerged as an important consideration for learning design. These findings suggest fruitful ways to use VR to increase educators’ mastery of immersive technology and provide remote students a sense of shared experience and raise questions about the impact of VR implementation and instructional design in authentic learning environments to promote exploration and community.","PeriodicalId":165325,"journal":{"name":"Educational Innovations and Emerging Technologies","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127979310","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}

引用次数: 2

Educational Level in the Philippines: Social Survey with Factor Analysis 菲律宾教育水平:社会调查与因素分析

Educational Innovations and Emerging Technologies Pub Date : 2022-03-30 DOI: 10.35745/eiet2022v02.01.0006

Yun Lin

引用次数: 0

Self-Regulated Learning User Interface (SRLUI) Design Principles and Experimental Findings in MOOCs mooc自主学习用户界面(SRLUI)设计原则与实验结果

Educational Innovations and Emerging Technologies Pub Date : 2022-03-30 DOI: 10.35745/eiet2022v02.01.0001

Shun‐Yi Hsu, Y. Chang, Vivienne Shaw

引用次数: 0

Effects of Virtual Reality on Training in Food Preparation Curriculum for Vocational High School Students with Autism Spectrum Disorder 虚拟现实对中职自闭症谱系障碍学生食物准备课程训练的影响

Educational Innovations and Emerging Technologies Pub Date : 2022-03-30 DOI: 10.35745/eiet2022v02.01.0002

Yung-Ji Sher, En-Tzu Lin, Jong-Chao Hong, Ting-Fang Wu, Kai-Hsin Tai

引用次数: 0