Optimizing Distance E-Learning: The Role of Feedback Timing and Learning Styles in Enhancing Student Outcomes | Chapter 2 | An Overview of Literature, Language and Education Research Vol. 6

Aims: The aim of this study is to explore the interaction between feedback timing (immediate via mobile learning vs. delayed via Moodle) and learning styles (active vs. reflective) and their effect on the acquisition of blogging design skills and satisfaction in a distance e-learning environment.

 

Study Design: A factorial experimental design (2 × 2) was employed, dividing 67 students from a distance learning program into four groups: active learners with immediate feedback, active learners with delayed feedback, reflective learners with immediate feedback, and reflective learners with delayed feedback. Feedback was delivered synchronously via mobile tools for immediate feedback, and asynchronously via Moodle for delayed feedback.

 

Methodology: Data were gathered using an observation checklist for blogging design outputs, a satisfaction scale for the e-learning environment, and the Felder-Silverman Learning Styles Model to categorize students.

 

Results: The study revealed significant differences in skill acquisition between students who received immediate feedback and those who received delayed feedback. Active learners performed better than reflective learners in both practical skills and satisfaction. However, no significant interaction between feedback timing and learning style was found regarding satisfaction with the e-learning environment.

 

Conclusion: Immediate feedback through mobile learning tools enhances practical skill acquisition, particularly for active learners. The study recommends incorporating mobile learning for immediate feedback and conducting workshops for faculty to enhance their feedback strategies in e-learning environments.

 

 

Author (s) Details

 

Mohammed Kamal Afify
College of Education, Imam Abdulrahman Bin Faisal University, P. O. Box 1982, Dammam, 31441, Saudi Arabia.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v6/2716

Some Challenges in Designing and Implementing Learning Material for Ubiquitous E-learning Environment: A Descriptive Study | Chapter 07 | Recent Recent Advances in Mathematical Research and Computer Science Vol. 8

 The current study examines the many strategies employed in a ubiquitous learning environment, as well as their benefits and drawbacks. We conducted a comprehensive investigation on numerous concerns and obstacles in omnipresent teaching learning methods in this paper. The entire teaching and learning process has transformed as a result of tremendous technological advancements. The teacher-student relationship has altered dramatically as a result of open learning and distant education. There is no defined class room notion in an open learning environment. The teaching-learning process has shifted from being teacher-centered to being student-centered. The new challenge is to produce learning material that is suited for any learning environment. Preparing learning content for a ubiquitous context necessitates a complete revision. More study is needed, and educators from all professions must collaborate to develop and design activity-oriented learning resources that may be made available to technologists for ubiquitous learning deployment.

Author(S) Details

Shalabh Agarwal
Department of Computer Science, St. Xavier’s College (Autonomous), Kolkata, West Bengal, India.

Asoke Nath
Department of Computer Science, St. Xavier’s College(Autonomous), Kolkata, India.

View Book:- https://stm.bookpi.org/RAMRCS-V8/article/view/5747

A New University Model proposed by the International Telematic University UNINETTUNO: Teaching and Learning on the Internet | Chapter 4 | Modern Perspectives in Language, Literature and Education Vol. 5

 The convergence of telecommunications and computer science, the implementation of computer-based networks, and the integration of languages, which overcame space and time constraints, sparked the globalisation process and the development of the knowledge society. We are living in the midst of a true revolution based on knowledge multiplication and its associated applications, as well as knowledge codification, memorization, and transfer. The challenges that educational institutions, particularly universities, face are linked to the fact that classrooms or lecture halls are no longer the only places where one can follow study courses: anyone from anywhere, with the necessary technological equipment and materials, can create his own environment in which to continue his own educational and self-learning activities. As a result, we must conduct research to identify new university models and psycho-pedagogical theories that will enable the development of new Internet-based teaching and learning models. This paper describes the university model proposed by the International Telematic University UNINETTUNO, which has gained international acclaim.

Author (S) Details

Prof. Maria Amata Garito
Departent of Psychotechnologies, International Telematic University UNINETTUNO, Italy.

View Book :- https://stm.bookpi.org/MPLLE-V5/article/view/1633