Learning without Borders: Asynchronous and Distance Learning in the Age of COVID-19 and Beyond

Brady, Anna K.; Pradhan, Deepak

doi:10.34197/ats-scholar.2020-0046ps

Cited by 66 publications

(50 citation statements)

References 26 publications

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“…To improve student engagement in distance learning several suggestions were made in the literature. The following recommendations are related to our work: 1) Focusing on active-learning techniques rather than passive methods [10]. 2) Diversifying distance learning activities to stimulate student motivation [6].…”

Section: Introductionmentioning

confidence: 99%

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Active Distance Learning of Embedded Systems

Shoufan

2021

IEEE Access

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The move from face-to-face to distance learning poses a challenge for courses that rely on hands-on experience such as embedded systems. In this course, students need to work with hardware and software to achieve various learning objectives. For full advantage, the hands-on experience should be aligned with the acquisition of related concepts and procedural knowledge. The alignment of conceptual learning with hands-on experience is a big challenge, in general, and for distance learning, in particular. This article describes how different learning technologies can be integrated to achieve such alignment for embedded systems in a distance learning mode. A framework for active, lecture-free learning was established using a learning management system, YouTube, various web resources, a hardware kit, and a software development environment. The learning activities were implemented as ungraded quizzes on Moodle with different types of questions. These include review questions, conceptual questions, procedural questions, brainstorming questions, code analysis questions, and code creation questions. Our students used the provided hardware kit and the software development environment to complete the learning activities throughout the semester without listening to any live or recorded lecture from our end. This instructional design was evaluated by analyzing learning data generated by Moodle as well as self-report data. The results show high student engagement and positive perceptions of the course content and the learning method. We believe that the proposed pedagogical framework of this design is of general value and can be adopted in other engineering courses with similar requirements of hands-on experience in distance learning.

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Section: Introductionmentioning

confidence: 99%

“…3) Offering ungraded or anonymous quizzes to improve understanding and engagement [9]. 4) Offering more interactive sessions to avoid fatigue [9], [10].…”

Section: Introductionmentioning

confidence: 99%

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Active Distance Learning of Embedded Systems

Shoufan

2021

IEEE Access

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“…Konferensi video merupakan pertemuan dimana pesertanya yang berada di lokasi berbeda dapat berkomunikasi satu sama lain secara audio dan visual (Sidpra et al, 2020). Beberapa platform konferensi video yang banyak digunakan untuk pembelajaran meliputi Zoom (Singhal, 2020), Google Meet (Al-Maroof et al, 2020 dan Cisco Webex (Brady & Pradhan, 2020).…”

Section: Pendahuluanunclassified

Aktivitas Mahasiswa dalam Pembelajaran Daring Berbasis Konferensi Video: Refleksi Pembelajaran Menggunakan Zoom dan Google Meet

Firman

Sari

Firdaus

2021

ijes

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Penelitian ini bertujuan untuk mengkaji aktivitas mahasiswa dalam mengikuti perkuliahan daring berbasis konferensi video. Penelitian ini menggunakan pendekatan mix method yang menggabungkan metode kualitatif dan kuantitatif. Pengumpulan data dilakukan dengan wawancara dan menyebar angket. Hasil penelitian menunjukkan bahwa dalam perkuliahan daring yang dilaksanakan menggunakan applikasi konferensi video seperti Zoom dan Google Meet, mahasiswa cenderung melakukan aktivitas lain yang tidak berhubungan dengan perkuliahan. Aktivitas-aktivitas tersebut meliputi: (1) makan dan minum; (2) melamun; (3) menggunakan media sosial; (4) mengerjakan tugas mata kuliah lain; (5) memperhatikan tampilan layar teman kelas. Hasil penelitian ini dapat dijadikan sebagai bahan pertimbangan bagi pendidik dalam merancang perkuliahan daring sehingga potensi multitasking mahasiswa dalam pembelajaran dapat ditekan. This research aims to investigate the students’ activity during videoconferencing-based online lectures. This study uses a mixed-method approach that combines qualitative and quantitative methods. Data collection was carried out by interviewing and distributing 5 scale questionnaires. The results showed that in online lectures conducted using video conferencing applications such as Zoom and Google Meet, students tended to do other activities that were not related to lectures. These activities include (1) eating and drinking; (2) mind wandering; (3) using social media; (4) doing other subject assignments; (5) pay attention to classmates’ screen display. The results of this study can be used as consideration for educators in designing online lectures to reduce the possibility of students multitasking in learning. Keyword: Online learning, videoconferencing, multitasking

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“…Brady and Pradham recently outlined best practices for transitioning in-person sessions to synchronous and asynchronous distance-learning platforms and also summarized the features of various videoconferencing platforms. 6 In relation to case-based learning, Murdock and colleagues recently shared a short description of some lessons learned from their experience transitioning their morning report to a synchronous videoconferencing platform. 7 MedEdPORTAL has published a workshop describing the development of case-based teaching sessions using evidence-based strategies, 8 but we were unable to find faculty development resources aimed at teaching faculty how to convert their current case-based teaching sessions to a virtual platform.…”

Section: Introductionmentioning

confidence: 99%