Acceptance of Online Education in Portugal and in the World: Before and During Covid-19

 

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Jul. 30, 2020.

Authors

Rui Miguel Pascoal, Adjunct Professor at ISTEC

Media

PDF

To cite this article

Rui Miguel Pascoal, Acceptance of Online Education in Portugal and in the World:  Before and During Covid-19

DOI: 10.31112/kriativ-tech-2020-06-35

Abstract

The model of education in Portugal and around the world is changing. Online education is not accepted by all, and it loses quality whether or not it is in a pandemic scenario. Therefore, this work of analysis and discussion aims to find out which the measures are most appropriate to be adopted to protect public health and at the same time maintain the quality of teaching and acceptance by all. The solution is based on a mixed teaching model, that is, some face-to-face classes and other in distance and e-learning classes, because online education has worse learning results than face-to-face education, according to experts in the field.

Keywords

Online Education, Education Acceptance, Education and covid-19, Distance Learning, Face-to-Face Learning, E-Learning.

References

[1] Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?. Medical teacher, 38(10), 1064-1069.

[2] Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE review, 46(5), 30.

[3] Martinho, D., Jorge, I., & Brites, R. (2015). O Modelo de aceitação do ensino online pelos estudantes do ensino superior presencial. Atas do CISTI-Sistemas e Tecnologias de Informação, 1, 60-64.

[4] Siemens, G. (2006). Knowing knowledge. Lulu. com.

[5] Baker, R. S., & Inventado, P. S. (2014). Educational data mining and learning analytics. In Learning analytics (pp. 61-75). Springer, New York, NY.

[6] Allen, I. E., & Seaman, J. (2008). Staying the course: Online education in the United States, 2008. Needham, MA: Sloan Consortium.

[7] O’Neill, K., Singh, G., & O’Donoghue, J. (2004). Implementing elearning programmes for higher education: A review of the literature. Journal of Information Technology Education Research, 3(1), 313–23.

[8] Patel, C., & Patel, T. (2005). Exploring a joint model of conventional and online learning systems. E-Service Journal, 4(2), 27–46.

[9] O’Malley, J., & McCraw, H. (1999). Students’ perceptions of distance learning, online learning and the traditional classroom. Online Journal of Distance Learning Administration, 2(4).

[10] Rito, A. (2020) Ensino à distância “não será prática” em Portugal. Economia, Jornal Expresso. May 26, 2020. Available in: https://expresso.pt/economia/2020-05-26-Ensino-a-distancia-nao-sera-pratica-em-Portugal. Accessed in 23 July 2020.

[11] Santos, I. M. (2020) Estado da Nação. Pandemia afetou aproveitamento escolar. Economia. RTP Noticias. July 22, 2020. Available in: https://www.rtp.pt/noticias/economia/estado-da-nacao-pandemia-afetou-aproveitamento-escolar_n1246003. Accessed in 23 July 2020.

[12] Kitsantas, A., & Chow, A. (2007). College students’ perceived threat and preference for seeking help in traditional, distributed, and distance learning environments. Computers and Education 48(3), 383–95.

[13] Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing disengagement: Analyzing learner subpopulations in massive open online courses. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 170–79). ACM.

[14] Dieterle, M. (2020). News Break. Hogan says students should return to schools ‘as soon as possible’ but not before it is safe. Baltimore, MD. baltimorefishbowl.com, July 22, 2020. Available in: https://baltimorefishbowl.com/stories/hogan-says-students-should-return-to-schools-as-soon-as-possible-but-not-before-it-is-safe/  Accessed in 23 July 2020.

[15] World Health Organization, Health topics, Coronavirus Overview. (2020). Retrieved July 24, 2020, Available: https://www.who.int/health-topics/coronavirus#tab=tab_1

[16] Pascoal, R. M., & Guerreiro, S. L. (2017). Information overload in augmented reality: The outdoor sports environments. In Information and Communication Overload in the Digital Age (pp. 271-301). IGI Global.

[17] Pascoal, R., Ribeiro, R., Batista, F., & de Almeida, A. (2017). Adapting speech recognition in augmented reality for mobile devices in outdoor environments. In 6th Symposium on Languages, Applications and Technologies (SLATE 2017). Schloss Dagstuhl-Leibniz-Zentrum fur Informatik GmbH, Dagstuhl Publishing.

[18] Knight, P. (Ed). (1996). Assessment for learning in higher education. London: Kogan Page, SEDA Series.

[19] Hawkes, M. & Cambre, M. (2000). The cost factor. Technological Horizons in Education, 28 (1), 26.

[20] Kershaw, A. (1996, September/October). People, planning, and process: The acceptance of technological innovation in post-secondary organizations. Educational Technology, 44-48.

[21] Cooper, T. (1999). Whose academy is it? New Statesman, 128 (4460), xxvi

[22] India Education (2020) Online Education, Articles. What is online education? Available in: https://www.indiaeducation.net/online-education/articles/what-is-online-education.html Accessed in 30 July 2020.

[23] Allen, I. E., & Seaman, J. (2014). Grade Change: Tracking Online Education in the United States. Babson Survey Research Group.

[24] Bri Stauffer, Applied Education System (AES), digital curriculum (2020). on April 2nd, 2020. Available in: https://www.aeseducation.com/blog/online-learning-vs-distance-learning Accessed in 30 July 2020.v

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Jul. 30, 2020.

Authors

Sandra Pereira Gama, Assistant Professor at ISTEC-Porto

Media

PDF

To cite this article

Sandra Pereira Gama, Gamification Mechanisms for Online Learning

DOI: 10.31112/kriativ-tech-2020-06-32

Abstract

Gamification is the adoption of game elements in non-gaming contexts. While it has proven its success in educational settings, online learning presents a set of characteristics one must consider. This article discusses the particularities of online learning and the underlying restrictions of Student-Student Interaction. It presents a set of activities derived from state-of-the-art literature on online learning and gamification.

Keywords

Gamification, Online Learning, Student Engagement, Student-Student Interaction

References

[1]Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In D. M. Moore (Ed.), Handbook of Distance Education, pp. 129-144. Mahwah, NJ: Erlbaum.

[2]Aguilera, M. and Mendiz, A. (2003). Video games and education: (education in the face of a "parallel school"). In Computers in Entertainment, vol. 1, no. 1, pp. 1:1–1:10. ACM.

[3]R Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2013). Engaging Engineering Students with Gamification - An empiral study. In Proc. 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), pp. 1-8, Poole.

[4]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2015). Gamification for smarter learning: tales from the trenches. Smart Learning. Environments. 2, 10. Springer.

[5]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2016). Early Prediction of Student Profiles Based on Performance and Gaming Preferences. In IEEE Transactions on Learning Technologies, vol. 9, no. 3, pp. 272-284. IEEE.

[6]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2017). Studying student differentiation in gamified education: A long-term study. In Computers in Human Behavior, vol. 71, pp. 550-585. Elsevier.

[7]Bennett, S., Maton, K. and Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence,” In British Journal of Educational Technology, vol. 39, no. 5, pp. 775–786. BERA.

[8]Buckley, P. and Doyle, E. (2016). Gamification and Student Motivation. In Interactive Learning Environments Journal, vol. 24, no 6, pp. 1162-1175. Routledge.

[9]Chen, J. (2007). Flow in games (and everything else), Communications of the ACM 50 31–34.

[10]Coller, B. and Shernoff, D. (2009). Video game-based education in mechanical engineering: A look at student engagement. In International Journal of Engineering Education, vol. 25, no. 2, pp. 308–317, Tempus Publications.

[11]Crumlish, C. and Malone, E. (2009) Designing social interfaces. O’Reilly.

[12]Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience, Harper Perennial.

[13]Deci, E. and Ryan, R. (2004). Handbook of self-determination research. University of Rochester Press.

[14]Deterding, S., Dixon, D., Khaled, R. Khaled and Nacke, L. (2011). From game design elements to gamefulness: defining “gamification. In Proceedings of the 15th International Academic MindTrek Conference Envisioning Future Media Environments, vol. Tampere, F. pp. 9–15. ACM.

[15]Deterding, S., Sicart, M., Nacke, L., O’Hara, K. and Dixon, D. (2011). Gamification. using game-design elements in non-gaming context. In Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems, ser. CHI EA ’11. pp. 2425–2428. New York, NY, USA: ACM.

[16]Deterding, S. (2012). Gamification: designing for motivation. In Interactions, vol. 19, no. 4, pp. 14–17, Jul. 2012. ACM.

[17]Joosten, T, Cusatis, R. and Harness, L. (2019). Across Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? In Online Learning Journal, vol. 23, no. 4, pp. 354-378. OLC.

[18]Kebritchi, M., Hirumi, A. and Bai, H (2008). The effects of modern math computer games on learners’ math achievement and math course motivation in a public high school setting. In British Journal of Educational Technology, vol. 38, no. 2, pp. 49–259. BERA.

[19]Kohn, A. (1987). Studies find reward often no motivator. Boston Globe, vol. 19, pp. 52–59.

[20]Lee, J. Lee, Luchini, K. Michael, B. Norris, C. and Soloway, E. (2004). More than just fun and games: assessing the value of educational video games in the classroom. In CHI ’04 Extended Abstracts on Human Factors in Computing Systems, ser. CHI EA ’04. pp. 1375–1378. New York, NY, USA: ACM.

[21]Li, W. Grossman, T. and Fitzmaurice, G. (2012). Gamicad: a gamified tutorial system for first time autocad users. In Proceedings of the 25th annual ACM symposium on User interface software and technology, ser. UIST ’12. New York, NY, USA. pp. 103–112. ACM.

[22]Mcclean, P., Saini-eidukat , B., Schwert, D. Slator, B. and White, A. (2001) Virtual worlds in large enrollment science classes significantly improve authentic learning”. In Proceedings of the 12th International Conference on College Teaching and Learning, pp. 111–118. Center for the Advancement of Teaching and Learning.

[23]Moreno, J. (2012). Digital competition game to improve programming skills. In Educational Technology & Society, vol. 15, no. 3, pp. 288–297. International Forum of Educational Technology and Society.

[24]Natvig, L., Line, S. and Djupdal, A. (2004). Age of computers; an innovative combination of history and computer game elements for teaching computer fundamentals. In proceedings of the 34th Annual Frontiers in Education conference, ser. FIE 2004, vol. 3, 2004, pp. S2F – 1–6. IEEE.

[25]Reeves, B. and Read, J. (2009). Total Engagement: How Games and Virtual Worlds Are Changing the Way People Work and Businesses Compete. Harvard Business Press.

[26]Rigby, S. and Ryan, R. (2011). Glued to games: How video games draw us in and hold us spellbound. Praeger.

[27]Sheldon, L. (2011). The Multiplayer Classroom: Designing Coursework as a Game. Course Technology PTR.

[28]Shneiderman, B. (2004). Designing for fun: how can we design user interfaces to be more fun? In Interactions, vol. 11, no. 5, pp. 48–50, 2004. ACM.

[29]Siemens, G. and Baker, R. (2012). Learning Analytics and Educational Data Mining: Towards Communication and Collaboration. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, p. 252, 254. Association for Computing Machinery, New York, NY, USA.

[30]Squire, K. D. (2003). Video games in education. In International Journal of 
Intelligent Games & Simulation, vol. 2, no. 1, pp. 49–62, DBLP.

[31]Squire, K., Barnett, M. Grant, J. M. and Higginbotham, T. (2004). Electromagnetism supercharged!: learning physics with digital simulation games. In Proceedings of the 6th international conference on Learning sciences, ser. ICLS ’04, pp. 513–520.  International Society of the Learning Sciences.

[32]Thompson, C.  (2011). “How khan academy is changing the rules of education,” Wired Magazine, pp. 1–5. Condé Nast Publications.

[33]Watkins, R. (2014). Developing e-learning activities. In Distance Learning Journal, vol. 11, no. 4, pp. 62-64. Distance Learning Association.

[34]Werbach, K. and Hunter, D. (2012) For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press.

[35]Zichermann, G. and Linder, J. (2010). Game-based marketing: inspire customer loyalty through rewards, challenges, and contests. Wiley.