Architecture for the management of a remote practical learning platform for engineering education

Aims: This study was conducted to determine the existence of significative differences between students’ performance in Mathematics participating in Synchronous Online Learning, Asynchronous Online Learning, and Modular Distance Learning on the students’ performance in mathematics School Year 2021-2022. Study Design: Quasi-Experimental Design Place and Duration of Study: The study was conducted at one of the public schools in the division of Misamis Oriental during the school year: 2021 - 2022. Methodology: Respondents were that intact classes of students (n=90) fitted for synchronous wherein students attend online classes via online video conference and asynchronous learning via virtual classroom, emails, and messaging (experimental groups) and modular learning (controlled group) via self-learning modules. The researcher made pretest and posttest questionnaires that were used to measure the performance of the students were validated and tested by the schools’ statistician and validators for its adequacy in getting the data for the study.The pretest and posttest score of the students were evaluated as to its increase per student and by groupings. Moreover, Instructional Materials as well as set of topics used in the conduct of this study were that same. The data were analyzed using descriptive statistics like frequency, mean, percentage, standard deviation, and Analysis of Covariance (ANCOVA). Results: Results showed that students have outstanding performance under synchronous online learning while very satisfactory for asynchronous online learning and modular distance learning. Furthermore, significant difference was also disclosed proving that the three (3) learning strategies were the reasons on students’ improved Mathematics performance. Finally, it was recommended that use of various learning strategies must be employed on teaching and learning process to help and better the performance of students. Conclusion: It was concluded that Students performed better under Asynchronous Online Learning compared to the other two (2) learning strategies utilized in this study. Thus, teaching and learning process can be more effective and productive with the implementation of various teaching strategies specially in providing remedial activities to the learners. Students’ Mathematics Performance specifically at Synchronous Online Learning Strategy was described as outstanding level and interpreted as Very High Mathematics Performance. Moreover, students also achieved High Mathematics Performance on the other two (2) learning strategies. Thus, providing remedial activities can enhance students’ performance in mathematics. The data revealed a significant difference; thus, the null hypothesis was rejected. In addition, the improvement of students’ Mathematics Performance was brought about by the impact of the three learning strategies employed during the conduct of the study.

Mobile technologies are widely employed in distance learning in higher education to provide students with an opportunity to learn regardless of time and place in order to obtain a higher education degree. However, little attention has been paid to a comparative study of business and engineering students' attitudes toward mobile technologies. The aim of the chapter is to compare business and engineering students' attitudes toward mobile technologies in distance learning, underpinning elaboration of a hypothesis. The meanings of the key concepts of distance learning, blended learning, and attitude are studied. Moreover, the study demonstrates how the key concepts are related to the idea of mobile technologies and shows how the steps of the process are related: students' attitudes toward mobile technologies in distance learning? empirical study within multicultural environments ? conclusions. The results of the present research show that both business and engineering students' attitudes toward mobile technologies are positive.

Coronavirus Disease 2019 (COVID-19) pandemic affected various aspects, such as the health sector, education, economy, etc., being distracted. This transition requires technology acceleration to maintain the e-learning process across the world, including medical education. E-learning systems, such as synchronous and asynchronous learning, have their own advantages and limitations, especially in medical education that needs theoretical and practical education. In this paper, a new model of mixed synchronous and asynchronous systems towards blended learning was described as an idea for better medical education through the COVID-19 pandemic. Learning systems can be divided into several types prior to previous researches, namely face-to-face learning, blended learning, flipped classroom, Information, and Communication Technology (ICT) supported face-to-face learning, synchronous learning, and asynchronous learning. COVID-19 pandemic forced the education system to full-online system learning, which is synchronous and asynchronous e-learning. In terms of theoretical learning, asynchronous systems may offer flexibility and convenience as well as the system can be used in conditions of time-zone difference, various internet connectivity, and different golden times for each student to learn factual information. However, asynchronous systems also may have a challenge in controlling the students to make sure they follow the class properly. To evaluate students’ progress, educational stakeholders can hold a weekly reflection program asynchronous distance learning. Besides, knowledge practice also can be conducted by focus group discussion (FGD) through synchronous distance learning The synchronous and asynchronous systems provide the students to arrange their schedule more flexible thus can be utilized to learn practical skills in face-to-face education, such as clinical skills and laboratory practices, with strict health protocols. This system will lead to blended learning, which is an online learning and shift-based traditional learning. This approach provides combination systems of asynchronous and synchronous distance learning to support blended learning in terms of lack of practice skills and laboratory competencies.

Engineers need to make decisions and resolve ethical conflicts/dilemmas that they may face in their profession. Effective pedagogy must be devised for learning ethics and practicing it in a dynamic environment. As learning should apply to a specific context, contextual learning and retention of the learned concepts are essential. Advancements in Technology in recent years led to the building of many interactive tools to address these concerns. The shift in learning technologies like online, blended, or distance learning has thrown more challenges in individual student learning processes. One way to address these challenges is to continuously assess students to monitor their progress, provide individual attention to each of them and give feedback. In this context, formative assessment has proven to be an effective way to address this. Through this, the learning progress can be monitored, which helps the student and teacher take necessary action when required. This study aims to equip the student with reasoning and decision-making skill to solve any ethical dilemma they encounter in their dynamic and complex environment using game-based formative assessments in a blended learning mode. An experimental design strategy was set up for first-year engineering students. The intervention is brought in the experimental group by introducing game-based formative quizzes instead of the traditional synchronous session using quizizz online platform. The Control group was carried out with traditional synchronous sessions after the asynchronous content learning. Case-study based evaluation was conducted to understand the effectiveness of this intervention for solving ethical dilemmas. The results are evident in showing that formative assessment helps students retain the concept that they learn.

BackgroundIn Spring 2020, the COVID‐19 pandemic sent universities into emergency remote education. The pandemic has been disruptive but offers the opportunity to learn about ways to support students in other situations where abrupt changes to teaching and learning are necessary.Purpose/HypothesisWe described the responses of engineering and computer science students to a series of prompts about their experiences with remote learning.Design/MethodData about students' remote learning experiences were collected from undergraduate engineering and computer science students at four different universities through an end‐of‐semester survey. Descriptive statistics were calculated, and qualitative responses were analyzed using qualitative content analysis through the lenses of master narrative theory and sociocultural theory.ResultsStudent responses revealed how their individual circumstances combined to reduce motivation, create home environments detrimental to completing schoolwork, and increase stress. Many students described the negative impacts of remote learning, but some students found positive aspects of the situation. The majority of students did not indicate a change in their desire or plans to pursue engineering or computer science majors.ConclusionsThere was wide variation in how students experienced the disruption to university learning during Spring 2020. Implications of this paper can help not only in cases where emergency remote learning is needed in the future but also as universities seek to return to “normal” operations in 2022 and beyond.

The paper covers the problem of distance learning of English as a Second Language (ESL) in higher agro-technical educational institutions in Ukraine. Integration of distance ESL learning into the educational process in higher agro-technical educational institutions has been considered from the perspective of its current inevitability due to the COVID-19 quarantine. The most effective ways of implementing online learning of ESL into the curricula have been discussed. Synchronous and asynchronous learning have been considered. Having analyzed the forms of online teaching as well as the requirements for their implementation, teaching the approved course materials online in multiple environment (combined synchronous and asynchronous learning) has been defined to be the most effective one. The authors’ experiences in designing and teaching synchronous and asynchronous distance learning ESL classes for non-linguistic specialties in higher agro-technical educational institutions provide an insight into the characteristics, benefits, and limitations of these two modes of distance learning. Effective synchronous distance learning classes can be modeled according to the teaching style and course materials used in traditional classes through use of the Internet. Asynchronous distance learning classes require quite a different model built around provided course materials and short «lectures» delivered via streaming audio and graphics. However, lecturing cannot provide effective interaction, which is vital in ESL learning. Thus, the approach must be significantly redefined and multiple environment should be created for delivering effective distance learning ESL classes.

During the COVID-19 pandemic, a major educational shift took place-the transition from face-to-face instruction to remote learning. Although this transition impacted all learners, it is speculated that groups of vulnerable youth (i.e., those with neurodevelopmental disorders, in rural areas, from low-income families) would demonstrate significant difficulties with remote instruction. However, no work to date has investigated remote learning in these groups in rural settings. Accordingly, the aim of this study was to characterize remote learning experiences in youth with neurodevelopmental disorders from rural Appalachia. Forty-nine youth (aged 6-17 years) and caregivers who had previously completed a comprehensive psychoeducational assessment were contacted to participate in an online study during COVID-19 stay-at-home orders. Youth and caregivers reported on psychopathology, emotion regulation and coping strategies, remote learning experiences, and demographics. A majority (87%) of students in rural Appalachia were not receiving the recommended amount of direct remote instruction. Indeed, a majority of school services received pre-COVID were not continued during remote learning. Greater child emotion dysregulation and parent psychopathology were predictive of remote learning difficulties and less engagement. Youth's adaptive coping abilities were predictive of greater total schoolwork per day. Parent employment was associated with greater difficulty with remote learning, but Individualized Education Program (IEP)/504 status and family income were not related to remote learning experiences. Results identified intervention leverage points, including improving adaptive coping and emotion regulation abilities, and reducing parent psychopathology and stress, to improve remote learning outcomes for youth in rural settings with neurodevelopmental disorders. (PsycInfo Database Record (c) 2021 APA, all rights reserved) Impact Statement Public Health Significance Statement-The transition from face-to-face instruction to remote learning during the COVID-19 stay-at-home orders significantly impacted all students and likely impacted vulnerable youth at a disproportionate rate. Students with neurodevelopmental disorders (e.g., autism, attention-deficit/hyperactivity disorder, and learning disorders) in rural Appalachia were receiving less than the recommended amount of direct instruction and few of their pre-COVID school services (e.g., therapy, tutoring, and test accommodations). Improving emotion regulation and adaptive coping strategies in youth and decreasing parental psychopathology symptoms (i.e., anxiety and depression) and stress could improve student remote learning outcomes. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Distance learning frees the learning process from spatial constraints. Each mode of distance learning, including synchronous and asynchronous learning, has disadvantages. In synchronous learning, students have network bandwidth and noise concerns, but in asynchronous learning, they have fewer opportunities for engagement, such as asking questions. The difficulties associated with asynchronous learning make it difficult for teachers to determine whether students comprehend the course material. Motivated students will consistently participate in a course and prepare for classroom activities if teachers ask questions and communicate with them during class. As an aid to distance education, we want to automatically generate a sequence of questions based on asynchronous learning content. In this study, we will also generate multiple-choice questions for students to answer and teachers to easily correct. The asynchronous distance teaching-question generation (ADT-QG) model, which includes Sentences-BERT (SBERT) in the model architecture to generate questions from sentences with a higher degree of similarity, is proposed in this work. With the Wiki corpus generation option, it is anticipated that the Transfer Text-to-Text Transformer (T5) model will generate more fluent questions and be more aligned with the instructional topic. The results indicate that the questions created by the ADT-QG model suggested in this work have good fluency and clarity indicators, showing that the questions generated by the ADT-QG model are of a certain quality and relevant to the curriculum.

This chapter introduces asynchronous learning, which is rapidly becoming a key element of institutional teaching and learning strategies with many academic departments seizing the opportunity to use new technologies to enhance their educational provision. It argues that design education has not been well served by asynchronous learning tools despite their many advantages. Educators are reluctant to use these tools due to the preconception of the unique nature of the studio-based learning of design. The purpose of this chapter is to provide an alternative media supporting the traditional studio for architectural/planning education that comprises digital pedagogy. Furthermore, the authors hope to bring about a better understanding of the reasons why asynchronous learning has been implemented by schools of architecture, how educators incorporated asynchronous learning into their curriculum, what advantages might be achieved, what kind of difficulties schools might encounter, and how they could be overcome in the case studies in architectural schools in Turkey.

Performance ImprovementVolume 43, Issue 5 p. 40-42 Book Review Engineering effective learning toolkit Harold D. Stolovitch, Harold D. Stolovitch and Erica J. Keeps are Principals in HSA Learning & Performance Solutions LLC, an international firm that specializes in the application of instructional technology and human performance technology. They are coeditors of both editions of the award-winning Handbook of Human Performance Technology: A Comprehensive Guide for Analyzing and Solving Performance Problems in Organizations. Harold is a past president of ISPI and former editor of Performance Improvement. Erica is a former executive board member of ISPI and a past president of the Michigan Chapter.Search for more papers by this authorErica J. Keeps, Harold D. Stolovitch and Erica J. Keeps are Principals in HSA Learning & Performance Solutions LLC, an international firm that specializes in the application of instructional technology and human performance technology. They are coeditors of both editions of the award-winning Handbook of Human Performance Technology: A Comprehensive Guide for Analyzing and Solving Performance Problems in Organizations. Harold is a past president of ISPI and former editor of Performance Improvement. Erica is a former executive board member of ISPI and a past president of the Michigan Chapter.Search for more papers by this authorJames D. Russell, Jim Russell is Professor Emeritus of Educational Technology at Purdue University. He continues to teach part time and works for Purdue's Center for Instructional Excellence. During the spring semesters he teaches for the Educational Psychology and Learning Systems Department at Florida State University. He also consults with the Office of Distributed and Distance Learning there. Jim is a frequent book reviewer for Performance Improvement and Performance Improvement Quarterly. He continues to coauthor textbooks such as Instructional Media and Technologies for Learning (7th edition) and Instructional Technology for Teaching and Learning (2nd edition).Search for more papers by this author Harold D. Stolovitch, Harold D. Stolovitch and Erica J. Keeps are Principals in HSA Learning & Performance Solutions LLC, an international firm that specializes in the application of instructional technology and human performance technology. They are coeditors of both editions of the award-winning Handbook of Human Performance Technology: A Comprehensive Guide for Analyzing and Solving Performance Problems in Organizations. Harold is a past president of ISPI and former editor of Performance Improvement. Erica is a former executive board member of ISPI and a past president of the Michigan Chapter.Search for more papers by this authorErica J. Keeps, Harold D. Stolovitch and Erica J. Keeps are Principals in HSA Learning & Performance Solutions LLC, an international firm that specializes in the application of instructional technology and human performance technology. They are coeditors of both editions of the award-winning Handbook of Human Performance Technology: A Comprehensive Guide for Analyzing and Solving Performance Problems in Organizations. Harold is a past president of ISPI and former editor of Performance Improvement. Erica is a former executive board member of ISPI and a past president of the Michigan Chapter.Search for more papers by this authorJames D. Russell, Jim Russell is Professor Emeritus of Educational Technology at Purdue University. He continues to teach part time and works for Purdue's Center for Instructional Excellence. During the spring semesters he teaches for the Educational Psychology and Learning Systems Department at Florida State University. He also consults with the Office of Distributed and Distance Learning there. Jim is a frequent book reviewer for Performance Improvement and Performance Improvement Quarterly. He continues to coauthor textbooks such as Instructional Media and Technologies for Learning (7th edition) and Instructional Technology for Teaching and Learning (2nd edition).Search for more papers by this author First published: 09 February 2007 https://doi.org/10.1002/pfi.4140430510 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume43, Issue5May/June 2004Pages 40-42 RelatedInformation

The onslaught of the COVID-19 pandemic forces institution to close face-to-face classes, thereby resulting to a paradigm shift towards remote learning. Unconventional learning strategies were reinforced to continuously provide education amidst the crisis. This led to the conversion of classroom-oriented learning resources into learning resources adapted to distance learning. At present, the placement of alternative learning modalities in a new normal classroom setting has become a mainstream point of discussion in the education sector. In light of the new trend in education brought by the pandemic or other similar circumstances, this study aims to identify students’ perceptions regarding the utilization of synchronous and asynchronous distance learning resources in Grade 12 level. It also highlighted students’ preferences regarding the synchronous and asynchronous mode of delivering instructions. The participants were randomly selected 317 Grade 12 students enrolled in Special Health Sciences STEM track from a private medical institution situated in an urban area of Cavite in the Philippines. These Grade 12 students had immersed experience in synchronous online classes along with asynchronous learning activities. A dependent sample t-test was used to find out difference between the use of synchronous and asynchronous learning modalities. Conceptual understanding of students was measured based on their performance on summative assessments both in synchronous and asynchronous modalities. Descriptive statistics and thematic analysis were also used to present students’ evaluation on the different distance learning aspects particularly on the teaching approach, learning materials and instructions, activities, and assessments. Results revealed that students have high interest on the teaching approach in asynchronous modality consistent with obtaining better performance in the asynchronous assessment. Students valued the asynchronous threaded discussions, the availability of relevant learning materials, and teacher’s guidance and scaffolding on the learning process as essential components of distance learning (synchronous or asynchronous).

Background and Purpose. The nontraditional or distance learning model gained considerable attention in the latter half of the 20th century. Through a program of independent study projects, competencies, and thesis or dissertation completion, health care professionals recently have been able to engage in full-time clinical practice while concurrently pursuing further education. The full-time clinician who obtains a postprofessional (advanced) degree via distance education, therefore, has the potential to bridge the gap between clinical professionals and full-time faculty members provided that this education is accepted by those educated in more traditional ways. This study examined the marketability of physical therapists with additional advanced degree training earned through distance education within the academic environment. Methods. Survey questionnaires were mailed to the program directors of all accredited physical therapist education programs in the United States and Puerto Rico. Type of institution hiring faculty, area of academic study, and extent of distance education within a curriculum were considered major variables. Results. Of the 174 program directors surveyed, 89 (51%) responded. Twenty-two respondents (25%) reported that at least one faculty member was in the process of completing a postprofessional degree through distance education. Full courses offered through distance education were being considered by 41 (46%) of physical therapist programs, and 16 (18%) were considering a full-degree program through distance education. Faculty candidates educated through traditional programs were viewed by respondents as more qualified than faculty candidates educated through distance means. In addition, faculty candidates with degrees in education, business administration, and public health/policy earned through distance education were viewed more favorably than those with distance-earned degrees in clinical or basic science. Respondents working for nonresearch institutions viewed physical therapists with distance-earned advanced degrees more favorably than did those working in research institutions. Seventy-five percent of recruitment efforts focused on individuals with advanced degrees in clinical or basic science. Conclusion. Despite the positive level of acceptability for faculty candidates with advanced distance-earned degrees in education, business administration, or public health/policy, 75% of the current and anticipated greatest human resources needs for physical therapist programs (eg, basic science and clinical science) were the 2 fields of study least likely to be favorably received if completed through distance education.

A literature review was conducted to develop a clear understanding of the student-centered approach using modern technologies in distance learning. The study aimed to address four research questions: What research experience already exists in the field of the student-centered approach in distance learning? What modern technologies are used in distance learning, and how are they related to the student-centered approach? What are the advantages and limitations of implementing the student-centered approach and modern technologies in distance learning? What recommendations can be derived from existing research for the effective implementation of the student-centered approach and modern technologies in distance learning? The purpose of writing this review article is to provide a comprehensive overview of the student-centered approach using modern technologies in distance learning and its advantages. To conduct this review, a Web of Science and Scopus database was searched using the keywords “student-centered approach,“ “modern technologies,“ and “distance learning.“ The search was limited to articles published between 2012 and 2023. A total of 688 articles were found, which were selected based on their relevance to the topic. After the verification and selection process, 43 articles were included in this review. The main results of the review revealed that the student-centered approach to learning took various forms or was defined individually, and there were significant differences in the main research findings. The review results provide a comprehensive overview of existing studies, advantages and limitations of the student-centered approach using modern technologies in distance learning as well as examples of successful implementation in various educational institutions. The article also discusses the challenges that online and distance learning may pose to the student-centered approach, the modern technologies that support the student-centered approach, and suggests ways to overcome these challenges. The role of technology in facilitating the student-centered approach in online and distance learning is analyzed in the article, along with recommendations and best practices for its implementation. The student-centered approach is gaining increasing attention and popularity as a means to address these issues and improve the quality of online and distance learning.

In this digital age, many learning technologies and tools are suitable for synchronous and asynchronous learning. There is an interaction between participants, instructor, and training in synchronous learning at fixed timing. In synchronous learning, there is real interaction between participants. In asynchronous learning, there is no real-time interaction between the participants. Students can learn at their own time and pace. So, in asynchronous learning, there is a need to understand whether the learner has understood the concepts. The evaluation can be achieved using H5P, an interactive course content creation tool. This study aims to measure the learning outcomes by making the students understand the concepts through the active learning experience. The learning enhancement is achieved by creating interactive content through H5P. The learners can study through the interactive content and revise the concept using the engagement, which leads to improved performance in their end exams. The participants included 60 engineering students of IV B. Tech Information Technology at a women-only engineering educational institution. The participants are allowed to watch prerecorded self-made videos, participate in activities like quiz at a particular duration of the video, and get feedback immediately. Summaries were also added at the end of the videos. The course instructor gets the report of all students’ participation status and scores of the entire class in the LMS platform Moodle. H5P helps the instructor understand the students’ learning difficulties, and it will be addressed enabling the attainment of improved learning outcomes.KeywordsSynchronous learningAsynchronous learningLearning management systemH5PInteractive elements

The specifics of integrating distance learning technologies with traditional classroom instruction: How to design educational curricula in modern education?