Online Learning Module
Online Learning Module - Related Videos
07:29
Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters
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Cited by 17 •
2019
This article describes the profile of Spanish early adopters of virtual reality and their interests and preferences regarding learning and educational applications for this technology. To this aim, we designed an online questionnaire and interviewed 117 users of the main virtual reality forum on the Internet.
09:47
DeepOmicsAE: Representing Signaling Modules in Alzheimer's Disease with Deep Learning Analysis of Proteomics, Metabolomics, and Clinical Data
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Cited by 8 •
2023
DeepOmicsAE is a workflow centered on the application of a deep learning method (i.e., an autoencoder) to reduce the dimensionality of multi-omics data, providing a foundation for predictive models and signaling modules representing multiple layers of omics data.
09:44
Methods to Test Visual Attention Online
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Cited by 26 •
2015
To replicate laboratory settings, online data collection methods for visual tasks require tight control over stimulus presentation. We outline methods for the use of a web application to collect performance data on two tests of visual attention.
08:35
Interactive and Visualized Online Experimentation System for Engineering Education and Research
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Cited by 7 •
2021
This work describes an online experimentation system that provides visualized experiments, including the visualization of theories, concepts, and formulas, visualizing the experimental process with three-dimensional (3-D) virtual test rigs, and visualizing the control and monitoring system using widgets such as charts and cameras.
04:12
Mixed Reality for Education (MRE) Implementation and Results in Online Classes for Engineering
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Cited by 4 •
2023
In this work, a mixed reality system called MRE was developed to help students develop laboratory practices complementing online classes. An experiment was carried out with 30 students; 10 students did not use MRE, 10 used MRE, and 10 more used MRE with teacher feedback.
FAQs
Its instructional sequence connects a defined objective with concept presentation, guided practice, problem-solving activities, and assessment. This alignment helps learners move from understanding information to applying it, rather than encountering disconnected materials. In engineering education, the sequence can keep mathematical analysis, programming tasks, or design principles focused on a clearly identified competency.
Interactive activities require learners to apply concepts, while quizzes, assignments, and feedback provide evidence of how well they understand them. Feedback also identifies areas needing further work and reinforces correct reasoning. Together, these elements turn passive content review into a process that supports practice, correction, and measurable progress.
Self-paced access allows learners to work through instructional content according to their own progress while maintaining a consistent structure and learning objective. This flexibility supports blended and remote instruction, where participants may not study at the same time. Instructors can still follow competency development through the module’s assessments and recorded progress.
The same structured approach can support design principles, mathematical analysis, programming, and laboratory preparation, provided the activities match the subject’s learning objective. Concept explanations may introduce the material, while problem-solving tasks or assignments provide practice. This adaptability lets instructors use one instructional format across varied engineering knowledge and skills.
Development begins by identifying a specific learning objective, then arranging relevant concepts into a coherent sequence. The module can add multimedia explanations, interactive activities, or problem-solving tasks before concluding with quizzes or assignments. Feedback should connect assessment results to the objective, allowing learners and instructors to recognize progress and remaining needs.
Supported materials include multimedia presentations for explaining concepts, interactive activities for guided engagement, and problem-solving tasks for applying knowledge. Quizzes and assignments supply assessment evidence, while feedback helps reinforce understanding. For engineering learners, these components can be selected to prepare students for mathematical analysis, programming work, design study, or laboratory activities.
They are particularly useful when instruction must remain structured across blended or remote settings, or when learners need flexible access to course material. Modules can introduce design principles, support mathematical or programming practice, and prepare students for laboratory work. Their consistent sequence also helps instructors provide comparable learning experiences across a group.
Assessment results from quizzes and assignments provide evidence of learner understanding, while the organized sequence makes progress easier to follow. Instructors can use this information to track competency development and identify where additional support may be needed. The outcome is not only content completion, but a clearer view of achievement relative to the learning objective.