Due to the advancement of web-based technologies, using LMS to support both asynchronous and synchronous learning has become more and more popular. Another new trend is to combine physical classroom and cyber classroom into a mixture learning environment, that is why blended learning has become an important research topic in e-learning domain. According to the literature survey, blended learning can create a flexible learning environment and improve the learning effects. Besides, blended learning can also reduce the cost, increase the benefit, and extend the outcomes. However, most teachers are not familiar with this kind of blended synchronous learning environment; they have no ideas about how to conduct teaching and learning activities in this kind of environment. The aims of this study are to explore the proper setup of a blended learning environment and to propose some important blended learning models for teachers. We use case study approach for our research. Two online successful courses were chosen as the study cases. These two courses are ¡§E-learning Theory and Practice¡¨ and ¡§Computer Networks and the Internet¡¨ which were instructed by Dr. Nian-Shing Chen at National Sun Yat-Sen University. Observation method and interview method were used to gather the study data. Moreover, the gathered data was analyzed by qualitative methods. The contributions of this study are the setup guideline for blended synchronous classroom and the proposed five blended synchronous learning modes. These results could provide valuable references for administrators to setup appropriate blended learning environments and for instructors to design better blended learning courses.

With the innovation and use of information technology, Blended Learning, which combines traditional face-to-face and e-learning, becomes an emerging trend. Blended Learning has been widely adopted in educational field and enterprises. It is considered as a useful model to transfer knowledge, teaching and learning. What does blended learning mean? What are the impacts on instruction? How many models can blended learning have? What are the related issues and challenges? And what are the future research directions? They are all the vital issues in the future development of e-learning. Many researchers and educators have indicated that interaction is an important factor to influence learning effectiveness. Therefore, our study focus on exploring different interaction modes in blended synchronous learning environment and analyzing what kinds of roles are participated within the interaction procedures. A case study approach is adopted by taking the three blended synchronous learning courses, Negotiation and E-negotiation, Computer network, Database, which are held by the MIS department of National Sun Yat-sen University in the first semester of the 94 academic year as research subjects. We also apply phenomenology view point and qualitative methodology to find out all different phenomenons of interaction existing in the studied blended learning environment. The results found eight different dimensions of interaction including instructor-to-instructor, instructor-to-learner, instructor-to-content, instructor-to-interface, learner-to-instructor, learner-to-learner, learner-to-content and learner-to-interface. We then provide suggestions for instructors, learners and managers how they can improve interaction in blended learning environment according to each interaction dimension.

The objective of this study is to apply Computer-generated imagery for knowledge and skills in daily life. There are some Computer-generated imagery study on traditional education training; however, fewer professional image processing courses of Synchronous Learning Networking are carried out in practice. The feasibility of using lecture video or practice on line in teaching Computer-generated imagery concepts is important. How do teachers examine students¡¦ performance and make good use of Synchronous Learning Networking? In this study, we will propose the following dimensions to discuss: (1) the difference on Computer-generated imagery between Synchronous Learning Networking and traditional teaching (2) the difficulty on Computer-generated imagery when teaching and learning (3) how to make better performance on Computer-generated imagery under Synchronous Learning Networking. Comparative Case Study is conducted at Tainan Training Center and LMS (Learning Management System) of K12 digital school for the adults who actively study Computer-generated imagery by the means of traditional learning and E-learning. We put Computer-generated imagery under traditional teaching and Synchronous Learning Networking, and we make questionnaires for examining the detailed factors regarding to the performance of Computer-generated imagery.The results indicates that lecture on Synchronous Learning Networking is something about practice on line, whiteboard, slides show, top desk share and homepage browse with office hours and paper work in replace of real discussion. Sometimes teachers and students are meeting the information and interaction delay under Synchronous Learning Networking. Therefore, we are offering seven suggestions to get Computer-generated imagery under Synchronous Learning Networking improved: (1) Teachers suggest that the standard of hardware and Net environment is required. (2) Students should develop active attitude for learning under Synchronous Learning Networking. (3) Teachers should perform on line teaching and stream video is auxiliary. (4) Multiple material for the topic is available for students to choose and adjust their learning model. (5) Dividing into groups is not good for teaching and office hour or guest board is much better for discussion and interaction. (6) Teachers should create new Computer-generated imagery courses to inspire students¡¦ motivation. (7) Continued materials and platform for students to review and interact are required.

Magistriniame darbe rašoma apie ViPS lokalaus video paskaitų įrašymo įrankį, ir jo standartizavimo galimybes. Atliekama egzistuojančių sistemų apžvalga ir analizė, įvertinamos kokybinės ir funkcinės galimybės. Pateikiama informaciją tiek apie platformos architektūrą, tiek apie pačio įrankio realizavimo detales, funkcinius ir nefunkcinius reikalavimus, testavimo metodus. Apžvelgiamos e.mokymosi technologijų specifikacijos, tokios kaip IMS LD, AICC, LOM, SCORM. Įvertinamos ir ažvelgiamos SCORM standarto realizavimo galimybės bei diegimo rezultatas. / In this master thesis main topic is distace learning. It‘s another learning method more confortable, but makes a little bit difficulties, when the intent is to deliver information ant to make distance learning equal to the traditional. The main problem of distance learning is the presentation of the learning material. Lecturers and other people are trying to make learning process easier and more effective. It‘s characteristics depends on the tools, software and hardware, witch is used to represent and deliver learning material. In this work we will know more about video presentation system ViPS and it‘s additional tool for local video lectures recording, when there is not internet. Presented information is about the value tools give us and requirements for it‘s functionality, architecture and results. Finally we will know more about distance learning standards, it‘s advantages and disadvanages and of course the possibility of implementation of the most suitable standart for the ViPS local recoding tool.

No description available.

Denna studie är en intervjustudie som presenterar lärares användning av flerformsundervisning (blended teaching), flippat klassrum (flipped classroom) och fjärrundervisning i engelskundervisning. I studien har totalt fem engelsklärare som undervisar i årskurs 4, 5 eller 6 och som använder sig av fjärrundervisning, flippat klassrum och/flerformsundervisning intervjuats. Resultatet har visat att dessa lärare generellt upplever att deras pedagogiska-, ämnes- och tekniska kunskaper inte påverkas om de undervisar med något av det tidigare nämnda eller i en klassrumsundervisningssituation (face-to-face teaching), vilket kan liknas med att undervisning som sker i klassrummet utan tekniska hjälpmedel. I intervjuerna har det även tydliggjorts för vilka tekniska verktyg och pedagogiska metoder som kan användas i flippat klassrum, flerformsundervisning och fjärrundervisning i engelskämnet. Dessutom uttrycker flera av respondenterna att de under utbrottet av covid-19 fått utveckla sina kunskaper om fjärrundervisning och att de dessutom kommer fortsätta med denna undervisningsform när covid-19 är över.

This applied dissertation was designed to provide current information for college administrators and instructors on the use of synchronous technology in online courses—a growing area in higher education. The focus of this analysis was on student and instructor perspectives regarding experiences with synchronous technology in the online classroom setting. The researcher used surveys and interviews to glean data related to accessibility and efficiency of online learning technology, communication; instructional content, information and strategies; aspects of instructional delivery; technical support; and overall impressions. Results revealed that students are satisfied with synchronous technology in their online classes. Instructors use the synchronous web-based computer system tool as a part their instructional strategy and to enhance dialogue and interaction. However, there are technical issues that can present challenges. The findings can be used by higher education leaders to address concerns about student and instructional experiences in a non-traditional environment. Instructors are being encouraged to include synchronous activities as a part of their curriculum. The study provides an opportunity to assess and determine what works or needs improvement. Students and instructors must have the appropriate skills to navigate the technological revolution that continues to change the dynamics of the collegiate experience in the virtual classroom. It is recommended that instructors receive detailed training that will greatly enhance satisfaction and comfort levels. Not only does the instructor need the technological skills, but the ability to engage students. Students who feel a sense of community and engagement will remain active and are less likely to drop out.

Previous studies have successfully demonstrated that there are variations in attitudes towards blended synchronous learning among students in higher education, but few have studied underlying factors. In an attempt to fill this gap, this study aims to investigate the relationship between personality traits and attitudes among students in blended synchronous learning environments. The research question asked in this paper was: What type of relationships are there between personality traits and students’ attitudes towards their education in blended synchronous learning environments? This was done by deploying a web based survey to 352 students at Mid Sweden University in Sweden which in the end had a response rate of 25%. Further, a quantitative approach was chosen as the most suitable way to test these relationships and both bivariate and multivariate regressions was used. The findings in the study indicates that personality traits are linked to a different set of attitudes among the students. The conclusions were that there exist significant relationships between Conscientiousness and Neuroticism and students estimated study achievement. There was also a positive significant correlation between Extraversion and that students prefer to study in groups and significant correlations between Extraversion and Conscientiousness and that students prefer to study independently was also found. Finally, there exist significant relationships between Conscientiousness and Neuroticism and students' perceived learning ability through blended synchronous learning environments. / Undervisningsmetoderna har förändrats de senaste åren och att universitet och högskolor erbjuder distansundervisning blir allt vanligare i Sverige såväl som globalt. Hybrida lärmiljöer syftar till kombinationen av klassrumsundervisning och distansutbildning i realtid. Studenters attityder i dessa lärmiljöer har tidigare studerats, men få studier har undersökt bakomliggande faktorer. Studenters attityder i hybrida lärmiljöer är viktiga att undersöka då exempelvis en viss personlighetstyp kan korrelera med en viss attityd, vilket i sin tur skulle kunna skapa klyftor och olika syn på utbildningen och undervisningsmetoden. Denna studie har besvarat forskningsfrågan: Vilka samband finns mellan personlighetsdrag och studenters attityder till sin utbildning i hybrida lärmiljöer? Forskningsfrågan besvarades utifrån en kvantitativ ansats där en enkätundersökning användes som forskningsstrategi och datainsamlingsmetod. Ett webbaserat frågeformulär distribuerades till 352 studenter som studerade i en hybrid lärmiljö vid Mittuniversitetet. Svarsfrekvensen uppgick till 25% och för att analysera resultatet användes bivariata och multivariata regressioner. Resultaten indikerade på att personlighetsdrag i vissa fall var kopplade till attityder hos studenterna. De slutsatser som denna studie resulterade i tyder på att det fanns signifikanta samband mellan Samvetsgrannhet samt Neuroticism och studenternas uppskattade studieprestation. Det fanns även ett positivt signifikant samband mellan Extraversion och att studenterna föredrar att studera i grupp och det fanns även signifikanta samband mellan Extraversion samt Samvetsgrannhet och att studenterna föredrar att studera självständigt. Avslutningsvis fanns det även signifikanta samband mellan Samvetsgrannhet samt Neuroticism och studenternas upplevda inlärningsförmåga via hybrida lärmiljöer.

Higher education is still mainly based on traditional face-to-face teaching formats such as lectures. Although known for a long time, the demand for alternative lecture designs has only recently grown significantly due to the present pandemic crisis, which requires a physical separation between the students and also the lecturer. This separation results in challenges of its own: While most solutions already allow the lecture to be held via streaming, it is even more challenging to involve students, or to create interactions with them or between them. Some approaches allow to activate students through simple polls, chats, or collaboration in breakout sessions. However, either the functional scope of these activities is severely limited or they are restricted to small scenarios. The contents of this paper have been under investigation for some time, but in lieu of the current CoViD-19 pandemic, the authors have decided to apply their preliminary findings in actual lectures and present the results here. The main goal is to investigate the addition of more advanced activities that can be adapted to the current scenario. Therefore, an approach is presented that enables lecturers to create custom workflows of interactive activities such as several types of polls, question and answer, instant feedback, or group formations with corresponding interactions. The application in real scenarios is currently being investigated.