Including Online Courses Research Articles

An Analytical Study on Developing Language Skills among L2 Learners Through Digital Teaching and Learning

Technology integration has fundamentally transformed education, particularly in the field of second language (L2) acquisition. This experimental study explores the effectiveness of various digital tools and media—including online courses, educational applications, and multimedia resources—in enhancing English language skills among L2 learners. By leveraging technology, language learning becomes more flexible, personalised, and engaging, fostering active participation through virtual classrooms and real-time feedback mechanisms. This approach which is called adaptive learning cultivates a stimulating environment that encourages student engagement and motivation. Despite the advantages of digital tools, speaking anxiety remains a significant barrier for many L2 learners. This study posits that digital teaching methods can mitigate this challenge by facilitating dynamic and flexible communication; thereby, enhancing overall language proficiency in the digital age. The research involved a sample of 120 first-year B.A. English Literature students from eight Arts and Science Colleges in Kanyakumari District, Tamil Nadu, India. Descriptive and inferential statistical analyses were conducted on the data collected from the participating institutions. Descriptive analyses highlighted students' experiences and preferences for tools such as PowerPoint presentations, multimedia content, Padlet, and Edmodo. Inferential analysis, employing t- tests, revealed significant improvements in students' language skills attributable to digital teaching interventions. The findings reveal substantial enhancements in both productive and receptive language skills among EFL learners, underlining the positive outcomes of digital interventions. This study underscores the transformative potential of digital tools in L2 education, advocating for a shift towards a more technologically enriched educational landscape that prepares learners for the demands of the modern world. It contributes valuable insights into leveraging digital technologies to advance language education, advocating for their integration across diverse academic disciplines in literature, arts, and humanities.

The impact of Teachers Professional Development on Learners Academic Performance in Selected Primary Schools in Kumi District

The study was aimed at on examining the effects of teacher professional development on learners’ academic performance in Kumi district. Teacher professional development is one of the concerns among different stakeholders who have interest in education in most of the developed and developing nations. With a lot of pressure among the educators to improve the academic performance among the learners, teachers’ continuous professional development has become a necessity for the schools that are committed to improving the academic performance of their learners. Teachers' professional development refers to a continuous process of acquiring new knowledge, skills, and competencies to improve their teaching practices and enhance student learning outcomes. This development can take various forms and often involves both formal and informal learning opportunities. The study was guided by three objective (i) To examine the relationship between workshops and learners’ academic achievements ii to establish the relationship between teacher leadership and learners’ academic achievements iii To assess the relationship between motivation and learners academic achievements. The key aspects of professional development include online courses motivation, teacher leadership, workshops and seminars, mentoring, collaborative learning, in-service training, graduate education, peer observation and conferences. The purpose of this research paper was to find out how teachers professional development affects the academic performance of learners in primary schools in Kumi. This research was conducted in selected primary schools in Kumi district.

Enhancing trade policy education: A review of pedagogical approaches in public administration programs

This literature review rigorously examines pedagogical approaches in trade policy education within public administration programs, with the goal of enhancing educational strategies for future public administrators in the context of global trade. Recognizing the vital role of trade policy in economic development, international relations, and governance, the review explores the evolution, current state, and challenges of trade policy education. The scope includes an analysis of traditional lectures, case studies, experiential learning, interdisciplinary teaching, and the role of technology in modernizing educational practices. Using a qualitative methodology, the review synthesizes insights from literature reviews, case studies, and comparative analyses of curricula across various public administration programs. Findings indicate that while traditional lectures provide essential theoretical knowledge, their effectiveness is significantly enhanced by case studies and experiential learning methods, such as simulations and role-playing exercises. These methods foster practical application and critical thinking, which are crucial for comprehending complex trade policies. The integration of technology, including online courses and digital simulations, further improves learning outcomes by making education more interactive and accessible. Interdisciplinary teaching, which incorporates perspectives from economics, law, political science, and international relations, enriches the educational experience and prepares students for the multifaceted nature of trade policy. The review concludes that a balanced pedagogical approach, combining traditional and innovative methods, is essential for effective trade policy education. It recommends incorporating active learning strategies, continuous assessment, and professional development for educators. Additionally, fostering interdisciplinary collaboration and leveraging technological advancements are vital for enhancing the curriculum. These strategies aim to equip future public administrators with the comprehensive knowledge and skills necessary to navigate the complexities of global trade, thereby contributing to informed and effective policymaking. Keywords: Trade Policy Education, Public Administration, Pedagogical Approaches, Experiential Learning, Interdisciplinary Teaching, Technology Integration.

Course Design, Belonging, and Learner Engagement: Meeting the Needs of Diverse International Students in Online Courses

International students comprise a growing population in U.S. higher education institutions, including online courses. Online international students’ experiences and needs have been largely understudied, but their increased presence in online courses offers a rich opportunity to understand better and improve their course experiences. This qualitative study draws upon interviews with international and domestic online learners to illuminate the importance of inclusivity and how it can be improved through course design and facilitation. To address our research questions, we interviewed 27 graduate students at a large public research university in the United States. The sample included 17 international and 10 domestic students. The findings show opportunities for enhancing the online learning experience for international learners through culturally attuned teaching, supporting both social and cognitive presences along with clear course expectations, and encouraging instructor’s responsiveness and peer engagement. This study concludes with four major implications for online instructors.

INNOVATIVE LEARNING PATHS: A THEORETICAL APPROACH TO MANPOWER TRAINING FOR LIBRARY PROFESSIONALS IN A TECHNOLOGY DRIVEN ENVIRONMENT

This research paper delves into the realm of innovative learning paths designed to optimize the training of library professionals within the dynamic landscape of a technology driven environment. The theoretical framework expounded in this study addresses the transformative role of library professionals in the digital era and puts forth strategic insights for cultivating indispensable technological competencies. As libraries evolve into hubs of digital information, it becomes imperative to equip library professionals with the requisite skills to navigate, curate, and disseminate information effectively. The significance of this study lies in its contribution to the ongoing discourse on redefining the role of library professionals in an increasingly digital world. Libraries, once repositories of printed knowledge, are now multifaceted entities that demand proficiency in diverse technologies. This research paper contributes by proposing a theoretical framework that not only identifies essential technological competencies but also outlines innovative learning paths to nurture these skills. The originality of this study lies in its synthesis of existing literature, theoretical frameworks, and practical insights into a cohesive approach tailored to the unique challenges faced by library professionals. By amalgamating various theoretical perspectives, the study provides a novel framework that transcends traditional training methods. The innovative learning paths proposed include online courses, immersive experiences, and collaborative projects, creating a holistic approach that addresses the multifaceted nature of technological integration in library services. The outcomes of this study are twofold. Firstly, it underscores the importance of continuous learning and adaptation for library professionals to remain at the forefront of technological advancements. Secondly, the theoretical framework presented serves as a guide for the development and implementation of effective training programs, ensuring library professionals are not just proficient but pioneers in leveraging technology to enhance library services. By fostering a culture of perpetual learning, this research contributes to the sustained relevance and excellence of library professionals in the ever evolving digital landscape. KEYWORDS: Manpower Training, Digital Literacy, Continuous Learning, Library Services, Lifelong Learning, Digital Transformation.

WAYS TO ORGANIZE ACADEMIC WORK DURING ONLINE TRAINING

The article is devoted to the features of distance learning in general and the features of distance learning in English in particular. The necessity of using distance learning technologies in the modern educational process is explained, as well as the advantages and disadvantages of distance learning are revealed. Particular attention is paid to the practical issue of distance learning, its forms and ideas for the use of distance learning of the English language in the university are described.Distance learning is gaining more and more clients in organizations that are interested in developing the skills of their employees. There are many types of remote education, including online courses, mobile applications, and using virtual and augmented reality. Each of them has its own pros and cons, so when choosing a method, it is important to take into account the specific needs and goals of students.

E-Learning

This research paper presents a comprehensive study on the implementation and impact of the "E learning" project, which aims as online learning, refers to the use of digital technologies to facilitate education and training. It has become increasingly popular in recent years due to its flexibility, accessibility, and cost-effectiveness. E-learning can take many forms, including online courses, virtual classrooms, webinars, and multimedia learning resources. The e-learning approach typically involves the use of various digital technologies, including learning management systems, videoconferencing tools, and multimedia resources such as videos, podcasts, and interactive simulations. This approach allows learners to access educational materials and interact with instructors and other learners from any location with an internet connection

The Experience of Ethics Committees in Portuguese Speaking Countries

In recent decades we have seen an increase in scientific research, including in Portuguese Speaking Countries (PALOP). This growth highlighted the concern for compliance with the principles of bioethics in research involving human beings. Lack of resources, scarce legislation, poor training of members of bioethics committees, limited knowledge of the main international guidelines, limited training on ethics and bioethics in research, are some of the characteristics common to the PALOPs. On the other hand, language constitutes a barrier considering that most of the literature is available in English. As an example, between 2005-2016 the EDCTP partnership funded 74 ethics projects in Africa with only two for the PALOP. The creation of bioethics committees in these countries dates back to the year 2000 in Angola, Cape Verde and Mozambique and from 2010 in Guinea-Bissau and São Tomé and Príncipe, all with Portuguese and Brazilian influence. In 2011, the National Committee on Bioethics in Health in Mozambique registered an increase in research, triggering the creation process of Institutional Bioethics Committees, with regulations and norms for the creation, functioning and hierarchy. In 2016, during the International Conference on “Ethics in Scientific Research: the first step towards south-south cooperation”, Angola, Mozambique, Brazil and Cuba signed the Malange Declaration. It expresses the commitment of the health ethics committees to work as a network in south-south collaboration, recognizing the need to boost training in bioethics. Mozambique's declaration reinforces this commitment. However, only in Mozambique is there a boost in the formation and regulation of bioethics committees. Currently, it is the PALOP country with the highest number of research projects evaluated. Between 2017-2021, two projects financed by EDCTP were implemented, in the perspective of North-South collaboration between Portugal and the PALOP. LusoAfro-BioEthics, aimed at Strengthening Bioethics Committees in Mozambique, Angola and Cape Verde. Highlights include online courses in Portuguese, the availability of a website in Portuguese and the implementation of the online research protocol submission process for Mozambique. BERC-luso, an Ethical and Regulatory Capacity Building project in the five PALOP countries, with the aim of developing and strengthening national drug regulation systems and capacities for the ethical review of clinical research. In September 2022, representatives of the Ethics Councils, Bioethics Associations and Clinical Research Committees of Portugal and the PALOP, gathered at the Lusophone Bioethics Meeting, signed the Lisbon Declaration with the commitment to Bioethical Cooperation and One Health in Lusophone countries between 2022-2026. The challenges for the PALOP continue to be training in ethics and bioethics in undergraduate and postgraduate courses as well as in intensive courses for the preparation and evaluation of research projects and the legislation for the creation, organization and hierarchy of Bioethics Committees and define norms and procedures in research using living beings, including clinical trials.

ФОРМИРОВАНИЕ ЦИФРОВОЙ ГРАМОТНОСТИ ПЕДАГОГОВ

The purpose of this article was to study the level of development of the main areas of digital literacy of a modern teacher and determine the requirements for the development of key digital skills in the context of an active transition to digital education. The formation of digital literacy of teachers is a hot topic in modern education. With the development of technology and the transition to an online learning format, teachers must have knowledge and skills in the use of digital technologies and electronic resources. The main competencies that they should have are considered. The article also discusses various methods and tools for the formation of digital literacy of teachers, including online courses and trainings, self-education and exchange of experience with colleagues, the use of digital platforms and applications in teaching. The results of the formation of digital literacy of teachers can be extremely useful for improving the quality of education, increasing the effectiveness of teaching and creating more flexible and adaptive learning models.

Instructional Design of Engineering Courses with Online Certifications - Reflections and Experiences

Owing to the exploding growth of Internet technologies and IT infrastructure, education from primary to university level has taken a new dimension in online platforms. In Engineering Education perspective, Online educational platforms provide anytime, anywhere access to quality technical content to everyone in the world. Renowned universities and academies have joined hands with MOOC service providers and offer universally recognized certification courses. These online certification courses can be considered as a powerful tool for empowering learners with new-age technical skills and knowledge. This article explores the possibilities of including online certifications in regular academic courses, thereby leveraging them to evolve an effective Instructional Design. A systematic method to include online courses and their corresponding certifications as a part of the assessment in institute-level courses has been developed. The experimental study has been investigated on a sample of three undergraduate engineering courses namely Cloud Computing, Blockchain Technologies and Data Analytics offered for the B.Tech Information Technology undergraduate course. Around 180 learners and three instructors participated in the research study. The proposed instructional design has resulted in a significant enhancement in the learning outcomes and student satisfaction index. Various plans to address the implementation challenges in integrating online certifications are also discussed. The authors believe that the manuscript will guide the faculty interested in utilizing online resources for classroom teaching. Keywords—Blended Learning; Instructional Design; MOOC; Online Certifications; Online Courses

Современные методы обучения информационной безопасности

This article explores methods and tools for training in the field of information security. The primary focus is on the need to adapt to modern challenges in the IT sector, examining the effectiveness of various methods, and ways of their implementation in large companies. Advantages and limitations of both traditional and innovative approaches to training are discussed, including online courses, simulations, and gamified methods.

Guidelines for the creation of digital educational resources in the field of technosphere safety at NSTU

The key challenges for the flagship technical university of NSTU are new formats of open online learning, open mass online courses on external learning platforms (MOOCs), as well as campus private courses hosted on the DiSpace 2.0 platform in the light of digital changes and transformations in education. Various types of digital educational resources are presented, including online courses and courses based on electronic educational and methodological complexes at NSTU. Guidelines for creating online courses on the NSTU LMS “DiSpacе” have been developed. The components of the online course are described according to the quality criteria of Quality Matters (QM), an organization that provides a scalable online course quality assurance process. Conclusions are drawn about the use of online courses hosted on the NSTU software platform as mass open courses when placed on learning platforms, as well as when organizing blended learning at NSTU.

Zoom fatigue and its risk factors in online learning during the COVID-19 pandemic

BACKGROUND Global nations have enforced strict health protocols because of the COVID-19’s high transmission, infectivity, and mortality. As shown by increased online learning and video conferencing, the employment and education sectors are shifting to home-based activities. Video conferencing as a communication medium has subtly led to zoom fatigue. This study aimed to analyze the risk factors of zoom fatigue for early prevention and treatment.
 METHODS This cross-sectional study was conducted on 335 Indonesian university students selected by purposive sampling in July 2021. Data were collected using a demographic questionnaire including online courses duration during the COVID-19 pandemic; Pittsburgh sleep quality index; depression, anxiety and stress scale-21; and zoom & exhaustion fatigue (ZEF) scale through Google Form (Google LLC, USA) distributed via social media and student forums. Association and correlation tests were used, and the model was developed using linear regression.
 RESULTS The respondents were aged 21.3 (1.8) years with 12.8 (5.1) months of online courses during the COVID-19 pandemic and a ZEF scale of 2.8 (0.9). Students with higher ZEF had irregular physical exercise, poorer sleep quality, longer video conferencing sessions, longer months of courses during the COVID-19 pandemic, and higher mental illness (i.e., stress, anxiety, and depression). Smoking negatively correlated with fatigue (r = −0.12). The model for ZEF showed good predictability for zoom fatigue (p<0.001, R2 = 0.57).
 CONCLUSIONS Daily exposure to video conferencing in educational settings throughout the pandemic has drastically increased zoom fatigue. The stakeholders must act immediately to minimize the risks while providing maximum benefits.

Simple Steps towards Equitable Online Courses

It is well-known that academic life can be very stressful for students. We are currently in the middle of a pandemic and living in a time of deep social reflection and transformation, which has brought a new level of stress to our students, who are experiencing it in different ways. This is impacting all learning environments, including online courses. Approaches for making online courses more inclusive have been discussed extensively, but we are still learning how to go about achieving equitable courses. This article will highlight lessons learned from teaching experiences and from listening to students, including the importance of observing and identifying the factors contributing to the increased stress that students in your online course may be facing. It will also discuss simple strategies to help all your students achieve academic success.

BD2K Training Coordinating Center's ERuDIte: The Educational Resource Discovery Index for Data Science

Data science is a field that has developed to enable efficient integration and analysis of increasingly large data sets in many domains. In particular, big data in genetics, neuroimaging, mobile health, and other subfields of biomedical science, promises new insights, but also poses challenges. To address these challenges, the National Institutes of Health launched the Big Data to Knowledge (BD2K) initiative, including a Training Coordinating Center (TCC) tasked with developing a resource for personalized data science training for biomedical researchers. The BD2K TCC web portal is powered by ERuDIte, the Educational Resource Discovery Index, which collects training resources for data science, including online courses, videos of tutorials and research talks, textbooks, and other web-based materials. While the availability of so many potential learning resources is exciting, they are highly heterogeneous in quality, difficulty, format, and topic, making the field intimidating to enter and difficult to navigate. Moreover, data science is rapidly evolving, so there is a constant influx of new materials and concepts. We leverage data science techniques to build ERuDIte itself, using data extraction, data integration, machine learning, information retrieval, and natural language processing to automatically collect, integrate, describe, and organize existing online resources for learning data science.

January 2021 Placement Ads

January 2021 Placement Ads

Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education

The edited book Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education, built on the 2017 Innovative Language Teaching and Learning at University conference (InnoConf), collected chapters with the theme: “Integrating informal learning into formal language education” (p. 3). Focusing on the exploration of innovative technologies for the purpose of language learning, the editors present a variety of approaches, including online courses, Wikipedia, social networking apps, online learning platforms, game-based tasks, video-based support, and Twitter. Based on the aims of the articles, the editors organized the chapters into two sections, with the first section addressing users’ feelings about these technologies and the second section addressing users’ evaluations of the technologies. The third section is an interview between the editor Tita Beaven and Richard Simcott, a founder of the Polyglot Conference. The interview emphasizes the importance of learning languages in informal ways.

How Romanian Higher Education Institutions Have Adapted to Online Learning Process in the COVID-19 Context through a Student’s Eye

The new challenges caused by the SARS-CoV-2 pandemic forced the entire World to stop some activities, including educational activities. This situation pushed educational system to move its space of work in an online environment. In this article, we aim to present some of the measures that have been taken by the Romanian Government and universities in an effort to mitigate the potential risks that threatened the education system. We also intend to present some issues that arose during this educational migration to online learning. The measures adopted include providing technical support for teachers and students in supporting them on how to access and how to use the online resources and tools made available to ensure the continuity of the educational process. Other measures include online courses addressed to students in final years for their training in oral presentations for final exams, and also provision of financial support for students with limited financial possibilities to help them purchase a computer. One problem that would hinder the educational process in the online environment would be technical aspects specific to the online platforms, but also the way students and professors use them. Other difficulties include the lack of digital skills, as well as the lack of involvement in the online learning activities of some professors.

NORMATIVE-METHODICAL SUPPORT OF THE EDUCATIONAL PROCESS AT UNIVERSITY IN TERMS OF E-LEARNING

The article summarizes the experience of Peter the Great St. Petersburg Polytechnic University (SPbPU) in changing the regulatory and methodological support of the educational process in the context of e-learning. The models of involvement of mass open online courses (MOOCs) in the educational process of the university are considered. The author draws on practical experience and the results of an experiment implemented in 2016–2019 at Peter the Great St. Petersburg Polytechnic University, which allowed to include online courses in 100 % of the curriculum by the beginning of the 2018/2019 academic year. The analysis of the necessary local regulations, allowing to begin the active integration of online courses in the educational process. The necessity of classification of electronic educational resources within the university is substantiated. The possibility of using e-learning for the organization of project work is substantiated. A detailed description of the components of educational resources, which allowed to implement common requirements for their implementation in the educational process is given.

Incorporating assessment and prescribing for ambulatory ailments skills into practice: An environmental scan of continuing education for pharmacist prescribing in Canada.

Pharmacists in Canadian provinces are at different stages of applying prescribing legislation into practice. The purpose of this environmental scan was to examine differences in legislation, remuneration, professional uptake, continuing education requirements and continuing education resources relating to pharmacist prescribing for ambulatory ailments, with a focus on continuing education. Data were collected between May and December 2016 using websites and communication with provincial professional regulatory bodies, advocacy bodies, drug coverage programs and other organizations that offer continuing education for pharmacists. Training requirements to prescribe for ambulatory ailments vary provincially, including no training requirements, online tutorials and a comprehensive application process. Government-funded remuneration for prescribing services is absent in most provinces. Pharmacist uptake of the training required to obtain prescribing authority ranges from 30% to 100% of pharmacists. Continuing education programs on the topic of prescribing across the country include online courses, in-person courses, webinars, panel discussions and preparation courses. Many aspects of pharmacist prescribing for ambulatory ailments, including the style and content of continuing education resources, vary from province to province. Further research on this topic would help to determine the effect of these differences on the success of incorporating pharmacist prescribing into practice.