Conference Agenda

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Session Overview
Session
B08: Open and distance mobile learning
Time:
Friday, 05/Nov/2021:
2:30pm - 4:00pm

Session Chair: Christos Katsanos, Aristotle University of Thessaloniki
Virtual location: Zoom Room B

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Presentations

Exploring Pre-schoolers’ Feelings during Online Learning with Elements of Educational Neuroscience

Sarah Vlachou, Spyridon Doukakis, Elen Malliou, Evangelia Filippakopoulou

Ionian University, Greece

Online learning is a method of teaching and learning that takes place through the internet as a form of distance learning. Online learning is not a new phenomenon, however it became ubiquitous as a result of the COVID-19 pandemic during 2020. The closure of schools in most countries created new circumstances for almost the entire educational system. In the pre-school education domain, kindergarten teachers were summoned to manage new knowledge and overcome difficulties in order to continue the educa-tional process by implementing distance online and offline teaching meth-ods. The purpose of this paper is to explore the feelings and perceptions of preschool children who took part in these online learning practices. The lit-erature review concluded that this subject has not been sufficiently re-searched. To fill in this gap this small-scale research was conducted on a semi-urban island region of Greece during the suspension of kindergartens in November and December 2020. The data collected derived from interviews and drawings, of 11 children-participants, which were subsequently analyzed in a qualitative study. The study demonstrates how the preschoolers experi-enced the online courses. According to the results, the children’s perceptions of the online lessons were assessed as positive.



Mobile Technology for Learning During Covid-19: Opportunities, Lessons, and Challenges

Oluwakemi Dunsin Fasae1, Femi Alufa1, Victor Ayodele1, Petres Sanchez1, Akachukwu Okoli1, Opeyemi Dele-Ajayi2

1Stemres Learning Initiative, Nigeria; 2Northumbria University, Newcastle Upon Tyne, United Kingdom

The Covid-19 pandemic caused major disruptions to traditional teaching and learning activities globally. Governments developed strategies and policies to tackle the impact of the pandemic on various sectors. In the education sector, teachers were at the forefront of several efforts to ensure that learning activities were maintained throughout the period, essentially by leveraging on technology.

In Nigeria, most teachers weren’t trained in technology-enhanced teaching and were only able to deliver lessons within the traditional classroom. This paper presents the initial results of a pilot case study of a state government’s response to training teachers in the use of mobile applications to support learning when schools were shut down. Using a set of criteria based on ease of use, usefulness, and availability, 10 mobile apps were selected to support specific teaching activities including lesson planning, delivery, assessment, and information management.

This paper highlights observations from the training and provides valuable insights into the use of mobile applications for learning in low-income settings during a crisis. The paper further highlights the challenges faced and provides valuable lessons and recommendations to governments and school administrators looking to support the professional development of their teachers with the use of mobile devices.



Problems And Prospects Of Using Remote Learning Technologies In Different Countries

Irina Victorovna Makarova, Larisa Fatikhova, Polina Buyvol, Gleb Parsin

Kazan Federal University

The engineering education system is improving with the development of technologies thanks to the use of new opportunities provided by e-learning software. Despite this, there is a decline in the interest of young people in obtaining the profession of an engineer on a global scale. During lockdowns, which will be similar to those announced a year ago against the backdrop of a pandemic, there is a need for a forced transition from traditional forms of classroom learning to remote forms. Now enough time has passed since the pandemic beginning, during which some experience has been accumulated, a number of problems have emerged, including those that were to some extent resolved and those that could not be resolved promptly. Therefore, the purpose of this article is to study the implementation experience of distance learning forms and their perception by students in universities of different countries in order to identify problems and factors in the formation of educational motivation for students of engineering specialties, as well as the conditions for successfully mastering the competencies necessary for further professional activity in a digital society. We summarize some results and formulate certain recommendations for the further development of new education forms.



The Abrupt Shift To Full Online And Then Blended Learning At A French Engineering School: Difficulties And Practices, Reaction And Adaptation

Antoine Lanthony1, Hanen Kooli-Chaabane2,3, Aristide Boukaré1, Nicolas Peyret1,4

1ISAE-Supmeca, Saint-Ouen, France; 2University Paris Nanterre, France; 3CEROS, EA 4429, Nanterre, France; 4QUARTZ, EA 7393, Saint-Ouen, France

ISAE-Supmeca, a French engineering school located in the great Paris area, has been engaged in active learning, especially problem- and project-based learning (PBL), since decades. This experience, including some remote activ-ities, gave background for the institution to get through lockdown and forced remote learning due to the covid-19 pandemic situation. Nevertheless, the shock of shifting in one week-end to full remote learning was abrupt. ISAE-Supmeca, and especially two of its units (the Learners’ Affairs Department – LAD, and the Educational Innovation Unit – EIU), held discussion with learners and teachers in order to help them to cope with the situation. The two units also conducted a work in four phases (monitoring, analyzing, pro-posing and capitalizing) based on a series of surveys realized from June 2020 to June 2021. This paper presents the results of the monitoring, as well as a part of the analysis phase results. More precisely, in this work, the de-scription of the actors' reactions and the adaptation of the learning process during the pandemic situation are detailed. Moreover, an attempt to compare the collected data of ISAE-Supmeca to a part of results from a study realized at California State University is made.



Rethinking Audio-haptic Perceptual Immersion from In-person to Remote Testing During Covid-19

Ning Guoxuan1, Quinn Daggett1, Argyrios Perivolaris2, Bill Kapralos1, Alvaro Quevedo1, KC Collins3, Kamen Kanev4, Adam Dubrowski1

1Ontario Tech University, Oshawa, Canada; 2University of Toronto, Toronto, Canada; 3Carleton University, Ottawa, Canada; 4Shizuoka University, Hamamatsu, Japan

Auditory and haptic cues play an important role in medical simulation for devel-oping cognitive and motor skills. For example, medical training in which trainees practice drilling-related surgeries requires the use of force feedback haptic devices in conjunction with computer-based simulations that provide audiovisual cues. Traditionally, this practice requires students to be co-located and work in groups within a simulation laboratory. While virtual reality (VR) is providing opportuni-ties for developing digital replicas that can be used without depending on access to the training site, VR headsets are not widely available. Due to the need for spe-cialized equipment and restrictions placed on in-person user testing due to the COVID-19 pandemic, here we describe an experiment that examined the simula-tion of a virtual drilling task conducted remotely. The experimental results are not discussed. Rather, we report our findings with respect to the various challenges faced when rethinking audio-haptic perceptual immersive user-based experiments during COVID-19. We also describe a future experiment that will be conducted to test the usability of a serious game and will also be conducted entirely online.



Online Learning, Students’ Assessment and Educational Neuroscience

Spyridon Doukakis1, Maria Niari2, Evita Alexopoulos3, Panagiotis Sfyris3

1Ionian University, Corfu, Greece; 2Hellenic Open University, Patras, Greece; 3Pierce-The American College of Greece

In all educational frameworks, the determination of the achievement of the expected learning outcomes is some out by the assessment of the trainees. The structure of online education carried out during the pandemic had a very strong impact on the issue of learning. In this context, there was a rich discussion about the assessment of students due to the online education framework.

In this context, the present work will initially describe the forms of assessment that can be carried out and more specifically the diagnostic, formative and summative assessment and the reasons for their inclusion. The work will then attempt to identify digital tools for achieving assessment in online education. It will then identify the approach by which educational neuroscience integrates student assessment with the ultimate goal of learning. In addition, it will be explored whether and to what extent the above has been achieved in the context of online education during the pandemic. To this end, the results of the research will be presented.



 
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