LMS (SENECA LEARNING) ONLINE COURSE:

As a physics teacher, I always searched for an application to help me and my students support self-learning, especially during the lockdown. After a long search, I have found Seneca learning, a platform for students and teachers to work on their physics topics by watching videos and reading the text and writing quizzes after reading about the subject. 

A free, exceptionally user-friendly stage permits understudies to complete assignments and reply to questions connected to their detailed courses. Seneca covers OCR, AQA, WJEC, EDEXCEL, Eduqas and IGCSE (key stage 3-5) students. The courses are mainly exam boards composed of senior analysts and industry specialists. You will make different classes, welcome your understudies using email or a lesson code and set homework. Each task will appear you the student's review, ponder time and several endeavours.

Especially Physics is a subject that cannot be mastered without practical work, and this was very difficult for me to do practical while giving online lessons. But thanks to Seneca learning, it has all the necessary experimental results. Students can watch practical demonstrations and apparatus used at home and solve the question paper of alternative to use, part of the IGCSE examination.

During the coursework, I have learned something new how can I syn my Seneca lesson with google classroom. I have started using it in my classroom, which reduces my workload of creating work for students and giving them worksheets to complete the task. This LMS has all resources set by different experience teachers, which can be used by everyone around the world. 

I have designed 5 courses on Saneca learning and synced all with instructions with google classroom, and the class code is (l4qz6hf): Courses are mentioned below. 

1. Pressure 

2. MAss and weight 

3. Types of Energy changes

4. Motion graphs

ADVANTAGES OF USE OF SENECA LEARNING: 

1. Seneca's online platform can be considered a good and enjoyable interactive studying and revision resource that can be used for free indefinitely!

You'll discover summaries, notes, videos, and practice tests on the Seneca platform. The technology is also fully adaptive, ensuring that your child's learning experience will be tailored to their particular requirements.

As reviewed by the blended learning literature, "The most common practice is to require students to watch videos online before coming to the class/ or to complete some type of assignments" (Schunn & Patchan, 2009;). It includes online videos and text content, after which students can verify their learning by answering questions, followed by videos and quizzes, which is the most effective approach to self-studying.

2. As a teacher, I can track how much time my students spent studying the topic at home and in school and how well they performed on the online test. After getting the results, I can target the topic in which the student is having difficulty. This will give me an idea about the students learning "what has or has not been learned" (Day & Foley, 2006)

3. Parents can also connect to the child's account by sharing the teacher's unique link. This will allow parents to get real-time updates of their child's progress across all courses, including time spent learning, average score, session completed and correct answers.

4. Teachers worldwide have shared their resources on Seneca learning, and everyone can access those resources.

5. Seneca takes care of the grading, allowing them to focus on class planning and providing extra support to problematic students.

6. Students don't have to wait for teachers to grade their work to see where they need to improve right away.

7. Student progress can be exported to an excel file, which provides a teacher with a clear picture of their student's progress. After that, the teacher can send individual feedback to pupils through email or keep a portfolio of all input on the same excel page.

8.     New thing that I have learnt during the module is that I can sync my lessons with google classroom with instruction which is a handy tool in Seneca learning.

DISADVANTAGES:

1. It can be difficult for a student to grasp the questions or videos provided in a bilingual setting.

2. NOt all courses or subjects are available yet.

3. While Seneca makes it simple for students to review and relieves teachers of the burden of frequent marking, the automatic marking system prevents students from logging a question for their teachers to review if they get a question wrong. It would be beneficial to have a feature that explains each answer, especially when the answers are incorrect, such as defining the correct workings of a maths question.

Learning theories:

First, I would like to start with an introduction to different learning theories in the age of technology. The three broad learning theories most commonly used in constructing instructional environments are behaviourism, cognitivism, and constructivism. On the other hand, these theories were created at a time when learning was not influenced by technology. Technology has revolutionized how we live, communicate, and learn in the previous two decades. Learning demands and theories that define learning principles and processes should reflect the social environments in which they occur. 

The learning theory that supports my LMS and learning activities is cognitivism. As in Seneca, learning is entirely based on computer information provided in the form of videos and online text, which can be used as a process of input that can be used as a revision to prepare for final exams. Cindy Buell details this process: "In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind. The learning process is how these symbolic representations are committed to memory."

In my activities, online technology serves to put students' learning into practice. It's a mix of constructivism, in which students begin to think critically, analyze activities, and construct knowledge, and connectivism, in which they learn and share their information via technology.

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Ref: 

(University of Wisconsin-Madison, 2001; Schunn & Patchan, 2009; Lovett, Meyer, & Thille, 2008; Bowen, Chingos, Lack, & Nygren, 2012)

(Day & Foley, 2006; Holdhusen, 2009; Chen, et al., 2010; Stelzer, et al., 2010; Sadaghiana, 2011; Stone, 2012; Mason, Shuman, & Cook, 2013)

http://www.educationworld.com/a_tech/tech/tech004.shtml

https://www.ijeast.com/papers/55-57,TESMA208,IJEAST.pdf

International Journal of Engineering Applied Sciences and Technology, 2017

Vol. 2, Issue 8, ISSN No. 2455-2143, Pages 55-57