Search results

The purpose of this paper is to describe synchronous, remote tutoring for the Deaf STEM Community Alliance's virtual academic community (VAC). The alliance addresses critical barriers for students who are deaf or hard of hearing (D/HH) in postsecondary science, technology, engineering, and mathematics (STEM) majors.

A mixed-method approach (qualitative content analysis and descriptive statistics) documents project activities.

Google+ Hangouts was used for remote tutoring. Participants completed 57 tutoring sessions. Participants found tutoring beneficial, especially for its convenience. Technical assistance and feedback systems were created to support participants. Grade point averages (GPA) and retention remained stable.

Research on this project continues. Small sample size is a limitation of the study. Ongoing research investigates how remote technology and social media impact learning for students who are D/HH.

Scholarship on social media for educational purposes is minimal. While specifics of particular social media platforms vary, recruitment, technical assistance, and establishing feedback mechanisms are common issues for VACs. Outcomes from this study will be used to improve this VAC and create documentation for replication.

The Deaf STEM Community Alliance provides supportive resources to underrepresented students in STEM majors. Improved GPA and retention in STEM majors will generate more individuals qualified for STEM careers. Research on VACs creates opportunities to understand how technology and networked communities change knowledge and learning.

The Deaf STEM Community Alliance is a unique project for postsecondary students in STEM fields who are D/HH. The information is valuable to educators interested in using social media for instruction.

This paper aims to provide a literature review on the cloud-based platforms for the education sectors. The several aspects of cloud computing adoption in education, remote/distance learning and the application of cloud-based design and manufacturing (CBDM) have been studied and theorised.

A four-step methodology was adopted to analyse and categorise the papers obtained through various search engines. Out of 429 research articles, 72 papers were shortlisted for the detailed analysis.

Many factors that influence cloud computing technology adoption in the education sector have been identified in this paper. The research findings on several research items have been tabulated and discussed. Based on the theoretical research done on cloud computing for education, cloud computing for remote/distance learning and CBDM, cloud computing could enhance the educational systems in mainly developing countries and improve the scope for remote/distance learning.

This study is limited to papers published only in the past decade from 2011 to 2020. Besides, this review was unable to include journal articles published in different languages. Nevertheless, for the effective teaching and learning process, this paper could help understand the importance and improve the process of adopting cloud computing concepts in educational universities and platforms.

This study is a novel one as a research review constituting cloud computing applications in education and extended for remote/distance learning and CBDM, which have not been studied in the existing knowledge base.

This paper aims to describe the immersive atelier model (IAM), a pedagogical model for remote inter-university studios that promotes quality education. The IAM uses multi-user virtual environments (MUVEs) in two atelier types: A predefined MUVE and a student-shaped one. The study questions how the IAM, using MUVEs, meets the needs of remote inter-university studios. The research explores how MUVE types are used and experienced by students.

Forty-six students that participated in a remote studio course involving three universities were monitored through observations and a post-course questionnaire, responded to by twenty-five students.

Findings provide insights into the learners’ experience and a rich description of the teaching and learning acts that emerged while using the MUVEs types. Student-shaped MUVEs were found particularly supportive of acts associated with indirect learning and conceptualization. The study identifies subtypes of student-shaped MUVEs that support these desired educational acts.

Findings provide encouraging insights for expanding the traditional atelier beyond its physical constraints and supporting sustainable quality education in remote inter-university studios.

The IAM can assist tutors in designing future virtual design studios to achieve diverse knowledge and learning progress.

This paper fulfills an identified need to update the atelier pedagogical model to support sustainable quality education in remote inter-university studios. Based on the affordances of MUVEs, the IAM expands the traditional atelier with types of virtual ateliers to support the learners’ sense of belongingness and engagement.

Innovatively, the IAM simultaneously uses MUVEs as educational and design spaces that enhance learning.

This chapter offers descriptions of many current uses of video conferencing technology for the delivery of assistive technology (AT) services at a distance. It begins with definitions of remote AT services, virtual teams and virtual teamwork and moves to a discussion of the advantages and disadvantages of remote AT supports for individuals, teams and organisations. A review of research regarding the outcomes of remote services helps to clarify ways that assistive technology providers can enhance function and build agency capacity by working, at least in part, in a virtual support environment. The chapter provides a discussion of various aspects of virtual teamwork that affects how individuals work together remotely as well as potential barriers to the provision of remote AT services. Multiple examples are provided throughout as well as descriptions of specific features of video conference technology options that should be considered before adoption. A planning form for the integration of remote assistive technology supports into the array of AT support services is included.

To evaluate a remote learning initiative involving filming live lectures and disseminating these via digital interactive television (DiTV), satellite to PC terminals and VHS cassette. This was accompanied by online learning materials.

In‐depth interviews were used for the aspects of the study reported in this paper, and included meetings with all the various stakeholders in the project.

A number of barriers prevented full use of the DiTV and satellite/PC element of the service, including a major problem of access, with terminals being remote from learners' places of work; in rooms that were often occupied by doctors in meetings or locked at night (thus precluding usage by night‐working staff); and staff not having network permissions. Other problems included a lack of awareness about project responsibilities, which led to problems in student recruitment, information dissemination and general student support.

As the DiTV and satellite‐PC elements of the service did not attract a large take‐up, it was not possible to undertake a comprehensive examination of the effectiveness of these media.

A number of practical implications were elicited from the project. The researchers suggest a model of service delivery to obviate these.

The initiative of putting together various academic course providers and NHS Trusts to provide this kind of remote learning is highly innovative and, with the NHS Institute for Learning, Skills and Innovation currently being developed, the findings from this study should inform this initiative and provide a model for future roll‐out of distance learning in the NHS.

Many of the disadvantages of much distance learning provision stems from the difficulties of interaction between learner and tutor, learner and educational provider, and amongst learners themselves. Information technology can assist in breaking down barriers to interaction. The author describes the development of computer‐mediated communications for management courses, drawing lessons from recent experience.

The study aims to probe into university instructors' reactions to adopting the remote online learning model brought by the coronavirus disease 2019 (COVID-19) pandemic. The study investigates the instructors' perspectives, in the humanities and science classes, on the effectiveness of the emergency remote teaching (ERT) compared to face-to-face teaching.

The data for the study were compiled from the responses of 127 instructors representing two private universities in middle and northern Jordan. The sample included 66 faculty members in the humanities and 61 in the sciences. The instructors' responses were elicited through a Likert-type questionnaire consisting of 20 items.

The present study's findings have shown that online instruction is becoming more common despite the presence of some major challenges facing instructors. The results showed that the e-learning system seems to better suit the humanities courses compared to the sciences courses. The findings also showed that faculty members in the humanities are more satisfied with the effectiveness of the assessment tools utilized in the online courses than their colleagues in the sciences. In addition, humanities e-courses seem to provide a more interactive learning environment than e-courses in the sciences.

More training for instructors on how to design online course syllabi to ensure effective delivery is needed. Instructors need to develop ways to encourage students to interact in virtual e-classes to the same level as the on-ground classes. Instructors also need to adopt the “blended learning” system as a transitional stage before switching completely to online learning.

Different studies have investigated how COVID-19 has impacted education. The current study brings to light the perspectives of the Jordanian teaching staff on transitioning to ERT during the COVID-19 crisis taking into account the differences between humanities and sciences classes.

The purpose of this paper is to report the development and implementation of a Remotely Accessible Rapid Prototyping Laboratory (RRPL) established at Tennessee Tech University. Instructional materials and best practices are also reported.

The Rapid Prototyping (RP) Laboratory reported in this paper was established in Fall 2003 and funded by a National Science Foundation (NSF) grant and Tennessee Tech University (TTU) matching funds. Since that time, over a thousand high school students and students studying computer aided design and manufacturing at Tennessee Tech University have practiced with the RP technology. In order to further extend a remote access capability to this current laboratory and let more engineering and technology students learn this technology via online access tools and resources, a new NSF grant was awarded in late 2006. Since that time, the remote RP laboratory development has been practiced by over 50 higher education institutions. In early 2009, another NSF grant was awarded to allow Metro Nashville Public School students to practice in the remote RP laboratory and choose Science, Technology, Engineering and Math (STEM) career academies for their future profession pathways. This paper will report the development and implementation of a remotely accessible laboratory for RP practices. The topics highlighted are the design of the laboratory, its remote delivery implementation to P16 (integrated system of education stretching from early childhood through a four‐year college degree) education systems and web‐based access statistics collected from counting resources.

Although on‐ground RP systems are commonly practiced by many institutions; such a unique application as reported in this paper was a pioneering effort, since RRPL was used by many educational institutions as part of their curricular practices.

The paper shows how the online accessible laboratory and its instructional materials provide a number of unique features in cost saving and sharing of the RP resources.