International Journal of Educational Technology in Higher Education最新文献_第3页

Choosing Relevant Internet Assisted Course Types for Professional Development 为专业发展选择相关的网络辅助课程类型

1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-10-23 DOI: 10.46328/ijte.557

Lili Mutiary, Christina Ratnam-Lim

{"title":"Choosing Relevant Internet Assisted Course Types for Professional Development","authors":"Lili Mutiary, Christina Ratnam-Lim","doi":"10.46328/ijte.557","DOIUrl":"https://doi.org/10.46328/ijte.557","url":null,"abstract":"Online courses for the professional development of workers in service is ever pervasive and continually growing. However, studies of teaching with technology are mostly conducted in K-12, pre-service, or higher education settings resulting in a lack of attention given to the professional development context. In addition, most studies tend to investigate learners instead of instructors, even though the latter are reportedly struggling in conducting online teaching. One of the struggles instructors face includes choosing effective technologically enhanced course types in line with the learning content. This study aims to alleviate the issue by investigating online courses in a professional development context, particularly one in a government institution namely the Financial Education and Training Agency (FETA) under the Indonesian Ministry of Finance. By analyzing curriculum documents followed by interviewing online instructors, the present study aimed to uncover practice-based considerations to guide the selection of course types for online courses. There were essentially three main course types at FETA: distance learning, web-based learning, and webinar courses, each suitable for various kinds of learning content.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"308 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining students’ course trajectories using data mining and visualization approaches 使用数据挖掘和可视化方法检查学生的课程轨迹

1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-10-16 DOI: 10.1186/s41239-023-00423-4

Rabia Maqsood, Paolo Ceravolo, Muhammad Ahmad, Muhammad Shahzad Sarfraz

{"title":"Examining students’ course trajectories using data mining and visualization approaches","authors":"Rabia Maqsood, Paolo Ceravolo, Muhammad Ahmad, Muhammad Shahzad Sarfraz","doi":"10.1186/s41239-023-00423-4","DOIUrl":"https://doi.org/10.1186/s41239-023-00423-4","url":null,"abstract":"Abstract The heterogeneous data acquired by educational institutes about students’ careers (e.g., performance scores, course preferences, attendance record, demographics, etc.) has been a source of investigation for Educational Data Mining (EDM) researchers for over two decades. EDM researchers have primarily focused on course-specific data analyses of students’ performances, and rare attempts are made at the domain level that may benefit the educational institutes at large to gauge and improve their institutional effectiveness. Our work aims to fill this gap by examining students’ transcripts data for identifying similar groups of students and patterns that might associate with these different cohorts of students based on: (a) difficulty level of a course category, (b) formation of course trajectories, and, (c) transitioning of students between different performance groups. We have exploited descriptive data mining and visualization methods to analyze transcript data of 1398 undergraduate Computer Science students of a private university in Pakistan. The dataset includes students’ transcript data of 124 courses from nine distinct course categories. In the end, we have discussed our findings in detail, challenges, and, future work directions.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136077604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis 开放教育资源(OER)和实践(OEP)在提高学习成绩方面是否有效?荟萃分析和综合研究

1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-10-13 DOI: 10.1186/s41239-023-00424-3

Ahmed Tlili, Juan Garzón, Soheil Salha, Ronghuai Huang, Lin Xu, Daniel Burgos, Mouna Denden, Orna Farrell, Robert Farrow, Aras Bozkurt, Tel Amiel, Rory McGreal, Aída López-Serrano, David Wiley

{"title":"Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis","authors":"Ahmed Tlili, Juan Garzón, Soheil Salha, Ronghuai Huang, Lin Xu, Daniel Burgos, Mouna Denden, Orna Farrell, Robert Farrow, Aras Bozkurt, Tel Amiel, Rory McGreal, Aída López-Serrano, David Wiley","doi":"10.1186/s41239-023-00424-3","DOIUrl":"https://doi.org/10.1186/s41239-023-00424-3","url":null,"abstract":"Abstract While several studies have investigated the various effects of open educational resources (OER) and open educational practices (OEP), few have focused on its connection to learning achievement. The related scientific literature is divided about the effects of OER and OEP with regards to their contribution to learning achievement. To address this tension, a meta-analysis and research synthesis of 25 studies ( N = 119,840 participants) was conducted to quantitatively investigate the effects of OER and OEP on students’ learning achievement. The analysis included course subject, level of education, intervention duration, sample size, geographical distribution, and research design as moderating variables of the obtained effects. The findings revealed that OER and OEP have a significant yet negligible ( g = 0.07, p < 0.001) effect. Additionally, the analysis found that the obtained effect can be moderated by several variables, including course subject, level of education and geographical distribution. The study findings can help various stakeholders (e.g., educators, instructional designers or policy makers) in understanding what might hinder OER and OEP effect on learning achievement, hence accommodating better learning outcomes and more effective interventions.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135805741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leveraging computer vision for adaptive learning in STEM education: effect of engagement and self-efficacy 利用计算机视觉进行STEM教育中的适应性学习:参与和自我效能的影响

1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-09-29 DOI: 10.1186/s41239-023-00422-5

Ting-Ting Wu, Hsin-Yu Lee, Wei-Sheng Wang, Chia-Ju Lin, Yueh-Min Huang

{"title":"Leveraging computer vision for adaptive learning in STEM education: effect of engagement and self-efficacy","authors":"Ting-Ting Wu, Hsin-Yu Lee, Wei-Sheng Wang, Chia-Ju Lin, Yueh-Min Huang","doi":"10.1186/s41239-023-00422-5","DOIUrl":"https://doi.org/10.1186/s41239-023-00422-5","url":null,"abstract":"Abstract In the field of Science, Technology, Engineering, and Mathematics (STEM) education, which aims to cultivate problem-solving skills, accurately assessing learners' engagement remains a significant challenge. We present a solution to this issue with the Real-time Automated STEM Engagement Detection System (RASEDS). This innovative system capitalizes on the power of artificial intelligence, computer vision, and the Interactive, Constructive, Active, and Passive (ICAP) framework. RASEDS uses You Only Learn One Representation (YOLOR) to detect and map learners' interactions onto the four levels of engagement delineated in the ICAP framework. This process informs the system's recommendation of adaptive learning materials, designed to boost both engagement and self-efficacy in STEM activities. Our study affirms that RASEDS accurately gauges engagement, and that the subsequent use of these adaptive materials significantly enhances both engagement and self-efficacy. Importantly, our research suggests a connection between elevated self-efficacy and increased engagement. As learners become more engaged in their learning process, their confidence is bolstered, thereby augmenting self-efficacy. We underscore the transformative potential of AI in facilitating adaptive learning in STEM education, highlighting the symbiotic relationship between engagement and self-efficacy.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135132301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies 行为学学习方法在职前英语教师TPACK与在线信息寻求策略开发中的应用

1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-09-25 DOI: 10.1186/s41239-023-00421-6

Taibe Kulaksız

{"title":"Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies","authors":"Taibe Kulaksız","doi":"10.1186/s41239-023-00421-6","DOIUrl":"https://doi.org/10.1186/s41239-023-00421-6","url":null,"abstract":"Abstract This study is purposed to implement and test a praxeological learning approach to enhance pre-service EFL teachers’ technological pedagogical content knowledge and online information-seeking skills. This study was conducted based on a convergent parallel mixed design involving thirty-seven sophomore pre-service EFL teachers. Multiple data collection tools were administered at the beginning and end of the course, and data were analyzed aligning with quantitative and qualitative methods complementarily. Active and decisive participation of the pre-service teachers shaped the course design following the sections of independent study, context orientation, and context-based study within the Technological Pedagogical Content Knowledge Framework. Findings showed that pre-service teachers’ technological pedagogical content knowledge and online information-seeking strategies of evaluation, selecting main ideas, and trial & error were significantly improved. Praxeological learning, following the Technological Pedagogical Content Knowledge Framework step-by-step and highlighting context-sensitivity, scaffolded pre-service teachers’ knowledge construction cumulatively and provided them with authentic learning experiences. The praxeological learning approach can support long-term motivation for technology integration knowledge and skills acquisition for pre-service teachers’ future careers.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135770909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis 职前教师对人工智能的接受程度：多群体分析

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-09-04 DOI: 10.1186/s41239-023-00420-7

Chengming Zhang, Jessica Schießl, Lea Plößl, Florian Hofmann, M. Gläser-Zikuda

引用次数: 3

Social anxiety in digital learning environments: an international perspective and call to action 数字学习环境中的社交焦虑:国际视角与行动呼吁

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-08-28 DOI: 10.1186/s41239-023-00419-0

Dirk Ifenthaler, Martin Cooper, L. Daniela, Muhittin Şahin

引用次数: 0

University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs 大学生学习人工智能的意图：支持性环境和期望价值信念的作用

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-08-22 DOI: 10.1186/s41239-023-00417-2

Faming Wang, Ronnel B. King, C. Chai, Ying Zhou

引用次数: 1

Exploring student perceptions and use of face-to-face classes, technology-enhanced active learning, and online resources 探索学生对面对面课堂、技术增强的主动学习和在线资源的看法和使用

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-08-18 DOI: 10.1186/s41239-023-00416-3

J. Lewohl

引用次数: 0

A familiar peer improves students’ behavior patterns, attention, and performance when learning from video lectures 熟悉的同伴在视频讲座中学习时可以改善学生的行为模式、注意力和表现

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-08-14 DOI: 10.1186/s41239-023-00418-1

Zhongling Pi, Yi Zhang, Qiuchen Yu, Jiumin Yang

引用次数: 0