The spatial and tempora l properties of [607732]

The spatial and tempora l properties of
eLearning: an exploratory study regarding the
students’ perspective

Scientific guide: prof., dr., ing., CARAMIHAI Mihail -Dan
Student: [anonimizat]. IMSA1, BEGAL Cleopatra -Maria

2020

Index

1. Cognitive factors in eLearning vs. traditional learnin g
2. Spatial thinking & spatial learning
3. Time models & learning proces s
4. Associative processes in spatial -temporal cognition
5. The spatial and temporal properties of eLearning: a student's perspective to
enhance the acquisition of skill s
6. Conclusion s
7. Reference s

1. Cognitive factors in eLearning vs. traditional learning
Learning, so central to human behavior yet so elusive to understanding, has fascinated thinkers as far
back as Plato and Aristotle. Indeed, the views of these two philosophers underpin much modern research on
learning conducted by psychologists and educato rs. The fact that so many people have thought about,
investigated, and written about the process of learning over the years suggests the complexity of the topic.
Learning defies easy definition and simple theorizing. This chapter reviews some of the main w ays in which
learning has been studied and delineates the contributions these orientations have made to our understanding
of learning.
Originally, learning was within the purview of philosophical investigations into the nature of knowledge,
the human mind , and what it means to know. Plato believed that the physical objects in our everyday world
have corresponding abstract forms that we can come to know through “introspection or self -analysis…. Only
by turning away from the physical impure world to the worl d of ideas, pondered by the mind's eye, can we
hope to gain true knowledge” (Hergenhahn & Olson, 2005, p. 31). Aristotle, in contrast, believed that all
knowledge comes through the senses; these sense impressions can be pondered “to discover the lawfulness
that runs through them” (p. 32). Plato's “rationalism” can be seen in Gestalt and cognitive psychology;
Aristotle's “empiricism” is particularly evident in early behavioral psychology. Later philosophers presented
variations on these two basic positions, ranging from Descartes’ separation of mind and body to Kant's notion
of innate mental faculties.
Talking about learning styles, about different ways of knowing, about differences between learners may
be less important than the actual strategies appropr iate to each learning style and the specific learning
materials used. The specialists emphasize the special role that teachers play, their contribution "in the
profession of teaching students how to learn" adapted to the needs, interests, personal qualitie s, aspirations,
learning style identified. Learning styles are recognizing that people learn differently; that while some people
learn faster by reading books, others learn faster by pictures and diagrams; that while some people prefer to
learn in groups, others like to work alone or newer, some people like to learn in a more developed style,
called eLearning.
Cognitive learning is an active style of learning that focuses on helping you learn how to maximize your
brain’s potential. It makes it easier for you to connect new information with existing ideas hence deep ening
your memory and retention capacity.
Cognitive factors of learning refer to information -seeking behavior, a high degree of awareness.
Perception, representation, thinking, memorizing, problem solving are psychic processes that must be taken
into account when we talk about cognitive factors. First, a clear proof that cognitive factors play an essential
role in study is given by the fact that traditional study first involves a n operation with certain knowledge,
which is why it has been frequently identified with cognition and analyzed for so long time in terms of
cognitive mechanisms, especially in terms of cognitive mechanisms, especially in terms of logical knowledge
mechanis ms, such as memory and understanding.

For the most part, our existing education system focuses more on theory than practical approach. That
is the reason why people tend to forget rotely learned concepts so easily. On the contrary, Augmented and
Visual Rea lity (AR and VR) make learning a practical experience. And experiences are what stick with online
learners and enable them to recall the information for later use. Some concepts that in theory appear to be
dry, fail to catch online learners' attention for more than 15 minutes. However, AR and VR can make them
more interesting by adding practical application and immersion to eLearning. This also helps online learners
to appreciate the importance of concepts and ideas instead of merely brushing them off as a theoretical
knowledge that has no correlation with their work duties or responsibilities. If you are required to be creative
on demand in your daily work, you may find that a design thinking model suits your needs. Design thinking
is an approach for deeply understanding the audience and their challenges, in order to generate creative and
effective solutions. Although the new technology provides higher levels of learning outcomes, it has not been
established that it affects all students. The purpose of this article is to look at interesting results that will
affect new research, focusing more on practical work rather than the application of the 6theory
The eLearning industry is all about making use of advanced technologies to enhance the learning
experie nce. In the end, the basic aim is to make learning an easy and enjoyable task. Achieving that target
without incorporating the latest technological tools is virtually impossible, especially since we are fully
immersed in the digital era. Thus, augmented an d visual reality have slowly but surely been edging into the
eLearning sector for some time now. These additions have been warmly accepted by modern learners because
of the many benefits they offer. Here are 5 benefits to put into perspective:
– make the eL earning process engaging and exciting;
– create scenarios that otherwise are impossible to create;
– focus on a practical approach rather than just theory;
– encourage online learners to learn from their mistakes;
– allow for self -guided exploration.

Here are som e design guidelines drawn from the literature :
– the addition of graphics to learning materials typically improves positive feelings about learning.
Use relevant and instructive graphics to improve learning and avoid irrelevant graphics, as they hinder
learn ing (1);
– ensure that learning experiences activate relevant prior knowledge at the start so that learners
build accurate knowledge structures. If you add motivational content that may be irrelevant, delay its
introduction until learners have processed the essential material or not at all (2);
– avoid background music in eLearning as this appears to overload auditory working memory,
interfering with retention and learning transfer (3);
– you can promote understanding by adding relevant and interesting adjuncts to a learning
experience. These include summaries, explanative illustrations, and similar strategies (4, 5) .
But having the opportunity to ask high school students what they think abo ut online or traditional study,
I came across different opinions .

So, I asked them some questions such as "Do you think that online learning can replace face -to-face
activity in the classroom? " and their answers were different:
– „ I believe that online lea rning activity can not replace face-to-face, because online learning is
not effective, but it is a little more difficult to monitor with a computer, to write homework in electronic
format, to send them. It is more a waste of time and a difficulty in meetin g a certain deadline to send the
works. The face-to-face activity is very efficient, as the teacher is more willing to explain the topic.” ;
– „Online learning can not replace face -to-face activity. By learning online, we not only distance
ourselves from colleagues, but we do not assimilate the material so well. When you communicate face -to-
face with teachers, colleagues, it's completely different, from the fact that yo u only hear them through online
meetings.” ;
– „Online learning distracts us and has allowed me to copy more.”
– „ The eLearning activity allows me to organize my time for study and other personal activities.
Respectively, I have my personal schedule flexible a nd I can't afford to make any deviations. I did my best in
the online study, respectively, I had good results and daily presence. Whoever wants, they learn by any ways,
either traditional study or eLearning study. ”
– „In my opinion, the eLearning activity cannot replace the face-toface activity, because it is
completely different. Teaching in classrooms motivates you to learn, you see teachers, you understand what
they explain. And online classes spoil all the enthusiasm and it's more work to do , nerves and torment. ”
– „The eLearning activity is a new opportunity for students to study. It is convenient in terms of
saving time, the time we spend on the way to school .”
Also, I asked them the advantages and disadvantages of online study , so I cho se some quotes:
– “you have the opportunity to study while staying at home, to spend more time with your
family ”;
– “flexible but efficient program ”;
– “I organize my time more productively for both lessons and work ”;
– “the possibility to study wherever you are ”;
– “we protect our health by being in pandemic conditions ”;
– “a lot of source of information ”.
– “you do not always have an internet connection ”;
– “the teacher is less efficient ”;
– “dependent on technologies ”;
– “if there are technical problems with the internet connection, I can be absent ”;
– “lack of internet ”;
– “the teacher's emotions cannot be received in the same way as f ace-to-face”;
– “the whole class is not present at the lessons ”;
– “not everyone participates in the activiti es proposed by the teache r”;
– “we are not paying attention to some things ”;
– “you get tired quickly ”;
– “lessons are boring, sometimes you can't focus on classes ”;
– “too much time in front of the computer / phone / tablet ”.

So, as you can see, there are different opinions . The very use of technology for learning has been found
to have a positive effect on the student’s commitment to the learning process. Also, use of technology creates
a greater commitment on the students’ part to learning (view table 1) .

Traditional Learning eLearning
Classroom Discussions The teacher usually talks
more than the student The student talks at least as much
as or more than the
teacher
Learning Process The learning is conducted with
the whole class
participating; there is almost no
group or individual study Most of the learning process
takes place in groups or by the
individual student.
Subject Matter The teacher conducts the lesson
according to the study program and
the existing curriculum The student participates in
determining the subject matter;
the studying is based on various
sources of information, including
web
data banks and net -experts
located by the student.
Emphases in the
Learning Process The students learn “what” and
not “how”; the students and the
teachers are busy completing the
required subject matter quota;
the students are not involved in
inquiry -based education and in
solving problems, but rather in
tasks set by the teacher. The students learn “how” a nd less
“what”; the learning includes
research study which combines
searching for and collecting
information from web data banks
and authorities on the
communications network; the
learning is better connected to the
real world, the subject matter is
richer and includes
material in different formats.
Motivation The students’ motivation is low,
and the subject matter is “distant”
from them. The students’ motivation is high
due to the involvement in matters
that are closer to
them and to the use of
technology.
Teacher’s Role The teacher is the authority The teacher directs the
student to the information.
Location of Learning The learning takes place within
the classroom and the
school The learning takes place with no
fixed location
Lesson Structure The teacher dictates the
structure of the lesson and the
division of time The structure of the lesson is
affected by the group
dynamics.
Table 1 – Comparing traditional vs eLearning study

2. Spatial thinking and spatial learning

Our world is a world that exists in space, and a world without space is literally inconceivable. Given
this basic truth, it is clear that living in the world requires spatial functioning of some kind. Being creative
in this world, and designing new tools and new habitats , probably requires even higher levels of spatial
functioning. And people vary in their levels of spatial ability.
Like all living things, we are an integral part of space and time. We depend on space and live
experiencing our own spatiality. I spent the first moments of life in the intrauterine space, we were born and
live surrounded by space environmental, social, cultural, we are an integral part of the universal space, we
carry within us imaginative spaces, we anchor ourselves s piritually in the divine space. Our life cannot be
dissociated, can only be imagined as an irreversible succession of spatial orientations. Moreover, the people
of today's society are increasingly asserting their existence in virtual spaces, spaces that "d issolve" distances
and physical time. In a philosophical and physical sense, the category of space expresses the order, position,
distance, size, shape and extent of coexisting objects in the real world. Space is considered today a
philosophical category t hat designates objective and universal forms of existence of moving matter. Unity
with matter determines the infinite character of space and the eternity of time. Engels considers that "the
basic forms of any existence are space and time, and that an exist ence outside of time is as absurd as it is one
outside space."
According to the Romanian language dictionary, space represents an objective and universal form of the
existence of matter, inseparable from matter, which has the aspect of an uninterrupted who le with three
dimensions and expresses the order of coexistence of real world objects, position, distance, size, shape,
extent. Also, space is an infinite expanse that encompasses celestial bodies; air; portion of the atmosphere;
the expanse, the place tha t surrounds us. Living in space, as inseparable parts of it, our integration depends
on how we think. Thinking as a specific human attribute represents the higher faculty of the human brain,
which generally reflects objective reality through notions, judgm ents, theories. At the same time, thinking
manifests itself as a complex cognitive process comprising the subjective reflection of the objective reality,
of the object, and the ideational, imaginary construction of reality. Psychology has shown that thinki ng is a
generalized and abstracted construction of the real and the possible. Human thinking exists and acts through
the formation and transformation of concepts; capturing relationships and extracting meanings, solving and
discovering problems, strategies for solving them. Thinking can also be conceived as a decision -making
process because thinking involves selecting information and strategies for intelligent adaptation to the
environment.
Thinking , as a cognitive phenomenon, is generated by the human brai n. The brain is composed of two
hemispheres whose functionality depends on each other, although the cortical areas in both cerebral
hemispheres, equal in distribution, have different specializations. The left one is dominated by the control of
fine, logica l movements and is important for the ability to analyze. The right one ensures the spatial, artistic
and relational perception. At present, it is admitted that the dominant left hemisphere predominates among
thinkers, and the right in creators.
The concept of "spatial thinking" is relatively new in the literature. Some authors have associated it with
spatial intelligence, that intelligence of "images and paintings" that involves the ability to correctly perceive

the world around visually, as well as the abi lity to recreate their own visual experiences. People with
increased spatial intelligence have the ability to perceive with great acuity the colors, lines, shapes, space,
they can perceive the relationships between these elements. They can also visualize, graphically represent
images in space, can understand their own position in a matrix space. They transfer mental images to an
object that they create or enhance. Visual perception is combined with a set of prior knowledge, experience,
emotional reactions, pre-existing images to create a new vision offered to others as experience.
The visual -spatial learning style is one of eight types of learning styles defined in Howard Gardner's
theory of Multiple Intelligences. Visual -spatial learning style or visual -spatial intelligence refers to a person's
ability to perceive, analyze and understand visual information f rom the world around them. They can imagine
concepts with the eyes of their minds.
Linda Kreger Silverman Ph.D., author of several books on visual -spatial learning, describes children
with this learning style as thinking in pictures rather than words. They learn more easily when presented with
visual rather than auditory information. They are full -image thinkers who understand a concept at the same
time and see the first whole before finding out the details. She believes that she does not learn i n the step –
by-step mode that is common in the classroom and does not learn well from drilling and repetition. When
the teacher asks them to show their work, they cannot do so easily, because they understood the concepts at
the same time, only to deduce the m logically. Despite this, they are able to work on complex tasks and can
be classified as system thinkers. However, they often seem less organized. Silverman's research shows that
30% of students are visually and spatially strong, and another significant percentage go to him.
Children with a spatial learning mode:
– they are sensitive to colors and images ;
– they get bored quickly when they are offered information only by hearing. They prefer that what
is transmitted to them be accompanied by images ;
– they reme mber the faces of people I see only for the second time, even if it's been a while since
the first contact ;
– when reading a book always look for a surplus of information in pictures, tables, diagrams ;
– children prefer to spend their free time drawing, painti ng, building or simply giving life to
objects ;
– they use their imagination and creativity to the fullest ;
– they spend their time dreaming, looking at pictures, illustrations, etc. ;
– they are interested in movies, slides, photography ;
– they express themselves extremely well if they use pictures or images as a support in their
communication ;
– he quickly notices changes in the body image of those around him (the way colleagues dress, if
someone has changed their hairstyle), but also in terms of the interior of a h ouse (if someone has changed
the place of a flower pot, if he has placed on the wall a new painting etc.) ;
– they are passionate about games such as puzzles, building objects with the help of lego pieces,
making maps, etc.
Due to the importance of spatial th inking in anchoring and orienting us in everyday life, it is necessary
to develop this type of thinking, to engage those mental levers that contribute to its cultivation. Moreover,

assuming the role of educators, we can and must develop this type of thinki ng for our students, starting from
identifying those notions whose understanding requires elements of spatial thinking and continuing with
those teaching strategies that can improve the way these notions. are taught. The most important, however,
is the way in which students' spatial thinking skills are put into practice, they are used for understanding,
orientation and integration in the multitude of spaces in which we live.

3. Time models and learning process
The idea of the educational process always invokes a duality, the existence of beings that provoke,
impose a change, as well as the existence of beings in development, who not only support change, but are
even actively involved in the act of change. It is about the change in time, space and form of the student's
knowledge, affective, emotional and action experiences, so as to determine changes in behavior, in the
structure of knowledge, of intellectual or motor abilities.
Within this unitary process, we can distinguish three categories of spe cific actions: teaching, learning
and assessment, which merge into a whole, which ensures the achievement of educational tasks, even if they
have distinct purposes, motivation and methodology. Whether they take place alternately or simultaneously,
they are inseparable, as integral parts of the same system. Teaching only makes sense insofar as it determines
an appropriate learning effort on the part of students, just as learning loses the connection between teacher
and student if it is not determined by teac hing. But, although the relationship between teaching and learning
is a cause -and-effect type, the approach is still not linear, in the sense that a certain type of teaching does not
automatically generate a certain type of learning. Teaching alone, no mat ter how good, does not automatically
lead, by itself, to the expected learning effects, but the teaching results are conditioned by the quality of
learning, as well as by the intervention of other factors involved in the process. Thus, successes and failur es
must be attributed both to the work of teachers and to the individual effort of students and to the influences
of other factors, with a positive or negative role.
Activating the teaching -learning of economic disciplines involves the use of methods, tech niques and
procedures that involve the student in the learning process, aiming at developing thinking, stimulating
creativity, developing interest in learning in the sense of training as an active participant in the education
process. The option for one me thod or another is closely related to the teacher's personality and the degree
of preparation, predisposition and learning styles of the group of students he works with. From this
perspective, methods for active learning can be classified into:
– methods t hat promote the understanding of concepts and ideas – they capitalize on students' own
experience, develop communication and relationship skills, mental release and aim to form an active attitude:
discussion, debate, role play, brainstorning, Phillips 6 – 6, etc .;
– methods that stimulate thinking and creativity – determine students to seek and develop solutions to
various problems, to make critical reflections and value judgments, to compare and analyze given situations:
heuristic conversation, case study, solving problems, teaching game, exercise, brainstorning;

– methods by which students are taught to work productively with others and to develop skills of
collaboration and mutual help: the mosaic, the cafe, the project in small groups, the cube.

4. Associative processes in spatial -temporal cognition
Memory is a complex process across different brain regions and a fundamental function for many
cognitive behaviors. Emerging experimental results suggest that memories are represented by populations of
neurons and organized in a categorical and hierarchical manner. However, it is still not clear how the neural
mechanisms are emulated in computational models. In this paper, we present a spatio -temporal memory
(STM) model using spiking neurons to explore the memory formulation and organization in the brain. Unlike
previous approaches, this model employs temporal population codes as the neural representation of
information and spiketiming -based learning methods to formulate the memory structure. It explicitly
demonstrates that the complex spatio -temporal patterns are the internal neural representations of memory
items. Two types of memory processes are analyzed and emulated: associative memory, i.e., spatio -temporal
patterns driven by intra -assembly connections , and episodic memory, i.e., temporally separated spatio –
temporal patterns linked by inter -assembly connections. Our model will provide a computational substrate
based on lowlevel neural circuits for developing neuromorphic cognitive systems with wide appl ications.
Associative recognition is the important ability to recognize that two events occurred at the same time,
and might therefore be related. To investigate associative recognition memory, subjects are typically first
asked to study pairs of words or other items, and later tested on whether two items were presented as a pair
or not. Thus, associative recognition does not only involve judging whether an item was encountered before
(recognition), but also whether it was encountered together with a specif ic other item (association).
To account for single -item recognition memory, two classes of theories have been developed: single –
and dual -process theories. Both classes have later been extended to explain associative memory. Single –
process theories assume a single memory stage between perception and response, whereas dual -process
theories assume two different memory stages. Single -process theories are known as ‘global matching’ or
‘signal detection’ models. In these models, a ‘compound cue’ that contains bo th to -bejudged items is
compared to all relevant traces in memory. If the combined similarity to all memory traces exceeds a certain
criterion, it is assumed that the items were studied together. Thus, according to single -process theories there
is only a s ingle memory stage, and no information content is retrieved during this stage. Rather, a continuous
index of the similarity to all memory traces is retrieved. In contrast to single -process theories, dual -process
theories describe associative recognition as a combination of two memory processes. An early, fast, and
automatic familiarity process is similar to the matching process described above: it gives a continuous
estimate of how familiar an item is. However, this information is typically assumed to be in sufficient to judge
associations.
For this, a second process is required: recollection. This process is slower than the familiarity process
and retrieves qualitative information from memory – including associative information. The familiarity and

recollec tion processes have been related to different ERP components. Familiarity is thought to elicit a
negative response between 300 and 500 ms over mid -frontal electrodes, with new items being more negative
than studied items. Recollection is characterized by a more positive signal for studied items than for new
items between 500 and 800 ms over parietal electrodes (the parie ntal old/new effect) .

5. The spatial and temporal properties of eLearning: a student's perspective to
enhance the acquisition of skill s

To check the assessments of the understudies with respect to the spatial and fleeting properties of
eLearning, a contextual analysis about the understudy's point of view to improve the procurement of abilities
has been executed. The contextual analysis goes under the type of a survey in which 93 understudies were
asked 27 inquiries. Those inquiries were ordered in 5 classes, every classification speaking to a perspective
of the learning perspectives and those are:
– curricular area;
– spatial analysis of the courses;
– evaluation and corrections;
– temporal analysis of courses;
– social opportunities.
Additional ly, each answer of the inquiries speaks to a number from a reaction scale with values
between 0 to 5, each number speaking to : 0 = not significant; 1 = extremely low significance; 2 = low
significance; 3 = medium signi ficance; 4 = high significance; 5 = exceptionally high signifi cance.

Right off the bat, we will check the all out number of the appropriate responses in the poll, assembled
by their worth (from 0 to 5) and spoke to in rates, to have an outline of the outcomes, given in figure 1 :

Figure 1 – Answers of the question naire, g rouped by their value (from 0 to 5)

As it tends to be seen from the Figure 1, the greatest level of answers are of worth 4 (30%) , followed
by number of answers of 3 (28%) and afterward by 5 (23%). However, regardless of whether we have these
rates, we can't state that the survey result is that eLearning is better, on the grounds that not all the inquiries
or their setting all ude to that.
Further, we will take every class and examine its rates of answers, and what each question alludes to.
For the classification, alluding to Curriculum region, the rate (%) of the inquiry answers are spoken to in the
Figure 2. This alludes to how the educated exercises area, homework's, projects
also, encouraging techniques are comparing with what the understudies were anticipating from an eLearning
course.

Figure 2 – Curriculum area

As should be obvious from the Figure 2, the majority of the understudies are in any event happy with
the scholarly educational program region, the greater part of the appropriate responses being of medium (3)
and high (4) significance. Interim, for the spatial examination of the courses (introduced in Figure 3), the
inquiries allude to spatial learning, the visual components from the courses, the manner by which internet
learning utilize spatial investigation in the introduced courses, and if this is useful for the understudies.

Figure 3 – Spatial analysis of the cou rses

Similarly, the following classes are spoken to. Those categories refer to methods of assessment or
evaluation like tests and tests and if those assessment or evaluation techniques present the data's in an
unmistakable manner, if the structure of activity is adjusting the course, if the assessment or evaluation is
checking the limit of the understudy to take care of issues, not just retain data, the appropriate responses being
seen in Figure 4.

Figure 4 – Assessment or evaluation of the course

In the temporal analysis of courses category, the answers are also pretty good, online study having
more advantages in this area than the classic learning methods and this can be seen in the answers from Figure
5. High (4) and very high (5) importance are mainly reported.

Figure 5 – Temporal analysis of the courses

Likewise, in the Figure 6, regardless of whether the last class is alludi ng to social chances and one
may believe that there are not all that numerous approaches to mingle, one might not be right; in internet
learning you can collaborate with in any event similar number of understudies, regardless of whether not more
than in the exemplary learning strategies, and that is seen very well in Figure 6, where the vast majority of the
appropriate responses are better than expected about this subject.

Figure 6 – Social opportunitie s

Conclusions

Consequently, it tends to be inferred that not all understudies are concurring impe ccably with all the
parts of current methods of learning, yet all things considered, the most answers are over the normal degree
of significance and that implies that a large portion of the understudies as of now think about the cutting edge
learning tec hniques, and regardless of whether there are additionally some negative answers, possibly later on
this will change and web based learning will be seen better by an ever increasing number of understudies.
To bring everything together, the current pap er delineated the eLearning stages – from the distinctions
among on the web and conventional eye to eye learning with the two its individual preferences and
weaknesses; to the spatial reasoning and learning measure – utilizing as a contextual investigation the psyches
of understudies from a specialized University of Romania. With respect to spatial region of comprehension,
it is important to keep a cozy co nnection between human space ideas and spatial ideas which is utilized for
fake specialists/distance learning. As follows, the advancement of spatial' segment of an eLearning framework
should be strengthened, to supplement as opposed to supplant human intellectual capacities.
Then again, time is pervasive in the working and information on the cerebrum. The current investigation
uncovers that time the board is a solid purpose behind those that pick internet learning. The vast majority of
the unde rstudies think about the adaptability of web based learning as something positive.
At last, the educator is not, at this point the person who expresses with the understudies, yet rather is a
guide in the learning movement everybody needs to follow. Edu cating is finished utilizing dynamic and
participatory techniques that request understudies' advantage, inventiveness, creative mind, inclusion and
cooperation to get information to utilize them.

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Învăța rea vizuală în România, https://www.die –
bonn.de/visual/romana/materialien/National%20report_Romaina_ro.pdf
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