European Conference on e-Learning

Empowering Student Transition and Engaging Students Using Actionbound: A Gamified Collaborative Community Learning Platform

2024-10-23T11:39:14+00:00

Transition to University is a significant milestone for students who are embracing new experiences and challenges. It is particularly vital for international students who have to adapt to a new and different learning environment in the UK. Successful transition and sense of belonging in a new institution lay foundation for students’ academic success. However, transition is a process rather than an event. Accordingly, fostering a collaborative community learning environment and facilitate peer networks and community support becomes critical. It enables social interactions and active learning by engaging students in collaborative group activities, which would in turn support students’ transition to and belonging in a new learning environment. With the advancement of technology, computer-assisted and computer-supported collaborative learning flourished in 21st century. The emergence of mobile digital technology leads to the design of gamification in learning, known as game-based learning or gamified collaborative community learning in order to engage students in fun and interactive activities. ‘Actionbound’ is one of the versatile gamification platforms and mobile apps which can engage students in collaborative community learning with gamified activities. It enables users to create, share and participate in interactive scavenger hunts, tours, games and quizzes. It allows users to design custom challenges, incorporate multimedia content and track players’ progress in real-time. It engages participants to work collaboratively to solve challenges and complete tasks. At UHBS, we have used Actionbound to support the student transition into the University’ learning journey at the start of term. We used scavenger hunt game and quiz functions within Actionbound to direct students to collaborate in teams to solve the challenges and tasks. In this action research, students found Actionbound fun and loved the competitive nature with points and leaderboards. It helped them build network and form friendship. Together, they solved puzzles and tackled challenges which supported their transition and got them prepared for learning in a new environment. Moving forward, as an ongoing action research, we would like to extend the use of Actionbound to term time and in module delivery so to track students’ engagement with the collaborative learning platform and investigate the impact on their academic performance.

The Role of AI-Driven Personalized E-Learning In Enhancing Economic Competitiveness: A Comparative Analysis of Developed And Developing Countries

2024-09-25T00:09:06+00:00

This study explores the influence of AI-driven personalized e-learning on the Global Competitiveness Index (GCI) across six countries, comprising three developed (USA, Germany, Japan) and three developing (Pakistan, India and Nigeria) nations, over a span of 17 years (2007-2023). Utilizing a least squares regression model, the analysis incorporates key variables including the Artificial Intelligence Global Index (AIGI), Human Development Index (HDI), and R&D expenditure as control variables to assess their impact on GCI. The model demonstrates a robust fit, with an R2 value of 96.79% and an adjusted R2 value of 96.50%, indicating that AI-enhanced e-learning is a significant predictor as independent variables of economic competitiveness GCI. The findings underscore the significant role of investment in AI and e-learning technologies, particularly in enhancing economic competitiveness, as evidenced by strong positive correlations between GCI and AIGI, HDI, and R&D expenditure. The results are consistent with IBM's research, which highlights the importance of these variables in driving national competitiveness in the global market. The study concludes that AI-driven personalized e-learning is a critical lever for improving GCI, particularly for developing countries aiming to close the competitiveness gap with developed nations. The implications of this research suggest that targeted investments in AI and e-learning can substantially contribute to sustainable economic growth and international competitiveness. This study offers valuable insights for policymakers and educational institutions aiming to enhance their nation's competitiveness through strategic investments in AI-driven educational technologies.

Strengthening Teacher Agency: Supporting the Orchestration of Ethical Dilemmas With EthicApp

2024-09-26T18:15:58+00:00

Developing ethical reasoning as a competence is gaining relevance in higher education settings influenced by the current demands of society. One approach to achieve this competence is to propose realistic ethical dilemmas to the students. Nevertheless, educators need help in integrating ethics education effectively in higher education due to curricular constraints and a lack of supportive structures. EthicApp is a social platform that aims to support teachers in designing and enacting learning scenarios to foster ethical reasoning. However, the introduction of a new tool such as EthicApp may have undesired consequences for teachers’ agency. The notion of teacher agency is complex and not sufficiently studied in Technology Enhanced Learning contexts. For this reason, we propose to study the implications of the use of EthicApp for teacher agency in the light of the metaphor of orchestration. The metaphor of orchestration in TEL offers a holistic approach to studying how teachers integrate technologies into their practice. This paper presents preliminary findings from a case study in which three higher education teachers orchestrated learning designs supported by EthicApp. Early findings indicate that, although managing the learning scenarios in real-time was perceived as demanding, EthicApp empowered the participant teachers to design innovative learning scenarios, raise awareness, and inform the adaptation of the learning scenarios.

Bucco-kid®, an Innovative Tool for Learning Oral Hygiene at School

2024-07-12T11:50:21+00:00

Numerous studies have shown that socio-economic background, parents' professional status and geographical location are determining factors in access to oral health care and awareness of its importance. In view of the significant social and territorial disparities observed in children's oral health (Anastasio, Laventhal & Amadon, 2022), schools are an ideal place to take action and reduce these inequalities (Ministry of Education, 2021). Indeed, schools enable us to reach all pupils, whatever their socio-economic background. On that perspective, Bucco-kid® project was conceived, drawing on the advantages offered by e-digital technologies. Bucco-Kid® platform provides elementary school teachers with a set of scripted teaching resources, constantly updated by oral health professionals (dentists). These resources, in line with school curricula, cover the key points of oral hygiene, such as discovering the mouth, nutrition, brushing, the role of the dentist and trauma management. They enable teachers to carry out a complete 5-step awareness-raising program with their pupils. The aim of this study is to analyze the usability of the platform from the point of view of teachers' user experience (UX), and actual use of the tool in classroom situations. Data are very positive about its implementation and democratization on the studied context.

Analysis of the Learning Achievement Gap Between Courses Adapted to Virtual Modality and Courses for a LMS in Undergraduate Studies

2024-09-13T15:12:52+00:00

The purpose of this research was to determine if there is a gap between a course adapted from a face-to-face to a virtual format and a course specifically designed to be taught in a virtual environment through an LMS. The results showed a gap of more than 10%, with the experimental group obtaining an average final grade 23% higher than the control group. A 24% improvement in grades was observed with the increase in supervisory activities in one unit of the course. The tutor-teacher's expertise and willingness to help students were key elements to the success of undergraduate students.

Tapping into Gen Z Ways to Enhance E-learning and Meaningful Connections

2024-09-27T07:28:05+00:00

Generation-Z born 2000-2009 (Australian Bureau of Statistics 2024) are comfortable with digital technology and connecting with one another using social media platforms. Regardless of this proficiency they may still experience challenges engaging with online learning especially around social cohesion, wellbeing and learning success. Other challenges they may encounter are communicating and interacting face-to-face in the workplace, which is a vital 21st Century graduate attribute. A growing societal concern is staff shortages and unfilled vacancies within the health sector. There are many factors influencing health care workforce shortages, but Generation-Z may be a good fit due to their growing awareness of societal concerns and willingness to upskill. This study seeks to investigate the enablers and barriers impacting Generation-Z nursing students’ ability to successfully engage with e-learning and to communicate effectively in face-to-face interactions within the workplace environment. Furthermore, this study seeks to explore the ways Generation- Z nursing students communicate and interact with each other on social media. The study will use a qualitative, social constructionism (making meaning in a social context) methodology. Methods include three focus group discussions with students aged 18-24 years, enrolled external/online in an undergraduate nursing program, with a minimum of one clinical placement completed or attempted. Data will be analysed using thematic analysis process proposed by Braun and Clarke (2022). Findings will inform e-learning design strategies that address the identified barriers and use the enablers to help Generation-Z successfully transfer their social media communication knowledge and skills to better engage with online learning, leading to higher satisfaction and completion rates. These strategies include supporting the transference of their fluent online social media communication skills to build and use meaningful connections relevant to the healthcare workplace that further supports the enablement of the graduate attribute, effective communicator.

Digital Open Library Development : A Real Path Towards Sustainable Math Education

2024-08-20T19:48:58+00:00

After the globally atypical year of 2020, distance cooperation and experimentation with virtual and blended learning opportunities are becoming a standard in all educational levels. Digital teaching/learning materials are at the forefront of this movement, presenting many advantages, since these can be innovative, engaging, interactive, and can even be tailored to meet the students’ and teachers’ needs. In this context, Open Educational Resources (OER) are a powerful concept for sharing the world's resources for the common good, reflecting the international commitment to Education For All (EFA). In the past few years, the development of OER has grown exponentially, however, several are quite “closed” and few have the necessary scientific and pedagogical quality certification as real “educational” resources, particularly in the Mathematics area. This was the main idea behind an Erasmus + Project, that brought together six Higher Education Institutions (HEI) from five European countries. This project, still in development, has emerged from a practical need for hybrid and remote teaching and learning open support. Its main goal is developing an Open Digital Library of Mathematics OER in seven distinct languages, encouraging its open dissemination and use, building a truly sustainable Math education promotor. An overview of the project and its main objectives will be presented, as well as its several operational and progress challenges as well as the results that have been accomplished thus far. This project entails several distinct but complementary features that started with the construction of an OER assessment model, culminating with the development of a multilingual OER bank and its continuous sustainability. This can only be achieved with the future establishment of an OER developer’s community among Math teachers and students from several education levels, that will be engaged in other project programmed activities, as Teachers’ Trainings, Users’ International Challenge and Students’ International Competition. This Project progress and success is largely based on the interaction, input and participation of all stakeholder groups.

Technological Aspects of Gamification: Criteria for the Selection of Digital Tools and Platforms

2024-07-02T06:49:54+00:00

This work-in-progress paper describes research conducted as part of the ongoing project "Enhancing Motivation for Learning Through Gamification", whose main aim is to develop a pedagogical-technological gamification framework to help high school teachers design and implement gamification activities. The research will be conducted using the Design-Based Research (DBR) methodology. Currently, the project is focussing on researching the technological aspects of the gamification framework. This paper proposes criteria to consider when selecting digital tools and platforms for gamification and presents the results of analysing selected tools. The main contribution of the paper lies in its own categorisation of the gamification criteria based on the MDA framework, in which the gamification categories are described according to Mechanics, Dynamics and Aesthetics. As an example of the application of the categorisation, the analysis of the gamification tool Kahoot! is described in detail.

The Impact of Generative Artificial Intelligence on Education: A Comparative Study

2024-09-14T23:46:35+00:00

Generative Artificial Intelligence (GAI), also known as creative AI, is a technology capable of independently producing original and creative content, such as text, images, videos, music, or code. It uses machine learning algorithms to analyze and learn from a vast amount of data to generate similar or even innovative content. This type of AI is used in several fields, such as health for the production of new drugs, design to generate adaptive designs, video games to create immersive environments, and artificial intelligence to generate training data for new networks. Seizing the opportunities offered by AI innovations in education is crucial. We cannot afford to let time pass without doing anything and without benefiting from this technique. It is time to enhance traditional learning methods and adopt more innovative approaches that take advantage of the potential of AI, like content and exam generation, and also improve students' learning experience by exploiting their closeness to the technology. This paper aims to answer the question of when and how to use artificial intelligence responsibly, considering it as a technology and limiting its excessive use. Additionally, we present the impact of GAI through a comparative study of student performance in three exam types: a classical MCQ exam written by the teacher, an adaptive MCQ exam generated by GAI from a topic, and a third MCQ exam generated by GAI based on the content of the provided documents. This study is conducted on students undergoing a software testing training program. By evaluating their performance in the AI-generated adaptive MCQ exams and the traditional MCQ exam, we can gain insights into the potential of this technology to enhance educational practices and provide personalized learning experiences. This research will contribute to the ongoing discussion on responsible and effective utilization of GAI in education, paving the way for future advancements in the field.

Cultivating Digital Skills: Assessing Trainee Digital Skills and Individual Needs

2024-09-29T16:35:32+00:00

It is widely recognised that having applicable digital skills is crucial to a lot of professions and is highly relevant to economic growth and digital transformation. Additionally, a lot of digital training does not consider, the specific needs of the individual. As such, this paper presents an adaption for means of digital skills assessment and training readiness, and practical skills appraisals, which allows training to be modified to individual needs. This paper focuses on a skills' assessments (appraisals) for working professionals that are not in traditionally IT specialist roles such as physio therapists and food technicians, specifically in how working professionals can be assessed and better prepared for digital upskilling. An adapted framework is motivated by using concepts of digital skills' assessment by Van Laar et al. (2018), which includes adapting their established set of measures for 21st century Digital skills. The results and findings, to date, are based upon twelve skills appraisals and six short training sessions, across six participants. Resulting in qualitative data in the form of researcher observations and participant narrations over skill-based activities with non-IT based professionals. Participants were recruited primarily from a regional skills support scheme focused upon digital skills' development, for people in employment. The aims of this paper are to report the findings of active research and to provide initial insights regarding strategies for digital trainers. The suggested approaches are intended to highlight areas of interest and focus for trainees. These approaches should benefit skills development and delivery for a large population of non-IT based professionals.

Enhancing Geometry Learning with GeoGebra: A Study

2024-09-02T19:51:22+00:00

This study investigates the integration of GeoGebra software and various digital technologies, including augmented reality (AR), virtual reality (VR), and 3D printing, into geometry courses for future mathematics teachers at the Faculty of Education, University of Ostrava. Conducted over two years using a design-based research (DBR) approach, the study involved first- and second-year students training to become primary school mathematics teachers. The primary objectives were to enhance conceptual understanding, improve spatial reasoning, develop algorithmic and critical thinking, and reduce reliance on formal knowledge through a combination of traditional and digital methods. The teaching model was iteratively developed and refined based on continuous feedback and evaluation. Initial activities combined traditional "pencil and paper" techniques with GeoGebra's dynamic capabilities. Advanced features, including GeoGebra applets, AR, VR, and 3D printing, were progressively incorporated to provide more immersive and interactive learning experiences. Data were collected via questionnaires, classroom observations, and reflective journals, offering comprehensive insights into student engagement and learning outcomes. Findings indicate that integrating GeoGebra and digital technologies significantly enhances student engagement, motivation, and understanding of geometric concepts. Students demonstrated improved spatial reasoning and algorithmic thinking, and future teachers gained valuable skills for creating interactive and effective learning environments. Challenges included initial resistance to digital tools and the need for continuous adaptation based on feedback. The study concludes that incorporating GeoGebra and digital technologies into geometry education can transform traditional teaching methods, making lessons more interactive, engaging, and effective. Future research should focus on long-term retention of geometric concepts, larger and more diverse sample groups, and further integration of advanced digital features and cross-disciplinary applications. This innovative approach holds significant potential for enhancing geometry education and preparing future educators with practical, modern teaching strategies.

Digital Tools in the Thesis Process: A Case Study from Sweden

2024-09-05T08:12:37+00:00

The emergence of autonomous learning has revolutionized educational systems, offering new pathways to enhance higher education. Across most Swedish universities, Bachelor's and Master's theses (final projects) represent an important part of students' academic journey. Embracing technology as a tool, rather than an end in itself, has become imperative in contemporary higher education and thesis processes. Departing from traditional instructional methods, the focus has shifted towards interactive and autonomous learning, propelled or supported by digitalization. Despite the growing emphasis on autonomous learning and the benefits of technology-enhanced learning (TEL), there are concerns about the misuse of digital tools such as Generative Artificial Intelligence (GAI) in educational contexts. The scarcity of knowledge to properly use available tools would potentially affect students' academic performance and future employment prospects, which has recently caused significant concern for educational authorities, educators, and even policymakers. This study reflects on students' perceptions of using digitalization and GAI to facilitate autonomous and interactive learning to support the thesis writing process. The focus is to understand how digital natives (predominantly Gen Z) view the integration of new digital tools in autonomous learning. A case-based approach in the form of an open survey conducted during the spring semester of 2024 gathered 52 responses from students within the informatics discipline at bachelor's and master's levels in a Swedish university. Results indicate that most students used digital tools such as GAI interactively, in the thesis process, mainly for constructive learning. They indicated that learning about digital tools as part of their formal learning leads them towards effective and more structured use of the tools for brainstorming, drawing inspiration, and developing interactive learning, which simulates real-world peer interactions or teacher-student dynamics. This instructional approach equips students with the skills to responsibly use tools as academic support rather than for any other inappropriate purposes. Effective utilization of digital tools promotes autonomous learning, leading to improved quality of bachelor's and master's theses and overall academic performance in higher education. Conversely, inadequate knowledge and improper use of these tools can negatively impact students' educational outcomes.

Examining the Relationship Between Student Online Learning Readiness and Their Satisfaction on Distance Learning.

2024-09-30T14:45:23+00:00

Assessing Student's Online Learning Readiness is among the critical factors that help higher education institutions to achieve their goals. However, majority of these studies were conducted in western countries. Thus, the current research aimed to examine the relationship between Student's Online Learning Readiness (SOLR) constructs and their satisfaction on distance learning in the higher education institutions in the United Arab Emirates (UAE) context. A quantitative research methodology was used to answer the research question. The questionnaire was distributed among 621 students. SPSS software was used to examine the preliminary data, while SmartPLS software was used for the measurement model and hypotheses. Statistical analysis indicated that there was a positive relationship between satisfaction on distance learning and the following constructs of Student Online Learning Readiness: 1) Technical competencies, 2) Communication competencies, and 3) Social competencies with instructor. While there was no relationship between satisfaction and the following constructs of Student Online Learning Readiness: 1) Social competencies with classmates, and 2) Self-directed learning. The findings extended both student e-learning readiness and satisfaction literature, and supported the applicability of western models such as the Student Online Learning Readiness model developed in the United States in higher education institutions in not often examined contexts such as the UAE. Furthermore, the achieved result extended Yu and Richardson’s (2015) model by examining the impact of self-directed learning as additional construct to overcome the limitation of the used model. Concerning contextual contribution, this research is among the first studies to examine this relationship in the UAE context, which can help decision-makers to understand the significance of investment in student experience and the overall role of student's different competencies on achieving outputs such as their satisfaction with distance learning. With regards to managerial implications, this study confirms the need for implementing national level strategy to identify and enhance human capital required competencies and skills which could help students in the short and long term to achieve the required objectives.

The Impact of the EduIntegrity Suite on Academic Integrity: A Qualitative Study

2024-06-16T09:27:54+00:00

The EduIntegrity Suite, a collection of tools designed to promote academic integrity, has garnered significant interest within educational institutions. This study explores the Suite's perceived effectiveness and its influence on various stakeholders through a mixed-methods approach. Semi-structured focus group interviews were conducted with students, educators, and administrators at institutions utilizing the Suite. Student discussions explored their perceptions of the Suite's impact on their learning environment and potential concerns. Educators discussed how the Suite influenced their teaching practices and addressed suspected misconduct. Administrator focus groups provided insights into the decision-making process for implementing the Suite, its effectiveness, and its broader cultural influence. An online component complemented the focus groups, involving a comprehensive review of documents and websites related to the Suite. Company websites and product information for the Suite's individual tools were examined. Academic resources discussing the Suite's functionalities and potential applications were reviewed. News articles and blog posts offering insights from educators, administrators, and students regarding their experiences were explored. The findings highlight the Suite's multifaceted functionalities, including plagiarism detection, grammar and citation checking, originality reports, and remote proctoring services. While students acknowledged the Suite's potential deterrent effect, concerns about workarounds and a shift in focus from learning to detecting cheaters were also voiced. Administrators, however, emphasized the Suite's potential as a tool for promoting a culture of academic integrity, not just detecting plagiarism. Transparency and clear communication emerged as crucial for fostering trust and student acceptance. The EduIntegrity Suite appears to offer a promising approach to academic integrity when implemented strategically and combined with effective pedagogical practices. However, the success hinges on a multi-pronged approach that addresses student concerns, utilizes the Suite's functionalities effectively, and fosters a culture of ethical learning within the institution. To achieve this, institutions can prioritize clear communication about the Suite's purpose and limitations, support and develop staff with the Suites functionality and ethical consideration. Moreover, encourage educational initiatives that promote critical thinking, responsible research practices, and proper citation skills. Collaboration between educators and administrators can leverage the Suite's capabilities to create a more supportive and ethically sound learning environment.

Slow and Steady or Fast and Furious: An Analysis of Completion Duration in open.uom.lk

2024-08-04T09:47:33+00:00

The open.uom.lk platform is an open learning platform developed by the University of Moratuwa, Sri Lanka, offering free asynchronous online IT related courses. The platform was developed as an initiative to meet the growing human capital requirement of the IT industry in Sri Lanka, one of the only sectors showing strong growth even during the country’s recent economic crisis. In the two years since the release of its flagship course Trainee Full-Stack Developer, there have been over 270,000 enrolled learners. The course consists of six subjects covering Python programming, web design, and a professional practice module that includes a capstone project. Despite the massive number of enrollments, as in many other MOOCs, completion rates remain low. For instance, for the two beginner courses in programming and web design, into which all participants are enrolled automatically, completion rates stand at 7-10%. Completion rates for subsequent subjects are higher given that enrollment is conditional on completing prerequisites. From a planning perspective, it is not just estimates of how many participants complete the programs but also the time they take to do so that are integral for determining the future growth of the IT industry. As such, this study aims to develop a model for course completion using survival analysis which has the advantage of being able to model censored data (e.g. when duration is unknown due to non-completion) and provide forecasts of completion rates at different points in time. The analysis uses student activity completion reports and demographic information of participants including employment and educational background. The findings suggest that the course interaction variables, particularly the speed of completing early activities, are more important for predicting course completion than the demographic variables, though education and employment status are also significantly correlated with completion. The survival model could then be used for purposes of predicting both the completion probability as well as the timeframe within which the completion may be expected.

An Innovative Course Structure to Teach Excel to Business School Students

2024-07-23T17:14:50+00:00

Mastering Microsoft Excel is an essential skill for any business school student, whether during their studies, their internships, or their future jobs. This competency is difficult to teach as many students think they master the software when they only use a tiny part of it. In this paper, we will describe an innovative course we’ve created to train a large group of students in our business school. This course combines e-learning paths, online synchronous sessions, and an adapted support. Having taught this course for several years, we will first describe the first sessions of the course. After these sessions, we observed that as some students are aware of the necessity to develop their skills, some others are not involved at all in the process. Following these sessions, we introduced some evolutions we will present. These evolutions improved the course. We will describe these evolutions and present the results on students’ training. Finally, we will present the future developments we plan to implement for next year.

Predictive Modeling for Enhancing MOOC Completion Rates: A Case Study

2024-08-16T18:40:55+00:00

In the realm of online asynchronous learning platforms, accurately tracking student performance to predict
course completion times poses a significant challenge. Completion rates for MOOCs are typically low, with a
bias towards participants with higher education levels. Understanding factors such as student motivation,
engagement, participation, and learning pathway design is crucial for improving student outcomes in online
courses. This research developed a predictive framework utilizing advanced deep learning techniques to
accurately forecast course completion times for participants enrolled in an introductory programming course
("Python for Beginners" course on the Open Learning Platform of University of Moratuwa Sri Lanka). By
accurately tracking student performance and leveraging a diverse dataset encompassing demographic and
educational variables, the research seeks to identify factors influencing course completion and predict
individual student outcomes. By utilising deep learning techniques, the prediction performance of the model
will be improved, ultimately contributing to a more precise forecast of course completion times for
participants. Evaluation of the model resulted in low Mean Absolute Error (MAE) of 0.0080 and low Mean
Squared Error (MSE) of 0.0033 which promises the effectiveness of the developed method in accurately
predicting course completion times for students. The findings of this study may help increase the successful
completion rate of such courses which are delivered in the online asynchronous mode. The study employed
advanced deep learning models optimized through Bayesian methods, highlighting the potential of these
techniques to enhance MOOC completion rates by offering precise forecasts and actionable insights into
student engagement. The comprehensive analysis revealed that variables such as 'Current_Lesson', 'Session
Time Category', and 'District_Score' significantly influence completion times. The robust methodological
framework, including feature engineering, model training, and hyperparameter optimization, sets a precedent
for future research in the field. This research contributes to educational data mining and predictive analytics,
offering a scalable approach to improving completion rates and educational outcomes across various online
learning platforms. Future research should explore incorporating real-time data and longitudinal studies to
enhance model accuracy and generalizability. Additionally, addressing potential biases in the dataset, such as
demographic, prior knowledge, and resource access disparities, is essential to ensure the fair and equitable
application of the model across diverse student populations. Expanding the research to include a wider range
of courses and institutions will further validate the model's robustness and applicability in different
educational contexts.

Tailoring Entrepreneurial Education: Demand-Driven Insights for an Entrepreneurial Online Mentoring Program

2024-08-25T12:34:54+00:00

The 2023 European Innovation Scoreboard reveals that there is an innovation asymmetry between different European Union (EU) regions, which is leading to an innovation gap. In particular, southern and eastern EU countries showcase a lower level of innovation compared to their northern and western counterparts. To tackle this issue, the ENTRPRENEDU project, funded by the European Union, endeavors to bridge the innovation and educational divide across EU regions through a scalable "Venture Building Program". At its core lies the precisely crafted ENTREPRENEDU mentoring program, which aims to nurture 12, through hackathons selected, teams from the emerging to moderate-innovation countries Italy, Greece, and Bulgaria. This paper presents the methodological framework, execution, and results of the demand analysis underpinning the development of the ENTRPRENEDU online mentoring program. Employing a qualitative research design for the demand analysis, semi-structured interviews were conducted to delve into the nuanced needs and experiences of the participating teams. These hour-long sessions followed a pre-defined guideline and aimed to determine the specific entrepreneurial needs of the participating teams. For the analysis of interview data, a thematic approach was utilized revealing clusters of predominant demands among the teams, serving as the cornerstone for deriving six overarching mentoring modules. These modules were tailored to address the identified demands and laid the foundation for the program's curriculum development. Each mentoring module was crafted to align with the specific learning objectives of the teams, ensuring targeted guidance tailored to their unique journey. This paper highlights the symbiotic relationship between the identified demands of the teams and the structured mentoring curriculum, underscoring its significance in providing tailored support conducive to their success. The findings not only contribute to the academic discourse on mentoring program development but also hold practical implications for policymakers, educators, and entrepreneurs striving to foster innovation and entrepreneurship in their respective contexts.

Perspectives of Czech High School Students on Cheating in Remote Education

2024-08-11T12:14:37+00:00

This study explores the perspectives of Czech high school students on using digital technologies for cheating during remote education, a phenomenon encouraged by the abrupt transition to online learning due to the COVID-19 pandemic. Through a mixed-methods research design, this study collected data via an online questionnaire with 24 questions completed by 316 students from secondary schools and conducted individual interviews with seven teachers. In their study, the authors focus on three questions: How much do high school students know which digital technology they can use for cheating in remote online education? What are their experiences with cheating in remote online education? What are the preventive solutions recommended by students and teachers to eliminate online cheating? The research findings indicate that students perceive online cheating as justifiable, primarily due to their disengagement with the course material and lack of interest in learning under the pandemic's extraordinary circumstances. Students frequently used technical means for cheating, with mobile phones and screen-sharing during online tests being the most popular methods. Additionally, the use of internet resources to find answers was the most commonly reported form of online cheating. To address this issue, students outlined various anti-cheating strategies, categorised into three perspectives: pessimistic, practical, and critical-realistic. The pessimistic perspective indicates scepticism about the feasibility of effectively combating cheating, whereas the practical perspective offers tangible, immediate solutions. The critical-realistic view provides a thoughtful and pragmatic approach to the problem, suggesting a balance between understanding the complexities of cheating and implementing realistic measures. The study highlights educators' critical role and emphasises the importance of aligning assessment methods with students' learning needs and expectations to reduce cheating tendencies naturally. The rise of AI technologies has introduced new dimensions to the problem of online cheating, as AI tools can facilitate academic dishonesty. However, AI can help detect and prevent cheating. The authors suggest using formative assessments and creating an engaging, supportive online learning environment to deter dishonesty and promote academic integrity.

Gamifying Sustainability: Leveraging Game-Based Learning to Champion Sustainable Development Goals (SDGs) – A Case Study

2024-07-11T06:32:25+00:00

This paper examines how sustainability education can be effectively integrated into game-based learning (GBL) to enhance environmental consciousness. As global ecological challenges intensify, instilling sustainable practices in future generations becomes crucial. GBL offers an engaging platform to embed sustainability concepts through immersive and interactive virtual environments. The study explores the theoretical underpinnings of sustainability education and GBL, highlighting their synergy in raising awareness and fostering sustainable behaviours. By reviewing existing literature, it evaluates the impact of incorporating sustainability principles into GBL platforms. The discussion includes the integration of the UN’s Sustainable Development Goals (SDGs), real-world scenarios, simulations, and collaborative elements to deepen players' understanding and stimulate critical thinking about complex sustainability issues. The paper also examines the role of feedback mechanisms, assessment tools, and adaptive learning approaches in maintaining engagement and knowledge retention. It concludes by advocating for the inclusion of sustainability in GBL as a means to develop environmentally conscious citizens. Leveraging the immersive nature of games, educators can cultivate a generation equipped to understand and address sustainability challenges, contributing to innovative educational approaches for promoting sustainable practices.

AI chatbot: I want help, not the answer!

2024-08-20T14:10:45+00:00

In recent years, the integration of artificial intelligence (AI) into educational settings has become a topic of great interest. As technology continues to evolve, educators and students are exploring how AI can enhance learning experiences. University of South-Eastern Norway (USN) and Kristiania University College (HK) are developing a web-based educational tool, DbPersist, where IT students can practice tasks within the database subject and receive automated feedback. The latest version now also offers students suggestions on how to utilize AI for learning while they are solving various database related tasks. In this study, we explore the students' experiences with getting automatically generated “prompts” for further use in their preferred AI tool, whenever they request assistance. Do they see the value in gaining experience in using prompts designed for learning? Do they believe it might help them using AI for learning purposes in other courses in their study? To answer these questions, we conducted surveys and interviews. Participants included bachelor students across various disciplines and multiple campuses at USN. The participants were all enrolled in database courses with learning goals involving the database query language SQL and ER modelling (drawing Entity-Relationship Diagrams). Early findings suggest that students appreciate the assistance provided by DbPersist’s AI prompts. They value the emphasis on AI-assisted learning and find the prompts useful for getting assistance in solving difficult tasks as opposed to getting complete answers. They also see the value in gaining experience in using AI chatbots using prompts designed for learning and understanding. As AI continues to shape education, tools like DbPersist offer exciting possibilities. DbPersist exemplifies how AI may be used to empower students, emphasizing learning and understanding alongside correctness.

Examining the Views of non-e-Tutoring Students on Potential Benefits and Drawbacks of Incorporating e-Tutoring into Their Learning Experience

2024-06-29T06:38:33+00:00

In recent years, technology integration in education has transformed the learning environment in online institutions. One technological advancement that has gained popularity is e-tutoring which offers personalised academic support to students through online platforms. While e-tutoring has become well-known and has been adopted to promote collaborative learning, there are still students who do not use these services for various reasons. This study explored the perspectives of students who do not utilize e-tutoring services in online education settings, shedding light on their perceptions. A quantitative research approach with a descriptive design was adopted to gather and analyse data on the perspectives of non-e-tutoring students. Online questionnaires were employed as the primary data collection method, allowing for the efficient collection of data from many respondents. The data was analysed using the Statistical Package for the Social Sciences (SPSS). Ethical concepts such as informed consent, anonymity of responses and protection of respondents against harm were maintained. Findings indicate that non-e-tutoring students perceive a sense of control over their own pace of learning, suggesting a preference for self-directed learning and the ability to tailor their educational experience to their individual needs and learning styles. They also perceive a lack of clarity in the roles of e-tutors, leading to uncertainty about their responsibilities. In terms of communication, students feel overwhelmed by the volume of announcements and find repetitive information frustrating. Additionally, some students face challenges with their internet connection and associated cost, which can hinder their participation in online activities. Notably, a desire for peer interactions, teamwork, and a sense of belonging in a community highlights the importance of social aspects in online learning. This study recommends that students seek alternate support systems by contacting academics and facilitators for guidance and clarification. Developing self-directed learning skills is essential, empowering students to take charge of their learning through setting objectives, creating their study plans, and utilising resources. For higher education institutions (HEIs), it was recommended that they ensure that a variety of support services are available to cater to the needs of all students, including non-e-tutoring students.

Frustration Gap Bridging: A Second Look at Vocabulary Proficiency with the Yes/No Test

2024-07-01T01:30:27+00:00

This research advances the scrutiny of the Yes/No test's (Meara: 1990) efficacy in evaluating vocabulary proficiency among language learners of high, middle, and low proficiency levels, focusing on its capability to mitigate the frustration commonly encountered by this demographic. As highlighted in the recent investigation (Goetz, 2023), the Yes/No test prompted respondents to signify their word familiarity through binary choices. Yes, they know a word, and No, they don’t. Involving a paltry 56 English language learners of lower proficiency to determine if the test's impact on enhancing vocabulary skills had merit, it was found that contrary to the anticipated outcomes, the test did not yield significant advancements in students' performance on subsequent unit tests compared to their counterparts who were not subjected to the Yes/No test. This absence of tangible benefits, combined with the test's failure to deliver a contextualized and nuanced comprehension of vocabulary, raises questions regarding its efficacy as a pedagogical tool for vocabulary enhancement. Nevertheless, the results did not dismiss the Yes/No test's potential utility. For this study, a second look will address two critical shortcomings: the limited sample size and the absence of a diverse range of proficiency levels among participants. This inquiry reevaluates the Yes/No test's capacity to effectively navigate the intricacies of language acquisition, proposing a more in-depth investigation into whether this binary and straightforward approach could indeed be beneficial or whether it underscores the imperative for a more holistic and contextually aware method in language instruction by expanding the sample size and including more proficiency levels. Questions remain regarding the efficacy of the Yes/No test. Is it optimally utilized as a straightforward, standalone tool, or should it be considered within the broader spectrum of comprehensive, context-sensitive learning strategies? This inquiry invites a nuanced evaluation of the test's role in language acquisition. It challenges researchers and practitioners to contemplate whether its simplicity is a virtue in isolation or if its true value emerges when integrated with a holistic approach to learning.

Predictive Regression Modeling for Forecasting Graduation Duration in Online Offsite Degree Program

2024-10-23T10:49:27+00:00

The demand for Information Technology (IT) professionals continues to rise across various sectors, where they
play vital roles. However, the supply of IT graduates often fails to meet industry needs and this is a huge problem for the Sri
Lankan IT Industry (National IT-BPM Workforce Survey – 2019). In this context, this study presents a predictive regression
modelling approach to predict graduation duration in the Bachelor of Information Technology (BIT) degree program at the
University of Moratuwa, Sri Lanka. It integrates demographic data—student district, birth year, AL results, OL maths grade,
gender, employability status, occupation, and AL stream—along with academic performance indicators like diploma
completions and higher diploma completions. After evaluating the suggested features, the key findings indicate the
significance of certain features, notably the number of semesters taken to complete the diploma, higher diploma, and the
degree. Additionally, demographic factors such as district, birth year, AL results, OL maths grade, gender, and employability
status were found to be important. The regression analysis was carried out using the Orange data mining tool (Orange Data
Mining). Various algorithms, including random forest, neural network, linear regression, and k-nearest neighbours (kNN),
were used to develop predictive models. By adjusting parameters such as metrics, weights, number of neighbours, number
of iterations, and training dataset size, the models were optimised to better fit the dataset. Training and testing the models
revealed consistent error metrics, including MSE, RMSE, MAE, and R^2, validating the accuracy of predictions. By
considering the least and reasonable error in each model, the most suitable model to fit the given dataset was selected.
The prediction model accurately forecasted graduation duration for subsequent academic batches, demonstrating its
effectiveness in predicting student progress in the program. This research contributes to understanding the factors
influencing graduation duration in a distance learning context and provides insights for educational institutions to optimise
program planning and student support initiatives. Additionally, it is a good indicator to the companies to gain a better
understanding of the availability of future workforce.

Enhancing STEAM Education with AR: A Primary Education Teacher Training Study

2024-07-24T09:14:01+00:00

This research delves into the influence of Augmented Reality (AR) on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education within the domain of primary school teacher training at the university level. The core aim is to augment digital literacy within the primary education framework through inquiry-based teaching methods. This investigation was organized among students enrolled in the Faculty of Education, Comenius University in Bratislava. The empirical research is devoted to the contribution of AR technologies to the enhancement of STEAM education and its implications for future primary education teachers. Utilizing a qualitative research methodology, the study facilitated small-group project work among students, complemented by focus groups and interviews to garner comprehensive insights into their experiences and perceptions. The findings of this study illuminate the significant role of AR applications for enriching STEAM education, manifesting in motivation of future teachers and the advancement of specific STEAM competencies. The results indicate the advantage of the integration of AR technologies in educational settings as a tool for supporting digital, technical, and artistic skills among students. The research results are possible to use in the innovation of teacher training primary education study program. An interdisciplinary approach towards STEAM education can help future teachers to navigate and to understand a technologically driven world effectively. Furthermore, the study offers actionable recommendations for practicing primary school educators on the implementation of AR-based pedagogical strategies to enrich the learning experience. By doing so, it aims to bridge the gap between traditional educational methodologies and the demands of contemporary digital literacy, ultimately fostering a more engaging and effective learning environment for future generations. The research results will be implemented into the STEAM oriented subjects into the primary school teacher training at the university level and in the lifelong learning of the in-service primary school teachers from educational practise.

The Problem of AI Hallucination and How to Solve It

2024-07-05T16:48:35+00:00

AI in education is a topic that has been researched for the last 70 years. However, the last two years have seen very significant changes. These changes relate to the introduction of OpenAI's ChatGPT chatbot in November 2022. The GPT (Generative Pre-trained Transformer) language model has dramatically influenced how the public approaches artificial intelligence. For many, generative language models have become synonymous with AI and have come uncritically viewed as a universal source of answers to most questions. However, it soon became apparent that even generative language models had their limits. Among the main problems that emerged was hallucination (providing answers containing false or misleading information), which is expected in all language models. The main problem of hallucination is that this information is difficult to distinguish from other information, and AI language models are very persuasive in presenting it. The risks of this phenomenon are much more substantial when using language modules to support learning, where the learner cannot distinguish correct information from incorrect information. The proposed paper focuses on the area of AI hallucination in mathematics education. It will first show how AI chatbots hallucinate in mathematics and then present one possible solution to counter this hallucination. The presented solution was created for the AI chatbot Edu-AI and designed to tutor students in mathematics. Usually, the problem is approached so that the system verifies the correctness of the output offered by the chatbot. Within the Edu-AI, checking responses is not implemented, but checking inputs is. If an input containing a factual query is recorded, it is redirected, and the answer is traced to authorised knowledge sources and study materials. If a relevant answer cannot be traced in these sources, a redirect to a natural person who will address the question is offered. In addition to describing the technical solution, the article includes concrete examples of how the system works. This solution has been developed for the educational domain but applies to all domains where users must be provided with relevant information.

Flipped Classroom in the Czech Republic

2024-07-31T20:08:28+00:00

The Flipped Classroom approach, advocated since the 1990s by scholars such as Alison King, Eric Mazur, Maureen J. Lage, Glenn J. Platt, and Michael Treglia, involves students independently learning theoretical content before class via e-learning resources like video recordings and self-directed programmes. This allows educators to use class time for discussions and scaffolding as students engage in problem-solving tasks individually and in groups. Notable milestones include the establishment of Khan Academy in 2004, MEF University's adoption of flipped teaching in 2011, the founding of the Flipped Learning Network in 2016, and the extensive use of e-learning during the COVID-19 pandemic.

This paper examines implementing a flipped classroom project in environmental education in the Czech Republic. In 2018, three academics from different universities initiated the flipping of environmental education courses. The research, framed as combined action research, employed a questionnaire as the primary tool. Data were collected twice: in 2021, at the end of mandatory online teaching due to the COVID-19 pandemic, and in 2024, after three years of regular education. Responses from 288 students were analysed using standard statistical methods, while open-ended responses from 82 students and interviews with four university lecturers were qualitatively assessed.

The findings underscore the benefits of electronic materials, particularly students’ appreciation for interactive elements, time flexibility, and the ability to review content multiple times. Students' willingness to watch digital lectures at home decreased post-pandemic, and the perceived efficacy of this method was higher among students during the pandemic. Although students find the flipped classroom method effective, they favour its combination with traditional teaching methods. Educators, cognisant of the method's potential, interpret these results as indicative of “virtual environment fatigue”, noting students’ reluctance to prepare in advance as a significant barrier. They advocate for the widespread implementation of the flipped classroom model across faculties to optimise instruction and eliminate the need for switching between traditional and flipped approaches. This study offers a practical example and insights for educators seeking to integrate the flipped classroom methodology with e-learning tools into their teaching practices.

Industry Mentoring Program: Empowering External Degree Students for Career Success – Case Study from University of Moratuwa, Sri Lanka

2024-08-22T06:29:03+00:00

In today's interconnected world, open distance education has become widespread, granting students the flexibility and accessibility to pursue higher education through external degree programmes. Despite the increasing feasibility of delivering knowledge and skills online, a significant hurdle remains in ensuring that participants are adequately equipped for the demands of the professional world of work. Traditionally, exposure to industry standards and practical experiences is gained through activities like industry visits, guest talks, meetups, and workshops, which are often absent in online distance education programs due to their remote nature. This dearth of industry-preparedness and practical skills presents a formidable obstacle for graduates as they transition into the workforce. Thus, bridging the gap between academic learning and industry expectations becomes imperative to enhance students' employability and career readiness, ultimately fostering their success in the workforce. This case study delves into the solution to this challenge through a meticulously crafted programme aimed at cultivating industry-ready graduates. Leveraging available technology, the program provides immersive experiences within the online learning environment. The paper details the Industry Mentoring Program (IMP), which employs technology to simulate real-world experiences, assesses stakeholder perceptions of the programme's value, and offers insights for future enhancements. This programme was conducted targeting the final year students of the Bachelor of Information Technology (BIT) External Degree programme of the University of Moratuwa. This study investigates the experiences and viewpoints of students taking part in the IMP using surveys, interviews, and focus group discussions. Four student cohorts who have undergone the programme have provided their feedback both quantitatively and qualitatively. Across all groups the student satisfaction was totally positive with over 80% of the participants indicating their satisfaction at 4 or 5 on a Lickert Scale of 5 indicating very satisfied. Students’ perception of their preparedness for the workforce after participating in the IMP also is extremely positive. The findings indicates that the IMP significantly improves the career opportunities of BIT students. Feedback obtained from other stakeholders such as potential employers, resource persons and administrators also validate the effectiveness of the programme. The feedback and suggestions are incorporated to enhance the programme. University has decided to incorporate this programme into the curriculum with the 2024 curriculum revision of this open distance degree programme of BIT.

Factors Affecting the e-Learning Implementation in UAE Public Sector Organizations

2024-10-23T10:57:50+00:00

There is an increasing recognition among organizations that investment in learning and development interventions is necessary for a sustained improvement in organizational performance and excellence. E-Learning is becoming a popular delivery method across public sector organizations in the United Arab Emirates (UAE). Organizations often consider developing the skills and knowledge of their employees by using advanced technologies and approaches. The present study aims to examine factors affecting E-Learning implementation among public sector organizations in the UAE. The review shows that the use of E-Learning has spread among organizations faster than any other method, particularly within the public sector organizations of the UAE. Therefore, this research aims to shed light on the current status of E-Learning implementation in the public sector organizations in the UAE. Moreover, the study explores different E-Learning technologies and approaches that are used in organizations. It also addresses the advantages and disadvantages of using E-Learning. In addition, it examines the barriers and challenges of using E-Learning methods in organizations and offers several recommendations to develop strategies and to improve policy and practice of E-Learning.

THE EFFECT OF THE BYOD MODEL IN COMPARISON WITH THE TRADITIONAL USE OF ICT IN PRIMARY SCHOOLS

2024-07-19T08:26:08+00:00

It is often today claimed in the media and literature that we are in a time of tremendous technological growth, with everything in society being modernised and the dominance of digital technologies on the horizon. In contrast, digital technologies can result in changes in society and greatly affect interpersonal relationships and communication between people. Digital technologies affect all generations, and especially children in primary school. It seems that the use of these devices in education could be beneficial for both parties, schools and pupils. Thanks to their flexibility there is the possibility of using different didactic approaches that directly respond to the specific learning styles and diverse needs of pupils, from the slowest to the most gifted. The aim of this paper is to describe the effect of the Bring Your Own Device (BYOD) model in comparison to the traditional concept of digital technology in the higher primary school classroom. The aim of the research was to compare the effect of the BYOD model on teaching compared to the traditional use of digital technology using a questionnaire and a didactic test. The research was conducted in Czech Republic and utilized pupils smartphones and Ipads. For this finding, thematically identical teaching units were designed and implemented for two groups of pupils. The two experimental groups differed from each other only in the way they used digital technologies. This experiment was conducted in the context of teaching two tribal classes of children 11-12 years old. A total of 42 children participated in the research, of which 18 formed the research group and 24 formed the control group. The design of the thematic units was oriented to one of the modules of the computer science subject. Specifically, the lessons focused on hardware and software. The Nearpod web application was chosen for the BYOD model intervention in teaching, mainly because of its availability, accessibility and ease of orientation in the application. The research results suggest that the BYOD model may not always be effective; however, factors that caused or otherwise influenced this are discussed.

A Probability-Based Model for Course Completion Prediction in Online Asynchronous Learning

2024-08-16T03:28:02+00:00

The sheer scale of Massive Open Online Courses (MOOCs), presents a significant challenge in delivering personalized learning experiences and effective student support. With vast participation numbers, it becomes difficult for instructors to track individual progress, pinpoint specific areas where students struggle, and understand the underlying reasons for failure to complete the course. This lack of individualized attention can lead to disengagement and higher dropout rates. A probability-based analysis offers a solution by generating student-specific predictions about their likelihood of completion. This empowers educators to proactively identify those at risk, tailor interventions, optimize resource allocation, and potentially improve the overall learning experience within the MOOC environment. This study focuses on developing a robust predictive framework to accurately estimate the probability of students completing an introductory programming course offered on the Open Learning Platform of the University of Moratuwa, Sri Lanka. The approach began with a classification model to determine the likelihood of course completion. Building upon this, a regression model was developed to generate a specific probability percentage representing the chance of a student successfully completing the course within a designated time frame. Initial findings suggested that predictions from the classification model achieved the highest accuracy when students have completed approximately 42.8% of the course materials. It is anticipated that further refinements to the methodology will improve the reliability of the predictions. A crucial aspect of this research involves determining the optimal percentage of course progress needed to yield reliable probability predictions. This is investigated through systematic analysis and experimentations including incremental model testing. The dataset encompasses diverse demographic and educational variables, enabling the identification of influential factors affecting course completion. This study provides insights on developing personalized learning strategies, intervention tactics and academic planning within online asynchronous education.

Utilising Blended Learning for Large Classes to Deliver an Introductory Programming Course

2024-08-23T02:25:34+00:00

Higher education institutions are constantly pushed to increase the student intake and produce industry-ready graduates. The pressure generally arises from the governing bodies, originating from socio-political factors. It is particularly evident in the field of Information Communication Technology (ICT) where there is a growing need for quality graduates. Undergraduate programmes in the field of ICT generally offer introductory computer programming courses that are mandatory at early stages of the degree programme. Consequently, the number of students registering for such courses can increase drastically. The students are coming from diversified backgrounds. While some students may have prior experience in computer programming, a larger majority may not have any prior knowledge or experience. Increased class size meets the constraint of the limited availability of physical classroom space and would require the class to be separated into smaller groups for face-to-face activities. Large classes are also challenged with the increased man-power requirement in terms of lecturers, instructors, and teaching assistants. Maintaining student engagement and interactivity becomes increasingly difficult in a large class. Grading of assessments becomes time-consuming and needs and requires increased manpower. Based on the observations and learning from an ongoing introductory programming course, this study evaluates the procedure for overcoming the challenges faced by the teaching staff, especially with a class size exceeding 1000. To cover the theoretical components, recorded video lectures are provided. The class is divided into groups consisting of approximately 100 students and live, online, interactive group discussions are conducted. The live, online smaller group discussions allow students to clarify doubts regarding the content. This also allows the distribution of the limited teaching and assistant staff. Students who need further assistance are encouraged to meet the teaching assistants physically. Thus, the workload is distributed effectively, and it helps ensure the dedicated support and attention is provided to the students. Auto graded programming assignments are effectively employed for formative and summative assessments, which reduces the grading workload significantly. The findings of this study provide insights on course design to effectively deliver the content and conduct assessments overcoming the challenges presented by increased class size.

AI literacy in Teacher Education in the Czech Republic

2024-08-05T09:21:53+00:00

The development of artificial intelligence is rapidly transforming education systems worldwide, including those in the Czech Republic. This paper assesses the level of AI literacy among teachers and its integration into the Czech education system. The aim is to determine how well teachers are equipped with knowledge, skills, and understanding of AI, and how effectively they can integrate AI and AI awareness into their teaching. The methodology entails gathering data via a questionnaire survey distributed to teachers across various educational levels. The survey comprises questions that concentrate on AI literacy aspects, such as basic AI principles, the capacity to apply AI to teaching, discussing ethical issues related to AI use in the school environment, and critical thinking abilities. The questionnaire analyses the current state and challenges teachers face when integrating AI into teaching and learning practices. The results will be evaluated to identify areas where teachers' AI literacy needs strengthening and to propose strategies and recommendations for improving teacher training programmes and support. These strategies comprise teacher training, the provision of resources and support for integrating AI into the classroom, and reflection on the ethical and societal aspects of AI. It is equally important to invest in the long-term development of AI literacy among teachers as a fundamental step towards effectively harnessing the potential of AI in education and preparing students for the digital future. This article presents strategies and recommendations for the further development of AI literacy among teachers in the Czech Republic. The objective is to enhance their capacity and facilitate the more effective utilisation of AI in education.

Augmented Reality for Exploring Solids: A Study on Improving Pre-Service Teachers

2024-09-02T20:00:30+00:00

Applications of augmented reality are gradually being integrated into teaching at various levels and types of schools. Augmented reality has the potential to transform the training of future teachers in the context of developing their mathematical knowledge, digital skills, and teaching competencies. The paper focuses on researching the impact of augmented reality on the learning of future primary teachers. The aim was to investigate the impact of AR applications on the development of cognitive and psychomotor skills and on students' motivation to learn. The study had a mixed research design. Using a pedagogical experiment, we investigated the effectiveness of an educational intervention based on the use of applications Augmented Reality in combination with hands on activities in the training of future teachers. The educational intervention was a set of activities that were carried out in a mixed reality environment using the 3D solids construction kit, the Polyedres augmentes and GeoGebra applications. The content of the educational intervention was the exploration of significant elements and properties of solids. We tested students' knowledge and abilities in the following areas: identification of simple solids from a picture; identification of significant elements of solids (vertices, edges and faces); identification of the shapes of faces of solids; nets of solids; simple metric tasks with solids. The study was conducted in 2024 with 152 primary education students as part of geometry courses. In line with the results of previous research in this area, we found that AR has the potential to improve understanding of geometric concepts, increase interactivity and student motivation. Augmented reality opens up new possibilities for exploring solids and their properties, as it allows for transfer between planar and spatial representation of solids and helps to develop spatial imagination.

Digital Technologies in Primary Mathematics Education: Insights from Future Teachers’ Portfolios

2024-09-07T12:34:08+00:00

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.

GREENCOOL-Case Study of an International MOOC Course’s Green and Communication Content Development

2024-08-17T11:42:40+00:00

Sustainability and green matters are emerging issues among youth in the 21st century. The European Union (EU) emphasises youth discourse on greener thinking and lifestyle, which aims to build an open-minded, green, and digital future. Therefore it is crucial to provide appropriate education and shape attitudes towards green issues. Regarding this scope, four universities of the European Capitals of Cultures (ECoC), the University of Pannonia (Veszprém, Hungary), University of Tartu (Estonia) Vytautas Magnus University (Kaunas, Lithuania), and West University of Timisoara (Romania), allied to develop a MOOC course interconnecting green related topics and communication skills and methods. The case study summarizes the main findings of the questionnaire (with 701 youth between 18-25 age), the desktop and focus group interviews research that gave the bases of developing the MOOC course material of GreenCool Erasmus projects. First the primary data, reflecting aspects of the involvement of young people in fighting climate crisis was analysed. The ultimate goal was to come up with a well-documented profile of students in tertiary education, reflecting their 'green' and 'communication' profiles as agents in fighting climate change. Second, taking the outcomes into consideration, the 4 universities carried out focus group interviews with 27 participants: influencers, green and communication experts and university students. As a result the green and communication topics were identified. This led to those methodological tools that were appropriate and effective in developing the GreenCool MOOC material and the corresponding blended Greenfluencer course with the provisional title: ‘Attitudes shaping communication techniques and green related topics in the 21st Century’. The case study describes the process and the results.

Didactic Innovation in Mathematics Using Technologies

2024-10-18T10:29:16+00:00

The continuous progress of society requires all the actors to be dynamic and constantly updated, both in terms of monitoring as well as in the need to adapt. Regarding education, no matter how updated we are in relation to the contents, didactic strategies, and technological resources, we are still inevitably forced to adapt to new paradigms, leading us to reformulate traditional teaching methods. In this context, the contribution of e-learning platforms emerges, where teachers and students have at their disposal new means of empowering the teaching and learning process, since these platforms can be defined as a virtual teaching support environment. Currently, our students, in general, have many difficulties in problem-solving and mathematical reasoning, which often reflects in the performance of very simple tasks, with a growing disinterest towards Mathematics. It is also possible to argue that our students' "poor preparation" is a contributing factor in their failure (many did not attend Mathematics in Secondary Education and/or have not studied for several years, as is the case of those who entered through special contingents, as the “aged 23 and over”). In order to promote a distinct, alternative and supportive pathway that may help to solve this issue, a project on the Moodle learning management system (LMS) platform has been developed with the goal of assisting students in their study and the development of their skills in a way that is directly related to the curricular units (CU) in the scientific field of Mathematics, in an online learning environment. To increase students’ engagement into their learning process in a collaborative environment, a flipped model was employed into a Financial Mathematics/Financial Calculus Course (FCC). This paper's primary goal is to examine the effects of implementing the flipped classroom paradigm on students' performance, learning, and classroom instruction. The results from employing this approach have indicated a beneficial effect on the overall academic progress of students.

From Traditional to Challenge-Based Learning: A Case Study

2024-06-21T03:09:09+00:00

The rapid evolution of the information technology sector necessitates innovative educational methods not only addressing current industry needs but also anticipating future challenges. This study aims to explore the transition from traditional pedagogical approaches to challenge-based learning (CBL) within the context of an undergraduate course, "Ethical, Social and Professional Aspects of IT" (120 participants). It investigates how this methodological shift influences the development strategies of the course and the pedagogical outcomes for students, particularly first-year IT administration and development students engaging in practical group work. Employing a mixed research design, the study gathers data through reflections of the course staff, empirical study with students and analysis of the didactic changes within the course. It evaluates the effectiveness of problem-based learning (PBL) and CBL methodologies in addressing real-world IT ethics, social, and professional challenges with a focus on fostering creativity, problem-solving skills, and interdisciplinary collaboration. Preliminary findings suggest that CBL not only enhances students' engagement and learning outcomes but also bridges the gap between academic knowledge and practical application in the IT sector. The collaboration students provided insights into real-world challenges, improving students’ learning and administrative experiences at the university. Furthermore, the study highlights the advantages of integrating both PBL and CBL to cultivate a more dynamic and responsive educational environment. The shift towards CBL in the "Ethical, Social and Professional Aspects of IT" course at Tallinn University of Technology represents a significant step forward in aligning educational practices with the needs of the contemporary and future IT industry, preparing students for the complexities of the modern workforce, and contributing to a sustainable, innovative, and resilient economy. Further research is needed to fully understand the long-term impacts of this pedagogical shift and to refine the methodologies for broader application.

E-learning Supporting Infrastructure Investment in South Africa: Perspective of a Developing Economy

2024-08-06T09:47:11+00:00

South Africa is one of the developing economies. Most of its provinces are in rural areas and have poor or lack of reliable critical infrastructure to enable development as in the case of urban areas. Infrastructure refers to physical structures that serve as the underlying foundation for the functioning of an economy. It includes physical facilities such as communication systems (telephone lines, broadband), and power supply systems (electrical grids, dams, etc.). The focus of the study is on information communication technological infrastructure (ICT) such as telephone and broadband networks and electricity infrastructure that support the adoption of e-learning. Many schools in South Africa are in rural areas and are attended by the majority of learners. These learners should perform the same way as learners in urban schools. Urban schools have better access to ICT infrastructure. Due to a lack of equitable ICT infrastructure, many education institutions back-tracked from the hybrid teaching mode implemented during the coronavirus (COVID-19) lockdown to the traditional class/lecture-room mode of teaching. It is revealed in the study that South Africa struggles in the area of infrastructure development. These affect the achievement of sustainable development goals (SDGs) which are heavily dependent on infrastructure, including education. E-learning offers a better advantage compared to traditional class/lecture-room-based education. ICT infrastructure that supports the provision of e-learning is not equitably distributed, and those that are available are not enough and reliable. South Africa is reported to need R4.8 trillion to achieve its critical infrastructure goals, indicating a dire need for infrastructure investment. Under-investment in infrastructure affects all sectors of the economy, including the education sector.

Deconstructing the AI Myth: Fallacies and Harms of Algorithmification

2024-08-06T13:42:02+00:00

We are experiencing a massive and volatile expansion of AI-based products and services. The current intermeshing of digital technologies, people, and society is shaping how we live and bringing algorithms to the forefront of decision making. The algorithmification of society and the narratives used to make it appear inevitable serve specific interests, mostly profitable for and controlled by few actors. It is not AI in itself, but the utilitarian sophistication of optimisation mechanisms and the power structures behind them that profit from controlling all that we do, when and how we do it, our behaviours, and even ourselves. In education, this is of serious concern as academia is gradually moving to uncertain dependencies on corporate interests. This paper calls for radical changes in dealing with the AI narratives that have monopolised recent public debates and discussions. It sheds light on the key terminology surrounding today’s AI algorithms and the technological background that makes them possible. It shows examples of the negative impacts and the implications of not addressing or ignoring certain issues, especially in education. This paper also suggests good practices through consistent advocacy, grounded materials, and critical work on digital literacy, particularly AI literacy.

Flipped Classroom Trial for Python Programming with Raspberry Pi Using Moodle

2024-08-17T11:14:48+00:00

A flipped classroom is a pedagogical method that flips traditional lectures and homework. In the case of a flipped classroom, the traditional lecture is viewed at home before class and homework activities are completed in the classroom with the tutor present to guide students in their work. At present, the above-mentioned flipped classroom has become increasingly popular, and sometimes controversial, within higher education. In this paper, we describe the flipped classroom example for Python programming to control I/O devices with Raspberry Pi. First, the tutor uploads the lecture notes onto Moodle. Secondly, students read the lecture notes prior to the class. Students can then ask questions on the Moodle Forum if there are any questions about the class notes. Thirdly, the students attend the class. As part of the class activities, students form into 10 groups. Each group creates a Python programme based on topics related to the class note, one hour is permitted for this activity. This is an example of a group activity. Next, each group will demonstrate the Python programme they have created to the tutor and other students in a 5-minute presentation. Following this, the tutor and other students will provide comments on the demonstration. Students will then complete a self-reflection journal about the flipped classroom on Moodle after the class. The tutor evaluates each journal written by the students. In this paper, a description of the Python programmes aims to control 8 LEDs is given as an example of a flipped classroom. Finally, the tutor added a questionnaire about the flipped classroom onto Moodle at the end of the semester. Collated questionnaire responses show that students felt the flipped classroom was appealing and helped improve programming skill. Thus, the author concludes that the flipped classroom is engaging and an effective way of teaching.

Implementing Technology-Enhanced Support for First-Year Students on Blackboard: Lessons Learned.

2024-09-23T13:06:55+00:00

Technology Enhanced Learning has become one of the key components of teaching and learning in the current environment and mainly because of Covid-19, hence the introduction of the Technology Enhanced Learning Programme. The Technology Enhanced Learning Student Assistants (TeL Assistants) programme supports students in the university with Blackboard (University choice of LMS). The programme was established in 2021 since there was a need to assist students in the use of Blackboard. With Covid, the university moved to strictly online and that became a challenge to the students. With most undergraduate students coming from disadvantaged high schools and backgrounds, there was a need for the programme. The TeL student assistants undergo training by the Teaching and Learning Consultants. The aim of this study was to evaluate how the TeL student Assistants supported the students of the University of Fort Hare on how to navigate Blackboard. This study examined the benefits of TeL student Assistant’s support in first-year students navigating their modules using Blackboard as an LMS. A purposive sample of undergraduate students that were trained by TeL student assistants submitted data through a qualitative survey in which they narratively conveyed their perspectives on support provided for Blackboard by the TeL Student Assistants. Data was analysed through coding, which were then assigned to themes and categories. The significant aspect of the TeL student assistants which enabled students to use Blackboard was the submission of assignments and tests, the facilitator’s knowledgeability and the patience students received from the TeL student assistants. The findings of the study directly benefit the university and higher education because they will provide information upon which we can take action to improve the support, retention, and throughput of students at the University of Fort Hare (UFH).

Smartphones: A Catalyst for Tobacco Control Training in India

2024-10-07T21:56:08+00:00

The tobacco crisis confronting low- and middle-income countries (LMICs) requires scale-up of effective tobacco control programs, such as Tobacco Free Teachers-Tobacco Free Society (TFT-TFS). We previously demonstrated the efficacy of TFT-TFS in increasing tobacco use cessation among teachers and schools’ adoption of tobacco control policies in Bihar, India. To scale TFT-TFS, we are now pioneering a smartphone-based mobile learning strategy to train principals (or their designees) in Madhya Pradesh to implement and monitor TFT-TFS in schools. Research underscores the transformative potential of mobile learning: a flexible, scalable, and cost-effective alternative to in-person training methods. Our study is a unique opportunity to test a training approach that could have implications for wider and more efficient delivery of other public health programs. The strategic use of gamification and digital storytelling enhances the TFT-TFS mobile training app. Gamification mechanics—including points, leaderboards, and digital badging—foster a dynamic learning environment to enhance learning outcomes. This approach propels continuous participant engagement toward understanding and implementation of TFT-TFS’s six monthly themes and four program components. The TFT-TFS smartphone training program weaves in elements of Indian culture, notably the symbolic use of colors and kites. The Indian kite festival celebrates communal harmony through healthy competition. Similarly, the app employs the idea of school kites, which are divided into six blank segments corresponding to the TFT-TFS monthly themes. Participants navigate each module, engaging with animated videos, digital assessments, and interactive activities. Upon a principal’s successful completion of each monthly theme’s program components, the school’s kite receives a new color, unlocking the subsequent theme. The TFT-TFS smartphone training showcases a unique interactive mobile learning application that integrates gamification and tests how to scale up an effective tobacco control program in schools in India and other LMICs. The TFT-TFS smartphone-based training app may also have relevance to other public health-related training efforts in resource-constrained areas.

WhatsApp Support for School Experience e-Portfolio Development: A Conversational Approach

2024-10-08T09:19:55+00:00

This paper reflects on the different ways of learning fostered by Whatsapp in the development of school experience e-Portfolios. Student teachers in one institution went through their school experience and practice teaching with an expectation to submit portfolios in an electronic format as evidence of their engagement with the theory and practice of teaching. WhatsApp interactions between student teachers, the school experience co-ordinator, and the practitioners in the Academic Development Centre, supporting the development of e-Portfolios, had to be relied on during the process of developing e-Portfolios. Informed by Laurillard's conversational framework on the six ways of learning, this study analysed the possibilities of WhatsApp support in the development of e-Portfolios by student teachers in one university. First and fourth-year education students on school experience provided qualitative data on the ways of learning that are best and least served by WhatsApp. Their accounts and evaluations of their interactions and support through WhatsApp were expressed narratively. Meaning units were extracted through content analysis and allotted to themes and categories suggested by the conversational framework. This study reports on the usefulness of the framework to evaluate WhatsApp support as well as the ways of learning that are most and least served by WhatsApp support on the development of e-Portfolios of evidence on practice teaching. Recommendations on the efficacious use of WhatsApp support for e-Portfolio development, the practices that would foster the realisation of all the six ways of learning, and enhancement of e-Portfolio development for the school experience are furnished. Suggestions are also proffered on further research about purposive use of WhatsApp and the conversational framework on e-Portfolio development.

A Model for Collaborative Immersive Classroom Management Development Using Multi-user Virtual Reality

2024-08-05T07:29:51+00:00

Classroom management has been identified as a key challenge in becoming a teacher, as newly qualified teachers are overwhelmed by the complexity of professional teaching practice. This paper explores the transformative potential of immersive technologies in fostering a collaborative reflection and problem-solving space for the continued development of newly qualified teachers’ classroom management competencies – allowing newly qualified teachers to become better prepared for facing the unexpected, local, and situated challenges of becoming a teaching professional. Through iterative cycles of design-based research, we have developed a model of immersive collaborative classroom management training using multi-user Virtual Reality. The model consists of four phases: (1) 360-degree video recording, creating an immersive version of the classroom and the complex interactions that occur within it. (2) clip selection, giving teachers the ability to select clips that are relevant for them and their practice. (3) Multi-user Virtual Reality training, allowing teachers to get feedback on their selected clips and construct actionable knowledge together with local teaching supervisors (4) Debriefing, for ensuring the joint understanding and transfer of knowledge to practice. Through analysing teacher’s and supervisors’ meaning making processes of 18 selected video clips across five multi-user Virtual Reality training sessions, we uncover three main phases: Analysis, Abstraction, and Actionability. By being able to collaboratively watch, re-watch, and discuss selected video clips and moving between these three main phases, teachers and supervisors co-create actionable knowledge, creating an improved understanding of current practices, and supporting the ability to transform future practices. These findings contribute both theoretical insights and practical implications for educators and learning designers, emphasising the importance of creating social immersive reflective spaces in which real situations may be revisited in order to examine the intricacies of classroom practices, allowing newly qualified teachers to better engage with their profession.

Enhancing Higher Education in Portugal: Leveraging Generative Artificial Intelligence for Learning-Teaching Process

2024-06-18T09:40:21+00:00

Recent advancements in Generative Artificial Intelligence (GAI) have revolutionized numerous fields, including higher education. This study focuses on the integration of GAI in Portuguese higher education institutions and explores its multifaceted implications and potential. Our research, conducted through a comprehensive survey between April and June 2023, engages with higher education faculty to understand their perceptions and utilization of GAI tools in teaching and learning processes. The potential of GAI to enhance personalized learning and interactive teaching methodologies is significant. It enables the creation of customized educational content, interactive simulations, and real-time feedback mechanisms, thus reducing the educators' workload and enhancing the learning experience. However, this integration is not without challenges. The study identifies critical ethical concerns around the use of GAI, including data privacy, intellectual property, and the potential for bias in AI-generated content. Additionally, our findings indicate varying acceptance and readiness among educators to adopt these technologies. While some express enthusiasm for the potential of GAI to transform educational practices, others remain cautious, highlighting the need for comprehensive training and support to leverage GAI capabilities fully. This paper captures the essence of the study's findings, illustrating both the promising opportunities and the complex challenges associated with using Generative AI in higher education. Higher education institutions can significantly enhance teaching and learning landscapes by addressing these challenges and fostering an informed and ethical approach to GAI integration.

Digital Skills’ Impact on the Use of Digital Learning Tools

2024-09-20T12:20:23+00:00

Innovations and developments in the ICT sector drive significant changes in how higher education institutions (HEIs) execute their teaching and learning processes. HEIs have always succeeded in the implementation of ICT tools for the facilitation of the process of teaching and learning. However, they have faced many challenges related to using these tools. Various tools have been introduced, not only for teaching and learning but also for socialisation. These tools include social media tools that are used to achieve different activities in response to the demands of society. Social media, however, is more utilised than digital learning tools, causing major concerns because users appear more interested in social media tools to perform academic activities than in digital learning tools. Students entering the university spaces are often comfortable using their phones but less comfortable using laptops or PCs. These, however, are the primary devices used in digital classrooms at institutions of higher learning. The basic ability to use them is crucial in succeeding in today’s digitised e-learning classrooms. This study investigates the impact digital literacy could have on using digital learning tools in HEIs. The study employed quantitative research methods using a survey developed and distributed to university alums to assess their digital skills upon entering their studies and how this impacted their learning experience. The participants were recruited from two public universities and one private university in the Eastern Cape. The purpose of the study was to formulate a checklist, based on the analysis of the data collected, that will inform the digital literacy factors impacting the use of digital learning in HEIs. While the study acknowledges that different students have different learning needs, it was still possible to create a solution through the suggested checklist consisting of eight (8) interventions developed to guide universities in improving the use of digital learning tools in their institutions.

Enhancing Reusability Practices in Massive Online Open Courses

2024-10-23T11:10:16+00:00

Over the past decade, the emergence of Massive Online Open Courses (MOOCs) has profoundly transformed the distance learning landscape, capturing the attention of both higher education and professional institutions. This surge of interest has not only spurred the development of innovative teaching and learning methods but has also led to a re-evaluation of content production and reuse strategies. In fact, when producing MOOCs, multiple resources and efforts are dedicated to creating a considerable amount of learning material. This is often housed within the learning environment, which serves as a sort of repository and it is accessible by learners throughout the course. However, due to a lack of management support or internal organisational structure, the use of this material sometimes remains limited to the existence of the MOOC, causing it not to be actively employed and exploited after the course has ended. Lately, issues regarding MOOCs’ content management have raised critical questions about the long-term sustainability, reusability and management of the created online learning material even after the end of the online course. By using as a case study the three interlinked MOOCs on European History, Law and Governance developed in the framework of the KU Leuven programme in European Studies and the effort invested in both the planning and afterlife of the MOOC, this paper provides an overview of the formulas adopted to enhance learning content reusability. Drawing from KU Leuven’s extensive experience in creating humanities-focused MOOCs, this collection of interconnected online courses represents a novel attempt at offering a series of educational courses that are designed to complement each other not only in terms of content but also in terms of content management. Also, by contributing to the discussion on MOOCs' reusability this paper intends to emphasise the importance of establishing clear guidelines to enhance educational content reuse, ultimately contributing to the long-term educational value of MOOCs.

The Understanding the Effectiveness of Email Prompts to Online Asynchronous Course Participants

2024-08-14T08:37:07+00:00

A persistent problem in asynchronous online courses is low user retention. Compared to conventional courses, participants require some form of reward or intrinsic motivation to complete these courses which do not have set deadlines or timetables. To remedy this, many online course platforms will send email reminders to participants registered in the course to prompt them to continue their participation. This study is focused on understanding the efficacy of such practices in motivating students to continue a course they would otherwise neglect or drop. This study focuses on selected courses on the online asynchronous learning platform open.uom.lk. The participants of an online asynchronous Project Management course who had enrolled but not completed the course were separated into two groups; students who enrolled but have not started the course and students who started the course but have stopped for over a month. The students of each group were divided into test and control groups, where the test group was sent prompts by email to continue the course which included a link to the course page Using user activity data from the platform the progress of students over the month prompts were sent, and the month after were analysed, and the efficacy of sending email prompts was calculated. 4.45% of the students from the test group began participating in the course again as compared to 2% of the students in the test group. 32 students (0.7%) completed the course in the weeks during and after the email prompts were sent while none of the students in the control group completed the course. This shows sending email prompts has a positive impact on increasing participation in the course.

Human-AI Collaboration: A Student-Centered Perspective of Generative AI Use in Higher Education

2024-09-23T16:11:27+00:00

The increasing adoption of generative AI (Gen AI) has made it even more important to investigate how education and learning is transformed. The paper investigates the evolving relationship between humans and AI in performing learning and knowledge-intensive tasks. Based on mixed data collected from business school students, the article explores the evolving relationships between human and AI in knowledge collaboration. The article sets out to address how Gen AI usage affects students’ behavior, their academic work and their attitudes towards AI. It investigates how students use Gen AI in an academic context to support students’ work processes. Our analysis draws on collaborative learning theories and revisits the automation-augmentation paradox in the context of management education. The aim is to address the following research questions: How does collaboration with AI affect student academic work? And how do students in higher education use Gen AI for academic work? We present insights into students’ perception of benefits and drawbacks of using Gen AI, their attitude towards Gen AI, knowledge tasks in which they collaborate or delegate to Gen AI and we discuss the potential risks associated with the use of Gen AI. Students are collaborating with AI using ChatGPT for expanding knowledge on academic themes, summarizing concepts, theories, and generating ideas for research topics and methods. Time saving, enhanced productivity and user-friendliness of the tool were identified as the main benefits associated with Gen AI, whereas the risk of plagiarism, its inaccuracy in responses and the need for prior knowledge were identified as the main drawbacks. While our findings underscore the potential of Gen AI to significantly enhance student learning experiences, they also underscore the importance of exercising caution and awareness of associated risks to automate learning. This study seeks to enrich our comprehension of AI's transformative role in higher education, with a specific focus on the student-centered perspective.

Exploring the Impact of Artificial Intelligence Generative Tools on Research in Higher Education Institutions: A Perspective from Portugal

2024-06-20T08:02:03+00:00

Artificial Intelligence (AI) generative tools have emerged as transformative instruments in various domains, including research and academia. It is important to see what is positive and what is not. This study focuses on the integration of GAI in Portuguese higher education institutions and explores its multifaceted implications and potential. Our research was conducted through a comprehensive survey between April and June 2023, garnering 77 responses. To this purpose, the analysis will have several insights into the research process, namely, to assess the frequency of use and objectives of using generative AI for higher education research and to explore possible trends and future directions in the adoption and application of generative AI in this field.

Phrase Frame Use in EFL Learners’ Argumentative Essays: A Corpus-Based Comparative Study

2024-06-07T14:09:57+00:00

Recently, there has been a growing interest in the features and development of multi-word formulaic sequences for foreign language learners in the field of second language acquisition. While considerable amount of research has been conducted on continuous formulaic sequences both domestically and abroad, scant attention has been rendered to discontinuous phrase frames. Adopting a corpus linguistic perspective, the current study compares and analyses second language learners from different backgrounds with native speakers, focusing on the phrase frame features identified in the argumentative essays written by Chinese and German EFL learners. With a corpus-based approach, the four-word phrase frames are extracted from the English TOEFL essay texts of Chinese and German students using AntConc 4.1.4 corpus analysis software. The top 100 most frequently occurring phrase frames are manually filtered and then classified according to their structural and functional features to identify similarities and differences in terms of overall frequency, structure, and function features of phrase frames between two groups of learners and with those of native writers. The findings reveal that L2 learners significantly employ more fixed and predictable phrase frames than their native writers, with German L2 learners using more phrase frames than their Chinese L2 counterparts. In terms of functional features, German L2 learners use more stance and discourse organizing expressions than Chinese L2 learners. Awareness of the essay genre, English proficiency, and the time-limited writing environment are contributing factors to these features. Therefore, the study suggests that the accuracy and variety of phrase frame usage are more representative of L2 learners’ acquisition and writing quality than their quantity of use. This study facilitates an understanding of different EFL learners’ phraseological competence through the lens of their p-frame use and provides pedagogical insights accordingly into teaching and learning argumentative essays in EFL contexts.

The Digital Revolution in Education: The Role of AI from the Perspective of Future Teachers

2024-07-19T09:24:16+00:00

We are currently witnessing rapid technological advancement and modernisation of society, with digital technology, particularly artificial intelligence (AI), increasingly asserting its dominance. This study focuses on understanding the attitudes and expectations of future teachers towards AI, which has an impact on all areas of society, especially on the education and preparation of future teachers. Through a questionnaire survey, the study seeks to gain a more detailed insight into how future educators perceive AI and their attitudes towards it. The questionnaire, which was specifically designed for this research, focuses on different aspects of perceptions of AI in education. Respondents from both primary and secondary school teacher education programmes expressed their views on the use of AI in the pedagogical process, its impact on teacher-student interaction and indicated possible implications for the future of education. The main objectives of the research were to determine the views of prospective teachers on the use of AI in teaching, to identify positive, negative or neutral attitudes towards the integration of AI into the educational process, to identify the future role of AI in education, to determine how prospective teachers envision the use of AI in the pedagogical environment in the long term, to identify areas where teaching with AI could be most effectively integrated, and to identify areas where AI could be most appropriately used to improve educational outcomes and processes. The data presented through this paper is part of the "Perceptions of AI by current and future teachers" project. The results of this study could provide valuable information for educational institutions, policy makers of educational strategies and frameworks, and AI developers to better understand the needs and expectations of future teachers in the context of the increasing digitalisation of education. Our intention is to fill the knowledge gap on the perception of AI in educational contexts and thus provide important information for the future development of pedagogical strategies and technologies in education.

Student Learning Performance Evaluation: Mitigating the Challenges of Generative AI Chatbot Misuse in Student Assessments

2024-07-02T01:44:48+00:00

Since the launch of ChatGPT, a growing number of generative artificial intelligence (AI) chatbots have entered the market. Although chatbots have the potential to help students learn, misusing them to complete assessments raises questions about the authenticity of the work and puts students at risk of academic misconduct. Given the crucial role of assessments in evaluating students’ learning performance, uncertainties about the authenticity of the work call into question the extent to which students have achieved the intended learning outcomes. This study conducted a thematic analysis to provide an overview of the challenges that chatbot misuse may pose to student learning performance evaluation, followed by the various mitigation strategies to overcome these challenges. This study searched the Education Resources Information Centre (ERIC) database for peer-reviewed articles published in scholarly journals after 30 November 2022 (the launch date of ChatGPT, as this study focuses on generative AI rather than other types of AI) and until 30 April 2024. The thematic analysis of 17 articles identified five major themes (and respective sub-themes) in the discussions of these articles, i.e., reasons students use chatbots for assessments, challenges that chatbots may pose to student learning performance evaluation, mitigation strategies, detection strategies, and counter-detection strategies. As chatbots become more prevalent and powerful, the study's findings provide education stakeholders with insightful information on the implications of students misusing chatbots for assessments and how this affects their learning performance evaluation.

Online teaching and Learning post-Covid: An Analysis of LMS Usage and Student Outcomes Following the Pandemic

2024-08-04T09:58:02+00:00

In 2020, the global higher education sector plunged into online teaching and learning within a very short timeframe with the onset of the Covid-19 pandemic. The Sri Lankan state higher education system was no exception. While the initial readiness of both students and teachers for this switch varied or, in many cases, was low, online instruction was the predominant form of teaching and learning for most of the subsequent two years. The Sri Lankan university sector resumed face-to-face teaching for undergraduates in mid-2022 but aspects of online teaching and learning remain, providing a valuable opportunity to take stock of the experiences gathered during the pandemic. This study aims to use data on undergraduate courses offered both during and after the pandemic period at the Faculty of Business in the University of Moratuwa in order to identify online teaching practices that persisted beyond the COVID-19 period and relate student interactions with these activities with academic outcomes. The dataset spans 473 students in five cohorts across six undergraduate courses and includes Moodle (the LMS used by the university) logs, data on academic outcomes, and features of the online course pages. The student level data for the selected courses are augmented with interviews with the corresponding lecturers to gain further insights into why certain learning activities were considered successful and others not. By doing so, the paper aims to identify effective learning tools and best practices that arose during the unplanned transition to online teaching from both lecturer and student perspectives. The results show that there is a continuity in the tools between the online mode during the pandemic and the post-pandemic return to face-to-face teaching with tools such as quizzes, assignment submissions, and videos/lecture recordings used noticeably more than in the pre-Covid period. The use of interactive tools increase the student engagement with the course Moodle pages, which in turn are positively associated with learning outcomes. The paper thus highlights some positive consequences of the pandemic period on education in terms of enhancing the adoption of digital tools for learning among both staff and students.

Teaching Online in a Developing Country Context

2024-10-23T11:16:11+00:00

This study explored lecturer perceptions of their use of a Learning Management System (LMS) at a rural university in the Eastern Cape Province of South Africa. The study took place just prior to the COVID-19 lockdown and provides a brief insight into the thoughts of lecturers at this time. A sample of 141 lecturers from six faculties at the rural university completed an online questionnaire. A factor analysis (using principal component analysis and varimax rotation) of 46 items on lecturers’ perceptions of the LMS yielded six factors: their perceptions of usefulness, performance expectancy, self-efficacy, technical support, effort, and institutional support using the LMS. The reliability of factors was confirmed, while group differences were determined with independent sample t-tests and ANOVAs. The results indicate that although lecturers found the LMS to be beneficial, they were reluctant to use it when teaching face-to-face. There was a large discrepancy between the perceived usefulness and their actual use of the LMS. They perceived the LMS to be very useful but found technical- and institutional support to be low, which in turn strongly influenced their low self-efficacy (confidence) to use it. It emerged that increased training and support for lecturers would address both work performance and the confidence of lecturers using the platform. It was also evident that each academic department requires a dedicated teaching and learning consultant and that a centralized teaching and learning division may not be the answer. The one academic department with their own dedicated consultant was the best prepared for the demands of online teaching when the need arose.

ChatGPT in Higher Education: A Comprehensive Study of the Literature. Friend or Foe?

2024-10-23T11:22:42+00:00

This paper presents a qualitative, high-quality State-of-the-Art (SotA) extended literature review on integrating ChatGPT, an advanced and contemporary natural language processing model, a sophisticated AI-powered chatbot that OpenAI developed in higher education. Snyder (2019, p.1) emphasised that "a literature review as a research method is more relevant than ever”. According to Barry et al (2022, p. 663), "the fundamental purpose of SotA literature review is to create a 3-part argument about the state of knowledge for a specific phenomenon: This is where we are now. This is how we got here. This is where we could go next”. This 3-part argument will underpin this study. With the rapid advancement of artificial intelligence (AI) and its potential to transform various sectors, including education, integrating AI-powered tools like ChatGPT to enhance teaching and learning has become a topic of significant interest. This study explores the diverse applications of ChatGPT in higher education, including pedagogical practices, student engagement, intelligent tutoring systems, personalised learning, language learning support, academic research, feedback, grading, and administrative support. Additionally, it identifies the challenges and ethical concerns this technology poses, focusing on bias, privacy, data security, reliability, accountability, accuracy and the balance between human interaction and artificial intelligence. Analysing the literature on ChatGPT’s role in higher education presents future directions for implementing it in higher education settings, ushering in an era of exciting possibilities. The research concludes that higher education institutions should provide clear and transparent guidelines for their staff and students on using ChatGPT responsibly for academic purposes to mitigate any ethical concerns.

The Content and Form of School Reading as a Factor Influencing Text Comprehension in Society 4.0

2024-07-27T20:39:59+00:00

The content and form of School reading lists significantly impact pupils' understanding of various types of texts, including artistic, non-artistic, and electronic. To this end, a research study explores whether recommended School reading lists at secondary technical schools in the Moravian-Silesian and Zlín regions of the Czech Republic are available electronically on school websites. Additionally, the study aims to determine whether they include everyday life texts that reflect the current characteristics of Society 4.0, influenced by digitisation, automation, and electronicisation. The study examined factors influencing readers' comprehension of printed and electronic digital texts through a questionnaire-based survey of 439 pupils from four Czech secondary technical schools and two vocational schools. It also explored how the content and form of secondary school reading impact the comprehension of various types of traditional and non-traditional texts. The research findings indicated that Czech secondary school students tend to engage with texts from everyday life on social networks and electronic texts in their free time. However, they frequently struggle to understand journalistic texts such as reviews and do not frequently engage with everyday life texts in their schoolwork. These results provide valuable insights into the concept of traditional and non-traditional readers, along with current typologies of texting. Moreover, they highlight factors influencing functional literacy and reading comprehension, viewed through the lens of secondary school students in Society 4.0. It is worth noting that international research by PISA (2018, 2021) has drawn attention to the average to below-average reading and digital literacy levels among Czechs, particularly 15-year-old boys.

Video-Feedback on Assignments:A Case Study From Norway

2024-10-01T10:15:20+00:00

The background for the study was a desire to strengthen the students’ learning outcomes, and to support their development, preferably to become reflective practitioners. Knowing that the students prefer feedback on assignments and the opportunity to improve based on this feedback, summative feedback may not provide enough feedback in order to know what and how to improve. Also, some students, both younger students and students returning to school, are insecure and uncertain about studying in higher education and need psychological safety to be able to unlock their potential. The aim of the study is to investigate how they perceive personalized video feedback to contribute towards their development and their enhanced learning outcomes. By using video feedback, the students would be spoken to by name and get feedback on their assignment, including both what was adequately presented and why, and points for improvement and clues for improvement. The methods of inquiry have been survey, individual interviews and group interviews. We have treated this study as a case study. The results from the study have been very positive. The students claim that they perceive the feedback to be personal and they understand what and how to improve, in addition to how to prepare for the exam. Although some students still prefer written feedback, the majority of the respondents and informants are positive towards the video feedback, and some would even like to have this in other courses as well. They understand what and how to improve, and they perceive it as personalized and reassuring. The conclusion is that video feedback in general has had a positive impact on the students. The perception of personalization contributes to boosting confidence and supporting learning outcomes.

Post COVID-19 – Students’ Expectations of HyFlex Learning Opportunities

2024-10-05T15:59:38+00:00

Posterior to COVID-19, many universities have returned to ordinary classroom education. Recognizing the impact of the isolation in the form of psychological strain, one of the takes were to return to on campus education to secure follow up and the personal contact with lecturers and fellow students. However, in some studies, the COVID-19 paved the way for combinations of ways of studying that many students had been waiting for. Hence, returning to an on-campus solution is not an option. Each year after the COVID-19 we have done investigations into “if” and “why” the students prefer a HyFlex solution and many of the same answers keeps being repeated: home situation, work situation and travel costs. The last investigations have also included “sustainability” as a reason for not attending classes physically. Through our mixed methods approach to collecting data, we will present and discuss our findings and the trend in the longitudinal study.

Generative AI in Higher Education: Educators' Perspectives on Academic Learning and Integrity

2024-10-11T07:15:08+00:00

Generative Artificial Intelligence (Gen AI), exemplified by models such as ChatGPT, has rapidly advanced, becoming a significant force in various sectors, including higher education. ChatGPT, a leading application of Gen AI, utilizes large language models (LLMs) to generate human-like text, providing capabilities that range from answering complex questions to facilitating software development. As these tools become increasingly integrated into academic environments, their impact on teaching and learning processes has become more under focus. However, there are not many studies focusing on the impact of such systems on students’ performance and the use of such systems. This study therefore examines the impact of GPT tools on higher education, aiming to address the following research questions: How does the use of GPTs influence the teaching and learning process in higher education? What are the perceived impacts of GPTs on educational practices from university educators’ perspective? The research employs a qualitative methodology, incorporating semi-structured interviews with educators from Swedish universities who have integrated GPT into their curricula. Data were transcribed and analysed using OpenAI's Whisper to extract key themes and insights. Data analysis was done through thematic analysis and categorizing the data using codes. The study uncovers a dual impact of GPT on education, while it offers substantial opportunities for enhancing productivity and personalized learning, it also raises significant concerns about academic integrity, over-reliance on AI, and the potential influences on students’ soft skills. These findings contribute to the discourse on digital learning by highlighting the need for instructional and constructive integration of AI technologies such as GenAI, in educational settings. In addition, the rise and integration of GPT technology is irreversible, and we must adapt to it rather than return to old ways. Embracing AI's potential while addressing its challenges is essential for progress and innovation in this new era. The study emphasizes the importance of developing clear policies and guidelines to ensure that the benefits of GPT are realized without compromising the integrity of the educational process. As such, this research provides valuable insights for educators, policymakers, and scholars interested in the ethical and effective implementation of AI in higher education

Towards Responsible Use: Student Perspectives on ChatGPT in Higher Education

2024-08-16T15:28:11+00:00

The advent of generative artificial intelligence (AI) tools, particularly Large Language Models (LLMs) like ChatGPT, presents a dichotomy of opportunities and challenges within the educational sector. These tools offer the promise of personalized learning support, accessible at any time, thereby enhancing educational engagement and resource availability. However, they also introduce significant concerns, notably the risk of plagiarism, complicating their integration into academic settings. Despite the widespread adoption of ChatGPT by students, there remains a gap in understanding their experiences with these tools and the need for frameworks to guide responsible use. To address this knowledge gap, this study investigates the utilisation of ChatGPT for academic tasks and students' perceptions of its benefits and drawbacks in a university context. The findings reveal that half of the students used ChatGPT either regularly or occasionally for academic tasks. However, only slightly more than one-third of the participants expressed confidence in maintaining the authenticity and originality of their outputs when using ChatGPT. In terms of utility, respondents' perceptions varied, with 25.0% considering it moderately useful, 39.3% very useful, and 10.7% extremely useful for their assignments. Notably, 42.8% observed a significant enhancement in the quality of their work with ChatGPT, compared to assignments completed independently. Despite these advantages, 71.4% of students encountered errors or inaccuracies in ChatGPT's outputs, underscoring the tool's limitations. A significant majority (89.7%) advocate for the establishment of specific guidelines or training to foster effective and responsible usage of ChatGPT in academic contexts. The Chi-square test indicated a significant difference in ChatGPT usage between White and BAME students (p=0.031). These findings underscore the broad utilisation of ChatGPT in student learning and general satisfaction with its application. Nonetheless, students acknowledge the tool's potential for errors and inaccuracies. In light of these challenges, there is a pronounced demand for clear guidelines and proper training to navigate the responsible use of ChatGPT in educational settings. This study illuminates the imperative for educators and institutions to develop strategies that not only leverage the benefits of generative AI tools but also mitigate their risks and promote meaningful learning outcomes.

Goal-Setting, Active Practice, Self-Monitoring: a Web-Based System to Improve Programming Proficiency

2024-08-20T12:11:07+00:00

Mastering programming fundamentals poses a significant challenge for students, especially in demanding higher education environments. This pilot study investigates the effectiveness of a web-based system, SoftwareSkills, designed to enhance programming proficiency among second-year bachelor students. SoftwareSkills leverages, active practice, and self-monitoring to support programming practice. Thirty-six students (n=36) participated in a quasi-experimental design, divided into independent exploration and instructional session groups. User interaction data, exercise performance, and behavioural patterns were analysed. The study revealed four distinct learning strategies: reviewing skill masteries, dedicating sufficient time to each question, striving for mastery, and adapting spaced practice. However, some students exhibited rapid responses and minimal practice, suggesting a need for deeper learning strategies. These findings highlight the suitability of self-regulated learning and deliberate practice in programming education. Future work will involve first and second-year programming students and integrate AI-driven personalised learning features to optimise the learning experience. This research contributes insights into effective practices and the potential of technology-aided learning to support student success in programming education.

Supporting Educators to Co-Design Interdisciplinary Projects Integrating Educational Robotics and Arts

2024-07-23T12:08:44+00:00

The growing call to foster interdisciplinary learning has found educators struggling to co-design learning across disciplinary boundaries. Aiming to contribute to the area of interdisciplinary learning design, we explored how to support educators in co-designing interdisciplinary projects integrating Educational Robotics (ER) and Arts, hereafter called Artful ER projects. Our research included developing the "FERTILE" Learning Design methodology as a conceptual tool scaffolding the integration of discipline-oriented viewpoints while educators co-design. Acknowledging that one of the challenges in interdisciplinary collaboration derives from educators’ different intentions for students’ learning outcomes, the "FERTILE" methodology introduces Computational Thinking (CT) skills as an Artful ER project’s primary learning outcome. In this line, the “FERTILE” methodology adapts the Creative Computational problem-solving model, which has been reported to cultivate CT skills through its staged process. Furthermore, we developed the "FERTILE" Community Platform as an online environment providing two-fold support to educators as designers of interdisciplinary learning. The "FERTILE" Community Platform incorporates community functionalities that address collaboration practicalities while educators co-design. Additionally, it integrates authoring functionalities scaffolding educators in designing Artful ER projects based on the "FERTILE" Learning Design methodology. This paper explores how the authoring functionalities of the "FERTILE" Community Platform support educators in designing interdisciplinary learning. We report on a pilot study conducted with Greek and Spanish educators. In this study, we applied a mixed-method research design with a quantitative strand adopting indicators from the Usability Metric for User Experience (UMUX) model and a qualitative strand providing insights into participants’ perceptions. The findings indicate that scaffolding disciplinary elaboration (e.g., robot technical requirements and art forms) and systematising interdisciplinary context (e.g., through project categories) may trigger educators’ mutual understanding. The participants endorsed authoring functionalities that adopted high contextualisation levels for learning design representation to communicate their design ideas across disciplinary boundaries. Also, the participants valued CT skills as the primary outcome of interdisciplinary learning, indicating that CT skills’ cultivation may be the broker among disciplines and trigger educators to overcome disciplinary barriers. Finally, we discuss the findings and implications for refining the "FERTILE" Community Platform as an online environment for educators co-designing Artful ER projects.

Microlearning: Innovative Digital Learning for Various Educational Contexts and Groups

2024-07-16T09:59:04+00:00

Microlearning brings a number of advantages that make it an attractive tool for education. Short and clear lessons minimize the risk of information overload, promote better understanding of the material, and enable quick and easy retention of information. The relevance of microlearning lies in its ability to respond to current educational needs and trends. Microlearning is considered to be a flexible, effective and innovative approach to learning that can be successfully applied in different learning environments, for different learning content and to different target groups. The aim of the research is to describe the impact of microlearning modules on the level of learning outcomes and perceived effectiveness in different target groups. Our research focuses on examining the effectiveness of microlearning on lower secondary school pupils, secondary school students and librarians. In the context of lower secondary schools, specific microlearning units thematically focused on programming and working in Scratch will be presented. This part of the research was carried out using an experiment and a questionnaire survey. In the experiment, the effectiveness of this type of teaching and digital learning materials was investigated. The experiment was conducted in parallel classes of a lower secondary school, and the participants were pupils aged 11 to 12 years old. The aim of the questionnaire survey was to find out the probands' opinions about microlearning. In the context of secondary schools and learning librarians, we conducted a survey of available materials and microlearning modules. In this paper we will introduce general concepts and strategies, with more detailed descriptions of specific modules to be published later. This paper aims to contribute to the growing awareness of the importance of microlearning as an effective educational tool and highlights its potential in different educational settings, especially lower secondary schools, thus providing useful material and inspiration for educators. The results suggest that the implementation of microlearning in lower secondary school settings has led to improved student learning outcomes.

Development of Corporate University Evolution Scenarios

2024-09-02T09:04:54+00:00

In the changing profile of corporate education and learning, corporate universities are a major force for aiding organizations to actively embrace technological change and upgrade their human capital. This study examines how corporate universities adapt their techniques to keep up with fast-changing technology, making the learning process universal yet personalized. This study also examines the linkages between corporate and traditional academic institutions in terms of strategy, aiming to produce a blending of theoretical knowledge with practical skills (Rhéaume & Gardoni, 2015; Prince & Beaver, 2001). Such combinations increase the relevance and applicability of education programs, helping them to achieve greater conformity with business objectives (Singh et al., 2019; Rademakers, 2001; Philipp et al., 2013). Twelve experts from large companies were chosen for two iterative foresight sessions. With this paper, we report the factors, which affecting the development of corporate universities and which were identified and ranked through a survey of experts (Dealtry & Rademakers, 2005; Rademakers, 2004). Moreover, these factors were combined into a matrix of development 15 scenarios, the main risks that could negatively affect the development of this phenomenon were identified and strategies were provided to prevent these threats. This study not only reflects the current trends of corporate university in the company but also lays the foundation for understanding the factors influencing companies’ development.

Using Continuous Online Assessment of Learning Outcomes for Grading: A Case Study

2024-06-28T11:26:53+00:00

In recent years, the problem of the number of students enrolled in STEM courses falling below the minimum required to carry out the courses has worsened. This situation, which used to occur primarily in degree programs at the end of their life cycle, is increasingly happening in active STEM degree programs as well. The declining attractiveness of traditional STEM degree programs and negative demographic trends are seen as the main causes of this problem. To assist students and their teachers in this situation, a novel approach to grading student work based on the level at which students achieve learning outcomes in an online system was explored. Since the focus was on STEM students, math-based tasks were used to assess student knowledge within the online system. In addition to the accuracy of the final results of the tasks, the accuracy of the intermediate results was also monitored. Each result was linked to the corresponding concepts, which in turn were linked to the corresponding learning outcomes. By entering correct intermediate and final results, the online system was able to monitor student success in mastering concepts and learning outcomes. The implemented online system utilizes fuzzy inference to calculate the levels at which students have achieved the learning outcomes. These levels are continuously recalculated during the semester and presented to the students through generated recommendations after each solved task. The proposed approach has positively impacted students’ motivation to learn during the semester, as confirmed by an anonymous questionnaire. Additionally, the results have shown that the final level at which students have achieved the learning outcomes within the online system, calculated at the end of the semester, can be used for grading and is comparable to the grades students would achieve in traditional midterm and final exams, thus helping teachers with their workload.