iClassroom: Toward a low cost interactive classroom Rahman, M. A.; Sarker, V. K.; Sayeed, K. A.
2012 15th International Conference on Computer and Information Technology (ICCIT),
2012-Dec.
Conference Proceeding
Use of computer technology in modern student centred leaning is playing a vital role. Works are going on in the developed countries in building interactive teaching tools which will give more degrees ...of freedom to both the teachers and the students in the learning process. In this process, classroom itself can play an important role. So we have developed an interactive classroom. iClassroom is a low-cost classroom system with an interactive whiteboard and an automatic attendance taking system mainly for developing regions. The classroom additionally provides the control panel for electrical devices present in the classroom.
There are many e-learning web sites and e-learning systems that are available with excellent content and design but they generally lack interactive response and face-to-face communication. Students ...cannot ask questions and get responses immediately. It is similar to one way communication for learning. However, learning is most effective when it actively constructs knowledge during group social interaction and collaboration. Therefore, this paper proposes to inspire creativity in e-learning called the virtual interactive classroom by using RTMP (Real-Time Messaging Protocol) which is a sophisticated TCP-based real-time networking protocol which supports the efficient exchange of messages, synchronized data, audio, and video. Teachers and students can publish streaming audio, video and other data messages to present streaming media with interaction or navigation. Using this virtual classroom on the internet, students can immediately interact with teachers as though they were studying in a real classroom. In addition to the virtual interactive classroom, this article also proposes using web-based collaborative work as an add-on feature to the learning system. Both teacher and student can use web-based collaborative work for sharing resources and exchanging ideas after the class. The integration of the two concepts of the virtual interactive classroom and web-based collaborative work in order to enhance teaching and learning performance has been created.
The work aimed to increase the interaction and cooperation of the on-line learning by enhancing the re-utilization of network resources. The paper analyzed the network teaching requirement of the ...online classroom learner, proposed the hierarchical modular design on the teaching objectives segmentation, and designed the standard online classroom modules to match the resources of the network learning situations, which were full of humanistic care with sharing and implementing the disorderly stack of resources towards interactive situation. This design suggested that the teaching strategies of network classroom should pay more attention on the reservation enrolling management, and the interest problem-based learning with the feeding back, the dynamic regulation for the teaching organization also should be stressed, which would promote the online classroom on network resources to be efficiently reused.
SELF-ASSESSMENT MATERIALS FOR USE IN PORTFOLIOS Keith, Sandra Z.
PRIMUS : problems, resources, and issues in mathematics undergraduate studies,
19/1/1/, Letnik:
6, Številka:
2
Journal Article
Recenzirano
The issue of how to develop student, class or teaching portfolios in mathematics is a murky one because so much of the evaluation in mathematics classes has heretofore been "summative" or based on ...tests, which cannot demonstrate how learning is occurring. Suggested here are (1) self-assessment assignments which ask students to report on their own learning, and (2) methods for building class, teaching, or student portfolios from this information. While these techniques have a natural affinity with collaborative learning techniques and are not necessarily original, they have been tweaked to include the added variable of self-reflection. Hopefully these assignments will serve as a springboard to motivate the instructor to experiment with more individualistically-suited assessment projects, compatible with the paradigm of the interactive classroom.
Described are components of a second generation interactive classroom television system used in two California classrooms for partially sighted elementary students. (CL)
The integration of SMART notebook software was one of the modifications to the teaching and learning environment since the post-coronavirus. Despite the extent of literature about the importance of ...this software to teaching and learning, there have been conflicting views and an overall lack of intervention in the Gambia regarding its importance in chemistry teaching and learning. Nevertheless, studies conducted about the impact of this software in the Gambia traditionally focused on evaluating regional examination results, where conceptual understanding of qualitative determination and quantitative study of acid-base reactions in the secondary school curriculum are continuous challenging for students. Further, these bodies of evaluation could not present support for the software on chemistry teaching, moreover, on the three domains namely recall, knowledge and application. On this basis, the purpose of the study was to investigate how interactive classrooms could support students’ learning the topics. Through quasi-experimental design and systematic random sampling technique, 314 students were selected and split into two independent groups, the treatment, and the control. The treatment group were taught using interactive learning objects in SMART notebook in conjunction with laboratory experimentation, while the control group mainly conventional teaching methods, including laboratory experimentations. After 24 days of parallel interventions, a non-parametric (Mann-Whitney U test mean rank) statistical test was conducted at a .05 level of significance. The results revealed that students in the treatment group had better knowledge retention and application than their peers in the control group as indicated by a significant difference (p=.001). These results align with the experimental literature and were particularly effective for developing alternate strategies for educating secondary students in chemistry class.
Objective: Enhancing online learning through the design, implementation and evaluation of a project piloting virtual interactive classrooms.
Design: The virtual interactive classroom (classroom) ...design was underpinned with current best practice in higher education pedagogy. Evaluation of the project used a cross-sectional, electronic survey.
Setting: This study was undertaken at a School of Nursing and Midwifery in a Western Australia University.
Subjects: 144 nurse students: 130 undergraduate, 14 postgraduate.
Interventions: Classroom options were introduced into two online units, incorporating blended learning approaches and promoting active participation in learning.
Main outcome measures: Quantitative measures included student demographics, ease of classroom navigation, percentage participating in the classroom option in real-time and those who did so actively (questioning, discussing, etc.). Qualitative data of student learning experiences informed the findings further.
Results: Fifty-six percent of enrolled students participated in classrooms in real-time and 9% viewed recorded sessions. The survey response rate was 56%. Non-traditional students were highly represented; with 65% of undergraduate and 100% of postgraduate students being mature-age. Seventy-one percent of undergraduate and 89% of postgraduate survey responders who participated in classrooms in real-time did so actively. The most common reason for non-participation in real-time was family and work commitments (76%). Participating students gave overwhelming positive feedback of the classroom experience, in particular around its interactive nature, blended learning approaches and user-friendliness.
Conclusion: The classrooms supported active student participation in online learning. Students valued the interactive and blended learning features, known to be congruent with effective learning, student satisfaction and retention.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
Background
Implementing research-based teaching practices has been repeatedly cited as an important factor for student success in university mathematics courses. Many research-based practices ...increase the amount of student–student and/or student–instructor interaction. However, some instructors are hesitant to implement such practices because they anticipate their students reacting negatively to experiencing an interactive classroom. As part of a larger project studying introductory undergraduate mathematics courses in the United States, we investigated students’ perceptions of the helpfulness of various classroom characteristics, particularly those that require interaction.
Results
From analyzing quantitative student data, we found that students reported interactive classroom characteristics (e.g., group work) as less prevalent than other classroom characteristics (e.g., lecture). Moreover, the students tended to regard characteristics that they reported experiencing often as helpful for their learning. From analyzing qualitative data from student focus groups, we found that students considered several indicators when identifying if a characteristic was helpful for their learning. In particular, students suggested that they can identify a characteristic as helpful for their learning when it supported them in solving assigned problems and understanding why the procedures work, earning good grades, building on their knowledge or applying it in different contexts, and teaching others.
Conclusions
The key finding from our work is that students are likely to view classroom characteristics that they experience more often as more helpful for their learning and are less likely to view characteristics that they rarely experience as helpful for their learning. Students view the characteristics that they regularly experience as helping them to solve problems and understand why the procedures work, earn good grades, build on their knowledge or apply it in different contexts, and teach others. We discuss important implications for practice, policy, and research as it relates to both student and instructor buy-in for increasing interactions in class.
In recent years, the popularity and capabilities of the iPad
®
, Apple’s tablet computer, have prompted educational technology advocates and policy makers to evaluate its potential in classrooms. ...However, there have been few studies examining the tangible user interface (TUI, in which the user manipulates the touchscreen of the device with their fingers), one of the most significant features of the iPad in comparison to previous mobile devices. Therefore, in this paper, the research team examined this interface specifically for its potential in terms of usability with input interaction for young learners. A case study was conducted at three international schools in Hong Kong to explore the impact of the iPad’s TUI on the student learning experience. A mixed-method approach was taken, and 13 observations and 10 interviews were conducted to collect data. With statistical analyses, the amount of students seeking learning support behavior (ASSLS) at the schools employing iPads was compared with that at the school using traditional laptops. Evidence emerged to support the assumption that the TUI on the iPad may contribute to reducing the ASSLS as well as enhancing student engagement and collaboration in class. Implications of the findings in terms of usability, engagement, interaction, practice, and future research are discussed.
This study examines the usage of interactive white boards in universities in North Cyprus, as well as the perceptions of lecturers and students on its effectiveness in teaching and learning ...respectively. A total of 350 lecturers and students from six universities participated in this survey. Findings suggest that half of all universities surveyed employed the IWB technology and where employed, were available to only a few select faculties. Furthermore, majority of the students and lecturers surveyed perceived the use of IWBs as effective in the learning and teaching processes.
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