Cloud Assisted IOT Based Social Door to Boost Student-Professor Interaction

Shirehjini, Ali Asghar Nazari; Yassine, Abdulsalam; Shirmohammadi, Shervin; Rasooli, Ramtin; Arbabi, Mohammad Salar

doi:10.1007/978-3-319-40542-1_69

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…“Installing RFID reader at the entrance of school gate, library, cafeteria, dormitory and teaching building, and other places to identify students' RFID electronic tags, it can obtain the students' activities trajectory” (Jiang, ). In addition, with IoT, an instructor may initiate and manage class session with voice/facial/gesture commands (Fuse et al, ; He & Zhuang, ; Zhu, ), communicate with remote students at different locations (Sarítaş, ; Shirehjini, Yassine, Shirmohammadi, Rasooli, & Arbabi, ; Uskov, Pandey, Bakken, & Margapuri, ), and collect immediate feedback from students in terms of interests in an activity or lesson and sensor data. Analytics could also be run on the sensor data to evaluate behaviour, performance, interest, and participation of each student and provide a summary to the instructor (Elyamany & AlKhairi, ; Haiyan & Chang, ; Richert et al, ; Ueda & Ikeda, ).…”

Section: (Rq1) What Are the Benefits Of The Adopted Scenarios Of Iot mentioning

confidence: 99%

A systematic literature review on Internet of things in education: Benefits and challenges

Kassab

DeFranco

Laplante

2019

Computer Assisted Learning

146

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With close to 20.4 billion devices connected to the Internet to be deployed by 2020, Internet of things (IoT) is already being leveraged in diverse sectors. Now, because of the ubiquitous nature of IoT devices, schools and academic institutions are looking to incorporate IoT in educational activities. With the increased use of IoT in the education domain, it is of utmost importance to study how this technology with its distinguished system functions such as sensing and decision making can support and challenge the pedagogical processes for all interrelated actors (faculty, students, and staff) as well as all involved assets (e.g., libraries, classrooms, and labs). Although there have been several contributions on the inclusion of IoT into the education domain, there is still a lack of consolidated and coherent views on this subject. Hence, we are motivated to close the gap of knowledge and embarked on mapping out the published studies available. This study presents the results of a systematic literature review focusing on the benefits and the challenges faced in education in integrating IoT into the curriculum and educational environments. Different mapping views of the extracted studies are provided as long as a summary of the already implemented tools and a list of gap research questions yet to be investigated.

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Section: (Rq1) What Are the Benefits Of The Adopted Scenarios Of Iot mentioning

confidence: 99%

A systematic literature review on Internet of things in education: Benefits and challenges

Kassab

DeFranco

Laplante

2019

Computer Assisted Learning

146

View full text Add to dashboard Cite

show abstract

“…Lytvynova [21] considers the component model of CBLE for secondary school. Shirehjini et al [29], Zheng and Louie [35] discussed the student-professor and student-student online interaction with cloud-based technology.…”

Section: Communication Component Of Cble For Bachelors In Software En...mentioning

confidence: 99%

Structural model of a cloud-based learning environment for bachelors in software engineering

Vakaliuk

2021

Educ. Technol. Q.

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The article summarizes the essence of the category "model", presents the main types of models used in pedagogical research: structural, functional, structural-functional models. The basic requirements for the construction of these types of models are also given. The experience in building a model and designing a cloud-based learning environment of educational institutions (both higher and secondary) is analyzed. A structural model of a cloud-based learning environment for bachelors in software engineering is presented. Each component of the cloud-based learning environment model for bachelors in software engineering is described: target, management, organizational, content and methodical, communication, technological and effective. The model of interaction of participants of the educational process in the cloud-based learning environment is developed. Forms, methods, and tools (both traditional and cloud-based) of content and methodological components of the cloud-based learning environment's structural model that can be implemented in this cloud-based LMS are described. Forms of an educational activity (classes, practical training, independent work, control measures, as well as research work of students) are considered. The types of lectures that can be conducted in a cloud-based learning support system are described: lecture-conversation, lecture-discussion, video lecture, lecture-consultation, and lecture-presentation. The types of practical training offered in the cloud-based learning support system are described: laboratory work, workshop, seminar, and webinar. Different types of independent work and assessment are considered. The research work of students as a form of educational activity provided by the curriculum of bachelors in software engineering is singled out. The main teaching methods that can be implemented using a cloud-based LMS to support the training of bachelors in software engineering are considered. It is generalized that the cloud-based learning environment should solve all the main tasks facing higher education institutions.

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Cloud Assisted IOT Based Social Door to Boost Student-Professor Interaction

Cited by 2 publications

References 5 publications

A systematic literature review on Internet of things in education: Benefits and challenges

A systematic literature review on Internet of things in education: Benefits and challenges

Structural model of a cloud-based learning environment for bachelors in software engineering

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