scholarly journals Tutors and Learners Without Borders: In a Relationship but it's Complicated

2011 ◽  
Vol 6 (1) ◽  
pp. 24-31
Author(s):  
Juvy Lizette Gervacio
Keyword(s):  
Learning Communities ◽  
Monitoring And Evaluation ◽  
The Philippines ◽  
Common Interest ◽  
Global Learning ◽  
Use Of Technology ◽  
Planning Implementation ◽  
Content Support ◽  
The University ◽  
Different Cultures

Global tutoring and learning communities are composed of different people who share a common interest or a common goal. Learners aim to acquire knowledge and skills; while tutors aim to provide content support, coaching and motivation to learners. The interaction is done through the use of technology, specifically the Internet. Management of these communities can be a challenge because members are not only separated by space and time but they come from different cultures, contextual backgrounds and institutions. If managed well, global tutoring and learning communities can transcend barriers and be very effective, efficient and also inexpensive. The paper looks into how online tutors and learners are effectively and efficiently managed and sustained. Specifically, it aims to: a) define global tutoring and learning communities and their rationale; b) describe the strategies and good practices employed in the planning, implementation, monitoring and evaluation; c)determine the effective communication tools used to manage and sustain global teams; and d) identify the challenges and lessons to maintain and sustain global tutoring and learning communities. The paper is based on studies as well as actual experiences and written reports on managing global learning and tutoring communities. It will look into how teams are managed from planning, implementation to monitoring and evaluation. Specifically, it will provide a glimpse on how learners and tutors from different countries and nationalities are managed in the elearning Development and Implementation (eLDI) program and e-skills program. These courses are jointly offered by the University of the Philippines Open University (UPOU) and InWEnt, Capacity Building International, Germany and have learners and tutors from various countries not only from Asia, but from Africa and the Middle East. The paper also draws lessons on how to maintain tutors and learners without borders.

Ensuring Quality Education in Open and Distance eLearning (ODeL) Through Virtual Learning Communities

2011 ◽  
Vol 6 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Melinda dela Pena-Bandalaria
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Good Practice ◽  
Virtual Learning ◽  
Instructional Delivery ◽  
The Philippines ◽  
Quality Education ◽  
Guiding Principle ◽  
Process Documentation ◽  
The University

A process documentation was employed to determine how virtual learning communities are built in an open and distance education context as one mechanism to ensure quality education in this mode of instructional delivery. The study conducted at the University of the Philippines Open University from June 2008 to February 2010 specifically aimed to: 1) describe what a learning community is in the context of ODeL; 2) describe the process of building learning communities in ODeL; 3) determine factors essential for the building of learning communities in ODeL; 4) determine specific benefits of learning communities in an ODeL context wherein independent studying or learning is the core of the guiding principle. The study is also an attempt to document a good practice in ODeL, especially one that hopes to address quality of the learning process.

Influence of Cultural Conditions on the Use of ICT for Learning

2014 ◽  
Vol 5 (4) ◽  
pp. 35-44
Author(s):  
Laura Varela-Candamio ◽  
Isabel Novo-Corti
Keyword(s):  
Young People ◽  
Learning Styles ◽  
Learning Environments ◽  
Learning Style ◽  
Ict Use ◽  
Cultural Conditions ◽  
Use Of Technology ◽  
The University ◽  
Different Cultures ◽  
The Relationship

The use of technology is widespread in all areas of life, particularly among young people and particularly in learning environments. In this sense, college students have incorporated these technologies in different media and used them for many years. The use of ICT among students taking the same subjects is very different because of the sociological diversity thereof and, in particular, their different cultures and countries. This is the case of Erasmus students, who must take the same subjects and with the same instruments than the national ones. Although both groups must show the same academic performance, their conditions are very diverse, including difficulties related to language. This article analyzes the relationship between learning styles (active, reflexive, theoretical and pragmatic) and the use of ICT in training university students, comparing between Erasmus and domestic ones. The REATIC survey was conducted among 37 third-year students from the Faculty of Economics and Business of the University of A Coruña (Spain), distinguished four different modules: knowledge of ICT, use of ICT, assessment of ICT and ICT as learning style. Results showed differences in all modules and especially in the last module that analyzes the use of ICT for learning.

scholarly journals Philippine Tsaang Gubat (Ehretia microphylla Lam) and Ampalaya (Momordica charantia L.) Leaf Extracts Lack Amoebicidal Activity in vitro

2020 ◽  
Vol 54 (1) ◽  
Author(s):  
Cecilia C. Maramba-Lazarte ◽  
Pilarita T. Rivera ◽  
Elena A. Villacorte
Keyword(s):  
Traditional Healers ◽  
The Philippines ◽  
Leaf Extracts ◽  
Vitro Assay ◽  
Binocular Microscope ◽  
The University ◽  
Negative Controls ◽  
Different Cultures ◽  
Dose Levels

Background. Amoebiasis is a global health problem affecting poor regions in the world. Few drugs such as metronidazole are available to treat this disease; unfortunately, it is associated with several serious side effects. Tsaang gubat and ampalaya have been used by traditional healers from different cultures to treat dysentery. Objective. The aim of this research was to provide evidence to validate the use of tsaang gubat and ampalaya leaf extracts for dysentery by determining their anti-amoebic activity. Methods. The tsaang gubat and ampalaya leaves were sourced from the University of the Philippines at Los Baños and processed into a lyophilized aqueous extract. Anti-amoebic activity was determined in an in vitro assay using Entamoeba histolytica HK-9 strain against 10 dose levels (18-10,000 µg/mL). The amoeba and leaf extracts were incubated for 24, 48, and 72 hours. The trophozoites were stained with Trypan blue and dispensed into chambers of a Neubauer hemocytometer. The live trophozoites (unstained) were counted under a binocular microscope. The MIC and IC50 were determined. Metronidazole and DMSO served as positive and negative controls, respectively. Results. Tsaang gubat and ampalaya leaves failed to show anti-amoebic activity and even had increased growth of amoeba at all dose levels. The IC50 of tsaang gubat and ampalaya leaf extracts were >500 µg/mL at 24, 48, and 72 hours. Metronidazole was able to eradicate the amoeba parasite at 24 and 72 hours, while exposure to DMSO did not result in inhibition nor death of the parasite. Conclusion. Tsaang gubat and ampalaya aqueous leaf extracts did not exhibit any anti-amoeba activity.

The center for research and education on accessible technology and experiences (CREATE)

2021 ◽  
pp. 1-3
Author(s):  
Jennifer Mankoff ◽  
Jacob O. Wobbrock
Keyword(s):  
People With Disabilities ◽  
Interactive Systems ◽  
Technology Research ◽  
Use Of Technology ◽  
Full Participation ◽  
The World ◽  
Research And Education ◽  
The University ◽  
Paradigm Shifting ◽  
Improve Access

In an era of rapidly evolving technology and increasing interconnection, full participation in society depends on the successful use of technology. Thus, to ensure equity and participation for people with disabilities, technology must be accessible - we must create and adapt interactive systems to improve access to technology and to the world at large. The University of Washington Center for Research and Education on Accessible Technology and Experiences (CREATE) is dedicated to propelling accessible technology research and education from incremental improvements to paradigm-shifting breakthroughs that enable greater inclusion and participation for people of all abilities.

scholarly journals Cultural impediments to learning to cooperate: An experimental study of high- and low-caste men in rural India

2018 ◽  
Vol 115 (45) ◽  
pp. 11385-11392 ◽  
Author(s):  
Benjamin A. Brooks ◽  
Karla Hoff ◽  
Priyanka Pandey
Keyword(s):  
Common Interest ◽  
Rural India ◽  
General Interest ◽  
Coordination Failure ◽  
High Caste ◽  
Caste Status ◽  
Experimental Findings ◽  
Caste Differences ◽  
Different Cultures ◽  
Us University

We report experimental findings on how individuals from different cultures solve a repeated coordination game of common interest. The results overturn earlier findings that fixed pairs are almost assured to coordinate on an efficient and cooperative equilibrium. Subjects in the prior experiments were US university students, whereas the subjects in our study are men drawn from high and low castes in rural India. Most low-caste pairs quickly established an efficient and cooperative convention, but most high-caste pairs did not. The largest difference in behavior occurred when a player suffered a loss because he had tried to cooperate but his partner did not: In this situation, high-caste men were far less likely than low-caste men to continue trying to cooperate in the next period. Our interpretation is that for many high-caste men, the loss resulting from coordination failure triggered retaliation. Our results are robust to controls for education and wealth, and they hold by subcaste as well as by caste status. A survey we conducted supports the ethnographic evidence that more high-caste than low-caste men prefer to retaliate against a slight. We find no evidence that caste differences in trust or self-efficacy explain the caste gap in cooperation in our experiment. Our findings are of general interest because many societies throughout the world have cultures that lead individuals to (mis)perceive some actions as insults and to respond aggressively and dysfunctionally.

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