International Journal of Emerging Technologies in Learning最新文献_第2页

Online Teaching Quality Evaluation: Entropy TOPSIS and Grouped Regression Model 网络教学质量评价:熵TOPSIS与分组回归模型

International Journal of Emerging Technologies in Learning Pub Date : 2023-08-30 DOI: 10.3991/ijet.v18i16.41353

Yan Zhang, Chang Liu

{"title":"Online Teaching Quality Evaluation: Entropy TOPSIS and Grouped Regression Model","authors":"Yan Zhang, Chang Liu","doi":"10.3991/ijet.v18i16.41353","DOIUrl":"https://doi.org/10.3991/ijet.v18i16.41353","url":null,"abstract":"With the continuous progress in Chinese higher education, the quality of online teaching has become the key to influencing that of the operation and reputation of universities and colleges. Nevertheless, the results of traditional teaching quality evaluation methods are considerably influenced by objectivity due to limitations in single-index and outdated methods. Hence, the construction of a reasonable online teaching quality evaluation model for universities and colleges presents important research significance to optimize the existing evaluation process. An online teaching quality evaluation index system for teachers at 26 observation points was set up from the perspectives of teaching objectives, process, and effect. The Technique for Order Preference by Similarity to Solution (TOPSIS) scores of 215 teachers from six universities in Henan Province, China, were evaluated using the entropy TOPSIS method. In addition, the significance of influencing factors in the ranking results of online teaching quality by teachers was analyzed using a hierarchical regression model. Results demonstrate that the weights of teaching attitude, teaching contents, and cognitive objectives were the highest and occupied the top three positions with weights of 14.94%, 12.99%, and 12.96%. By using three level-1 indexes of teaching objectives, process, and effect as the explanatory variables, students’ scores for teachers are all significant under the 1% level. According to the Chow test, the results are F (4, 207) = 2.725 and p = 0.031 < 0.05, indicating that using the online teaching duration of teachers as a grouping variable brings structural changes. Results can optimize online teaching quality evaluation and provide scientific references to evaluate the teaching quality of teachers.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41883899","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}

引用次数: 0

Teacher of the Future 未来教师

International Journal of Emerging Technologies in Learning Pub Date : 2023-08-30 DOI: 10.3991/ijet.v18i16.36169

A. Drigas, Irene Chaidi, Chara Papoutsi

引用次数: 0

Personalizing Students' Learning Needs by a Teaching Decision Optimization Method 基于教学决策优化方法的个性化学生学习需求

International Journal of Emerging Technologies in Learning Pub Date : 2023-08-30 DOI: 10.3991/ijet.v18i16.42707

Yan Zhang, Yue Shi, Fu-yong Bi

{"title":"Personalizing Students' Learning Needs by a Teaching Decision Optimization Method","authors":"Yan Zhang, Yue Shi, Fu-yong Bi","doi":"10.3991/ijet.v18i16.42707","DOIUrl":"https://doi.org/10.3991/ijet.v18i16.42707","url":null,"abstract":"With the rapid development of educational technology and the deepening of educational system reform, personalized education has gradually become an important topic in education. However, existing classroom teaching decision-making methods often fail to meet students’ personalized learning needs, resulting in some students being unable to reach their full potential in the classroom. To solve this problem, this study proposed a multi-conditional factor classroom teaching decision optimization method based on the improved particle swarm optimization (IPSO) algorithm, and predicted students’ personalized learning needs by combining with the improved ant colony optimization-support vector regression (IACO-SVR) model. First, the IACO-SVR model was used to collect students’ learning data, such as grades, interests, hobbies and learning progress, to accurately predict their needs in different teaching contexts. Second, the IPSO algorithm was used to optimize the multi-conditional factor classroom teaching decisions, thus meeting the personalized needs of students. The IPSO algorithm had strong global search ability, which effectively found the optimal solution to achieve personalized teaching strategies. It is expected that the teaching quality can be improved by predicting the personalized learning needs of students and optimizing classroom teaching decisions in this study, thus providing better support for their comprehensive development. In addition, the results of this study can provide theoretical basis and reference for administrative departments of education and schools to formulate personalized education policies.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42504523","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}

引用次数: 0

Expanding the Technology Acceptance Model (TAM) to Consider Teachers Needs and Concerns in the Design of Educational Technology (EdTAM) 扩展技术接受模型(TAM)以考虑教师在教育技术设计中的需求和关注点

International Journal of Emerging Technologies in Learning Pub Date : 2023-08-30 DOI: 10.3991/ijet.v18i16.42319

Thomas B. Frøsig

引用次数: 0

Cognitive Status Analysis for Recognizing and Managing Students' Learning Behaviors 学生学习行为识别与管理的认知状态分析

International Journal of Emerging Technologies in Learning Pub Date : 2023-08-30 DOI: 10.3991/ijet.v18i16.42705

Jingyao Zhang

{"title":"Cognitive Status Analysis for Recognizing and Managing Students' Learning Behaviors","authors":"Jingyao Zhang","doi":"10.3991/ijet.v18i16.42705","DOIUrl":"https://doi.org/10.3991/ijet.v18i16.42705","url":null,"abstract":"Online learning environments have become increasingly popular due to their flexibility and convenience, but they also present new challenges, such as maintaining student motivation and engagement. To address these challenges, it is crucial to understand and predict students’ learning behaviors. This study explores the recognition and management of students’ learning behaviors through cognitive status analysis. By conducting a thorough analysis of students’ cognitive status and applying advanced deep learning models and algorithms, this study demonstrates the effectiveness of recognizing and managing students’ learning behaviors. The proposed model combines convolutional neural networks and long short-term memory networks with attention mechanisms, which incorporate cognitive status evaluation features and use them as filters for text information. The model’s focus on text sentences with distinctive features in cognitive status evaluation leads to more effective recognition and management of students’ learning behaviors. Additionally, by integrating Most Informative Propositions and Semantic Propositional Value into the deep learning model, this study achieved excellent results in cognitive status evaluation recognition tasks. Further experiments show that by mixing different features and using advanced algorithms, the final model achieves high classification accuracy and F1 scores on multiple types of learning behaviors. Continuous assessment of students’ cognitive status and learning behaviors can lead to the development of effective learning strategies and intervention measures, which can enhance students’ mastery of knowledge and overall performance.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46279437","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}

引用次数: 0

Validation of a Didactic Model for the Understanding of Academic Texts in Virtual Higher Education 虚拟高等教育中学术文本理解教学模式的验证

International Journal of Emerging Technologies in Learning Pub Date : 2023-08-30 DOI: 10.3991/ijet.v18i16.42315

Maira Alejandra Pulgarín Rodríguez

{"title":"Validation of a Didactic Model for the Understanding of Academic Texts in Virtual Higher Education","authors":"Maira Alejandra Pulgarín Rodríguez","doi":"10.3991/ijet.v18i16.42315","DOIUrl":"https://doi.org/10.3991/ijet.v18i16.42315","url":null,"abstract":"Academic literacy is a crucial aspect of education, yet assessing it remains a challenge for universities in knowledge management. This research focuses on how to support Colombian university students in understanding academic texts in virtual learning environments. To address this issue and fill a gap in the literature, the main objective of this study is to propose a model for assessing academic literacy in virtual learning environments, using the Delphi method as a validation tool. A panel of language experts from various Latin American countries was convened to ensure a diverse and representative perspective of the region for this study. The research involved the participation of 15 experts with doctoral degrees from different countries, which allowed for a broad and heterogeneous perspective on academic literacy in virtual learning contexts in Latin America. Each of the participants contributed their knowledge and experience in the language area. In the results, ten key elements were identified and distributed in different subconstructs that allow for a comprehensive evaluation and improvement of academic competence in virtual learning environments. The identification of these elements provides teachers and university management personnel with a reliable and precise tool for evaluating students’ competence levels in virtual learning environments and designing effective pedagogical strategies to improve their academic performance.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48404633","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}

引用次数: 0

Data-Driven School Improvement and Data-Literacy in K-12: Findings from a Swedish National Program 数据驱动的学校改进和K-12的数据素养:来自瑞典国家项目的发现

International Journal of Emerging Technologies in Learning Pub Date : 2023-08-15 DOI: 10.3991/ijet.v18i15.37241

Robert Hegestedt, Jalal Nouri, Rebecka Rundquist, U. Fors

{"title":"Data-Driven School Improvement and Data-Literacy in K-12: Findings from a Swedish National Program","authors":"Robert Hegestedt, Jalal Nouri, Rebecka Rundquist, U. Fors","doi":"10.3991/ijet.v18i15.37241","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.37241","url":null,"abstract":"Data-driven school improvement has been proposed to improve and support educational practices, and more studies are emerging describing data-driven practices in schools and the effects of data-driven interventions. This paper reports on a study that has taken place within a national program where 15 schools from 6 different municipalities and organizations are working at classroom, school and municipality levels to improve educational practices using data-driven methods. The study aimed at understanding what educational problems teachers, principals and administrative staff in the project aimed to address through the utilization of data-driven methods and the challenges they face in doing so. Using a mixed-methods design, we identified four thematic areas that reflect the focused problem areas of the participants in the project, namely didactics, democracy, assessment and planning, and mental health. All development groups identified problems that can be solved with data-driven methods. Along with this, we also identified five challenges faced by the participants: time and resources, competence, ethics, digital systems and common language. We conclude that the main challenge faced by the participants is data literacy, and that professional development is needed to support effective and successful data-driven practices in schools.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43729773","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}

引用次数: 0

Towards an Intelligent Model for Evaluating Serious Games 关于评估严肃游戏的智能模型

International Journal of Emerging Technologies in Learning Pub Date : 2023-08-15 DOI: 10.3991/ijet.v18i15.40957

Kamal Omari

引用次数: 0

The Effect of Group Size on Cognitive and Behavioural Students' Engagement 群体规模对学生认知和行为投入的影响

International Journal of Emerging Technologies in Learning Pub Date : 2023-08-15 DOI: 10.3991/ijet.v18i15.40665

Youssef Laaziz, Ghizlane Chemsi, M. Radid

{"title":"The Effect of Group Size on Cognitive and Behavioural Students' Engagement","authors":"Youssef Laaziz, Ghizlane Chemsi, M. Radid","doi":"10.3991/ijet.v18i15.40665","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.40665","url":null,"abstract":"The size of the group is an important subject to discuss, especially in light of the challenges that appear with the trend toward large institutions with large student bodies in higher education, including the quality of student integration and the quality requirements that higher education must meet in light of the high qualifications demanded by the world of employment. In this study, we examine the effect of learning-group size on students’ cognitive and behavioral engagement. In a quantitative approach, a questionnaire survey is used to collect data from 234 students at the Hassan II University in Casablanca. The purpose of this research is to demonstrate the influence of group size on students’ cognitive and behavioral engagement. The participants were separated into 140 students in large groups and 94 small groups. A questionnaire measured the impact of group size on participants’ cognitive and behavioral engagement and had a Cronbach’s alpha value of 0.9. According to the study’s findings, group size should be taken into account because it affects most factors related to cognitive and behavioral engagement. To increase student involvement and boost their academic achievement, it is advised that more empirical research should be done in order to develop pedagogical strategies to control this difference much better.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44592596","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}

引用次数: 0

The Impact of Online Teaching Using Interactive Learning Methods on the Utilization of Learning Resources 运用互动学习方法的在线教学对学习资源利用的影响

International Journal of Emerging Technologies in Learning Pub Date : 2023-08-15 DOI: 10.3991/ijet.v18i15.41361

Zhanbo Huang, Min Wang, Feng Ling, Bo Chen

{"title":"The Impact of Online Teaching Using Interactive Learning Methods on the Utilization of Learning Resources","authors":"Zhanbo Huang, Min Wang, Feng Ling, Bo Chen","doi":"10.3991/ijet.v18i15.41361","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.41361","url":null,"abstract":"The management of learning resources is based on educational information technology, and the interactive learning method can improve teaching efficiency in colleges and universities. However, the diversity of resources leads to differences in teaching levels and attributes. To further improve students’ utilization of learning resources and the level of teaching in colleges and universities, the impact of online teaching using interactive learning methods on the utilization of learning resources was explored, and the application of database teaching in online teaching platform was analyzed. Based on this platform, the structure of an interactive learning-based intelligent Q&A module was established to determine the impact of online teaching on the utilization of learning resources using interactive learning methods. Results indicate that the proposed method can effectively save students learning time while improving learning efficiency. The proportion of students who are not interested in online teaching using interactive learning methods is reduced to 0%. The application of the method described in this study is beneficial for enhancing students’ interest in online teaching using interactive learning methods, improving their learning outcomes, and increasing their academic achievements.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48417473","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}

引用次数: 0