Traditional Learning Platforms Research Articles

Development and Design of a Pediatric Case-Based Virtual Escape Room on Organophosphate Toxicity.

This case-based virtual escape room (VER) serves as a didactic activity suitable for learners who require an understanding of organophosphate toxicity. Educators may use this VER for distance-based learning in settings with adequate internet access. India faces a concerning escalation in suicide rates, particularly among teenagers and young adults, often involving intentional pesticide ingestion, notably organophosphates.1-3 Our project addresses organophosphate ingestion by using a VER, a virtual learning platform adapted from in-person escape rooms to engage participants for educational purposes.4,5 Demonstrating success in medical, pharmacy, and nursing education, VERs increased satisfaction and competency among healthcare trainees compared to traditional learning platforms while fostering teamwork and communication in a virtual learning environment.6,7. By the end of the activity, learners should be able to: 1) recognize risk factors, symptoms, and presentation for organophosphate poisoning; 2) understand the radiologic and laboratory findings in organophosphate poisoning; 3) distinguish and differentiate electrocardiogram findings in common toxic ingestions; 4) explain the pathophysiology of organophosphate poisoning; 5) understand the importance of decontamination of the patient and personal protective equipment for staff for organophosphate poisoning; 6) describe the airway management of organophosphate poisoning; 7) describe the medical management of organophosphate poisoning, including antidotes and the correct dosing and 8) demonstrate teamwork through communication and collaboration. The development process involved a seven-step approach, beginning with topic selection. The process involved creating a scenario, defining learning objectives, and designing an appropriate room. Clues and puzzles were tailored to align with the learning objectives and promote interactivity. The VER was hosted on Google Sites (Google LLC), accompanied by a facilitator guide offering content and technical support. This VER leverages technology for distance learning, using Zoom (Zoom Video Communications Inc.) for online sessions with EM trainees. Participants were organized into small groups in breakout rooms on Zoom, following a structured format that included a pre-briefing, a timed escape room scenario, debriefing, and evaluation. Afterward, an evaluation in the format of a survey was distributed to participants. This study was Institutional Review Board exempt. Out of 120 participants in the VER, 50% responded to a survey. The majority found the activity interactive, engaging, and exciting. This feedback indicated a positive reaction to the VER, consistent with the Kirkpatrick model's first level of assessment.8 The VER effectively promoted learning and reinforced clinical knowledge, contributing to the second level of the Kirkpatrick model. In this case, 84.7% of respondents were able to identify knowledge gaps, and 84.2% of respondents found this to be a feasible model to reinforce medical knowledge. This innovative VER addresses the value of distance-based learning in any setting with an internet connection. It has successfully enhanced collaboration and communication among participants in small groups, making it a valuable resource for medical education. This study has several limitations worth noting including a relatively low survey response rate. Baseline data was not collected prior to the VER. Additionally, the VER was not designed to be an open-book assessment; however, the absence of an in-person moderator makes it challenging to ascertain whether participants used external resources. Furthermore, the exclusive focus of this VER on a single topic may diminish its overall use compared to more traditional didactic sessions. This study is also limited by lack of long-term outcome data. Future studies could further assess knowledge improvement and clinical application. The authors plan to develop additional case-based VERs to advance EM trainees' knowledge, skills, and communication. Overall, the VER offers a promising and free educational tool for distance learning with potential benefits for various settings with internet access. Escape room, gamification, global health, organophosphate poisoning, simulation, virtual escape rooms.

The improvement of interactive learning efficiency based on virtual simulation technology

In order to overcome the problems of learning efficiency and low learning interest in the existing English teaching methods, this paper proposes a new method for constructing an English interactive learning efficiency improvement platform based on virtual simulation technology. We design the XLua execution framework as the core component of the virtual simulation technology framework, select Unity3D as the interactive platform for the structural components of the virtual reality development platform, and use the 3DsMAX analysis tool to construct the interactive learning courseware module as the courseware information collection. The coordinate system and graphics system are background rendering is performed on the basis to build a complete interactive English learning efficiency improvement platform and complete the overall construction of the interactive learning efficiency improvement platform. The experimental results show that compared with the traditional learning platform, the application of the learning platform can effectively improve the learning interest of students, thereby improving the learning efficiency of students.

Rumi: An Intelligent Agent Enhancing Learning Management Systems Using Machine Learning Techniques

The dramatic improvement of information and communication technology (ICT) has made an evolution in learning management systems (LMS). The rapid growth in LMSs has caused users to demand more advanced, automated, and intelligent services. This paper discusses how Artificial Intelligence and Machine Learning techniques are adopted to fulfill users’ needs in a social learning management system named “CourseNetworking”. The paper explains how machine learning contributed to developing an intelligent agent called “Rumi” as a personal assistant in CourseNetworking platform to add personalization, gamification, and more dynamics to the system. This paper aims to introduce machine learning to traditional learning platforms and guide the developers working in LMS field to benefit from advanced technologies in learning platforms by offering customized services.

E-Learning versus Traditional Learning: A Comparative Study among the Academic Community in Kerala after COVID-19

This study compares the usage of traditional learning platforms and electronic learning (e-learning) platforms after the COVID-19 pandemic among the academic community in Kerala state. The study examined awareness of e-learning platforms among the students and the purpose, frequency, type and mode of preference of e-learning platforms etc. Also, the study compared the opinion of respondents regarding the traditional learning and e-learning platforms. Online questionnaires were used for data collection after the COVID-19 lockdown period. The findings revealed that the majority of the respondents are moderately aware of using e-learning platforms, and more than half of the respondents started using e-learning platforms within one year. The students are using e-learning platforms mainly for their course related studies and competitive exam preparation. Respondents of the study are always preferring asynchronous learning and majority are depending on independent social e-learning platforms such as YouTube classes, social media learning etc. Based on the study, it is evident that majority of the respondents are sometimes preferring e-learning platforms instead of traditional learning platforms.

The Strategy to Build Educative Interaction in Islamic Education on Online Learning Setting

Nowadays, online learning has forced educational stakeholders to sufficiently involve online learning by handling the fundamental difference from traditional learning platforms. While educative interaction is vital but very limited to online learning, the teachers should condition the new environment to enable the learning process. However, educative interaction on online learning requires exact syntax to help the teachers implement it correctly. Therefore, this study aimed to identify the implementation of educative learning on online learning and formulate the syntax to help teachers create educative interaction. The study focused on Islamic and Character Education subjects. The research method is qualitative, using in-depth interviews to gather the data. The informants were from 2 different elementary schools. The study result revealed two types of syntax for educative interaction on online learning: the syntax of educative interaction on real-time chatting app and syntax of educative interaction on the video conference app. Every syntax has similar general phases: preparation, introduction, core, and closing. However, every phase has different details, adjusted to the service provided by the application used. Eventually, the teachers' competence and spirit and supporting infrastructure become the primary factors in maximizing the interaction. Besides, application choice determines the strategy that will be done.

Hierarchies of knowledge: ethnobotanical knowledge, practices and beliefs of the Vhavenda in South Africa for biodiversity conservation

BackgroundIndigenous and local knowledge systems are characterised by a ‘knowledge-practice-belief’ complex that plays a critical role for biodiversity management and conservation on indigenous lands. However, few studies take into consideration the interconnected relationship between the social processes underpinning knowledge accumulation, generation and transmission. The study draws on ethnobotanical research to explore plant uses, practices and belief systems developed among the indigenous Vhavenda in South Africa for sustaining indigenous plant resources and highlights some of the forces of change influencing the acquisition and transmission of knowledge.MethodsData was collected from September–November 2016 from 31 individuals by means of semi-structured interviews; walks in home gardens, cultivated fields, montane forests and deciduous woodlands; and vouchering of plant species in six villages (Duthuni, Tshidzivhe, Vuvha, Lwamondo, Mashau and Tshiendeulu) in the Vhembe District of South Africa. The Use Value Index (UVI) was used to measure the number of different uses of each species and the Relative Frequency Index (RFI) to measure the local importance of each species. Semi-structured interviews and comparisons with published works also explored cultural practices and belief systems associated with plants, modes and barriers of knowledge transmission.ResultsEighty-four plant species were reported within 44 families, with Fabaceae representing the highest diversity of plant species. We identified six species not previously documented in the Vhavenda ethnobotanical literature, 68 novel uses of plants and another 14 variations of known uses. Vhavenda plants were predominantly used for food (36.0%) and medicine (26.1%) and consisted mainly of native (73.8%) compared to non-native species (26.2%). The Vhavenda possess a range of practices for managing plant resources that can be attributed to taboos preventing the use of selected species, promotion of sustainable harvesting practices and the propagation of plant species for ecological restoration. Plant knowledge and management practices were transmitted from relatives (48.4%), self-taught through time spent planting and harvesting plants on the land (19.4%), through apprenticeships with traditional healers (16.1%), initiation schools (9.7%) and clan gatherings (6.4%). Changes in traditional learning platforms for knowledge exchange, erosion of cultural institutions and shifting value systems serve as barriers for knowledge transmission among the Vhavenda.ConclusionThe study points to a need for new partnerships to be forged between conservationists, government actors and local and indigenous knowledge holders to foster hybrid knowledge coproduction for developing strategies to enhance the productivity and biodiversity of indigenous lands.

A systematic review approach of mobile technology adoption in higher education

Many educators agree that mobile technology has great potential not only to improve our educational practices but also to change traditional learning platforms and classroom learning environments. There are also many advantages to integrating mobile technology into the 21st century classrooms to support teaching and learning. Mobile technology tools such as iPads, iPad mini, mobile applications, tablets, palm devices, e-readers and smartphones are becoming real-world tools that should be integrated into modern instructional practices to support digital learners and to promote meaningful learning. Educators are harnessing mobile devices within and beyond the classroom due to the flexibility, portability, affordability and popularity of those devices. This study explores the effectiveness of mobile technology adoption within 21st century classrooms processes and outcomes.

The Analysis and Designing for the Cloud Learning Platform

The traditional learning and the self-inquiry learning have their advantages, so it is combining their advantages,studying the cloud learning platform. According to the present situation of the learning platform, it is designing the traditional learning platform and the self-inquiry learning platform, then develop the learning platform, finally analysis the advantage of the learning platform for students and teachers.

Adaptation criteria for the personalised delivery of learning materials: A multi-stage empirical investigation

<p>Personalised e-Learning represents a major step-change from the one-size-fits-all approach of traditional learning platforms to a more customised and interactive provision of learning materials. Adaptive learning can support the learning process by tailoring learning materials to individual needs. However, this requires the initial preparation of content upfront, which is a laborious task – and organizations have to target their limited resources effectively. In order to guide the process of creating adaptive learning materials, the criteria for adaptation – or adaptation needs – have to be known. The aim of this paper is to identify these adaptation criteria, applying a mixed method procedure. First, thirty adaptive systems selected from the literature are investigated using a qualitative content analysis. Then, the resulting set of adaptation criteria is validated by experts in the form of a series of two online questionnaires. As a result, a set of 13 adaptation criteria representing different adaptation needs emerge.</p><h2></h2>

Research and Implementation of the Cloud Platform Based on the B-learning

The paper puts a “cloud” learning platform mode. In order to improve the quality of education and teaching and solve the problems such as single teaching systems, the gap between classroom teaching and online teaching and less interaction between the teacher and students and so on. First, force on the application of cloud computing, cloud learning and cloud platforms, we analysis and compare to characteristics of the traditional learning platform, and propose a method that based on the B-learning thinking for the cloud learning platform. Then we give an instance of practice application and it proves that the establishment of cloud study platform has improved the efficiency of the teachers’ classroom, the students’ independent learning, teacher-student interaction, and so on. It is of great significance for promoting the teaching techniques of innovation