European Conference on e-Learning最新文献

{"title":"Investigating Effective Ways to Use Artificial Intelligence in Teacher Education","authors":"Nyarai Tunjera, Agnes Chigona","doi":"10.34190/ecel.22.1.1625","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1625","url":null,"abstract":"The current advancements in natural language processing (NLP) have paved the way for the development of highly effective AI-powered language models. These models can produce human-like writing, making them valuable in various domains, including education. Given the importance of preparing pre-service teachers who can effectively facilitate student learning in the ever-evolving digital landscape, it becomes crucial to explore innovative approaches. This study focuses on investigating the potential integration of ChatGPT, an NLP model, in teacher training programs. The qualitative research involved 2nd and 3rd-year pre-service teachers enrolled in ICTs in the Education curriculum. Data collection was done through a questionnaire and class discussions to gain insights into the pre-service teachers' experiences with using ChatGPT. The findings shed light on the potential strategies for leveraging ChatGPT to enhance lesson planning and classroom activities, as it generates text that closely resembles human communication and exhibits independent learning capabilities. Implementing ChatGPT in teacher training programs holds promise for empowering pre-service instructors in creating engaging educational materials.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Robot-Assisted Language Education and Speech Therapy for Children with Cleft Lip and Palate","authors":"Aveen Najm, Esyin Chew, Barry Bentley","doi":"10.34190/ecel.22.1.1787","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1787","url":null,"abstract":"Cleft lip and palate (CLP) is a congenital anomaly that can have detrimental effects on an individual's ability to produce certain sounds, including bilabial sounds such as /m/ and alveolar sounds such as /n/, as well as sounds that require closure between the nasal and oral cavities, such as sounds ending in /-ɪŋ/. While surgical intervention can assist in correcting anatomical irregularities, consistent speech and language therapy sessions are often necessary to overcome obstacles associated with speech production. The research problem addressed in this study is the interruption of regular therapy, as evidenced by the discontinuation of services during the COVID-19 pandemic, which can lead to setbacks in progress and an increase in the risk of developmental delays in children. To explore the potential of educational robots to address this problem, this paper (i) investigates the user requirements, usability considerations, and attitudes to speech therapy robots, from the perspective of parents and carers of children with CLP, (ii) presents an experimental prototype for CLP language education and speech therapy using a humanoid robot, named Robot Lily, based on input from prospective users; and (iii) evaluates the prototype Robot Lily on a subject with CLP. The robot has been programmed to interact with the child in a naturalistic manner, using the same language and gestures employed by human speech and language therapists. The robot can respond to inquiries, practice articulation and pronunciation, aid the child with speech fluency, provide feedback, and encourage continued speech exercises. The primary interactions between a child with CLP and Robot Lily were observed and evaluated, with the robot shown to provide a unique opportunity to acquire speech and language abilities in a captivating and interactive manner. Compared to web-based applications, speech education assistant robots like Robot Lily may offer children a more appealing, engaging, and practical solution; and be remotely controlled by humans for specialized interventions at home, thereby circumventing the challenges encountered during COVID-19. These findings and methods have been used to develop an integrated model for ethical robotic speech therapy utilizing machine learning, which is expected to help meet the growing demand for speech therapy services.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Gamification to Develop Students As Strategic Thinkers – A Qualitative Perspective","authors":"Michael O'Brien, Yvonne Costin","doi":"10.34190/ecel.22.1.1856","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1856","url":null,"abstract":"The use of gamification as an instructional strategy has gained significant attention in recent years as a way of increasing student engagement and motivation. Gamification involves the application of game design principles to non-game contexts, such as higher education. One area in which gamification has shown particular promise is in developing students' strategic thinking abilities. This qualitative study explores university students' post-module reflections on their experience of working in teams over the course of a seven-week intensive postgraduate business analytics simulation module. Reflections were analysed using thematic analysis to identify common themes and patterns with respect to students’ strategic thinking in terms of decision-making. The study findings strongly suggests that gamification, particularly the use of business simulations, can be an effective tool for developing students' strategic mindsets, in terms of the process for decision-making, impact of critical incidents, the lessons they learned and corrective action taken, along with the role of the team itself.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is this an e-School? e-Learning Using Information Communication Technologies in South Africa","authors":"Mandlenkosi Thwala, Leila Goosen","doi":"10.34190/ecel.22.1.1926","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1926","url":null,"abstract":"The study reported on in this paper reviewed the readiness of a specific high school in the township of Soweto to the south of Johannesburg, South Africa, to deliver the curriculum by using Information and Communication Technologies (ICTs), as well as to find the barriers and limitations thereto. For the empirical research, a quantitative mode of inquiry was adopted. A sample of learners and teachers was selected to answer the research questions, using two different questionnaires. The principal responded to a questionnaire on the ICT infrastructure available to establish what the school had in this regard, as well as the skills available to implement pedagogy using ICTs. Data analysis was carried out using a common spreadsheet application and multiple criteria, and the findings are discussed to provide value to, and should be of use to, the stakeholders involved for development purposes. The work discussed in this study covered curriculum topics, as well as lesson planning and reporting. In other words, it covered the process of teaching and learning up to reporting for teachers. A summary of the findings of the research conducted at the high school showed that the school does not have a stable internet connection and more technical support is needed from the government to strengthen the ICT infrastructure to enable the school to fully implement the curriculum using ICTs, compared to using traditional or hybrid methods. These strengthening recommendations include a stable internet connection, ICT staff, to support both e-teachers and e-learners with ICT problems, as well as software to deliver the curriculum. The findings also showed that learners are more comfortable with mobile devices and a little uncomfortable using computers for learning, which means that some aspects of e-learning requirements are not met, and it is very difficult to achieve some of the curriculum goals using mobile devices.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging contemporary theory with online practice: The sustained impact on student identities","authors":"Caroline Galdames, Paula Charbonneau-Gowdy","doi":"10.34190/ecel.22.1.1654","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1654","url":null,"abstract":"Higher Education (HE) Institutions that offer online programs seek to connect their training promises with the kind of learning and learners 21st century workplaces demand. Fulfilling these objectives implies promoting empowered, collaborative, and self-directed identities in learners during their formal learning and beyond. While learning theories and societal demands might support such identity development in individuals, ensuring these goals are met and importantly sustained has been problematic for institutions. Putting theory into practice becomes a greater challenge when the training process is completely mediated online. This inquiry is one of a four-part longitudinal study aimed at aligning the instructional design, pedagogical practices, and use of social learning-based technology tools in all programs with 21st century goals and contemporary theory of e-learning at a fully online technical HE institution in Chile. In the first three studies, we examined the impact of this alignment across all programs on the learner identities of students: 1) at the outset of their programs (n=2,300), 2) after 5 months (n=14), and 3) through the perspectives of faculty (n=82). Findings in all three studies suggested that many students in the institution, most from socially and academically disadvantaged backgrounds, transitioned to clearly evident 21st century learner behaviours. In the present investigation, our aim was to gather a deeper understanding of these changes and the implications of the design/practice/technology alignment after one year. We focussed on the same students (n=14) to uncover evidence, if any, of sustained changes as they graduated and moved back full time to their respective workplaces. A qualitative methodology was employed where data collection involved individual interviews, field notes, observations, and online digital activity. Findings reveal student identities with significantly increased confidence in their abilities and skills, placing important value on life-long learning as a means to transform their present and future lives and positively influencing their workspaces. This study provides strong empirical evidence of sustained changes that an instructional design based on social learning and mediated by technology generated in our students. At the same time, it contributes valuable and practical answers for overcoming the challenges that still beset many online programs in higher education.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Notetaking media in Higher Education","authors":"Colin Loughlin","doi":"10.34190/ecel.22.1.1608","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1608","url":null,"abstract":"This paper explores the evolution of research methodology in the study of student notetaking in higher education (HE) and its impact on pedagogic approaches. While acknowledging the importance of notetaking for student learning, the paper argues that the overreliance of randomized control trials (RCTs) has led to some potentially misleading conclusions about lectures in HE and the notes students make during them.
 The paper traces the historical development of research methodologies in student notetaking, highlighting the shift from early observational studies to experimental research focused on identifying effective notetaking styles. However, the paper contends that these experimental studies often failed to capture the complex real-world factors that influence student note taking behaviour and learning outcomes.
 Contradictory findings between experimental and observational research are presented, challenging the assumptions drawn from RCTs. Observational studies suggest that the quality and quantity of notes taken during lectures may have limited impact on long-term conceptual understanding and learning outcomes, while the revision and review process may play a more significant role.
 The paper also examines the issues of internal and external validity in experimental research on student notetaking. It argues that the experimental methodologies used in these studies often controlled for important contextual factors, resulting in misleading outcomes that do not translate well into real-world settings.
 Drawing on the concepts of holist underdetermination and auxiliary hypotheses, the paper emphasizes the need for mixed methodologies and a holistic approach to investigate and establish causation in the study of student notetaking. 
 In conclusion, the paper suggests that a shift in focus from student notetaking to the lecture itself may be necessary. It highlights the importance of considering the broader context, individual differences, and the review and revision process in understanding the impact of notetaking on student learning outcomes. The paper calls for a re-evaluation of experimental methodologies and a more comprehensive approach to studying student notetaking in higher education.
 
","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135781837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Perspectives on WhatsApp Support for Developing School Experience e-Portfolios on Google Sites","authors":"Vuyisile Nkonki, Nobulali Tsipa-Booi, Bongo Mqukuse","doi":"10.34190/ecel.22.1.1866","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1866","url":null,"abstract":"This paper sought to reflect on the task of putting together an e-Portfolio of evidence under conditions of imposed emergency remote online teaching and learning with WhatsApp support. Student teachers in one institution had to undergo their school experience and practice teaching under emergency remote online teaching and learning. Further, these students had to produce and submit portfolios of evidence in an electronic format. Given that there were no contact lectures and tutorials during this period, WhatsApp support had to be relied on to assist these students with the development of their school experience portfolios. Informed by the e-learning ecologies framework, this study analysed the affordances 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 data through a qualitative survey in which their accounts and evaluations of interactions and support through WhatsApp were expressed narratively. Meaning units were extracted through content analysis and allotted to themes and categories suggested by the affordances framework. This study reports on the usefulness of the framework to evaluate WhatsApp support as well as the affordances that are most and least served by WhatsApp support on the development of an e-Portfolio 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 affordances, and enhancement of e-Portfolio development for the school experience are furnished.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Soft Skills Demand and Supply Through the Lens of Higher Education Students","authors":"Naghmeh Aghaee, Thashmee Karunaratne","doi":"10.34190/ecel.22.1.1639","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1639","url":null,"abstract":"Soft skills are becoming equally crucial as hard skills in today's labour market. In contrast to hard skills which are teachable typically through formal education, soft skills are non-technical and interpersonal, allowing individuals to be able to find and succeed in their studies, jobs, and professional life. Despite the increasing emphasis on soft skills, many university students are either unaware of or neglect enhancing them. Soft skills deficiency among university students has become a significant concern for employers, educators, and policymakers, as it negatively affects students' academic performance and future employment prospects. The purpose of this study is to investigate students’ perceptions of the demand for soft skills and the possibility and availability of learning opportunities. The expected outcomes intend to provide insights about awareness of soft skills among students and pathways to reduce the soft skills gap through training provisions in higher education settings. Furthermore, it aims to find out how the young generation (mainly Generation Z) would perceive digitalisation and specifically gamification as a solution to facilitate soft skills training. This is a mixed method study, in which, an open survey was the data collection media. The survey was conducted during the spring semester of 2023 and analysed using visualisation and summarisation methods. Based on the outcome of 66 master’s and bachelor's students attending the digitalisation courses in two classes in Sweden, over 50% of the students perceived a lack of soft skills in their curricula. They were also positive toward the use of gamification as an effective digital strategy, recognising it as a powerful tool to facilitate training and developing soft skills as a part of formal learning in higher education. As a suggested approach, gamifying soft skills training potentially creates simulations that mimic real-world situations to allow students to practice and develop their soft skills in a safe and low-stakes training environment. This facilitates training soft skills for better communication and collaboration during their academic journey and after their graduation and to prepare students for successful careers.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital Addiction and Financial Literacy: A Study on University Students","authors":"ABDURRAHMAN GUMRAH, Hüseyin Karagöz","doi":"10.34190/ecel.22.1.1910","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1910","url":null,"abstract":"Addiction, basically two groups are examined. The first is piracy of individuals, and the second is psychological theft. Examination as the use bodies of substances related to external factors constantly get used to these substances, depending on external factors, and undesirable results may occur when these components cannot be taken into the body. Traditional habitual hacking, which is described as digital addiction, brings with it an interest in technological devices and a lack of access to them. Digital components guide the spirits that feed the conflict in case the higher units cannot access the relevant devices, and tolerance for guests and other children is observed. Financial literacy, which is the other variable of the research, defines the limits of being able to make effective decisions about the management of money. This concept, which can also be defined as the act of saving information, does not include intelligent action in details such as investment, budget, debt, portfolio diversification. Financial literacy can also be interpreted as making behavioral decisions such as making financial plans, saving and spending results. Financially literate people are well versed in money management and are well acquainted with the economic processes of saving. This concept, which is considered important of financial resources in crisis environments, is evaluated as individuals' correct interpretation of their financial resources and acting in this context. The increase in the concept of financial literacy has revealed economic fluctuations. As a matter of fact, it is seen that countries and societies with high financial information have high savings. These countries are generally the ones that have learned lessons from the financial crises.
 The aim of the research is to determine whether digital addiction has an effect on financial literacy. In this context, university students were selected as a sample in the study, and a face-to-face survey was applied to 372 university students. Digital addiction scale and financial literacy scale were used as data collection tools in the research. Both of the research scales are in five-point Likert type. The research data were analyzed by the SPSS 26 program, correlation and regression analyzes were carried out between the two related variables that constitute the subject of the study. When the results of the analysis were examined, it was determined that digital addiction did not have a significant relationship on financial literacy. At the same time, within the scope of testing the research hypothesis, it was determined that digital addiction did not have any significant effect on financial literacy.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"HyFlex learning as support for lifelong learning","authors":"Tone Vold, Linda V. Kiønig","doi":"10.34190/ecel.22.1.1881","DOIUrl":"https://doi.org/10.34190/ecel.22.1.1881","url":null,"abstract":"Since the COVID-19 pandemic, the courses in a study programme in Knowledge Management have been offered as a hybrid version, serving students at both a campus and online. The official policy from the universities is that the students are wanted back at the campuses. However, students in a work-life lifelong learning situation do not always have the opportunity of travelling to a campus. Hence, the possibility of taking part digitally in a class with a mix of online and physically present students has been the right solution for many working students. This paper presents results from a survey among students enrolled in four different courses in the study programme of Knowledge Management at the Inland Norway University of Applied Sciences, Norway, where the physical classroom is based in Kongsvinger, and the students are either present at the campus or online simultaneously. The preliminary results show that the students in this lifelong learning situation are depending on this hybridity in order maintain their learning opportunities, as this enables them to stay in an often-demanding work situation, as well as being able to stay as learners at a university. This implies that the hybridity, first boosted by the COVID-19 pandemic, now, independently of the pandemic, is a demand within the segment of lifelong learners, as this will support access to higher education independent of place of residence, family situation or work situation. The students in this segment claim to attend physically if and when they have the opportunity to travel due to the above-mentioned situations. Hence, online only is not always the best option.","PeriodicalId":320484,"journal":{"name":"European Conference on e-Learning","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}