Virtual classes via vanishing cycles

Society has enjoyed the ease of communication afforded by “Whatsapp”, a popular freeware and cross-platform communication application. “Whatsapp”’s popularity has invited educators to experiment with it in various ways to shore up education. This study was conducted to describe students’ perceptions on the use of “Whatsapp” for teaching and learning vocabulary. A vocabulary virtual class in the form of a “Whatsapp” group where students needed to enroll was created for that purpose. This virtual class exempted the students from physically attending the physical class as it enabled students to remotely attend the class. Teaching and learning methods of vocabulary in the virtual class included using pictures, translation, and sentence construction. At the end of the class, the students were to inform the researchers about their perceptions of the virtual class. This study used a descriptive qualitative method. Data was collected through a paper-based questionnaire, which was distributed to all students in a face-to-face class, a session taking place two days prior to the research. The virtual vocabulary class that the researchers administered overall received positive feedbacks from the learners. However, teaching and learning vocabulary using “Whatsapp” also had its own drawback.

Virtual classes are class-valued attributes of objects.<br />Like virtual methods, virtual classes are defined in<br />an object’s class and may be redefined within subclasses.<br />They resemble inner classes, which are also<br />defined within a class, but virtual classes are accessed<br />through object instances, not as static components<br />of a class. When used as types, virtual classes depend<br />upon object identity – each object instance introduces<br />a new family of virtual class types. Virtual classes support large-scale program composition techniques,<br />including higher-order hierarchies and family<br />polymorphism. The original definition of virtual<br />classes in Beta left open the question of static type<br />safety, since some type errors were not caught until<br />runtime. Later the languages Caesar and gbeta have<br />used a more strict static analysis in order to ensure<br />static type safety. However, the existence of a sound,<br />statically typed model for virtual classes has been a<br />long-standing open question. This technical report<br />presents a virtual class calculus, vc, that captures<br />the essence of virtual classes in these full-fledged programming languages. The key contributions of the<br />paper are a formalization of the dynamic and static<br />semantics of vc and a proof of the soundness of vc.<br />Categories: D.3.3 [Language Constructs and Features]:<br />Classes and objects, inheritance, polymorphism.<br />F.3.3 [Studies of Program Constructs]:<br />Object-oriented constructs, type structure. F.3.2<br />[Semantics of Programming Languages]: Operational<br />semantics.

A single-center, cross-sectional study of cross-professional faculties’ perception to virtual class under different scenarios: A stepwise approach

The notations of class, subclass and virtual procedure are fairly well understood and recognized as some of the key concepts in object-oriented programming. The possibility of modifying a virtual procedure in a subclass is a powerful technique for specializing the general properties of the superclass.<p>In most object-oriented languages, the attributes of an object may be references to objects and (virtual) procedures. In Simula and BETA it is also possible to have class attributes. The power of class attributes has not yet been widely recognized. In BETA a class may also have <em>virtual class attributes</em>. This makes it possible to defer part of the specification of a class attribute to a subclass. In this sense virtual classes are analogous to virtual procedures. Virtual classes are mainly interesting within strongly typed languages where they provide a mechanism for defining general parameterized classes such as set, vector and list. In this sense they provide an alternative to generics. Although the notion of virtual class originates from BETA, it is presented as a general language mechanism.</p>

This paper describes how virtual classes can be supported in a vir-tual machine. Main-stream virtual machines such as the Java Vir-tual Machine and the.NET platform dominate the world today, and many languages are being executed on these virtual machines even though their embodied design choices conflict with the design choices of the virtual machine. For instance, there is a non-trivial mismatch between the main-stream virtual machines mentioned above and dynamically typed languages. One language concept that creates an even greater mismatch is virtual classes, in particular be-cause fully general support for virtual classes requires generation of new classes at run-time by mixin composition. Languages like CaesarJ and Object Teams can express virtual classes restricted to the subset that does not require run-time generation of classes, be-cause of the restrictions imposed by the Java Virtual Machine. We have chosen to support virtual classes by implementing a special-ized virtual machine, and this paper describes how this virtual ma-chine supports virtual classes with full generality.

COVID-19 pandemic and the following preventive measures required a transition from the traditional face to face learning methods to the online ones. The study aimed to investigate the EFL Learners’ perceptions about virtual classes during the pandemic in Hafr Al Batin University in Saudi Arabia. In the study, a quantitative research method was adopted. It aims. The participants were composed of randomly selected a hundred and thirty-four Saudi female undergraduate EFL students at the University of Hafr Al Batin. Th data were collected via a thirty-item questionnaire developed by the researcher. The results revealed that the EFL learners at Hafr Al Batin University were positively disposed toward virtual classes. The merits of virtual classes that the participants cite were efficient communication, immediate feedback, and exciting teaching methods and materials. In conclusion, the study recommended virtual classes for learning and teaching in EFL environments like Saudi Arabia.

The teaching and learning of Arabic to by non-native speakers has undergone a number of rapid and successive developments, including the emergence of new interactive, pedagogical patterns that tend to keep pace with enormous advance in the use of technology. In this field, the educational process inevitably has moved from traditional in-person interaction to distance education in a virtual class. Owing to this interactional change, in which virtual environment is a dominant one, the element and the role of language immersion in foreign Arabic learning has become completely absent. As a consequence, only abstract content is left for the learner, lacking substantial opportunities for practice, immersion, and cultural in-context use of language. Accordingly; this paper intends to answer the following questions: - To what extent has Arabic language immersion been achieved for non-speakers in distance education? - If there were the so-called virtual immersion present in distance, where exactly would the language partner’s role emerge? - How does modern technology be come in handy, being of considerable use for language immersion? Keywords: language immersion, virtual class, language partner, Arabic for non-native speakers

The era of COVID-19 compelled universities to design and deliver courses online. However, the successful design and delivery of online courses should embrace community. This study correlates the actual use of text interaction in English as a Foreign Language (EFL) virtual classes (VC) and its impact on the sense of virtual community (SOVC). To achieve the study’s goal, three groups of preparatory year (PY) students at Najran University studying online through Blackboard in the era of COVID-19 represent the participants. The study used data sources of the analysis of nine archival data of Reading course, Listening and Speaking course, and Writing course VC using Schullo model and the SOVC questionnaire adopted from Koh and Kim and an individual interview of nine instructors to get thorough interpretations of text interaction during VC. The study provided detailed information about what type(s) of text interaction participants used in EFL virtual classrooms. It also explored the impact of VC text interaction on EFL students’ SOVC. The study found that text interaction in EFL VC enhanced students’ SOVC. The findings supported that text interaction had both academic and social values. The study contributed to the theory of SOVC and brought recommendations on how educators can take advantage of VC text interaction in the EFL context.

This research study examines academic self-perceptions and course satisfaction among university students and associated factors during virtual classes. A cross-sectional online survey of (n = 328) undergraduate and postgraduate Saudi students who took virtual classes during the second semester of the academic year 2019–2020 and the first semester of the academic year 2020–2021 during the coronavirus disease 2019 (COVID-19) pandemic. The findings demonstrated students’ scores on negative academic self-perceptions (mean (M) = 9.84; standard deviation (S.D.) = 3.09) are significantly higher in comparison to positive academic self-perceptions (M = 7.71; S.D. = 2.46) and the difference was statistically significant, t(327) = 3.69, p < 0.001. The analysis demonstrated that mean differences were significant across ‘year of study’, ‘field of study’, ‘CGPA’ (cumulative grade points average), ‘employment status’, ‘on-site work’ and ‘being a parent of young child’ (p < 0.01). Correlation analysis shows a linear positive association between perceptions of workload and low technical support with negative academic self-perceptions (p < 0.001) and an inverse relationship with positive academic self-perceptions (p < 0.001). The multiple regression analysis demonstrated that the predictor variables in the model (perceptions of workload and technical support) explain 62% variance in negative academic self-perceptions and 41% variance in positive academic self-perceptions. Furthermore, the analysis demonstrated that positive academic self-perceptions bring a 32% variance in course satisfaction. These findings underscore the importance of balancing workload during online studies in higher education and provision of adequate technical support to reduce the negative academic self-perceptions which are associated with lower levels of course satisfaction. Students’ academic self-perceptions and course satisfaction during virtual studies are important factors to retain students’ motivation in learning and academic performance.

The impact of online learning during the COVID-19 pandemic has significantly affected the activities, psychological conditions, and behavioral changes in adult learners, with technology-based learning becoming increasingly widespread in higher education institutions. Both professors and students have adapted to engage in distance learning interactions, including those at the Faculty of Tarbiyah, Islamic Institute of West Sumatra, who have become familiar with utilizing virtual classes through collaborative learning methods. This research aims to analyze the influence of implementing virtual classes with collaborative learning methods, student engagement, and the challenges faced by students in online learning on learning outcomes. The research method employed is a mixed-method convergent parallel design, involving the collection of both qualitative and quantitative data. Qualitative data analysis uses descriptive analysis, while quantitative data is analyzed using a cross-sectional study design. The research findings indicate that student learning through virtual classes at the Faculty of Tarbiyah, supported by platforms like Google Classroom, WhatsApp, and Zoom Meetings, has been effective and has positively impacted students' learning achievements. The challenges encountered by students and professors during online learning include technology mastery, cost, smooth communication, interactive success, internet signal, and time management. For the faculty members of Tarbiyah, it is recommended to conduct online learning based on virtual classes, involving various integrated platforms such as Google Classroom, WhatsApp, and Zoom Meetings. Additionally, preparing a comprehensive online learning guide with solutions to handle technical issues would be beneficial. This research contributes to the education field by providing insights into effective online learning practices and highlighting the challenges that need to be addressed to improve the overall learning experience.

This study was aimed to determine the teacher candidates’ opinions about the efficiency of virtual classes. 173 voluntary teacher candidates who receive distance education at Near East University participated in this research. This research was conducted in the spring semester of 2014-2015 academic year. The results of 5-point Likert-type Scale which was developed by the researchers were analyzed with SPSS program. When the results of the research were analyzed, it was revealed that teacher candidates who receive distance education reported that, virtual classes are effective in learning, being in the virtual classes at the same time with their teachers increase the students’ interests in the lecture, the materials used in the lectures are more effective for students to understand the subject, the students get opinions from their classmates by making their presentations through file sharing in virtual class setting and this leads to a significant contribution to their learning.Keywords: distance learning, virtual classroom, bigbluebutton

Semantics-Driven Language Design:: Statically Type-Safe Virtual Types in Object-Oriented Languages

Classes and workshops for children are a core part of the service provided by many public libraries to their communities. But are libraries offering the kind of classes that children and parents are most interested in? Can libraries offer a compatible alternative to paid online platforms like Outschool? In this study, I attempt to answer these questions by looking at trends from an online virtual class marketplace. Outschool is an online marketplace of virtual classes for children. As of November 2021, Outschool offers over 140,000 virtual classes. To help users discover classes they might like, Outschool makes it possible to list classes sorted by popularity. In this project, I will look at the top 50 most popular classes offered by Outschool. By reading class descriptions and identifying common themes and subject matters, I will provide a taxonomic breakdown of the most popular topics on the site. I will then compare this to the class and workshop offerings for children provided by the largest public library system in North America, the New York Public Library. By comparing the offerings of the online marketplace with those provided by the NYPL, I will identify gaps in the library’s offerings and suggest subject matters that are likely to have a broad appeal to the communities they serve.

To quickly locate the source code that maps to a specific change described in change history, establishing traceability links between release notes and source code is a necessary task. Current works on the traceability link recovery can be used to find out source code changes which are of higher textual similarities with the release note. However, these approaches rely on consistency of the text used in artifacts at various abstraction levels, and the completeness of text descriptions. In this paper, we propose to leverage source code change information for improving the accuracy of release note to source code traceability recovery tasks. In order to reduce the complexity of link recovery, our approach first performs change impact analysis to cluster the source code changes for the same purpose as a virtual class. After that, our approach employs a natural language generation algorithm to generate readable summary sentence for each virtual class. The traceability links are built between release notes and clusters of program entities by computing the linguistic similarity of sentences. We conduct case studies on 26 releases of 3 popular softwares to evaluate the approach, and the results indicate that our proposed method can improve the accuracy of traceability link recovery compared to other IR-based techniques.

Speaking in English is a scary thing for students. This is influenced by psychological effects, namely fear of making mistakes in pronunciation and grammar or using the right words. An unsupportive environment also causes students to be afraid to speak. It is therefore necessary to create a pleasant classroom atmosphere for the learning objectives to succeed. This research uses research and development methods adapted from the development of 4D models that consists of 4 stages, namely define, design, develop, and disseminate.The STAD type learning model used in this study was applied in a virtual classroom using an online learning system to bring the atmosphere of a real classroom into the virtual classroom. In virtual classrooms, students cannot meet face to face with other students so that it will reduce the interaction process and cause individualismThe development of a Cooperative Learning learning model type Student Team Achievement Division (STAD) can help lecturers in teaching English speaking pleasantly in virtual classes. The results of expert team tests and product trials show that the learning model is feasible to develop.