ترغب بنشر مسار تعليمي؟ اضغط هنا

Development of An Assessment Benchmark for Synchronous Online Learning for Nigerian Universities

285   0   0.0 ( 0 )
 نشر من قبل Elochukwu Ukwandu Dr
 تاريخ النشر 2021
  مجال البحث الهندسة المعلوماتية
والبحث باللغة English




اسأل ChatGPT حول البحث

In recent times, as a result of COVID-19 pandemic, higher institutions in Nigeria have been shutdown and the leadership of Academic Staff Union of University (ASUU) said that Nigerian universities cannot afford to mount Online learning platforms let alone conduct such learning system in Nigeria due to lack of infrastructure, capacity and skill sets in the face of COVID-19 pandemic. In the light of this, this research undertook an online survey using University of Nigeria, Nsukka (UNN) as a case study to know which type of online learning system ASUU leadership is talking about - Asynchronous or Synchronous? How did ASUU come about their facts? Did ASUU base their assertion on facts, if YES, what are the benchmarks? Therefore, this research project is focused on providing benchmarks to assess if a Nigerian University has what it takes to run a synchronous Online Learning. It includes Infrastructure needed (Hardware, Software, Network connectivity), Skill sets from staff (Computer literacy level). In a bid to do this, an online survey was administered to the staff of Centre for Distance and E-learning of UNN and out of the 40 members of that section of the University, we had 32 respondents. The survey seeks to find whether UNN has the requisite infrastructure and the skill sets to mount synchronous online learning. The available results of the study reveal that UNN is deficit in both the requisite infrastructure and Skills sets to mount synchronous online learning.



قيم البحث

اقرأ أيضاً

In online collaborative learning environments, students create content and construct their own knowledge through complex interactions over time. To facilitate effective social learning and inclusive participation in this context, insights are needed into the correspondence between student-contributed artifacts and their subsequent popularity among peers. In this study, we represent student artifacts by their (a) contextual action logs (b) textual content, and (c) set of instructor-specified features, and use these representations to predict artifact popularity measures. Through a mixture of predictive analysis and visual exploration, we find that the neural embedding representation, learned from contextual action logs, has the strongest predictions of popularity, ahead of instructors knowledge, which includes academic value and creativity ratings. Because this representation can be learnt without extensive human labeling effort, it opens up possibilities for shaping more inclusive student interactions on the fly in collaboration with instructors and students alike.
The study examined the participation of female students of South Eastern Nigerian tertiary institutions in Information and Communication Technologies (ICTs). The study discussed the attendant gender divide in ICTs participation, reasons for low femal e participation in ICT, consequences of not bridging the divide and ways of encouraging female participation in ICT. A structured questionnaire was used to elicit information from respondents. A multi stage random sampling technique was used in the selection of respondents. One hundred and thirty six (136) undergraduate female students of tertiary institutions in South Eastern Nigeria constituted the study sample. Data collected was analysed using descriptive statistics. Findings suggest that high cost of ICT and high level of male dominance, which made females think that ICT is for males were the major reasons for low female participation in ICT. Reducing the cost of Information Technology, and parental involvement in their children selection choice of study were suggested to encourage female participation in Information and Communication Technologies.
The proliferation of fake news and its propagation on social media has become a major concern due to its ability to create devastating impacts. Different machine learning approaches have been suggested to detect fake news. However, most of those focu sed on a specific type of news (such as political) which leads us to the question of dataset-bias of the models used. In this research, we conducted a benchmark study to assess the performance of different applicable machine learning approaches on three different datasets where we accumulated the largest and most diversified one. We explored a number of advanced pre-trained language models for fake news detection along with the traditional and deep learning ones and compared their performances from different aspects for the first time to the best of our knowledge. We find that BERT and similar pre-trained models perform the best for fake news detection, especially with very small dataset. Hence, these models are significantly better option for languages with limited electronic contents, i.e., training data. We also carried out several analysis based on the models performance, articles topic, articles length, and discussed different lessons learned from them. We believe that this benchmark study will help the research community to explore further and news sites/blogs to select the most appropriate fake news detection method.
The growing need for affordable and accessible higher education is a major global challenge for the 21st century. Consequently, there is a need to develop a deeper understanding of the functionality and taxonomy of universities and colleges and, in p articular, how their various characteristics change with size. Scaling has been a powerful tool for revealing systematic regularities in systems across a range of topics from physics and biology to cities, and for understanding the underlying principles of their organization and growth. Here, we apply this framework to institutions of higher learning in the United States and show that, like organisms, ecosystems and cities, they scale in a surprisingly systematic fashion following simple power law behavior. We analyze the entire spectrum encompassing 5,802 institutions ranging from large research universities to small professional schools, organized in seven commonly used sectors, which reveal distinct regimes of institutional scaling behavior. Metrics include variation in expenditures, revenues, graduation rates and estimated economic added value, expressed as functions of total enrollment, our fundamental measure of size. Our results quantify how each regime of institution leverages specific economies of scale to address distinct priorities. Taken together, the scaling of features within a sector and shifts in scaling across sectors implies that there are generic mechanisms and constraints shared by all sectors which lead to tradeoffs between their different societal functions and roles. We particularly highlight the strong complementarity between public and private research universities, and community and state colleges, four sectors that display superlinear returns to scale.
In 2020, due to the COVID-19 pandemic, educational activities had to be done remotely as a way to avoid the spread of the disease. What happened was not exactly a shift to an online learning model but a transition to a new approach called Emergency R emote Teaching. It is a temporary strategy to keep activities going on until it is safe again to return to the physical facilities of universities. This new setting became a challenge to both teachers and students. The lack of interaction and classroom socialization became obstacles for students to continue engaged. Before the pandemic, hackathons -- short-lived events (1 to 3 days) where participants intensively collaboration to develop software prototypes -- were starting to be explored as an alternative venue to engage students in acquiring and practicing technical skills. In this paper, we present an experience report on the usage of an online hackathon as a resource to engage students in the development of their semester project in a distributed applications course during this emergency remote teaching period. We describe details of the intervention and present an analysis of the students perspective of the approach. One of the important findings was the efficient usage of the Discord communication tool -- already used by all students while playing games -- which helped them socialize and keep them continuously engaged in synchronous group work, virtually collocated.
التعليقات
جاري جلب التعليقات جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
mircosoft-partner

هل ترغب بارسال اشعارات عن اخر التحديثات في شمرا-اكاديميا