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ONLINE LEARNING AT HIGHER EDUCATION INSTITUTIONS IN UKRAINE: ACHIEVEMENTS, CHALLENGES, AND HORIZONS
Online learning has shown considerable growth over the last decade, as the Internet and education were combined to serve millions of people to gain new skills. This paper outlines benchmarking studies of the current online learning trends. We have demonstrated the weak points in organizing and conducting online classes, identified the shortcomings of excessive digitalization of education, and suggested several problem-solving alternatives. We strongly believe that the appropriate arrangement of distance learning is impossible without getting feedback from all participants of the learning process. Our study represents the benefits and challenges of distance learning noticed by students. The given study is the initial stage of the multi-level research. To receive a qualitative and valid result, we developed a questionnaire with cross-sectional questions, which allowed analysing each question from multiple perspectives, namely we were interested in the opinion of students on the following issues: transition to entirely distance learning; the role of a teacher in distance learning; the influence of distance learning format on the education quality (perception, understanding, learning, and mastering the material); difficulties and challenges. After examining the data obtained, we have managed to single out the following aspects: the most advisable forms of ICT use in the learning organization, balanced learning workload, and communication between teacher and student; co-ordination within the institution to avoid students' overload, which leads to demotivation and physical fatigue to cope with the scope of learning materials. The findings of this study indicate weak aspects in the organization and use of ICT in education. Based on these findings, we offered strategies for successful distance and blended learning. Besides, our findings must be taken into account when organizing blended learning.
Journal Article
Open Learning Environment for Multimodal Learning Based on Knowledge Base Technology
With the development of Internet technology, multimodal data have become the main data resource in the information age. Multimodal learning mode, as an education and teaching mode developed on multimodal data technology, provides more convenience for multimedia teaching. However, many challenges persist in its actual development and application. Currently, the multimodal learning model is susceptible to classroom noise, lack of teaching information, and other factors, which adversely affect multimodal data collection, teaching application, and achievement output. Thus, this paper optimizes the multimodal learning model in the open learning environment and takes 120 engineering students from a university in Guangxi Province as the research object. First, a sequential modal extraction method is proposed by constructing a multimodal probability generation model and then the data are modeled. Semi-supervised learning is then achieved by analyzing and combining the supervised and unsupervised learning processes. Finally, the knowledge base technology with information fusion characteristics is applied to the multimodal teaching mode. This teaching mode has been proven to improve students’ learning ability and learning achievement and teachers’ teaching effectiveness.
Journal Article
Learning and teaching with technology in the knowledge society : new literacy, collaboration and digital content
This book discusses learning and teaching with modern technology in the new knowledge society. It focuses specifically on new literacy and technology in classroom environments. Based on a social-constructivist approach, this book covers a wide range of new technology use examples, such as participatory media, video recording systems and 3D computer graphics. A case study on a constructivist approach to teaching and learning, especially CSCL (computer supported collaborative learning), is discussed from a practical perspective for educators. It also includes specific in-class practices with detailed accounts of curricula featuring readily accessible yet new technology available for classroom use, such as Google Sketchup 3D computer models.
Book
Using a Learner-Topic Model for Mining Learner Interests in Open Learning Environments
The present study uses a text data mining approach to automatically discover learner interests in open learning environments. We propose a method to construct learner interests automatically from the combination of learner generated content and their dynamic interactions with other learning resources. We develop a learner-topic model to discover not only the learner's knowledge interests (interest in generating content), but also the learner's collection interests (interest in collecting content generated by others). Then we combine the extracted knowledge interests and collection interests to yield a set of interest words for each learner. Experiments using a dataset from the Learning Cell Knowledge Community demonstrate that this method is able to discover learners' interests effectively. In addition, we find that knowledge interests and collection interests are related and consistent in their subject matter. We further show that learner interest words discovered by the learner-topic model method include learner self-defined interest tags, but reflect a broader range of interests.
Journal Article
Schools and informal learning in a knowledge-based world
\"This book has two purposes: to open up the debate on the role of informal education in schooling systems and to suggest the kind of school organizational environment that can best facilitate the recognition of informal learning. Successive chapters explore what is often seen as a duality between informal and formal learning. This duality is particularly so because education systems expend so much time and effort in certifying formal knowledge often expressed in school subjects reflecting academic disciplines. Recognizing the contribution informal learning can make to young people's understanding and development does not negate the importance of valued social knowledge: it complements it. Students come to school with knowledge learnt from their families, peers, the community and both traditional and social media. They should not have to \"unlearn\" this in order to enter the world of formal learning. Rather, students' different learning 'worlds' should be integrated so that each informs the other. In a knowledge-based society, all learning needs to be valued. Some contributors to this book reflect on how new educational systems could be created in a move away from top-down authoritarian and bureaucratic management. Such open systems are seen to be more welcoming in acknowledging the importance of informal learning. Others provide practical examples of how informal learning is currently recognized. Some attention is also paid to the evaluation of informal learning. A key objective of the work presented here is to stimulate debate about the role of informal learning in knowledge-based societies and to stimulate thinking about the kind of reforms needed to create more open and more democratic school learning environments\"-- Provided by publisher.
Book
Learner modeling for adaptive scaffolding in a Computational Thinking-based science learning environment
Learner modeling has been used in computer-based learning environments to model learners’ domain knowledge, cognitive skills, and interests, and customize their experiences in the environment based on this information. In this paper, we develop a learner modeling and adaptive scaffolding framework for Computational Thinking using Simulation and Modeling (CTSiM)—an open ended learning environment that supports synergistic learning of science and Computational Thinking (CT) for middle school students. In CTSiM, students have the freedom to choose and coordinate use of the different tools provided in the environment, as they build and test their models. However, the open-ended nature of the environment makes it hard to interpret the intent of students’ actions, and to provide useful feedback and hints that improves student understanding and helps them achieve their learning goals. To address this challenge, we define an extended learner modeling scheme that uses (1) a hierarchical task model for the CTSiM environment, (2) a set of strategies that support effective learning and model building, and (3) effectiveness and coherence measures that help us evaluate student’s proficiency in the different tasks and strategies. We use this scheme to dynamically scaffold learners when they are deficient in performing their tasks, or they demonstrate suboptimal use of strategies. We demonstrate the effectiveness of our approach in a classroom study where one group of 6th grade students received scaffolding and the other did not. We found that students who received scaffolding built more accurate models, used modeling strategies effectively, adopted more useful modeling behaviors, showed a better understanding of important science and CT concepts, and transferred their modeling skills better to new scenarios.
Journal Article
Supported Open Learning and Decoloniality: Critical Reflections on Three Case Studies
Open education has been highlighted as a route to social justice and decolonisation. This paper presents reflections on decolonisation processes pertaining to three educational technology projects conducted in Sub-Saharan Africa, Myanmar and Kenya, each of which featured contributions by The Open University (UK). Through recognising the importance of under-represented Global South perspectives, we consciously and critically reflect on our cases from a Global North framing to assess the extent to which the Supported Open Learning (SOL) model for engagement supports decolonisation and related processes. We use the categories of coloniality of being, coloniality of power, and coloniality of knowledge to structure our reflections. As open educational practice (OEP), the SOL model can offer a practical approach which emphasises equity and inclusion. SOL involves both an ethos and a set of pedagogical practices. This can support meaningful critical reflection and exchange while offering a pragmatic approach to the delivery of educational technology initiatives. In conclusion, a framework mapping features of SOL and their relation to decoloniality is offered.
Journal Article