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online learning</title> <meta name="description" content="Search results for: synchronous online learning"> <meta name="keywords" content="synchronous online learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="synchronous online learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 9249</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: synchronous online learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9249</span> Analysing Perceptions of Online Games-Based Learning: Case Study of the University of Northampton</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alison%20Power">Alison Power</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Games-based learning aims to enhance students’ engagement with and enjoyment of learning opportunities using games-related principles to create a fun yet productive learning environment. Motivating students to learn in an online setting can be particularly challenging, so a cross-Faculty synchronous online session provided students with the opportunity to engage with ‘GAMING’: an interactive, flexible and scalable e-resource for students to work synchronously in groups to complete a series of e-tivities designed to enhance their skills of leadership, collaboration and negotiation. Findings from a post-session online survey found the majority of students had a positive learning experience, finding 'GAMING' to be an innovative and engaging e-resource which motivated their group to learn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=games-based%20learning" title=" games-based learning"> games-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=groupwork" title=" groupwork"> groupwork</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20online%20learning" title=" synchronous online learning"> synchronous online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a> </p> <a href="https://publications.waset.org/abstracts/147378/analysing-perceptions-of-online-games-based-learning-case-study-of-the-university-of-northampton" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9248</span> The Synchronous Online Environment: Impact on Instructor’s Empathy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lystra%20Huggins">Lystra Huggins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID-19 pandemic affected all facets of life, including pedagogical strategies and perceptual experiences for both instructors and students. While there have also been many challenges and advantages to the online teaching and learning environment, when students’ cameras are on, the daily experiences of students’ lives have been magnified during synchronous online instruction and have served to humanize them in the classroom. This means that students’ everyday experiences, now often on display on ZOOM, allow instructors to see the realities of students. They include children running, spouses walking by parents cooking or sitting on the sofa following the lecture, students at their place of employment or driving from work, or having their classroom engagement interrupted by a delivery. Students’ backgrounds and spaces create unique dynamics during synchronous instruction, which offers a holistic view of them outside academia. This research explores whether witnessing students’ daily experiences leads to empathy from their instructors and whether it results in a greater understanding of students’ challenges and circumstances. Ultimately, it will amplify instructors’ stance on the advantages of students having their cameras on during synchronous online classes to develop a connection with the instructor and a more cohesive classroom environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructor%E2%80%99s%20empathy" title="instructor’s empathy">instructor’s empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20class" title=" synchronous class"> synchronous class</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20class" title=" asynchronous class"> asynchronous class</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20environment" title=" online environment"> online environment</a> </p> <a href="https://publications.waset.org/abstracts/173390/the-synchronous-online-environment-impact-on-instructors-empathy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9247</span> An Investigation of the Integration of Synchronous Online Tools into Task-Based Language Teaching: The Example of SpeakApps</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nouf%20Aljohani">Nouf Aljohani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research project described in this presentation focuses on designing and evaluating oral tasks related to students’ needs and levels to foster communication and negotiation of meaning for a group of female Saudi university students. The significance of the current research project lies in its contribution to determining the usefulness of synchronous technology-mediated interactive group discussion in improving different speaking strategies through using synchronous technology. Also, it discovers how to optimize learning outcomes, expand evaluation for online learning tasks and engaging students’ experience in evaluating synchronous interactive tools and tasks. The researcher used SpeakApps, a synchronous technology, that allows the students to practice oral interaction outside the classroom. Such a course of action was considered necessary due to low English proficiency among Saudi students. According to the author's knowledge, the main factor that causes poor speaking skills is that students do not have sufficient time to communicate outside English language classes. Further, speaking and listening course contents are not well designed to match the Saudi learning context. The methodology included designing speaking tasks to match the educational setting; a CALL framework for designing and evaluating tasks; participant involvement in evaluating these tasks in each online session; and an investigation of the factors that led to the successful implementation of Task-based Language Teaching (TBLT) and using SpeakApps. The analysis and data were drawn from the technology acceptance model surveys, a group interview, teachers’ and students’ weekly reflections, and discourse analysis of students’ interactions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALL%20evaluation" title="CALL evaluation">CALL evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20technology" title=" synchronous technology"> synchronous technology</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skill" title=" speaking skill"> speaking skill</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based%20language%20teaching" title=" task-based language teaching"> task-based language teaching</a> </p> <a href="https://publications.waset.org/abstracts/62071/an-investigation-of-the-integration-of-synchronous-online-tools-into-task-based-language-teaching-the-example-of-speakapps" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9246</span> Using the Synchronous Online Flipped Learning Approach to Facilitate Student Podcasting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasmeen%20Coaxum">Yasmeen Coaxum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The year 2020 became synonymous with the words “Emergency Remote Teaching,” which was imposed upon educators during the COVID-19 pandemic. Consequently, teachers were compelled to find new and engaging ways to educate their students outside of the face-to-face classroom setting. Now online instruction has become more of the norm rather than a way to manage educational expectations during a crisis. Therefore, implementing a strategic way to create online environments for students to thrive, create, and fully engage in their learning process is essential. The Synchronous Online Flipped Learning Approach or SOFLA® is a distance learning model that most closely replicates actual classroom teaching. SOFLA® includes structured, interactive, multimodal activities in an eight-step learning cycle with both asynchronous and synchronous components that foster autonomous and interactive learning among today’s online learners. The results of a pilot study in an Intensive English Program at a university, using SOFLA® methodology to facilitate podcasting in an online learning environment will be shared. Previous findings on student-produced podcasting projects have shown that students felt they improved their pronunciation, vocabulary, and speaking skills. However, few if any studies have been conducted on using a structured online flipped learning approach to facilitate such projects. Therefore, the purpose of this study is to assess the effect of using the SOFLA® framework to enhance optimum engagement in the online environment while using podcasts as the primary tool of instruction. Through data from interviews, questionnaires, and the results of formative and summative assessments, this study also investigates the affective and academic impact this flipped learning method combined with podcasting has on the students in terms of speaking confidence and vocabulary retention, and production. The steps of SOFLA will be illustrated, a video demonstration of the Anchor podcasting app will be shown, and final student projects and questionnaire responses will be shared. The specific context is a 14-week advanced level conversation and listening class. Participants vary in age but are all adult language learners representing a diverse array of countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mall%20online%20flipped%20learning" title="mall online flipped learning">mall online flipped learning</a>, <a href="https://publications.waset.org/abstracts/search?q=podcasting" title=" podcasting"> podcasting</a>, <a href="https://publications.waset.org/abstracts/search?q=productive%20vocabulary" title=" productive vocabulary"> productive vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/144095/using-the-synchronous-online-flipped-learning-approach-to-facilitate-student-podcasting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144095.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9245</span> The Effect of Online Learning During the COVID-19 Pandemic on Student Mental</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adelia%20Desi%20Agnesita">Adelia Desi Agnesita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of a new disease called covid-19 made many major changes in the world, one of which is the process of learning and teaching. Learning formerly offline but now is done online, which makes students need adaptation to the learning process. The covid-19 pandemic that occurs almost worldwide causes activities that involve many people to be avoided, one of which is learning to teach. In Indonesia, since March 2020, the process of college learning is turning into online/ long-distance learning. It's to prevent the spread of the covid-19. Student online learning presents some of the obstacles to poor signals, many of the tasks, lack of focus, difficulty sleeping, and resulting stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning" title="learning">learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=covid-19" title=" covid-19"> covid-19</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a> </p> <a href="https://publications.waset.org/abstracts/145390/the-effect-of-online-learning-during-the-covid-19-pandemic-on-student-mental" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9244</span> Blending Synchronous with Asynchronous Learning Tools: Students’ Experiences and Preferences for Online Learning Environment in a Resource-Constrained Higher Education Situations in Uganda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Kyakulumbye">Stephen Kyakulumbye</a>, <a href="https://publications.waset.org/abstracts/search?q=Vivian%20Kobusingye"> Vivian Kobusingye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Generally, World over, COVID-19 has had adverse effects on all sectors but with more debilitating effects on the education sector. After reactive lockdowns, education institutions that could continue teaching and learning had to go a distance mediated by digital technological tools. In Uganda, the Ministry of Education thereby issued COVID-19 Online Distance E-learning (ODeL) emergent guidelines. Despite such guidelines, academic institutions in Uganda and similar developing contexts with academically constrained resource environments were caught off-guard and ill-prepared to transform from face-to-face learning to online distance learning mode. Most academic institutions that migrated spontaneously did so with no deliberate tools, systems, strategies, or software to cause active, meaningful, and engaging learning for students. By experience, most of these academic institutions shifted to Zoom and WhatsApp and instead conducted online teaching in real-time than blended synchronous and asynchronous tools. This paper provides students’ experiences while blending synchronous and asynchronous content-creating and learning tools within a technological resource-constrained environment to navigate in such a challenging Uganda context. These conceptual case-based findings, using experience from Uganda Christian University (UCU), point at the design of learning activities with two certain characteristics, the enhancement of synchronous learning technologies with asynchronous ones to mitigate the challenge of system breakdown, passive learning to active learning, and enhances the types of presence (social, cognitive and facilitatory). The paper, both empirical and experiential in nature, uses online experiences from third-year students in Bachelor of Business Administration student lectured using asynchronous text, audio, and video created with Open Broadcaster Studio software and compressed with Handbrake, all open-source software to mitigate disk space and bandwidth usage challenges. The synchronous online engagements with students were a blend of zoom or BigBlueButton, to ensure that students had an alternative just in case one failed due to excessive real-time traffic. Generally, students report that compared to their previous face-to-face lectures, the pre-recorded lectures via Youtube provided them an opportunity to reflect on content in a self-paced manner, which later on enabled them to engage actively during the live zoom and/or BigBlueButton real-time discussions and presentations. The major recommendation is that lecturers and teachers in a resource-constrained environment with limited digital resources like the internet and digital devices should harness this approach to offer students access to learning content in a self-paced manner and thereby enabling reflective active learning through reflective and high-order thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=synchronous%20learning" title="synchronous learning">synchronous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20learning" title=" asynchronous learning"> asynchronous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20learning" title=" reflective learning"> reflective learning</a>, <a href="https://publications.waset.org/abstracts/search?q=resource-constrained%20environment" title=" resource-constrained environment"> resource-constrained environment</a> </p> <a href="https://publications.waset.org/abstracts/159931/blending-synchronous-with-asynchronous-learning-tools-students-experiences-and-preferences-for-online-learning-environment-in-a-resource-constrained-higher-education-situations-in-uganda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159931.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9243</span> Research on the Online Learning Activities Design and Students’ Experience Based on APT Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Yanli">Wang Yanli</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Yun"> Cheng Yun</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Jiarui"> Yang Jiarui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the separation of teachers and students, online teaching during the COVID-19 epidemic was faced with many problems, such as low enthusiasm of students, distraction, low learning atmosphere, and insufficient interaction between teachers and students. The essay designed the elaborate online learning activities of the course 'Research Methods of Educational Science' based on the APT model from three aspects of multiple assessment methods, a variety of teaching methods, and online learning environment and technology. Student's online learning experience was examined from the perception of online course, the perception of the online learning environment, and satisfaction after the course’s implementation. The research results showed that students have a positive overall evaluation of online courses, a high degree of engagement in learning, positive acceptance of online learning, and high satisfaction with it, but students hold a relatively neutral attitude toward online learning. And some dimensions in online learning experience were found to have positive inﬂuence on students' satisfaction with online learning. We suggest making the good design of online courses, selecting proper learning platforms, and conducting blended learning to improve students’ learning experience. This study has both theoretical and practical significance for the design, implementation, effect feedback, and sustainable development of online teaching in the post-epidemic era. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=APT%20model" title="APT model">APT model</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20activities" title=" online learning activities"> online learning activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experience" title=" learning experience"> learning experience</a> </p> <a href="https://publications.waset.org/abstracts/130109/research-on-the-online-learning-activities-design-and-students-experience-based-on-apt-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9242</span> Investigating Factors Influencing Online Formal and Informal Learning Satisfaction of College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lei%20Zhang">Lei Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20Ji"> Li Ji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Formal learning and informal learning represent two distinct learning styles: one is systematic and organized, another is causal and unstructured. Although there are many factors influencing online learning satisfaction, including self-regulation, self-efficacy, and interaction, factors influencing online formal learning and informal learning satisfaction may differ from each other. This paper investigated and compared influential factors of online formal and informal learning. Two questionnaires were created based on previous studies to explore factors influencing online formal learning and online informal learning satisfaction, respectively. A sample of 105 college students from different departments in a university located in the eastern part of China was selected to participate in this study. They all had an online learning experience and agreed to fill out questionnaires. Correlation analysis, variance analysis, and regression analysis were employed in this study. In addition, five participants were chosen for interviews. The study found that student-content, interaction, self-regulation, and self-efficacy related positively to both online formal learning and informal learning satisfaction. In addition, compared to online formal learning, student-content interaction in informal learning was the most influential factor for online learning satisfaction, perhaps that online informal learning was more goal-oriented and learners paid attention to the quality of content. In addition, results also revealed that interactions among students or teachers had little impact on online informal learning satisfaction. This study compared influential factors in online formal and informal learning satisfaction helped to add discussions to online learning satisfaction and contributed to further practices of online learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20satisfaction" title="learning satisfaction">learning satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20learning" title=" formal learning"> formal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title=" informal learning"> informal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a> </p> <a href="https://publications.waset.org/abstracts/119904/investigating-factors-influencing-online-formal-and-informal-learning-satisfaction-of-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9241</span> Lessons Learned from Covid19 - Related ERT in Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sean%20Gay">Sean Gay</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Tat"> Cristina Tat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This presentation will detail how a university in Western Japan has implemented its English for Academic Purposes (EAP) program during the onset of CoViD-19 in the spring semester of 2020. In the spring semester of 2020, after a 2 week delay, all courses within the School of Policy Studies EAP Program at Kwansei Gakuin University were offered in an online asynchronous format. The rationale for this decision was not to disadvantage students who might not have access to devices necessary for taking part in synchronous online lessons. The course coordinators were tasked with consolidating the materials originally designed for face-to-face14 week courses for a 12 week asynchronous online semester and with uploading the modified course materials to Luna, the university’s network, which is a modified version of Blackboard. Based on research to determine the social and academic impacts of this CoViD-19 ERT approach on the students who took part in this EAP program, this presentation explains how future curriculum design and implementation can be managed in a post-CoViD world. There are a wide variety of lessons that were salient. The role of the classroom as a social institution was very prominent; however, awareness of cognitive burdens and strategies to mitigate that burden may be more valuable for teachers. The lessons learned during this period of ERT can help teachers moving forward. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20online%20learning" title="asynchronous online learning">asynchronous online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency%20remote%20teaching%20%28ERT%29" title=" emergency remote teaching (ERT)"> emergency remote teaching (ERT)</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20curriculum%20design" title=" online curriculum design"> online curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20online%20learning" title=" synchronous online learning"> synchronous online learning</a> </p> <a href="https://publications.waset.org/abstracts/139009/lessons-learned-from-covid19-related-ert-in-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139009.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9240</span> The Design of the Blended Learning System via E-Media and Online Learning for the Asynchronous Learning: Case Study of Process Management Subject </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pimploi%20Tirastittam">Pimploi Tirastittam</a>, <a href="https://publications.waset.org/abstracts/search?q=Suppara%20Charoenpoom"> Suppara Charoenpoom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays the asynchronous learning has granted the permission to the anywhere and anything learning via the technology and E-media which give the learner more convenient. This research is about the design of the blended and online learning for the asynchronous learning of the process management subject in order to create the prototype of this subject asynchronous learning which will create the easiness and increase capability in the learning. The pattern of learning is the integration between the in-class learning and online learning via the internet. This research is mainly focused on the online learning and the online learning can be divided into 5 parts which are virtual classroom, online content, collaboration, assessment and reference material. After the system design was finished, it was evaluated and tested by 5 experts in blended learning design and 10 students which the user’s satisfaction level is good. The result is as good as the assumption so the system can be used in the process management subject for a real usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20learning" title=" asynchronous learning"> asynchronous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20management" title=" process management"> process management</a> </p> <a href="https://publications.waset.org/abstracts/12177/the-design-of-the-blended-learning-system-via-e-media-and-online-learning-for-the-asynchronous-learning-case-study-of-process-management-subject" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12177.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">407</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9239</span> A Framework for Rating Synchronous Video E-Learning Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alex%20Vakaloudis">Alex Vakaloudis</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Manuel%20Escano-Gonzalez"> Juan Manuel Escano-Gonzalez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Setting up a system to broadcast live lectures on the web is a procedure which on the surface does not require any serious technical skills mainly due to the facilities provided by popular learning management systems and their plugins. Nevertheless, producing a system of outstanding quality is a multidisciplinary and by no means a straightforward task. This complicatedness may be responsible for the delivery of an overall poor experience to the learners, and it calls for a formal rating framework that takes into account the diverse aspects of an architecture for synchronous video e-learning systems. We discuss the specifications of such a framework which at its final stage employs fuzzy logic technique to transform from qualitative to quantitative results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=synchronous%20video" title="synchronous video">synchronous video</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20logic" title=" fuzzy logic"> fuzzy logic</a>, <a href="https://publications.waset.org/abstracts/search?q=rating%20framework" title=" rating framework"> rating framework</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning "> e-learning </a> </p> <a href="https://publications.waset.org/abstracts/7904/a-framework-for-rating-synchronous-video-e-learning-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">560</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9238</span> A Brief of Survey on Use of Videoconferencing in Teaching during Quarantine Conducted in Sao Paulo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fernanda%20Laureti%20T.%20Ferreira">Fernanda Laureti T. Ferreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazuo%20Nishimoto"> Kazuo Nishimoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a summary of the experience on videoconferencing tools that have been used to teach regular classes during this pandemic period in educational institutions in São Paulo, which tools and applications are most used and the challenges related to this mode of delivery. At this moment, the massive online education is not a choice of students or a structured development of education system, but a solution that emerged to attend urgent needs and it presents the opportunity to teach and learning available for the most students in this single time of social isolation that forced among others, this significant change for education, students, teachers, institutions and families. Distance education enables synchronous and asynchronous mode classes, and even though the current circumstances generate discomfort and uncertainty, on the other hand, there is a chance to promote a 'learning to learn'. The videoconference is a preferred choice of schools because synchronous mode to give more interaction between a group of students and teachers, but this mode requires specifics teacher competencies and skills, in addition to equipment and provision of adequate internet signal for all participants of the process. The approach is making use of known technical information about video conference tools and the results of search answered by a group of students, teachers, schools, and parents. The results presented refer to the perspectives of students and parents as respondents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20on%20education" title=" interaction on education"> interaction on education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20classes" title=" online classes"> online classes</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20e-learning" title=" synchronous e-learning"> synchronous e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=videoconference" title=" videoconference"> videoconference</a> </p> <a href="https://publications.waset.org/abstracts/127640/a-brief-of-survey-on-use-of-videoconferencing-in-teaching-during-quarantine-conducted-in-sao-paulo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127640.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9237</span> Collaborative Online Learning for Lecturers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Emily%20Doreen%20Lee"> Emily Doreen Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Wee%20Hui%20Yean"> Wee Hui Yean</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper was prepared to see the perceptions of online lectures regarding collaborative learning, in terms of how lecturers view online collaborative learning in the higher learning institution. The purpose of this study was conducted to determine the perceptions of online lectures about collaborative learning, especially how lecturers see online collaborative learning in the university. Adult learning education enhance collaborative learning culture with the target of involving learners in the learning process to make teaching and learning more effective and open at the university. This will finally make students learning that will assist each other. It is also to cut down the pressure of loneliness and isolation might felt among adult learners. Their ways in collaborative online was also determined. In this paper, researchers collect data using questionnaires instruments. The collected data were analyzed and interpreted. By analyzing the data, researchers report the results according the proof taken from the respondents. Results from the study, it is not only dependent on the lecturer but also a student to shape a good collaborative learning practice. Rational concepts and pattern to achieve these targets be clear right from the beginning and may be good seen by a number of proposals submitted and include how the higher learning institution has trained with ongoing lectures online. Advantages of online collaborative learning show that lecturers should be trained effectively. Studies have seen that the lecturer aware of online collaborative learning. This positive attitude will encourage the higher learning institution to continue to give the knowledge and skills required. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20online%20learning" title="collaborative online learning">collaborative online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers%E2%80%99%20training" title=" lecturers’ training"> lecturers’ training</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a> </p> <a href="https://publications.waset.org/abstracts/1541/collaborative-online-learning-for-lecturers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1541.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9236</span> Avatar Creation for E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Najib%20Osman">M. Najib Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanafizan%20Hussain"> Hanafizan Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Kusuma%20Wati%20Mohd%20Daud"> Sri Kusuma Wati Mohd Daud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Avatar was used as user’s symbol of identity in online communications such as Facebook, Twitter, online game, and portal community between unknown people. The development of this symbol is the use of animated character or avatar, which can engage learners in a way that draws them into the e-Learning experience. Immersive learning is one of the most effective learning techniques, and animated characters can help create an immersive environment. E-learning is an ideal learning environment using modern means of information technology, through the effective integration of information technology and the curriculum to achieve, a new learning style which can fully reflect the main role of the students to reform the traditional teaching structure thoroughly. Essential in any e-learning is the degree of interactivity for the learner, and whether the learner is able to study at any time, or whether there is a need for the learner to be online or in a classroom with other learners at the same time (synchronous learning). Ideally, e-learning should engage the learners, allowing them to interact with the course materials, obtaining feedback on their progress and assistance whenever it is required. However, the degree of interactivity in e-learning depends on how the course has been developed and is dependent on the software used for its development, and the way the material is delivered to the learner. Therefore, users’ accessibility that allows access to information at any time and places and their positive attitude towards e-learning such as having interacting with a good teacher and the creation of a more natural and friendly environment for e-learning should be enhanced. This is to motivate their learning enthusiasm and it has been the responsibility of educators to incorporate new technology into their ways of teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=avatar" title="avatar">avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20perception" title=" students' perception"> students' perception</a> </p> <a href="https://publications.waset.org/abstracts/70568/avatar-creation-for-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">410</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9235</span> Satisfaction on English Language Learning with Online System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim">Suwaree Yordchim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective is to study the satisfaction on English with an online learning. Online learning system mainly consists of English lessons, exercises, tests, web boards, and supplementary lessons for language practice. The sample groups are 80 Thai students studying English for Business Communication, majoring in Hotel and Lodging Management. The data are analyzed by mean, standard deviation (S.D.) value from the questionnaires. The results were found that the most average of satisfaction on academic aspects are technological searching tool through E-learning system that support the students’ learning (4.51), knowledge evaluation on prepost learning and teaching (4.45), and change for project selections according to their interest, subject contents including practice in the real situations (4.45), respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title="English language learning">English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20system" title=" online system"> online system</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=supplementary%20lessons" title=" supplementary lessons"> supplementary lessons</a> </p> <a href="https://publications.waset.org/abstracts/12229/satisfaction-on-english-language-learning-with-online-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12229.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">465</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9234</span> The Differences in Skill Performance Between Online and Conventional Learning Among Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Nadrah">Nurul Nadrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a result of the COVID-19 pandemic, a movement control order was implemented, leading to the adoption of online learning as a substitute for conventional classroom instruction. Thus, this study aims to determine the differences in skill performance between online learning and conventional methods among nursing students. We employed a quasi-experimental design with purposive sampling, involving a total of 59 nursing students, and used online learning as the intervention. As a result, the study found there was a significant difference in student skill performance between online learning and conventional methods. As a conclusion, in times of hardship, it is necessary to implement alternative pedagogical approaches, especially in critical fields like nursing, to ensure the uninterrupted progression of educational programs. This study suggests that online learning can be effectively employed as a means of imparting knowledge to nursing students during their training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20education" title="nursing education">nursing education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20performance" title=" skill performance"> skill performance</a>, <a href="https://publications.waset.org/abstracts/search?q=conventional%20learning%20method" title=" conventional learning method"> conventional learning method</a> </p> <a href="https://publications.waset.org/abstracts/187830/the-differences-in-skill-performance-between-online-and-conventional-learning-among-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187830.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9233</span> Initial Observations of the Utilization of Zoom Software for Synchronous English as a Foreign Language Oral Communication Classes at a Japanese University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20Nadasdy">Paul Nadasdy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2020, oral communication classes at many universities in Japan switched to online and hybrid lessons because of the coronavirus pandemic. Teachers had to adapt their practices immediately and deal with the challenges of the online environment. Even for experienced teachers, this still presented a problem as many had not conducted online classes before. Simultaneously, for many students, this type of learning was completely alien to them, and they had to adapt to the challenges faced by communicating in English online. This study collected data from 418 first grade students in the first semester of English communication classes at a technical university in Tokyo, Japan. Zoom software was used throughout the learning period. Though there were many challenges in the setting up and implementation of Zoom classes at the university, the results indicated that the students enjoyed the format and made the most of the circumstances. This proved the robustness of the course that was taught in regular lessons and the adaptability of teachers and students to challenges in a very short timeframe. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=zoom" title="zoom">zoom</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20lessons" title=" hybrid lessons"> hybrid lessons</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20english" title=" communicative english"> communicative english</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title=" online teaching"> online teaching</a> </p> <a href="https://publications.waset.org/abstracts/152795/initial-observations-of-the-utilization-of-zoom-software-for-synchronous-english-as-a-foreign-language-oral-communication-classes-at-a-japanese-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152795.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9232</span> Potential Usefulness of Video Lectures as a Tool to Improve Synchronous and Asynchronous the Online Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omer%20Shujat%20Bhatti">Omer Shujat Bhatti</a>, <a href="https://publications.waset.org/abstracts/search?q=Afshan%20Huma"> Afshan Huma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online educational system were considered a great opportunity for distance learning. In recent days of COVID19 pandemic, it enable the continuation of educational activities at all levels of education, from primary school to the top level universities. One of the key considered element in supporting the online educational system is video lectures. The current research explored the usefulness of the video lectures delivered to technical students of masters level with a focus on MSc Sustainable Environmental design students who have diverse backgrounds in the formal educational system. Hence they were unable to cope right away with the online system and faced communication and understanding issues in the lecture session due to internet and allied connectivity issues. Researcher used self prepared video lectures for respective subjects and provided them to the students using Youtube channel and subject based Whatsapp groups. Later, students were asked about the usefulness of the lectures towards a better understanding of the subject and an overall enhanced learning experience. More than 80% of the students appreciated the effort and requested it to be part of the overall system. Data collection was done using an online questionnaire which was prior briefed to the students with the purpose of research. It was concluded that video lectures should be considered an integral part of the lecture sessions and must be provided prior to the lecture session, ensuring a better quality of delivery. It was also recommended that the existing system must be upgraded to support the availability of these video lectures through the portal. Teachers training must be provided to help develop quality video content ensuring that is able to cover the content and courses taught. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20lectures" title="video lectures">video lectures</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20distance%20education" title=" online distance education"> online distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20instruction" title=" synchronous instruction"> synchronous instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20communication" title=" asynchronous communication"> asynchronous communication</a> </p> <a href="https://publications.waset.org/abstracts/153679/potential-usefulness-of-video-lectures-as-a-tool-to-improve-synchronous-and-asynchronous-the-online-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9231</span> Effectiveness of Online Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shazi%20Shah%20Jabeen">Shazi Shah Jabeen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Jesse%20Thomas"> Ajay Jesse Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is aimed at understanding the learning trends of students who opt for online language courses and to assess the effectiveness of the same. Multiple factors including use of the latest available technology and the skills that are trained by these online methods have been assessed. An attempt has been made to answer how each of the various language skills is trained online and how effective the online methods are compared to the classroom methods when students interact with peers and instructor. A mixed method research design was followed for collecting information for the study where a survey by means of a questionnaire and in-depth interviews with a number of respondents were undertaken across the various institutes and study centers located in the United Arab Emirates. The questionnaire contained 19 questions which included 7 sub-questions. The study revealed that the students find learning with an instructor to be a lot more effective than learning alone in an online environment. They prefer classroom environment more than the online setting for language learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title="effectiveness">effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills "> skills </a> </p> <a href="https://publications.waset.org/abstracts/29593/effectiveness-of-online-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29593.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">589</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9230</span> An Analysis of How Students Perceive Their Self-Efficacy in Online Speaking Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heny%20Hartono">Heny Hartono</a>, <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Titiek%20Murniati"> Cecilia Titiek Murniati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pandemic has given teachers and students no other choice but having full online learning. In such an emergency situation as the time of the covid-19 pandemic, the application of LMS (Learner Management System) in higher education is the most reasonable solution for students and teachers. In fact, the online learning requires all elements of a higher education systems, including the human resources, infrastructure, and supporting systems such as the application, server, and stable internet connection. The readiness of the higher education institution in preparing the online system may secure those who are involved in the online learning process. It may also result in students’ self-efficacy in online learning. This research aimed to investigate how students perceive their self-efficacy in online English learning, especially in speaking classes which is considered as a productive language skill. This research collects qualitative data with narrative inquiry involving 25 students of speaking classes as the respondents. The results of this study show that students perceive their self-efficacy in speaking online classes as not very high. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20class" title=" speaking class"> speaking class</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/152039/an-analysis-of-how-students-perceive-their-self-efficacy-in-online-speaking-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9229</span> Learner-Centered E-Learning in English Language Classes in Vietnam: Teachers’ Challenges and Recommendations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thi%20Chang%20Duyen%20Can">Thi Chang Duyen Can</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Althoughthe COVID-19 epidemic is under control, online education technology in Vietnam will still thrive in the learner-centered trend. Most of the Vietnamese students are now ready to familiarize themselves with and access to online learning. Even in some cases, online learning, if combined with new tools, is far more effective and exciting for students than some traditional instruction. However, little research has been conducted to explore Vietnamese teachers’ difficulties in moderating learner-centered E-learning. Therefore, the study employed the mixed method (n=9) to (i) uncover the challenges faced by Vietnamese teachers in English language online classes using learner-centred approach and (ii) propose the recommendations to improve the quality of online training in universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20e-learning" title="learner-centered e-learning">learner-centered e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language%20classes" title=" english language classes"> english language classes</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20challenges" title=" teachers' challenges"> teachers' challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a> </p> <a href="https://publications.waset.org/abstracts/157819/learner-centered-e-learning-in-english-language-classes-in-vietnam-teachers-challenges-and-recommendations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157819.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9228</span> Online Delivery Approaches of Post Secondary Virtual Inclusive Media Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Margot%20Whitfield">Margot Whitfield</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Ducent"> Andrea Ducent</a>, <a href="https://publications.waset.org/abstracts/search?q=Marie%20Catherine%20Rombaut"> Marie Catherine Rombaut</a>, <a href="https://publications.waset.org/abstracts/search?q=Katia%20Iassinovskaia"> Katia Iassinovskaia</a>, <a href="https://publications.waset.org/abstracts/search?q=Deborah%20Fels"> Deborah Fels</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning how to create inclusive media, such as closed captioning (CC) and audio description (AD), in North America is restricted to the private sector, proprietary company-based training. We are delivering (through synchronous and asynchronous online learning) the first Canadian post-secondary, practice-based continuing education course package in inclusive media for broadcast production and processes. Despite the prevalence of CC and AD taught within the field of translation studies in Europe, North America has no comparable field of study. This novel approach to audio visual translation (AVT) education develops evidence-based methodology innovations, stemming from user study research with blind/low vision and Deaf/hard of hearing audiences for television and theatre, undertaken at Ryerson University. Knowledge outcomes from the courses include a) Understanding how CC/AD fit within disability/regulatory frameworks in Canada. b) Knowledge of how CC/AD could be employed in the initial stages of production development within broadcasting. c) Writing and/or speaking techniques designed for media. d) Hands-on practice in captioning re-speaking techniques and open source technologies, or in AD techniques. e) Understanding of audio production technologies and editing techniques. The case study of the curriculum development and deployment, involving first-time online course delivery from academic and practitioner-based instructors in introductory Captioning and Audio Description courses (CDIM 101 and 102), will compare two different instructors' approaches to learning design, including the ratio of synchronous and asynchronous classroom time and technological engagement tools on meeting software platform such as breakout rooms and polling. Student reception of these two different approaches will be analysed using qualitative thematic and quantitative survey analysis. Thus far, anecdotal conversations with students suggests that they prefer synchronous compared with asynchronous learning within our hands-on online course delivery method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20media%20theory" title="inclusive media theory">inclusive media theory</a>, <a href="https://publications.waset.org/abstracts/search?q=broadcasting%20practices" title=" broadcasting practices"> broadcasting practices</a>, <a href="https://publications.waset.org/abstracts/search?q=AVT%20post%20secondary%20education" title=" AVT post secondary education"> AVT post secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=respeaking" title=" respeaking"> respeaking</a>, <a href="https://publications.waset.org/abstracts/search?q=audio%20description" title=" audio description"> audio description</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20design" title=" learning design"> learning design</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20education" title=" virtual education"> virtual education</a> </p> <a href="https://publications.waset.org/abstracts/134562/online-delivery-approaches-of-post-secondary-virtual-inclusive-media-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9227</span> E-Learning in Life-Long Learning: Best Practices from the University of the Aegean</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chryssi%20Vitsilaki">Chryssi Vitsilaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Apostolos%20Kostas"> Apostolos Kostas</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilias%20Efthymiou"> Ilias Efthymiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents selected best practices on online learning and teaching derived from a novel and innovating Lifelong Learning program through e-Learning, which has during the last five years been set up at the University of the Aegean in Greece. The university, capitalizing on an award-winning, decade-long experience in e-learning and blended learning in undergraduate and postgraduate studies, recently expanded into continuous education and vocational training programs in various cutting-edge fields. So, in this article we present: (a) the academic structure/infrastructure which has been developed for the administrative, organizational and educational support of the e-Learning process, including training the trainers, (b) the mode of design and implementation based on a sound pedagogical framework of open and distance education, and (c) the key results of the assessment of the e-learning process by the participants, as they are used to feedback on continuous organizational and teaching improvement and quality control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20programs" title=" life-long programs"> life-long programs</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%2Fasynchronous%20learning" title=" synchronous/asynchronous learning"> synchronous/asynchronous learning</a> </p> <a href="https://publications.waset.org/abstracts/63528/e-learning-in-life-long-learning-best-practices-from-the-university-of-the-aegean" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9226</span> Integrating Student Engagement Activities into the Learning Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yingjin%20Cui">Yingjin Cui</a>, <a href="https://publications.waset.org/abstracts/search?q=Xue%20Bai"> Xue Bai</a>, <a href="https://publications.waset.org/abstracts/search?q=Serena%20Reese"> Serena Reese</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student engagement and student interest during class instruction are important conditions for active learning. Engagement, which has an important relationship with learning motivation, influences students' levels of persistence in overcoming challenges. Lack of student engagement and absence from face-to-face lectures and tutorials, in turn, can lead to poor academic performance. However, keeping students motivated and engaged in the learning process in different instructional modes poses a significant challenge; students can easily become discouraged from attending lectures and tutorials across both online and face-to-face settings. Many factors impact students’ engagement in the learning process. If you want to keep students focused on learning, you have to invite them into the process of helping themselves by providing an active learning environment. Active learning is an excellent technique for enhancing student engagement and participation in the learning process because it provides means to motivate the student to engage themselves in the learning process through reflection, analyzing, applying, and synthesizing the material they learn during class. In this study, we discussed how to create an active learning class (both face-to-face and synchronous online) through engagement activities, including reflection, collaboration, screen messages, open poll, tournament, and transferring editing roles. These activities will provide an uncommon interactive learning environment that can result in improved learning outcomes. To evaluate the effectiveness of those engagement activities in the learning process, an experimental group and a control group will be explored in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement%20activities" title=" engagement activities"> engagement activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a> </p> <a href="https://publications.waset.org/abstracts/147966/integrating-student-engagement-activities-into-the-learning-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147966.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9225</span> A Comparative Study of Mechanisms across Different Online Social Learning Types</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xinyu%20Wang">Xinyu Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the rapid development of Internet technology and the increasing prevalence of online social media, this study investigates the impact of digital communication on social learning. Through three behavioral experiments, we explore both affective and cognitive social learning in online environments. Experiment 1 manipulates the content of experimental materials and two forms of feedback, emotional valence, sociability, and repetition, to verify whether individuals can achieve online emotional social learning through reinforcement using two social learning strategies. Results reveal that both social learning strategies can assist individuals in affective, social learning through reinforcement, with feedback-based learning strategies outperforming frequency-dependent strategies. Experiment 2 similarly manipulates the content of experimental materials and two forms of feedback to verify whether individuals can achieve online knowledge social learning through reinforcement using two social learning strategies. Results show that similar to online affective social learning, individuals adopt both social learning strategies to achieve cognitive social learning through reinforcement, with feedback-based learning strategies outperforming frequency-dependent strategies. Experiment 3 simultaneously observes online affective and cognitive social learning by manipulating the content of experimental materials and feedback at different levels of social pressure. Results indicate that online affective social learning exhibits different learning effects under different levels of social pressure, whereas online cognitive social learning remains unaffected by social pressure, demonstrating more stable learning effects. Additionally, to explore the sustained effects of online social learning and differences in duration among different types of online social learning, all three experiments incorporate two test time points. Results reveal significant differences in pre-post-test scores for online social learning in Experiments 2 and 3, whereas differences are less apparent in Experiment 1. To accurately measure the sustained effects of online social learning, the researchers conducted a mini-meta-analysis of all effect sizes of online social learning duration. Results indicate that although the overall effect size is small, the effect of online social learning weakens over time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20social%20learning" title="online social learning">online social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20social%20learning" title=" affective social learning"> affective social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20social%20learning" title=" cognitive social learning"> cognitive social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning%20strategies" title=" social learning strategies"> social learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20reinforcement" title=" social reinforcement"> social reinforcement</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20pressure" title=" social pressure"> social pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=duration" title=" duration"> duration</a> </p> <a href="https://publications.waset.org/abstracts/186019/a-comparative-study-of-mechanisms-across-different-online-social-learning-types" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186019.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9224</span> Experiential Learning in an Earthquake Engineering Course Using Online Tools and Shake Table Exercises</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andres%20Winston%20Oreta">Andres Winston Oreta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Experiential Learning (ELE) is a strategy for enhancing the teaching and learning of courses especially in civil engineering. This paper presents the adaption of the ELE framework in the delivery of various course requirements in an earthquake engineering course. Examples of how ELE is integrated using online tools and hands-on laboratory technology to address the course learning outcomes on earthquake engineering are presented. Student feedback shows that ELE using online tools and technology strengthens students’ understanding and intuition of seismic design and earthquake engineering concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=earthquake%20engineering" title="earthquake engineering">earthquake engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=shake%20table" title=" shake table"> shake table</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=civil%20engineering" title=" civil engineering"> civil engineering</a> </p> <a href="https://publications.waset.org/abstracts/189318/experiential-learning-in-an-earthquake-engineering-course-using-online-tools-and-shake-table-exercises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189318.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">22</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9223</span> The Perspectives of Adult Learners Towards Online Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jacqueline%20%C5%BBammit">Jacqueline Żammit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online learning has become more popular as a substitute for traditional classroom instruction because of the COVID-19 epidemic. The study aimed to investigate how adult Maltese language learners evaluated the benefits and drawbacks of online instruction. 35 adult participants provided data through semi-structured interviews with open-ended questions. NVivo software was used to analyze the interview data using the thematic analysis method in order to find themes and group the data based on common responses. The advantages of online learning that the participants mentioned included accessing subject content even without live learning sessions, balancing learning with household duties, and lessening vulnerability to problems like fatigue, time-wasting traffic, school preparation, and parking space constraints. Conversely, inadequate Internet access, inadequate IT expertise, a shortage of personal computers, and domestic distractions adversely affected virtual learning. Lack of an Internet connection, IT expertise, a personal computer, or a phone with Internet access caused inequality in access to online learning sessions. Participants thought online learning was a way to resume academic activity, albeit with drawbacks. In order to address the challenges posed by online learning, several solutions are proposed in the research's conclusion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20learners" title="adult learners">adult learners</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges%20of%20online%20learning" title=" challenges of online learning"> challenges of online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=benefits%20ofonline%20learning" title=" benefits ofonline learning"> benefits ofonline learning</a> </p> <a href="https://publications.waset.org/abstracts/175814/the-perspectives-of-adult-learners-towards-online-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9222</span> Preservice EFL Teachers in a Blended Professional Development Program: Learning to Teach Speech Acts </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Hui%20Liu">Mei-Hui Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the effectiveness of a blended professional development program on preservice EFL (English as a foreign language) teachers’ learning to teach speech acts with the advent of Information and Communication Technology, researchers and scholars underscore the significance of integrating online and face-to-face learning opportunities in the teacher education field. Yet, a paucity of evidence has been documented to investigate the extent to which such a blended professional learning model may impact real classroom practice and student learning outcome. This yearlong project involves various stakeholders, including 25 preservice teachers, 5 English professionals, and 45 secondary school students. Multiple data sources collected are surveys, interviews, reflection journals, online discussion messages, artifacts, and discourse completion tests. Relying on the theoretical lenses of Community of Inquiry, data analysis depicts the nature and process of preservice teachers’ professional development in this blended learning community, which triggers and fosters both face-to-face and synchronous/asynchronous online interactions among preservice teachers and English professionals (i.e., university faculty and in-service teachers). Also included is the student learning outcome after preservice teachers put what they learn from the support community into instructional practice. Pedagogical implications and research suggestions are further provided based on the research findings and limitations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20professional%20development" title="blended professional development">blended professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20EFL%20teachers" title=" preservice EFL teachers"> preservice EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20act%20instruction" title=" speech act instruction"> speech act instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%20outcome" title=" student learning outcome"> student learning outcome</a> </p> <a href="https://publications.waset.org/abstracts/62324/preservice-efl-teachers-in-a-blended-professional-development-program-learning-to-teach-speech-acts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">225</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9221</span> A Study on the HTML5 Based Multi Media Contents Authority Tool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heesuk%20Seo">Heesuk Seo</a>, <a href="https://publications.waset.org/abstracts/search?q=Yongtae%20Kim"> Yongtae Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online learning started in the 1990s, the spread of the Internet has been through the era of e-learning paradigm of online education in the era of smart learning change. Reflecting the different nature of the mobile to anywhere anytime, anywhere was also allows the form of learning, it was also available through the learning content and interaction. We are developing a cloud system, 'TLINKS CLOUD' that allows you to configure the environment of the smart learning without the need for additional infrastructure. Using the big-data analysis for e-learning contents, we provide an integrated solution for e-learning tailored to individual study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authority%20tool" title="authority tool">authority tool</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data%20analysis" title=" big data analysis"> big data analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=HTML5" title=" HTML5"> HTML5</a> </p> <a href="https://publications.waset.org/abstracts/56924/a-study-on-the-html5-based-multi-media-contents-authority-tool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56924.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9220</span> The Application of ICT in E-Assessment and E-Learning in Language Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyyed%20Hassan%20Seyyedrezaei">Seyyed Hassan Seyyedrezaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of computer and ICT thereafter has introduced many irrevocable changes in learning and teaching. There is substantially growing need for the use of IT and ICT in language learning and teaching. In other words, the integration of Information Technology (IT) into online teaching is of vital importance for education and assessment. Considering the fact that the image of education is undergone drastic changes by the advent of technology, education systems and teachers move beyond the walls of traditional classes and methods in order to join with other educational centers to revitalize education. Given the advent of distance learning, online courses and virtual universities, e-assessment has taken a prominent place in effective teaching and meeting the learners' educational needs. The purpose of this paper is twofold: first, scrutinizing e-learning, it discusses how and why e-assessment is becoming widely used by educationalists and administrators worldwide. As a second purpose, a couple of effective strategies for online assessment will be enumerated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-assessment" title="e-assessment">e-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e%20learning" title=" e learning"> e learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20assessment" title=" online assessment"> online assessment</a> </p> <a href="https://publications.waset.org/abstracts/29752/the-application-of-ict-in-e-assessment-and-e-learning-in-language-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge 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