Virtual campus environments: A comparison between interactive H5P and traditional online activities in master teaching

The main objective of this chapter is to highlight the importance of subsidiarity in the development of a virtual campus. Subsidiarity is the principle that matters ought to be handled by the lowest competent authority. In our view, subsidiarity is crucial to sustainable approaches in virtual mobility. We support this view by two case descriptions: the development and implementation of a very successful virtual course - European Virtual Seminar on Sustainable Development (EVS) and the project to expand from this single course to a virtual campus - Virtual Campus for a Sustainable Europe (VCSE). We conclude that the factors determining the viability and uptake of international online learning initiatives, such as virtual campuses, are a bottom-up approach enabled by the availability of inexpensive ICT, an educationally driven need for virtual mobility, and interdependence within the international partnership.

Virtual campuses are usually developed with a high level of coupling to the underlying e-learning platforms. Although several approaches for isolating virtual campuses from these platforms have been proposed, at present there is no evidence in the literature of virtual campuses being run using any of these approaches. The virtual campus advanced architecture has been in use over a period of four academic years. This paper demonstrates the feasibility of the development, deployment, and use of a new generation of virtual campus that is independent of the underlying e-learning platform and promotes the development of this approach.

Online Learning and Virtual Campuses have become commonplace paradigms for distance teaching and learning. Unlike face to face teaching and learning methods in which teachers and managers can take decisions based on information from everyday classroom activities, decision making in online learning becomes more complex due to the online setting. Teachers need to get information from the online learning system on the learning processes and learners' activities in order to better support them during the learning process. On the other hand, managers need information on the usage of computational resources of the Virtual Campus to make the computational infrastructure as much efficient as possible. In this work we will address the use of massive processing and data mining techniques to assist teachers, managers and developers of a Virtual Campus in their decision making, aiming to better support teaching and learning processes. Our approach is based on processing log files of the online learning system (Virtual Campus, specific learning platform, document repositories) which keep information on online users during their interaction with and within the system. Log files, which are nowadays commonplace in all learning management systems, tend to be large to very large in size, and thus require a massive processing and then statistical analysis and data mining techniques to extract useful information on user activities, resource usage in the Virtual Campus and web content access, among others.

Despite being the focus of 170 articles in the Fall of 1993, few researchers have documented how the Internet, an environment that attracts over 6000 new users per month, will affect the technical communication profession. In particular, researchers have devoted little attention to the rapid emergence of an Internet tool that has the potential to increase collaboration among professional technical communicators. This paper represents one such attempt and describes an electronic tool we are building at NCSU called the TechComm-VC (Virtual Campus), a Multi-User Domain, or MUD.

Newly emergent 3D Virtual Learning Environments (VLEs), e.g. Second Life, are increasingly being utilised by many educational institutions and universities to deliver e-learning. This necessitates erection of virtual campuses to accommodate classes and sessions conducted within these worlds. However, sparse research exists that explores users' satisfaction from buildings used within these 3DVLEs. Furthermore, no research exists that discusses contentment levels of users specifically towards 3D educational facilities, or users' preferences and requirements from buildings' different constructional and architectural design elements. This research investigates the presence of such impact of architectural features of 3D virtual educational buildings and classrooms on users' comfort within them, by recording, analyzing and categorizing higher education students' and staff's design preferences and propositions to enhance virtual campus' learning spaces, internally and externally. This has potential to boost e-learning experiences within 3DVLEs analogous to the positive effect of physical real-life architecture on students' learning within their respective classrooms.

The need to make use of the growing source of learning material available through the Internet and other computer networks confronts educational systems worldwide. The recent idea of creating Virtual Campuses may be viewed as an attempt to counter this challenge and to revive the position of universities as traditional organizers of knowledge. The challenge is twofold: to upgrade the current reaching and learning processes, and to adapt the organization to an open world of networked communication. So far limited experience exists as how to reach these goals. In this paper, virtual learning and institutional change are discussed as two major ingredients to change. Along these key concepts, results from a survey of German universities are presented, complemented by experiences from a pilot study. The empirical studies serve to depict the range of scenarios and obstacles and should help to identify development paths towards a Virtual Campus.

Audiences play a fundamental role in disseminating and evaluating news content, and one of the big questions facing news organizations is what elements make content viral in the digital environment. This comparative study of the United States, Brazil and Argentina explores what values and topics present in news shared online predict audience interaction on social media. Findings shed light on what news values and topics trigger more audience responses on Facebook and Twitter. At the same time, a comparison between popular content produced by traditional media versus online-native media reveals that the former lean more toward government-related news and conflict/controversy news values than online native media. Brazilian stories prompted more social media interactivity than content from the United States or Argentina. Through content analysis, this study contributes to improving our understanding of audiences’ news values preferences on social networks. It also helps us to recognize the role of users’ online activities (sharing, commenting and liking) in the social construction of news and meaning inside the networked sphere. Finally, it opens an old media debate about whether providing and sharing too much media content with conflict, controversy and oddity could potentially hinder understanding and agreement in society. Articles were collected via media tracking and the data collection company NewsWhip.

Background and Aim: The Chinese government attached importance to strengthening and enhancing the educational and teaching abilities of teachers. Microteaching and Practical Training of Teaching Skills Course was one of the core courses to develop students’ teaching skills. However, many colleges and universities lacked sufficient attention to the cultivation of teaching skills of students majoring in culinary and nutrition education, and diluted the training of teaching skills in professional teaching, so that the students lagged behind the teacher-training students of other majors obviously in terms of teaching methods and methodologies, teaching ability, and so on. This study focused on the effect of the flipped classroom with learning management systems on the teaching skills of college students in culinary and nutritional education programs by experimental method. Materials and Methods: The researcher looked at the related literature and came up with a new teaching method that combined a flipped classroom with the learning management system. The effect of this new teaching method was verified by a one-group pretest-posttest designed experiment. The samples were 32 students from 1 Class in the 3rd year of the Culinary and Nutritional Education program at Hanshan Normal University during the 2023-2024 academic year, which were selected by using a cluster sampling method. The research instruments consisted of two parts: lesson plans based on learning through the flipped classroom with LMS were the instruments for the experiment, with a mean of 5-point rating scale of 4.25; The Culinary Teaching Skills Evaluation Form was the instrument for collecting data, with the IOC of 1.00 and inter-rater reliability of .022 (p=0.004 < .05). Data was collected before and after learning through flipped classroom with LMS. Dependent sample t-test and one sample t-test were used to analyze the data. Results: From the study, it was found that: 1) After learning through flipped classroom with LMS, the posttest score of students’ culinary teaching skills was higher than the pretest score at .05 level of statistical significance (t31 = 20.705, p=0.000 < .05). So did every sub-culinary-teaching-skill: posttest score of students’ introductory skill was higher than pretest score at .05 level of statistical significance (t31 = 13.372, p=0.000 < .05); posttest score of students’ demonstration skill was higher than pretest score at .05 level of statistical significance (t31 = 15.752, p=0.000 < .05); posttest score of students’ regulation skill was higher than pretest score at .05 level of statistical significance (t31 = 9.043, p=0.000 < .05); posttest score of students’ lesson closure skill was higher than pretest score at .05 level of statistical significance (t31 = 10.849, p=0.000 < .05). 2) The mean score of students’ culinary teaching skills was 11.56 and the standard deviation was 0.914, which was statistically higher than the criterion of 70% (Full score was 16, criterion score was 11.2). Conclusion: Learning through a flipped classroom with LMS could significantly improve the students’ culinary teaching skills. The experimental data on students’ learning results verified the research hypothesis.

Reviewed by: Advancing Online Teaching: Creating Equity-Based Digital Learning Environments by Kevin Kelly and Todd Zakrajsek E. Nicole Meyer Kelly, Kevin, and Todd Zakrajsek. Advancing Online Teaching: Creating Equity-Based Digital Learning Environments. Stylus, 2021. ISBN 978-1-62036-722-3. Pp. xv + 248. While the move to online teaching caused by the Covid-19 pandemic was sudden (March 2020), the push to online teaching will continue to increase. For many French instructors, the notions of diversity, equity, and inclusion are on our minds due to the global reach of French, and our continuing efforts to include other French-speaking cultures into our teaching. This volume successfully incorporates inclusion, learning equity, and universal design for learning (UDL) into course design, writing course outcomes, course structure(s), activities and assessment. Thus, Kelly and Zakrajsek’s work helps French teachers to create an “instructor presence,” address different modes of learning, augment multiple paths for student success, and create the human connection our students crave. Many will appreciate the evidence-based ways to make adjustments to online courses, concrete teaching tips, and the differentiation between assessing teaching and student learning. The authors convincingly argue that to “advance online learning,” we must “teach in an increasingly inclusive, equitable, and compassionate way” (3). Divided into three parts, the first section concisely defines underlying concepts such as UDL, fostering human connectedness, and equity. It also addresses (re)writing SMART (Specific, Measurable, Achievable, Realistic, Time-Related) learning outcomes for equitable, inclusive online courses, and suggests concrete ways to establish a transparent organizational framework. To optimize engagement with course content, emerging technologies prove crucial to many. Best practices include aligning activities and assessment strategies with desired outcomes. The second section of the volume provides useful ways of promoting respectful, engaging discussions and other meaningful, often interactive, online activities. French teachers all invest immense time building authentic and engaging learning situations. Learning to manage student and instructor expectations through workload management strategies while assuring truly diverse, equitable and inclusive learning environments is essential to our well-being. The final part of the volume aids us to make effective adjustments to our online courses. A growth-minded approach to teaching online underlies the authors’ suggestions. Useful recommendations for authentic assessment of both our courses and of student learning translate well to our discipline. The complete bibliography, lists of URLs and applicable technologies are helpful. The strengths of this work are multiple: its usefulness for experienced and novice online instructors, its solid theoretical grounding, as well as a truly inclusive approach that includes Quality Matters (QM) considerations and goes beyond. Together, these features can remind instructors of essential factors for all students, including the building of a respectful equity-minded learning community. Suggestions of engaging, inclusive thinking, and diverse discussion and other activities prove applicable for language and more advanced French students. For teachers seeking primarily French-speaking examples or French-focused tools to create safe classroom environments [End Page 211] welcoming LGBTQIA+ students, this volume will prove less useful. Rethinking the French Classroom: New Approaches to Teaching Contemporary French and Francophone Women (Routledge 2019) and Teaching Diversity and Inclusion: Examples from a French-Speaking Classroom. (Routledge 2021) better serve that purpose. While not targeting those specific lenses, this current volume should prove useful to French teachers as they design and enact their online courses. [End Page 212] E. Nicole Meyer Augusta University (GA) Copyright © 2022 American Association of Teachers of French

Challenges and opportunities in modelling of proton exchange membrane fuel cells (PEMFC)

In a traditional interpreting classroom, the interpreting trainer is often regarded as the only source of knowledge and skills, providing the training materials to be practiced and pointing out students' mistakes as they occur during the practices. This teacher-centered teaching approach is a reflection of the long tradition of training by apprenticeship in interpreting pedagogy and as a result, there is usually very little chance for interaction among students themselves in the interpreting classroom. This paper focuses on how using an online course management system to offer students opportunities for collaboration outside of class can create an online learning community. The study describes how an interpreting trainer has blended the traditional face-to-face instruction with web-based activities by designing a variety of online activities via a free on line course management system, MOODLE, in a consecutive interpretation classroom. The data sources of this study include all the postings the participants made online, students' responses to the questionnaire distributed at the end of the semester, and the instructor's observations and self-reflections towards the process of incorporating the online course management system into the curriculum. The results of the study show that blended learning, or a combination of online and face-to-face learning, can create an online learning community that extends and, often, transforms the traditional teacher-and exercise-oriented interpreting classroom.

This study takes the digital campus construction planning of the high school as an example and determines the requirements of the postgraduate management information system under the digital campus environment through the analysis of the overall framework and technology of the digital campus. Combining the current situation of computer technology, network technology, and the actual situation of our university, the current mainstream B/S three‐layer architecture is adopted, the web adopts the current popular Java Server Pages technology, and the struts framework connects to the Oracle backend database through the Java Database Connectivity interface to design the browser‐side and server‐side programs. The struts framework connects to the Oracle backend database through the Java Database Connectivity interface to design browser‐side and server‐side programs. The functional model and data flow model of the system were established through a detailed and effective analysis of the entire workflow of postgraduate students’ training management during their school years. Then, the system analysis, design, and drawing of the swim lane diagram and data business flow diagram were carried out. The system was designed in detail in terms of system architecture, development tools, functional modules, and database design, and the core module of training program making in postgraduate training management was highlighted as an example to discuss the principles and methods in the construction of departmental business systems and informatization under the digital campus environment, and a flexible and efficient postgraduate management information system was realized. It standardizes the construction of data standardization in universities; does a good job of standardizing and normalizing information; improves the accuracy, validity, and real‐time production of data collection and the real and safe unified management of historical data; and provides scientific and reasonable data support for the leadership to make relevant decisions.

Introduction. The article explores the characteristics of adolescent deviant behavior in online communities. This study is the first to examine the specific role dispositions of adolescents prone to online deviance. We analyzed the mechanisms through which real-world personalities transform in the digital environment, leading to the development of both normative and deviant digital identities. Our research focus was on teenagers, as they represent the most vulnerable group, with their value systems undergoing reformation in the real world while their new social experiences are shaped online. Methods. In the study, which involved a survey of 158 adolescents in both real and virtual spaces, the following methodologies were used: "Propensity for bullying in the Internet space" (Luchinkina, 2019); individual personality orientation diagnostic methodology (modified by N.P. Fetiskin); locus of role conflict diagnostic methodology by P. P. Gornostai. Results. Adolescents with an egoistic orientation are more prone to engage in online deviant behaviors such as harassment. Conversely, adolescents with a cooperative orientation are less likely to exhibit deviant behaviors, including verbal insults, harassment, disclosure of personal information, threats of physical violence, and social isolation. The desire for new online experiences, combined with a reduced interest in real-life interactions, contributes to both socially acceptable and deviant online roles. In contrast, adolescents with a marginalized orientation are more likely to engage in deviant behaviors such as harassment, insults, using fake names and profiles, social isolation, disclosing personal information, and making threats of violence. Furthermore, a correlation has been established between the locus of role conflict and specific forms of online deviant behavior. Discussion. Cultural factors play a significant role in shaping individual online behavior patterns, influencing attitudes, values, and behavioral responses. Online activity can range from normative to deviant, with each influencing cognitive processes and online behavior.

Self-exposure has become a mode of communication on which the functioning of social networks and blogs is based. Internet users create content in the digital environment, built on habits acquired in the old media. Remixability and mobility make possible new forms of mediation and self-production in the process of mediatization. During the research on the self-exposure of Romanian writers in the online environment, the pandemic represented the opportunity to investigate the behavioral changes in the conditions of prohibiting face-to-face events (including cultural ones). Starting from the hypothesis that, given the quarantine period and the prohibition of events, the only sources of information are traditional media, especially television. Through mediatization, the authors apply strategies to keep their visibility online to promote their books through self-exposure and emergence of identities. The research used autoethnography, based on the writer's experience, to track the emergence of identities and the types of narration used in the posts and their multimodality. Monitoring for data collection was performed on a private site like a diary/blog and processed with empirical tools. We noticed that the writers had exposed themselves online by mediatized identities, and the narratives had diversified during that period; identities and posts are mediatized around the news provided by the media. Researched periods: 23-29 March and 13-20 April 2020. Total posts: 224. This study could be apart from a bigger social image of life during the pandemic when online activity had intensified.

This study investigated to what extent sons and daughters influence their parents’ adoption of digital media, particularly the internet, compared to other influence sources. It also explored structural factors that play a role in this bottom-up process, such as socio-economic differences and gender. Finally, it examined the relationship between this bottom-up technology transmission process and parents’ levels of internet self-efficacy and online activities. Drawing from socialization and diffusion of innovation research and using a self-administered random mail survey, we found that children play a role in including their parents in the digital environment, particularly among women, people who are older (35 years old and above), and belong to lower socio-economic groups. We also found that this bottom-up technology transmission is somewhat negatively associated with parents’ internet self-efficacy. Implications and possible interpretations of these results are discussed.