Combination Of Online Learning Research Articles

Virtue-based ethics and integrity of research: train-the-trainer programme for upholding the principles and practices of the European Code of Conduct for Research Integrity (VIRT2UE)

Background: Recognising the importance of addressing ethics and research integrity (ERI) in Europe, in 2017, the All European Academies (ALLEA) published a revised and updated European Code of Conduct for Research Integrity (ECoC). Consistent application of the ECoC by researchers across Europe will require its widespread dissemination, as well as an innovative training programme and novel tools to enable researchers to truly uphold and internalise the principles and practices listed in the Code. Aim: VIRT2UE aims to develop a sustainable train-the-trainer blended learning programme enabling contextualised ERI teaching across Europe focusing on understanding and upholding the principles and practices of the ECoC. Vision: The VIRT2UE project recognises that researchers not only need to have knowledge of the ECoC, but also to be able to truly uphold and internalise the principles underpinning the code. They need to learn how to integrate them into their everyday practice and understand how to act in concrete situations. VIRT2UE addresses this challenge by providing ERI trainers and researchers with an innovative blended (i.e. combined online and off-line approaches) learning programme that draws on a toolbox of educational resources and incorporates an e-learning course (including a YouTube channel) and face-to-face sessions designed to foster moral virtues. ERI trainers and researchers from academia and industry will have open access to online teaching material. Moreover, ERI trainers will learn how to facilitate face-to-face sessions of researchers, which focus on learning how to apply the content of the teaching material to concrete situations in daily practice. Objectives: VIRT2UE’s work packages (WP) will: conduct a conceptual mapping amongst stakeholders to identify and rank the virtues which are essential for good scientific practice and their relationship to the principles and practices of the ECoC (WP1); identify and consult ERI trainers and the wider scientific community to understand existing capacity and deficiencies in ERI educational resources (WP2); develop the face-to-face component of the train-the-trainer programme which provides trainers with tools to foster researchers’ virtues and promote the ECoC and iteratively develop the programme based on evaluations (WP3); produce educational materials for online learning by researchers and trainers (WP4); implement and disseminate the train-the-trainer programme across Europe, ensuring the training of sufficient trainers for each country and build capacity and consistency by focusing on underdeveloped regions and unifying fragmented efforts (WP5); and develop the online training platform and user interface, which will be instrumental in evaluation of trainers’ and researchers’ needs and project sustainability (WP6). Impact: The VIRT2UE training programme will promote consistent application of the ECoC across Europe. The programme will affect behaviour on the individual level of trainers and researchers – simultaneously developing an understanding of the ECoC and other ERI issues, whilst also developing scientific virtues, enabling the application of the acquired knowledge to concrete situations and complex moral dilemmas. Through a dedicated embedding strategy, the programme will also have an impact on an institutional level. The train-the-trainer approach multiplies the impact of the programme by reaching current and future European ERI trainers and, subsequently, the researchers they train.

Economic Learning during The Covid-19 Pandemic in Indonesia: Problems and Solutions

<p><em>The purpose of this study is to provide alternative solutions to problems in implementing economic learning during the Covid-19 pandemic in Indonesia. This research uses a descriptive approach. Data collection was conducted through a survey of 296 economics teachers who teach in senior high school. Data analysis using descriptive analysis. The results showed the main problems faced by economics teachers during the pandemic were: unstable internet network quality, difficulties in preparing media, teaching materials, and developing assessments. Activities undertaken by the teacher to overcome these problems include: using the WhatsApp application for teaching, searching for teaching materials and media from internet sources, using student worksheets in student handbooks. Alternative solutions to overcome the constraints of implementing economic learning during the pandemic are: 1) designing combined online learning using a digital platform that is easily accessible to students, 2) developing media, teaching materials and evaluations that are in accordance with real conditions so that learning remains meaningful for students and can equip students with life skills, 3) optimization of teacher working groups in schools to develop learning strategies, media, teaching materials and evaluation.</em></p>

Analysis of the Application of Mixed Teaching Mode in the Teaching of Organic Chemistry

The emergence of mixed teaching mode is an important educational reform in the educational field. In view of the complex problems encountered in the teaching of organic chemistry in some schools at present. In this paper, the teaching of chemical content is taken as an example to explore the main application of hybrid teaching method in chemical teachingError! Reference source not found.. The combination of online learning and offline learning is used to realize flipped classroom teaching. Change the classroom based on teaching into the classroom based on students. According to a large number of practice, the application of hybrid teaching method in the teaching of organic chemistry is very good.

Promoting prospective teachers’ conceptual knowledge through web-based blended learning

Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or images to help students grasp the whole concept of fractions. This research investigates the effect of web-based blended learning on the development of Conceptual Knowledge of prospective teachers. Web-based blended learning is a combination of online learning and face to face classroom group discussion. Prospective teachers use Edmodo as the learning management system that contains various learning resources such as videos, documents, and students’ assignments in the form of Google Forms. This study design is a non-experimental post-test. The data obtained by using open tests and analyzed descriptively. Participants are prospective teachers who enrolled in the Teaching Arithmetic course in the 7th semester of the 2018/2019 academic year at the Department of Primary School Teacher Training, Universitas Negeri Jakarta, Indonesia. This study found web-based blending learning is an effective learning system to develop prospective mathematics elementary teachers’ conceptual abilities of fractions. It is recommended that this learning system be included in the prospective teachers’ Education module.

Blended learning, Active Learning Classroom and information literacy in higher military education

How the learning environment is designed is an important part of creating good conditions for a professional education. The design of the physical and the online learning environment affects what students are expected to do in these spaces (Leijon 2016). A learning environment designed for student activity creates better conditions for activity, while an environment designed for instruction gives a different signal. A so-called Active Learning Classroom (ALC) can encourage student activity and increased learning. In an ALC environment, students become co-creators of knowledge. (Rands & Gansemer-Topf, 2017) It is impossible to know what competencies needed for the future. Therefor it is important to create a learning environment that support critical reflection, collaboration, creativity and innovation (Barnett, 2004).
 Flexible learning or blended learning aims to combine the strengths of online learning activities with those conducted on campus. There is a variety of ways to combine online learning activities with those conducted in the physical classroom (Vaughan, Cleveland & Garrison, 2013). For example, flipped classroom, podcast and peer learning. Adequate ICT pedagogical support can stimulate and find ways to expand the pedagogical palette with various creative online learning activities.
 During the round table discussion, we want to discuss the possibilities of using online learning activities, online examination and Active Learning Classroom to promote information literacy. The questions we want to discuss are:
 
 How can we combine online learning with facilitating information literacy and ALC?
 In what way do student’s expectations of teaching and learning affect the implementation of online learning and ALC?
 How can we collect student experiences of teaching online and in ALC?
 How can information literacy support learning and subject knowledge in higher military education?

Online transferable representation with heterogeneous sources

Learning from streaming data has gained a lot of attention and interest in the past decades. These improvements have shown promising results when the models are trained and test on a single streaming source. However, the trained model often fail to produce the reliable results due to the difficulty of data shift and knowledge transfer with heterogeneous streaming domains. In this paper, we propose an architecture that is based on autoencoders. Specifically, we use online feature learning based on denoising autoencoder to learn more robust representations from streaming data. In order to tackle with data shift between source and target streaming data, we develop an ensemble weighted strategy, which can effectively handle the concept drifts of streaming data. Moreover, we develop the transfer mechanism, which is capable of transferring label information across heterogeneous domains. Finally, we combine online learning, data shift adaption and knowledge transfer with heterogeneous domains into a single process, which makes our proposed architecture powerful in learning and predicting for multistream classification problem. Experiments on heterogeneous datasets validate that the proposed algorithm can quickly and accurately classify instances on a stream together with a small number of labeled examples. Compared with a few related methods, our algorithm achieves some state-of-the-art results.

Відповідь світової спільноти на виклики COVID-19 в освіті

The article deals with the COVID-19 pandemic impact, that has swept the world in 2020, and has stricken a blow to the education systems of the countries. As the title implies the article describes the world community’s response to pandemic challenges in education. It is especially noted that the pandemic has transformed the established learning formats and techniques at all levels of education. A mention should be made that international organizations have made a huge contribution to find out the countermeasures to COVID-19. The key international organizations acted as agents of the educational community, and proposed and implemented universal tools for learning in a coronavirus crisis. It should be emphasized that the authors have analyzed the published materials of international organizations (UNESCO, OECD, EU, World Bank, etc.), nongovernmental organizations (The National Center on Education and the Economy (NCEE), National Conference of State Legislatures (NCSL), academic works. The paper examines the activities that were implemented during February-May 2020. It is worth mentioning that many countries all over the world have introduced an integrated approach to organizing the learning process in the context of the COVID-19 pandemic, combining online learning with other traditional tools. An important part of the global community response to COVID-19 in education has been the allocation of targeted funding for the purchase and provision of computers and digital devices, as well as access to the Internet for students, especially from low-income families. Equally important is the direct financial support of low-income families by governments, as well as cooperation with parents. In the conclusions it is stressed the absence in some countries or underdevelopment of the legal and regulatory framework for the transformation of the educational process into online platforms; inflexibility of the authorities' response to changes in educational reality and delays in adapting the content of education; lack of ICT skills; lack of technical capabilities; complexity of some subjects transformation; parents’ unwillingness to support children in online learning; negative impacts on students’ healthcare.

Mastery versus self-directed blended learning in basic life support: a randomised controlled trial

Background: Blended learning combines online learning with face-to-face learning. Research investigating the effect of different blended learning models to teach basic life support (BLS) is lacking.Objectives: To investigate the effect of a mastery learning (ML) versus a self-directed learning (SDL) blend on students’ BLS performance. In ML, students learn BLS as a linear sequence meaning each step should be ‘mastered’ prior to advancing to the next. In SDL, students’ autonomy is increased for his or her learning trajectory leading to non-linear, user driven learning paths.Methods: A randomised controlled trial. Four conditions were created by combining two learning models (SDL and ML) in two learning phases (online and face to face). Bachelor students (n = 145) were randomised over these four conditions. In all blends, an online learning module was available for one week prior to a face-to-face learning component of which the duration was 45 minutes. All learners’ BLS performance was assessed individually and unannounced one week following blended learning. An individual BLS score was calculated combining cardiopulmonary resuscitation (CPR) variables reported by a Laerdal ResusciAnne Manikin and qualitative observations by two trained researchers.Results: Students’ CPR performance adhered to international 2015 guidelines for all groups. Median BLS-performance was 83.0% (interquartile range 13.2%). No statistical differences between groups were found for BLS performance or CPR variables.Conclusions: All blended learning models were highly time-effective since the face-to-face component only took 45 minutes and learning outcomes adhered to guidelines.

PERSEPSI SISWA DALAM STUDI PENGARUH DARING LEARNING TERHADAP MINAT BELAJAR IPA

Daring Learning provides effective learning methods, such as practicing with the existence of relevant feedback, combining collaborative activities with independent learning. Learning in the classroom with a combination of online learning gives students more interest. This study aims to develop a study of the influence of Daring Learning on the interest in learning science of grade VI students at third Elementary School of Karanglo Tawangmangu. This research method consist 26 students using quasi-experimental methods (Quasi Experiments), the population divided into 2 classes including class VI A with 13 students and class VI B with 13 students. Sampling taken in class VI A as the experimental class and class VI B as the control class. The results showed that the learning process using the Daring Learning method especially in science at third Elementary School of Karanglo Tawangmangu had used interesting media, concluding that Daring Learning-based interactive learning media, students were increasingly enthusiastic and not boring especially in learning science using the Daring Learning method. Based on the research stated on the questionnaire responses of students with Daring Learning, it shows that the cateralization is agrees to allow Daring Learning method in third Elementary School of Karanglo Tawangmangu.

Blended Learning for Sexual Health Education: Evidence Base, Promising Practices, and Potential Challenges.

Blended learning is a combination of online learning and face-to-face instruction, and is increasingly being used in K-12 settings. A meta-analysis conducted for the Department of Education suggests blended learning is more effective than either group-based or online learning alone, particularly in K-12 settings. This paper provides a narrative review of the literature from 2000 to 2017 on blended learning as it applies to sexual health education programs, and discusses outcomes, best practices and potential challenges of blended learning that may be important for practitioners and researchers considering this approach. Blended learning approaches are being used successfully in sexual health education programs, including school-based programs, and have yielded positive behavioral and psychosocial changes. Similar to traditional group-based programs, not all outcomes tested in these programs showed positive impact. Designing blended learning programs can be challenging, but there is a large best-practice literature that can inform practitioners interested in using it. Blended learning approaches are viable for sexual health education and offer numerous advantages to group-based only programs, such as confidential personalization and an instructional approach that is familiar and engaging for participants.

Using Hybrid Learning to Improve Educational Programs for Small-Acreage Farmers

A whole-farm planning course in Idaho has evolved from an in-person course offered by a single instructor in one location to an online course to a hybrid learning course that combines online learning with in-person and webinar components offered simultaneously at multiple sites across the state. Evaluation data suggest that all three approaches have been effective at increasing knowledge and skills. The hybrid learning model allows for using technology to leverage faculty and farmer expertise and increase participant numbers while maintaining in-person interaction and experiential learning. Findings support the concept of the hybrid learning model as a tool for Extension audiences in rural states.

Combined learning, a good solution for Vietnamese universities

Information technology has created tremendous chances in higher education across the globe. With the availability and flexibility of learning online, there are increasing competitions between online learning and traditional, face-to-face classroom. These two types of learning both have their pros and cons. From the advantages and disadvantages of online learning, universities have recently changed the way of their teaching through combining online learning and traditional classroom. Therefore, it is necessary to investigate and understand the advancements of the combination of the two types of learning. In this paper, we will introduce the advantages and disadvantages of online learning and the combined learning. We also share our experience on teaching at Flinders University, South Australia through Flinders learning online system. From this knowledge, we will suggest some solutions about building a combined learning system which is suitable for Vietnamese universities.

Development of a Pediatric Palliative Care Curriculum and Dissemination Model: Education in Palliative and End-of-Life Care (EPEC) Pediatrics

ContextMost children living and dying with serious illnesses experience high burden of distressing symptoms. Many seriously ill children and their families do not have access to subspecialist pediatric palliative care (PPC) services nor to clinicians trained in primary PPC. Lack of PPC education appears to be a significant barrier to PPC implementation. ObjectivesDescription of the development and dissemination of Education in Palliative and End-of-Life Care (EPEC)-Pediatrics. MethodsFunded through a U.S. $1.6 million National Institutes of Health/National Cancer Institute grant 2010–2017, this 24-module curriculum was designed to teach primary palliative care. The target audience included interprofessional pediatric hematology/oncology providers and all other clinicians caring for seriously ill children. ResultsThe curriculum is delivered in a combination of online learning and in-person, face-to-face sessions. In addition, a one-day Professional Development Workshop was developed to teach EPEC-Pediatrics graduates, future “Trainers,” thus becoming “Master Facilitators.” Between 2012–May 2019, a total of 867 EPEC-Pediatric Trainers and 75 Master Facilitators from 58 countries participated in 17 Become an EPEC-Pediatrics-Trainer conferences and three Professional Development Workshops. The curriculum has also been adapted for large-scale dissemination across Canada and Latin-America, with translation to French and Spanish. Participants overwhelmingly report improvements in their PPC knowledge, attitudes, and skills, including teaching. Trainers subsequently anticipated improvements in patient care for children with serious illness at their home institutions. ConclusionEPEC-Pediatrics has developed into the most comprehensive PPC curriculum worldwide. It is highly adaptable for local settings, became self-sustaining and six conferences are offered around the world in 2019.

COGNITIVE AND METACOGNITIVE SKILLS OF STUDENTS IN THE CONTEXT OF SMART-EDUCATION

Introduction. Smart education, which has already become in many countries the standard of vocational training, is associated not only with the new technological format of education using Internet programs and smart gadgets, but also with the emergence of special styles and ways of carrying out educational activities. This entails the development of specific cognitive skills of students and methodological practices of teachers. At the same time, in modern theory of smart education, not enough attention is paid to the problem of formation of cognitive and metacognitive skills of students relevant to the format of smart learning. The aimof the research was to conduct a complex analysis of cognitive and metacognitive skills of students which are formed in the context of smart education; a critical analysis of modern concepts of cognitive and metacognitive development of students online.Methodology and research methods. The research methodology is based on competency-based, cognitive and system-activity approaches to the implementation of educational process. Scientific methods involve: analysis and synthesis of the content of sociological, socio-psychological, pedagogical and methodological literature.Results and scientific novelty. The methodological contradictions between the cognitive attitudes of smart education and the real cognitive and metacognitive competencies of students online are revealed. The focus of smart education on electronic learning formats poses risks of deformation of students’ cognitive skills and narrowing the range of perception of information, which can be reduced by combining traditional education and e-learning in blended learning. Smart learning is aimed at the development of online trans-active memory, oriented towards the accumulation and passive use of ready-made electronic content. Cultivation of memory of this type is caused by supply of the ready electronic records of lectures and presentations, which students get without any effort and quite often remain not updated within pupils’ / students’ motivation deficiency, lack of the control and “live” pedagogical influence stimulating and coordinating thought processes. The orientation of smart-education on the transmission of information and mechnical reproduction can prevent the development of students’ professional competencies, rather than on the formation of knowledge. The combination of online learning with practices of active listening and note-taking of auditory information (where there is a "face to face" communication with a teacher) can correct the deficiencies mentioned and contribute to the development of students’ active memory, which can be initialized at any time. The critical view on metacognitive aspects of smart-education reveals its restrictions, which prevent proper acquisition of educational programmes in a similar format and which particularly express the underdevelopment of skills of students online, such as self-control and self-monitoring of the effectiveness of the learning process (as evidenced by the data of sociological and psychological research). In this regard, it is required to study and differentiate those concrete cognitive and metacognitive abilities, which can be acquired in the process of smarteducation, and those which are not developed in its borders. Additional verification has to be conducted in order to justify the assumption that educational activity in internet-space does not allow metacognitive skills to be developed and can be successful only through their preliminary formation in the conditions of students’ and teachers’ mutual cooperation. Practical significance. The research results and materials can be used in the preparation of educational methodological programmes aimed at the development of cognitive and metacognitive competencies of students online, as well as for correcting of the smart-education content.

Improving Learning Achievement in Science Education for Elementary School Students via Blended Learning

Blended learning—which combines online learning with traditional face-to-face classroom instruction—is currently held in high regard. In elementary schools, science and technology education aims to help children use technology tools and to learn how disciplines such as math and science are relevant to engineering. In this study, the authors examined what type of learning profile contributes to higher achievement in science and technology in a blended learning environment. The participants consisted of 106 elementary school students (grades three to six) from two different schools. The authors adapted the Online Technologies Self-Efficacy Scale (OTSES) and the Motivated Strategies for Learning Questionnaire (MSLQ) to measure students' computer skills and learning motivation, respectively, and to understand how the blended learning environment affected their learning achievement. The results were as follows: 1) Computer skills significantly improved for all students except sixth-graders. 2) The blended learning environment had no significant effect on learning motivation. 3) In grades four and five, students in the experimental group improved more in learning achievement than students in the control group, as reflected by their higher MSLQ and OTSES scores.

Design of Blended Learning Teaching Mode Guided by Project-based Teaching in Vocational Education

In vocational education field, blended learning teaching mode should solve the problems how to blend and to what extent by incorporating its own characteristics. Based on the framework of "online learning provides information, face-to-face learning provides practical guidance", guided by the completion of a project with a typical product, this paper designed a flipped classroom teaching process. Practice of the teaching process has proved that by adopting the steps of investigation, induction, reorganization and sequencing, we could design projects that meet the needs of enterprises; pre-class tasks, listing components and simulating purchase through network, combined online learning with network research, and promoted the construction of students' theoretical knowledge; in-class problems of a certain depth, combined practice guidance with question answering, and made students avoid over-focusing on product making with neglecting theoretical learning.

Electrotechnical Blended Learning in the Various Types of Learning Style

The experiments had been conducted on electrotechnical teaching by the various blended learning for ensuring the most suitable combination of online learning and face-to-face on a certain type of learning style. There were five experiment groups in this study, which were taken by cluster randomize. Each of them had 35, 36, 33, 32 and 30 of participants respectively. The five groups were randomly selected to be the control group and the experimental group and were obtained. The control groups were full online (Group 1), and full face to face (Group 2), and the experimental groups were the online and face to face compound in 25:75 (Group 3), 50:50 (group 4), and 75:25 (Group 5). The Learning Style type grouping was based on the Questionnaire student filled and got the activist, theorist, pragmatist, and reflector types were 41, 42, 44, and 39 participants respectively. The Electrotechnical Competencies data was analyzed by 2-Way ANOVA, Sig. 0,05, in testing the various blended learning and learning style type effects on electrotechnical competence. It was found the theorist and pragmatist group were better learned by the same composition, while the activist and reflector style were by the 75-25 and 25-75 of OL-F2F composition respectively. It was concluded that It was important to consider the learning style in using blended learning.

Evaluating a model for the capacity building of midwifery educators in Bangladesh through a blended, web-based master’s programme

ABSTRACTBackground: While setting international standards for midwifery education has attracted considerable global attention, the education and training of midwifery educators has been relatively neglected, particularly in low-resource settings where capacity building is crucial. Objective: The aim of this study was to describe the expectations of midwifery educators in Bangladesh who took part in a blended web-based master’s programme in SRHR and the extent to which these were realized after 12 months of part-time study.Methods: Both quantitative and qualitative methods have been used to collect data. A structured baseline questionnaire was distributed to all participants at the start of the first course (n = 30) and a second endpoint questionnaire was distributed after they (n = 29) had completed the core courses one year later. At the start of the first course, five focus group discussions (FGD) were held with the midwifery educators. Descriptive statistics and content analysis were used for the analyses.Results: Midwifery educators who took part in the study identified expectations that can be grouped into three distinct areas. They hoped to become more familiar with technology, anticipated they would learn pedagogical and other skills that would enable them to better support their students’ learning and thought they might acquire skills to empower their students as human beings. Participants reported they realized these ambitions, attributing the master’s programme with helping them take responsibility for their own teaching and learning, showing them how to enhance their students’ learning and how to foster reflective and critical thinking among them.Conclusions: Midwifery educators have taken part in a creative learning environment which has developed their engagement in teaching and learning. They have done this using a blended learning model which combines online learning with face-to-face contact. This model can be scaled up in low resource and remote settings.

MCS-RF: mobile crowdsensing–based air quality estimation with random forest

It is a great challenge to offer a fine-grained and accurate PM2.5 monitoring service in urban areas as required facilities are very expensive and huge. Since PM2.5 has a significant scattering effect on visible light, large-scale user-contributed image data collected by the mobile crowdsensing bring a new opportunity for understanding the urban PM2.5. In this article, we propose a fine-grained PM2.5 estimation method based on random forest with data announced by meteorological departments and collected from smartphone users without any PM2.5 measurement devices. We design and implement a platform to collect data in the real world including the image provided by users. By combining online learning and offline learning, the method based on random forest performs well in terms of time complexity and accuracy. We compare our method with two kinds of baselines: subsets of the whole data sets and six classical models (such as logistic, naive Bayes). Six kinds of evaluation indexes (precision, recall, true-positive rate, false-positive rate, F-measure, and receiver operating characteristic curve area) are used in the evaluation. The experimental results show that our method achieves high accuracy (precision: 0.875, recall: 0.872) on PM2.5 estimation, which outperforms the other methods.

Model Blended Learning dalam Meningkatkan Efektifitas Pembelajaran

In the 21st century learning is already entered to the digital era , which is many educational practitioners have developed and designing a digital-based learning such as online learning. However Online learning still needs the other learning namely face-to-face learning. That is why Educational experts combine these two lessons mode into a new learning theory called by Blended Learning. Blended learning is a combination of online learning, offline learning, and face-to-face learning, because there are many researchs prove that blended learning has more influential rather than online learning or face-to-face leaarning in improving students’ learning intrest rather than online learning or face-to-face learning. Blended learning may apply by using these following combination namely 50/50, 75/25, or 25/75 from the learning period alocation. There are some cases need to be consideration in designing a blended learning, it is about how to make the learning is so interesting and suitable with the characteristic of students’ learning style.