Teaching qualitative data analysis software online: a comparison of face-to-face and e-learning ATLAS.ti courses

Kalpokaite, Neringa; Radivojevic, Ivana

doi:10.1080/1743727x.2019.1687666

Cited by 34 publications

(28 citation statements)

References 24 publications

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“…Despite of these problem, the new online teaching method has still become an important auxiliary measure of traditional teaching [26,27]. Some scholars compare online teaching with face-to-face teaching, tests the effect of both and blended learning, and analyzes the influence of interaction on teaching effect [28][29][30]. There are different directions for the research of online teaching, such as learning skills and attitudes, the influence of information literacy, and the practice of different courses.…”

Section: Introductionmentioning

confidence: 99%

Application of Computer in Online Teaching of Professional Courses

Jin

2020

Int. J. Emerg. Technol. Learn.

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Due to the ongoing public health crisis, computer online teaching has become a new normal. It is very meaningful to explore how to effectively apply computer in online teaching. In this paper, the online teaching situation of teachers and students in a college was surveyed and analyzed. Then, DingTalk, the most popular online teaching platform among the respondents, was introduced in details. Next, the online teaching situation was tracked, and the learning situation was evaluated in terms of pre-class preparation, in-class teaching, and after-class homework. After that, the satisfaction with the course design and teaching effect was surveyed. The results show that the students felt satisfied with the course design, but regarded practical teaching a weak link in online teaching; the students highly recognized the work attitude, teaching ability, and interactive ability of their teachers, yet calling for better innovation awareness among teachers. The research results provide a good reference for computer-based online teaching of professional courses.

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Section: Introductionmentioning

confidence: 99%

Application of Computer in Online Teaching of Professional Courses

Jin

2020

Int. J. Emerg. Technol. Learn.

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“…Nous proposons de poser les savoirs et connaissances 7 technologiques (Technological Knowledge -TK) en tant que quatre types de savoirs assurant les finalités suivantes : 1) supporter le chercheur dans son travail d'analyse documentaire, de construction de dispositifs de collecte de données empiriques et d'analyse de données tels que cités par Van der Maren, et al 2019; 2) soutenir l'activité professionnelle à l'aide de logiciels d'analyse de données spécialisés (Kalpokaite & Radivojevic, 2020 ;Schmieder, 2019 ;Silver & Woolf, 2015); 3) accéder à des jeux de données partagés selon les standards FAIR (Findable, Accessible, Interoperable, and Reusable) comme c'est le cas par exemple sur des archives / dépôts de données dans une perspective de sciences ouverte et libre (Open Science) ; 4) détourner l'usage d'une technologie non spécialisée pour améliorer la formation (par exemple en utilisant un wiki comme base pour un manuel ouvert et libre 8 ).…”

Section: Discussion Et Conclusionunclassified

Le projet RESET-Francophone : vers une formation ouverte et libre à la méthodologie de la recherche en éducation

Class¹,

Akkari²

2021

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La Suisse a récemment opté pour une collaboration scientifique accrue avec les pays méditerranéens. Dans ce cadre, nous avons conçu une formation à la méthodologie de la recherche, entièrement à distance, pour jeunes chercheurs et jeunes chercheuses en sciences de l’éducation. Une vingtaine de doctorant-es du Nord et du Sud ont été formés ensemble durant l’année académique 2018-19. La présente étude focalise sur les perspectives, analysées de manière qualitative, de trois décideurs et décideuses quant à cette formation de la « troisième voie ». Elle permet d’apporter de nouvelles contributions, notamment en ouvrant la discussion sur l’utilisation i) du TPACK (Technological, Pedagogical and Content Knowledge) dans le l’enseignement-apprentissage de la méthodologie de recherche, ii) de la théorie de l’Acteur réseau, et iii) de l’éducation ouverte et libre (Open Education). Elle énonce des recommandations pour consolider cette formation internationale.

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“…Sometimes, faculty gives additional knowledge based on the interest of students for effective engagement. Kalpokaite and Radivojevic ( 2020 ) found that instructors preferred face-to-face teaching due to the emotional energy generated in the class due to healthy interaction. It is often called ‘chalk-and-talk, ‘frontal teaching’ or ‘conventional teaching’.…”

Section: Related Workmentioning

confidence: 99%

Prioritising teaching modalities by extending TOPSIS to single-valued neutrosophic environment

Chopra

Sindwani

Goel

2021

Int J Syst Assur Eng Manag

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An effective teaching modality not only improves the efficiency of the teaching process but also promotes active learning. Teaching modalities are continuously evolving due to advancement in technology. There is a range of contradictory reports available in the extant literature regarding the effectiveness of different teaching modalities. This work assesses and prioritises four teaching modalities namely face-to-face teaching, pure online teaching, blended teaching and flipped classroom teaching. Assessment is made based on 8 criteria identified from the literature in consultation with the experts. Analysis revealed that the flipped classroom and blended teaching approaches are the most effective teaching modalities. Examination of the literature indicates that to date no study evaluated all the four aforementioned teaching modalities in a single study. The study is the first attempt to assesses 4 teaching modalities based on 8 eight common criteria by extending TOPSIS to a single-valued neutrosophic environment. Current work provides valuable insights to various stakeholders including academicians, policymakers and practitioners, who are interested in giving a rich learning experience to learners.

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Teaching qualitative data analysis software online: a comparison of face-to-face and e-learning ATLAS.ti courses

Cited by 34 publications

References 24 publications

Application of Computer in Online Teaching of Professional Courses

Application of Computer in Online Teaching of Professional Courses

Le projet RESET-Francophone : vers une formation ouverte et libre à la méthodologie de la recherche en éducation

Prioritising teaching modalities by extending TOPSIS to single-valued neutrosophic environment

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