Orsini, Cesar Jennings, Barbara Rodrigues, Veena Tricio, Jorge
Published in
European journal of dental education : official journal of the Association for Dental Education in Europe
Peer observation of online teaching has been suggested to maintain and monitor online learning standards. However, this practice and the designed peer observation forms have been almost exclusively restricted to face-to-face or stand-alone synchronous/asynchronous sessions. This study, therefore, aimed to identify criteria for the successful design...
Woolcott, Geoff Bui, Vinh
Published in
European Journal of Open, Distance and E-Learning
The transition to fully online delivery in the COVID-19 pandemic has added to already existing and significant challenges in subjects and programs that require a component of practicum, on-site experience or hands-on laboratory work. This article presents initial results from a study that responds to challenges arising in moving to a fully online v...
Yang, Rui Dellandréa, Emmanuel Chen, Liming Grard, Matthieu
Continual Learning (CL) aims to learn and adapt continuously to new information while retaining previously acquired knowledge. Most state of the art CL methods currently emphasize class incremental learning. In this approach, class data is introduced and processed only once within a defined task boundary. However, these methods often struggle in dy...
Motonaga, Kara S Sacks, Loren Olson, Inger Balasubramanian, Sowmya Chen, Sharon Peng, Lynn Feinstein, Jeffrey A Silverman, Norman H Hanley, Frank L Axelrod, David M
...
Published in
Cardiology in the young
The transition from residency to paediatric cardiology fellowship is challenging due to the new knowledge and technical skills required. Online learning can be an effective didactic modality that can be widely accessed by trainees. We sought to evaluate the effectiveness of a paediatric cardiology Fellowship Online Preparatory Course prior to the s...
Huang, Yujie
Published in
Frontiers in Psychology
Introduction With the proliferation of online learning, understanding students’ affective experiences in digital foreign language courses has become imperative. Methods This mixed-methods study investigates how peer support and self-efficacy shape the emotional experiences of 502 Chinese undergraduate students in online English courses. Quantitativ...
Wang, Ping Wang, Feiye Li, Zhiyuan
Published in
Frontiers in Psychology
With the normalization of the COVID-19 epidemic, online learning has gained prominence in the post-epidemic era. Gaining a comprehensive understanding of how online learning influences learning outcomes is essential for the success of large-scale online education initiatives. This study proposed a conceptual model based on an ecosystem theory to in...
Zhang, Wei Zhu, Chang
Published in
Frontiers in Psychology
Decker, Daniela Merkt, Martin
Published in
Frontiers in Psychology
Pedagogical agents are often used to enhance social cues in learning materials. The inclusion of pedagogical agents raises several design questions, for example on what kind of clothing the agent should wear. Further, it is not yet clear how the setting of an animated learning video (i.e., the digitally created background) affects learning. In an o...
Tsuchiya, Taira
京都大学 / 新制・課程博士 / 博士(情報学) / 甲第24939号 / 情博第850号 / 京都大学大学院情報学研究科システム科学専攻 / (主査)准教授 本多 淳也, 教授 田中 利幸, 教授 鹿島 久嗣 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM
Lee, Hye Rin Yang, Kaidan Rutherford, Teomara Ramirez, Kevin F. Eccles, Jacquelynne S.
Published in
Frontiers in Education
Online courses were a common and growing format for higher education even before the COVID-19 pandemic, but selection effects made it difficult to understand and generalize about low-income transfer engineering students’ perceptions regarding online course experiences. However, the forced transition from face-to-face courses to online courses as a ...
