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    Tytuł:
    Exploring the pros and cons of online courses for physiotherapists — a theoretical study
    Autorzy:
    Lukács, Andrea
    Simon, Nóra
    Kiss-Kondás, Dóra
    Szabó, Tünde Lebenszkyné
    Bak, Mehtap Kiklicoz
    Bibro, Marta
    Göz, Büşra
    Bicki, Demet
    Akar, Fatma Dilara
    Sancaktar, Sabiha İrem
    Pehlivan, Sevgi
    Gniewek, Teresa
    Golec, Joanna
    Jankowicz-Szymańska, Agnieszka
    Kiviluoma-Ylitalo, Marika
    Kreska-Korus, Agnieszka
    Lillo-Crespo, Manuel
    Milert, Agata
    Özkoca, Gökhan
    Policnik, Jasmina
    Terán, Beatriz Sibaja
    Smoła, Eliza
    Stefanowicz-Kocoł, Anna
    Vähä-Jaakkolaa, Johanna
    Rodríguez, Patricia Verdú
    Wódka, Katarzyna
    Yilm, Özge Mine
    Yilmaz, Duygu
    Powiązania:
    https://bibliotekanauki.pl/articles/26917689.pdf
    Data publikacji:
    2023
    Wydawca:
    Akademia Tarnowska
    Tematy:
    physiotherapy
    online education
    synchronous learning
    asynchronous learning
    blended learning
    Opis:
    Physiotherapy, as a constantly evolving discipline, requires professionals to continually update their knowledge base to enhance patient care. To facilitate this growth, lifelong learning through supplementary educational courses plays a crucial role. The flexible online education has opened new opportunities for adult learners, including physiotherapists, to pursue further education while managing their daily commitments. This paper examines the conceptual framework of online learning in the context of physiotherapy education. It explores the advantages and disadvantages of online courses compared to traditional classroom methods. Online education is classified into three primary types: synchronous, asynchronous, and blended or hybrid courses. Synchronous courses involve real-time interaction with teachers, while asynchronous courses allow learners to access materials at their own convenience. Blended or hybrid courses combine online learning with face-to-face instruction. Advantages of online courses include accessibility, flexibility, cost-effectiveness, diverse learning resources, and the opportunity to build a global professional network. On the other hand, online courses lack continuous communication and interaction between teachers and learners, potentially hindering the learning experience. Learners must possess strong digital skills and self-study capabilities to succeed in online education. The study concludes that the choice between traditional and online education depends on specific course objectives and participant expectations. Regardless of the mode of education, the active participation and engagement of learners are crucial for professional success. As the field of physiotherapy education continues to evolve, ongoing research and innovation are vital to improve the overall learning experience and ensure optimal outcomes for lifelong learners in the healthcare field.
    Źródło:
    Health Promotion & Physical Activity; 2023, 24, 3; 33-39
    2544-9117
    Pojawia się w:
    Health Promotion & Physical Activity
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    INTERACTION ANALYSIS IN AN INTERNATIONAL ASYNCHRONOUS LEARNING ENVIRONMENT
    Autorzy:
    Irani, Fariba Haghighi
    Chalak, Azizeh
    Powiązania:
    https://bibliotekanauki.pl/articles/955421.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Interaction analysis
    asynchronous learning environment
    face-to-Face learning environment
    synchronous learning environment
    IRFI
    Opis:
    Interaction Analysis has been explored for the initiating topics, turn taking, and asking and answering questions in face-to-face learning environments during the last decades. This study investigated the form and sequence of the questions and answers in an asynchronous environment from a non-interventionist point of view. To conduct the research, 16 questions and answers from the discussion boards of an eight-week international online research course from 30 participants were copied, classified, and analyzed according to the Hmelo-Silver and Barrows’ (2008) grid. All the questions were classified as long-answer, short-answer, and task-oriented questions and their frequencies were calculated. Also, the presence of the Initiation, Response, and Feedback/Inquiry (IRFI) pattern was examined The results indicated that the largest number of questions fell under long-answer types and the participants were more motivated in responding the long-answer queries relating directly to the immediate studied materials or asking about definitions and personal ideas. The findings supported the idea that IRFI pattern might not be applicable in asynchronous environments. Therefore, the instructional patterns need to be designed carefully according to the needs of the new contexts. This study could enhance meaningful interactions in online educational settings such as language learning, teacher training, and professional development.
    Źródło:
    Teaching English with Technology; 2016, 16, 4; 33-47
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Hybrid Synchronous and Asynchronous Language Learning in Writing Class: The Learners’ Psychosocial Perspectives in Indonesia
    Autorzy:
    Tusino, -
    Sukarni, Semi
    Rokhayati, Titi
    Powiązania:
    https://bibliotekanauki.pl/articles/1964301.pdf
    Data publikacji:
    2021-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Hybrid learning
    synchronous and asynchronous language learning
    writing class
    learners’ perspectives
    Opis:
    Hybrid synchronous and asynchronous language learning remains under-explored in writing class. The purpose of this study is to describe learners’ perceptions toward hybrid synchronous and asynchronous language learning model in EFL writing. A qualitative case study was employed. The respondents were undergraduate learners in English major. The research instruments were close-response questionnaires and semi-structured interviews in the academic writing course. Findings showed that psychological and social factors were crucial in the learners’ online writing. It revealed that teachers needed to provide comprehensible input, challenging group-work activity, and constructive feedback during online writing. Hybrid synchronous and asynchronous language learning enhanced writing competence, but it encountered a problem with internet connectivity. The study discloses that hybrid synchronous and asynchronous language learning has the potential to teach EFL writing.
    Źródło:
    The New Educational Review; 2021, 65; 190-199
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Asynchronous And Synchronous Distance Learning Of English As A Foreign Language
    Autorzy:
    Rigo, František
    Mikuš, Ján
    Powiązania:
    https://bibliotekanauki.pl/articles/2150859.pdf
    Data publikacji:
    2021
    Wydawca:
    Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
    Tematy:
    Asynchronous distance learning
    COVID-19
    Distance learning
    Edmodo
    English
    Google Meet
    Students
    Synchronous distance learning
    Teachers
    Opis:
    The paper deals with using Edmodo (an educational social network) and Google Meet as distance learning tool and platform in teaching English within university English courses during the first and second waves of COVID-19 in Slovakia. It draws the basic difference between online learning and distance learning, as well as between asynchronous and synchronous distance learning. It briefly introduces Edmodo’s and Google Meet’s main features that can be utilised in the process of distance learning of university students. It presents the results of the research that was conducted with the students of Faculty of Mass Media Communication of UCM in Trnava, who participated in English courses conducted by the means of asynchronous and synchronous distance learning during the summer term of the academic year 2019/20 and the winter term of 2020/21, i. e. during both waves of the COVID-19 pandemic. Via the quantitative method of a questionnaire survey, the research participants provided feedback on both asynchronous distance learning (with Edmodo) and synchronous distance learning (combining Google Meet with Edmodo). The findings present students’ perception of the educational platform and the videoconferencing tool pointing to their benefits, weaknesses and overall effectiveness as communication platforms within both forms of distance learning, asynchronous and synchronous. The paper draws comparison of the two methods and assumes conclusions regarding their effectiveness in distance learning of English.
    Źródło:
    Media Literacy and Academic Research; 2021, 4, 1; 89-106
    2585-8726
    Pojawia się w:
    Media Literacy and Academic Research
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Adapting to adversity: a case study of asyn chronous learning implementation in a relocated university amidst war
    Adaptacja do przeciwności losu: studium przypadku wdrożenia asynchronicznego uczenia się na wysiedlonym uniwersytecie w czasie wojny
    Autorzy:
    Peliova, Jana
    Nestorenko, Tetyana
    Kovachov, Sergii
    Suchikova, Yana
    Nestorenko, Oleksandr
    Powiązania:
    https://bibliotekanauki.pl/articles/38418953.pdf
    Data publikacji:
    2023
    Wydawca:
    Wyższa Szkoła Techniczna w Katowicach
    Tematy:
    asynchronous learning
    higher education
    displaced university
    online learning
    university without wall
    crisis response
    Ukraine
    asynchroniczne uczenie się
    szkolnictwo wyższe
    wysiedlony uniwersytet
    nauka online
    uniwersytet bez murów
    reagowanie kryzysowe
    Ukraina
    Opis:
    This study explores the deployment and effectiveness of asynchronous learning technologies in universities forced to relocate due to conflict, using the case of Berdyansk State Pedagogical University (BSPU) in Ukraine. Amidst significant disruptions, BSPU transitioned to an asynchronous “university without walls” model, integrating a variety of online and offline asynchronous tools. The study evaluates this transition over a period of four months through mixed methods, including a survey, interviews, and analysis of internal reports. Results indicate a successful adaptation, with faculty and students expressing increased satisfaction over time and academic performance returning to pre-relocation levels. Notably, the completion rate exceeded pre-relocation levels, suggesting increased accessibility due to asynchronous learning. However, challenges related to self-regulation and initial technological adaptation were reported. The study underscores the potential of asynchronous learning in maintaining educational continuity in times of crisis, though further research is required to generalize these findings.
    Niniejsze badanie analizuje wdrażanie i skuteczność asynchronicznych technologii uczenia się na uniwersytetach, zmuszonych do przeniesienia się z powodu konfliktu, na przykładzie Berdiańskiego Państwowego Uniwersytetu Pedagogicznego (BSPU) w Ukrainie. Wśród znaczących zakłóceń, BSPU przeszło na asynchroniczny model „uniwersytetu bez ścian”, integrując różnorodne asynchroniczne narzędzia online i offline. Badanie ocenia to przejście w okresie czterech miesięcy, za pomocą metod mieszanych, w tym ankiet, wywiadów i analiz raportów wewnętrznych. Wyniki wskazują na udaną adaptację wykładowców i studentów, którzy wyrażają z czasem większe zadowolenie, a wyniki w nauce powracają do poziomu sprzed relokacji. Warto zauważyć, że wskaźnik ukończenia przekraczał poziomy sprzed relokacji, co sugeruje zwiększoną dostępność dzięki asynchronicznemu uczeniu się. Zgłoszono jednak wyzwania związane z samoregulacją i wstępną adaptacją technologiczną. Badanie podkreśla potencjał asynchronicznego uczenia się w utrzymaniu ciągłości edukacji w czasach kryzysu, chociaż potrzebne są dalsze badania, aby te ustalenia uogólnić.
    Źródło:
    Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach; 2023, 16; 119-132
    2082-7016
    2450-5552
    Pojawia się w:
    Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rola aplikacji dydaktycznych w nauczaniu zdalnym
    Autorzy:
    Pokrzycka, Lidia
    Powiązania:
    https://bibliotekanauki.pl/articles/1181994.pdf
    Data publikacji:
    2021
    Wydawca:
    Szkoła Główna Handlowa w Warszawie
    Tematy:
    educational applications
    effective e-learning
    teaching practice
    motivation
    asynchronous classes
    Opis:
    In times of the coronavirus pandemic, distance learning has become mandatory for higher education. That requires using a variety of teaching methods, both synchronous and asynchronous, and their common feature is the use of ICT tools. The aim of the article is to present applications used for making the remote lectures more attractive and engaging for journalism students of graduate and doctoral studies and foreigners from the English-language Doctoral School of Social Sciences of UMCS. The author also reflects on students' appreciation of such solutions initially during blended learning and then e-learning classes. That is based on the survey conducted among 30 doctoral students who carried out their lectures using internet applications. The study confirmed that the applications motivate students to work systematically and additionally to use them during their apprenticeships or while working in various companies with marketing, advertising, or public relations profile. Students also appreciate asynchronous classes and the fact that the use of applications allows them to repeat the most important pieces of information in a stress-free mode. Graphical applications make even tricky topics easier to remember while enabling students to illustrate the theory with practical elements.
    Źródło:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2021, 88, 1; 30-36
    1731-6758
    1731-7428
    Pojawia się w:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wirtualne metody nauczania w odniesieniu do przedmiotu techniki komputerowe w projektowaniu CAD
    On-line methods of teaching related to the computer techniques in the projections of CAD
    Autorzy:
    Mazur, R.
    Powiązania:
    https://bibliotekanauki.pl/articles/369841.pdf
    Data publikacji:
    2009
    Wydawca:
    Zachodniopomorski Uniwersytet Technologiczny w Szczecinie. Wydawnictwo Uczelniane ZUT w Szczecinie
    Tematy:
    e-learning
    blended-learning
    tryb synchroniczny
    tryb asynchroniczny
    stanowisko komputerowe
    blended learning
    synchronous mode
    asynchronous mode
    computer stand
    Opis:
    W dobie społeczeństwa informacyjnego zasobność wiedzy i szybkość przepływu informacji ma podstawowe znaczenie dla rozwoju społecznego i wzrostu gospodarczego. Tworzenie więc efektywnych systemów komunikacyjnych opartych na nowoczesnych systemach teleinformatycznych odpowiadających współczesnym wymaganiom rynkowym staje się wręcz koniecznością. W związku z tym, wykorzystanie podstawowych usług teleinformatycznych w różnych strukturach oświatowych, wydaje się nieuniknione.
    E-learning-gaining knowledge via the Internet, cutting out the traditional way: professor-student. On-line methods of teaching related to the computer techniques in the projections of CAD. What follows, the usage of the basic IT help in the world of science seems to be inevitable.
    Źródło:
    Przestrzeń i Forma; 2009, 11; 161-168
    1895-3247
    2391-7725
    Pojawia się w:
    Przestrzeń i Forma
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Les éléments du récit personnel dans les échanges en ligne portant sur les sujets d’actualité : raconter pour mieux comprendre, reprendre pour entrer en dialogue
    Personal narratives in online public forums: telling stories for better understanding, referring to others for better dialogue
    Autorzy:
    Górecka, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1048273.pdf
    Data publikacji:
    2019-07-09
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    glottodidactics
    written and asynchronous online communication
    forum
    online learning
    narratives
    medias
    Opis:
    The paper aims to present the potential, for foreign language students, of the exolingual interactions online in public and open forums. For the analysis of students’ commentaries, I apply the observation categories that were first elaborated for the analysis of posts published in press sites. I focus on narrative commentaries in which web users organize phenomena and events discussed in public discourse and try to give them their individual interpretation. I consider this kind of interaction on press sites as contributing to the civic debates: I argue that they can be also integrated in observation categories used to describe and analyze exchanges between students discussing social issues in reference to foreign language media information. In the paper I present two kinds of commentaries: those written by native speakers in public forums and those written by FL students in response to public commentaries.
    Źródło:
    Studia Romanica Posnaniensia; 2019, 46, 2; 45-62
    0137-2475
    2084-4158
    Pojawia się w:
    Studia Romanica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Simultaneous monitoring of chromatic dispersion and optical signal to noise ratio in optical links using convolutional neural network and asynchronous delay-tap sampling
    Autorzy:
    Mrozek, Tomasz
    Perlicki, Krzysztof
    Jakubiak, Andrzej
    Powiązania:
    https://bibliotekanauki.pl/articles/1835803.pdf
    Data publikacji:
    2020
    Wydawca:
    Politechnika Wrocławska. Oficyna Wydawnicza Politechniki Wrocławskiej
    Tematy:
    deep learning
    convolutional neural network
    chromatic dispersion
    OSNR
    asynchronous delay-tap sampling
    Opis:
    The article presents a method for image analysis using asynchronous delay-tap sampling (ADTS) technique and convolutional neural networks (CNNs), allowing simultaneous monitoring of many phenomena occurring in the physical layer of the optical network. The ADTS method makes it possible to visualize the course of the optical signal in the form of characteristics (so-called phase portraits), which change their shape under the influence of phenomena (including chromatic dispersion, amplified spontaneous emission noise and other). Using the VPI photonics software,a simulation model of the ADTS technique was built. After the simulation tests, 10000 images were obtained, which after proper preparation were subjected to further analysis using CNN algorithms. The main goal of the study was to train a CNN to recognize the selected impairment (distortion); then to test its accuracy and estimate the impairment for the selected set of test images. The input data consisted of processed binary images in the form of two-dimensional matrices, with the position of the pixel. This article focuses on the analysis of images containing simultaneously the phenomena of chromatic dispersion and optical signal to noise ratio.
    Źródło:
    Optica Applicata; 2020, 50, 3; 331-341
    0078-5466
    1899-7015
    Pojawia się w:
    Optica Applicata
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The use of vlogging to enhance speaking performance of ESL students in a Malaysian secondary school
    Autorzy:
    Andiappan, Shoba
    Hock Seng, Goh
    Ruey Shing, Soo
    Powiązania:
    https://bibliotekanauki.pl/articles/2087208.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    video-based blogs (vlogs)
    asynchronous computer-mediated communication
    out-of-class learning
    ESL students
    speaking
    Opis:
    This study investigates the effect of a vlogging project on Malaysian ESL students’ speaking performance in a secondary school. Additionally, the students’ experience and perception of making and using vlogs in their language learning were also investigated. To this end, a mixed-methods approach was adopted and the data was collected from 73 participants. A quasi-experiment was conducted to determine the effect of the vlogging project while a questionnaire and a retrospective self-report were utilised to obtain the participants’ views pertaining to their experience in creating vlogs. The findings indicate statistically significant improvement in the ESL students’ speaking scores. Additionally, the participants viewed the vlogging project positively and perceived it as a student-friendly learning tool which can also promote self-evaluation and function as a source of motivation. Drawing on the findings, ESL teachers should consider the pedagogical benefits of vlogs and incorporate them as an instructional technique in the language classrooms. This study indicates that the use of vlogs warrants further research in order to inform the feasibility and pedagogical impact of using vlogs to enhance students’ speaking skills.
    Źródło:
    Teaching English with Technology; 2022, 22, 1; 23-39
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-10 z 10

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