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Investigating the impact of structured knowledge feedback on collaborative academic writing Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-16 Xu Li, Shiyan Jiang, Yue Hu, Xiaoxiao Feng, Wenzhi Chen, Fan Ouyang
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Teachers’ ICT in pedagogy: A case for mentoring and mirrored practice Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-16
Abstract The rapid expansion of the knowledge society, due mainly to the ubiquity and access of information and communication technology (ICT), places a professional demand on teachers to acquire relevant knowledge to make use of technology in their classrooms. Thus, for teachers to effectively integrate ICT into their teaching repertoire, they must transform their pedagogical practices. In this regard
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The impact of thinking-aloud peer assessment (TAPA) on the development of high order thinking skills (HOTS) in math e-learning Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-15 Eisa Rezaei, Sepide Sadat Beheshti Shirazi
Assessment plays a crucial role in the learning process and significantly impacts students’ understanding of tasks and their engagement. With the increasing popularity of e-learning, cognitive assessment methods are becoming more prevalent, and they can help develop students’ high-order thinking skills (HOTS). Thinking-Aloud Peer Assessment (TAPA) is one such method that enables students to provide
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Towards best practices for mitigating artificial intelligence implicit bias in shaping diversity, inclusion and equity in higher education Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-15
Abstract Artificial Intelligence (AI) strives to create intelligent machines with human-like abilities. However, like humans, AI can be prone to implicit biases due to flaws in data or algorithms. These biases may cause discriminatory outcomes and decrease trust in AI. Bias in higher education admission may limit access to opportunities and further social inequalities, often due to implicit biases
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Humanoid robot-empowered language learning based on self-determination theory Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-15
Abstract With the ability to provide feedback and assistance, humanoid educational robots have been proven effective in assisting students to overcome learning challenges and enhancing individual learning outcomes. However, the strength of humanoid robots in promoting social and emotional skills has not been well investigated. Socially supportive behaviour can contribute more to students’ learning
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Exploring the impact of ChatGPT-generated feedback on technical writing skills of computing students: A blinded study Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-15
Abstract This research investigates the impact of ChatGPT-generated feedback on the writing skills of first-year computing students at a Saudi University. Employing a qualitative research design, the study involved 111 male students, blinded to the switch from human to ChatGPT-generated feedback, ensuring unbiased reflections on their experiences. Over six weeks, students’ reactions to feedback were
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A hybrid approach for early-identification of at-risk dropout students using LSTM-DNN networks Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-14 Houssam El Aouifi, Mohamed El Hajji, Youssef Es-Saady
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Fostering engaging online learning experiences: Investigating situational interest and mind-wandering as mediators through learning experience design Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-14 Joseph T. Wong, Edward Chen, Natalie Au-Yeung, Bella S Lerner, Lindsey Engle Richland
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Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-14 Esra Yildiz, Ibrahim Arpaci
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The development of the student online learning patience scale (SOLPS) Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-14 Ali Eryilmaz, Ahmet Basal
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In service of school digitalisation in Sweden – a study on ICT coordinators’ conditions for work in a local municipal context framed by national educational policy Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-14 Ulrika Gustafsson, Anders D. Olofsson, Peter Bergström
The aim of this study was to explore, analyse, and critically discuss conditions for Swedish ICT coordinators working on school digitalisation in a local municipal school context. More specifically, the study draws on findings from interviews with 13 Swedish information and communication technology (ICT) coordinators working in eight municipalities that have adopted two contrasting approaches to school
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Comprehending complex chemistry problems in a structured and enjoyable manner: A concept mapping-based contextual gaming approach Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-14
Abstract Many scientific concepts and theorems are often abstract and challenging to relate to real-life problems, making it difficult for students to grasp them. Therefore, some researchers have attempted to enhance students’ understanding by employing a contextual learning approach, which allows students to apply scientific knowledge to real situations in their daily lives. The aim is to improve
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Investigating AI-based academic support acceptance and its impact on students’ performance in Malaysian and Pakistani higher education institutions Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-14 Nisar Ahmed Dahri, Noraffandy Yahaya, Waleed Mugahed Al-Rahmi, Muhammad Saleem Vighio, Fahad Alblehai, Rahim Bux Soomro, Anna Shutaleva
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Effectiveness of AI-assisted game-based learning on science learning outcomes, intrinsic motivation, cognitive load, and learning behavior Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-12 Ching-Huei Chen, Ching-Ling Chang
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Teacher educators’ use of mind mapping in the development of TPACK in a technology-rich learning environment Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-12 Adedayo Olayinka Theodorio, Tawanda Wallace Mataka, Brian Shambare
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Assessing the effectiveness and student perceptions of synchronous online flipped learning supported by a metaverse-based platform in medical English education: A mixed-methods study Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-12
Abstract Understanding the potential transformation brought about by integrating the flipped classroom methodology with rich and dynamic learning platforms like the Metaverse, in terms of usability, students’ academic performance, and intrinsic motivation, holds critical importance for adopting innovative strategies in the field of education. This study describes an attempt to integrate flipped learning
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Experiences of face-to-face and online collaborative learning tutorials: A qualitative community of inquiry approach Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-11 H. Q. Chim, Diana H. J. M. Dolmans, Mirjam G. A. oude Egbrink, Hans H. C. M. Savelberg
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The evaluation of gamification implementation for adult learners: A scale development study based on andragogical principles Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-11 Zamzami Zainuddin, Samuel Kai Wah Chu, Juliana Othman
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Determining the factors affecting the ICT use of Turkish students attending PISA-2018: Multilevel profile analysis approach Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-11 Bülent Başaran
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Examining the impact of teacher scaffolding in the knowledge building environment: Insights from students’ interaction patterns, social epistemic networks, and academic performance Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-11 Zuokun Li, Pey-Tee Emily Oon, Shaoming Chai
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Assigning multiple labels of sustainable development goals to open educational resources for sustainability education Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-09 Rui Yao, Meilin Tian, Chi-Un Lei, Dickson K. W. Chiu
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Immersive media and its influences on design thinking Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-09 Tyler Gaspich, Insook Han
Design thinking and virtual reality continue to infiltrate the K-12 landscape, with incredible promise for fostering deeper engagement with content. Design thinking in particular embodies maker education’s beliefs in learning through building, but with the added caveat of solving real-world problems with the consideration of others’ perspectives. For leveraging the benefits of design thinking, understanding
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The effects of live-streaming presence and extraneous cognitive load on learning performance in P-D/O-Q/D-E-T inquiry Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-09 Jon-Chao Hong, Ming-Chou Liu, Huei-Ying Ho, Chi-Ruei Tsai, Kai-Hsin Tai
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Machine learning model for chatGPT usage detection in students’ answers to open-ended questions: Case of Lithuanian language Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-09 Pavel Stefanovič, Birutė Pliuskuvienė, Urtė Radvilaitė, Simona Ramanauskaitė
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High-performance computing in undergraduate education at primarily undergraduate institutions in Wisconsin: Progress, challenges, and opportunities Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-09
Abstract High-performance computing (HPC) has become a strategic resource that drives innovation and economic growth. In addition, it is important to educate a workforce with advanced computational skills to maintain economic competitiveness. In this project, we studied 133 domestic and international university HPC centers to understand the status of HPC. Diverse operating models have been identified
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E-learning behavioral intention among college students: A comparative study Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-08
Abstract With the explosive growth of various applications on the Internet, higher education institutions have advocated distance learning courses, making research on online learning increasingly important. This study attempts to emphasize the characteristics of instruction in online learning systems, using the Theory of Planned Behavior. Two groups of learners were targeted: those who had taken online
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Machine learning investigation of optimal psychoemotional well-being factors for students’ reading literacy Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-08 Xuetan Zhai, Wei Yuan, Tianyu Liu, Qiang Wang
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Measuring the success of information systems in higher education – a systematic review Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-08 Tea Mijač, Mario Jadrić, Maja Ćukušić
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The impact of bi/multilingualism on brain activity in dual language education based on smart technologies: Neurolinguistic aspect Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-08 Yang Liu
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Effect of game-based learning on educational technology Students’ performance: A case of simple repeated measures approach Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-08 Ibrahim Abba Mohammed, Oluwole Caleb Falode, Ibrahim Ismaila Kuta, Ahmed Bello
The COVID-19 pandemic kick-started a new paradigm shift in the way and manner teaching and learning takes place on the global scale due to the lockdown that succeeded in shutting down school activities. As a result, most institutions turned to technology supported e-learning as against the traditional face-to-face teaching and learning in order to cover for lost time. This study therefore tested the
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A multidimensional taxonomy for learner-AI interaction Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-08
Abstract There is a need to conceptualize a multidimensional taxonomy for learner-AI interaction. This conceptual/perspective article shares recent work on AI learner education and further presents new conceptions for a multidimensional taxonomy for learner-AI interaction. A review of the literature is conducted (N = 11). Open coding is used to summarize an overview of work, challenges, and findings reported
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Blockchain-based framework and platform for validation, authentication & equivalency of academic certification and institution’s accreditation: UAE case study and system performance (2022) Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-06 Mohamed Al Hemairy, Manar Abu Talib, Ather Khalil, Ahsan Zulfiqar, Takua Mohamed
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Exploring the effects of roles and group compositions on social and cognitive interaction structures in online collaborative problem-solving Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-06
Abstract Collaborative problem-solving (CPS) involves the interaction and interdependence of students’ social and cognitive skills, making it a complex learning process. To delve into the complex dynamics of CPS, previous research has categorized socio-cognitive roles, providing insights into social-cognitive frameworks. However, despite the specific cognitive and social interaction structures employed
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Voices from the field: Integrating e-portfolios in early childhood education Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-06 Emine Ferda Bedel, Sema İnce, Serenay Başalev Acar
Digital technologies are increasingly integrated into early childhood education (ECE), prompting discussions regarding their potential benefits and drawbacks. Research has shown that technology designed for children’s developmental needs can enhance learning and development, while also improving communication between parents, teachers, and children. However, issues like access, equity, ethics, and
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An empirical evidence on the continuance and recommendation intention of ChatGPT among higher education students in India: An extended technology continuance theory Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-05
Abstract The aim of this research is to discover the continuance and recommendation intention of higher education students who are using ChatGPT. Specifically, we proposed an extend technology continuance theory (TCT) by integrating the recommendation intention. A structured Google form is used to collect the data from the higher education students especially engineering college students in India.
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Does scratch animation for sustainable development goals (SDGs) with AI-comics impact on student empathy, self-efficacy, scriptwriting, and animation skills? Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-05 Cathy Weng, Kifle Kassaw, Pei-Shan Tsai, Tsai-Ju Lee
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Fostering computational thinking through digital storytelling: a distinctive approach to promoting computational thinking skills of pre-service teachers Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-05 Tülin Haşlaman, Filiz Kuşkaya Mumcu, Nilüfer Atman Uslu
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Using AR-assisted approach in Chinese character acquisition for adult CFL learners Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-05 Yizhen Wang, Xiaolu Wang
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Assessing the role of methods in teaching courses in improving student/teachers' instructional skills and attitudes toward STEAM education in kindergartens Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-05 Kawthar Habeeb
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Digital learning for preschools: Validation of basic ICT competence beliefs of preschool teachers in Hong Kong and the Philippines Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-05 Jana Patricia M. Valdez, Norman B. Mendoza
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The integration of digital games in elementary schools: The principals’ point of view Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-05 Sofia Hodedatov, Orit Avidov-Ungar, Merav Hayak
The goal of the current study was to examine the perceptions of elementary school principals regarding the value of integrating digital games in teaching and learning and the steps they take to promote this initiative. The study was conducted using a qualitative-narrative methodology to analyze data retrieved through semi-structured in-depth interviews conducted with 18 school principals. The findings
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How to build better environments that reinforce adaptation of online learning?——Evidence from a large-scale empirical survey of Chinese universities Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-05 Ju Wang, Lu Guo, Jing qi Gao, Hua Zhao
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Teaching behaviors in problem-oriented instruction for robotics education Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-04 Su Mu, Kexue Xu, Wei He, Xiaoyong Hu, Thomas K.F. Chiu
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Authentic learning questionnaire for digital simulation games in higher education: A construction safety case study Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-02 Sufiana Safiena, Yang Miang Goh
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Computational thinking integrated into the English language curriculum in primary education: A systematic review Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-02
Abstract Computational thinking (CT) is valued as a thinking process that is required to adapt to the development of curriculum in primary education. In the context of modern information technology, English as a language subject emphasizes the necessity for changes in both learning and teaching modes. However, there is a lack of up-to-date synthesis research and a comprehensive overview surrounding
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Effects of adaptive feedback through a digital tool – a mixed-methods study on the course of self-regulated learning Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-02 Mathias Mejeh, Livia Sarbach, Tina Hascher
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A case study on the comparison of teaching–learning and performance evaluation methods applied to engineering students Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-02
Abstract The use of digital media among student community has increased their level of distraction during classroom teaching. Capturing their attention in classrooms, has become a cumbersome task for teaching faculty. Therefore, most of the academic institutions have resorted to the use of activity-based learning for science and engineering students that were originally used for teaching school students
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Confronting bullying in the digital age: Role of Extended Reality Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-02
Abstract This paper examines how Extending Reality (XR) technologies, such as Virtual and Augmented Reality, can provide innovative solutions for preventing and addressing bullying. A search for relevant articles was conducted in five electronic databases (ACM, Emerald, Science Direct, Scopus, and Web of Science), resulting in the identification of 867 articles published between 2010–2023, from which
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SBS feature selection and AdaBoost classifier for specialization/major recommendation for undergraduate students Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-02 Nesrine Mansouri, Mourad Abed, Makram Soui
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Which approach is effective: Comparing problematization-oriented and structuring-oriented scaffolding in instructional videos for programming education Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-02 Haipeng Wan, Xue Zhang, Xinxue Yang, Shan Li
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Do emojis really help us to communicate better? Investigating instructor credibility, students’ learning motivation, and performance Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-02
Abstract Extensive research has been conducted to investigate the role of emojis in interpretation, impression, perceptions, personality and relationship building. However, in the higher education sector, few studies have examined how emojis influence the learning motivation and performance of students. Using the theories of source credibility and stimulus organism response, a model was created to
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Parental risk factors and moderators of prolonged digital use in preschoolers: A meta-analysis Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-02 Haoyue Qian, Chenggong Wang, Hui Li
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Using GPT and authentic contextual recognition to generate math word problems with difficulty levels Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-02 Wu-Yuin Hwang, Ika Qutsiati Utami
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An effort to understand parents’ media mediation roles and early childhood children's digital game addiction tendency: A descriptive correlational survey study Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-02
Abstract This study aims to determine whether parents' media mediation roles are related to their early childhood children's digital game addiction tendencies. In addition, it examines whether these variables are related to the child's and parent's digital device usage habits and whether they differ according to various sociodemographic variables and digital device usage habits. In this context, we
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MOLHEM: An innovative android application with an interactive avatar-based chatbot for Arab children with ASD Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-01 Saadeh Z. Sweidan, Shyam K. Almawajdeh, Ayah M. Khawaldeh, Khalid A. Darabkh
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Effects of using audience response systems (Kahoot and Google Forms and Sheets) on learning of medical students in a large class: A questionnaire-based retrospective study Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-03-01 Issarawan Keadkraichaiwat, Chantacha Sitticharoon, Vasu Lertsiripatarajit, Punyapat Maprapho
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Empowering education development through AIGC: A systematic literature review Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-02-29 Xiaojiao Chen, Zhebing Hu, Chengliang Wang
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Facilitating learning and interaction in K-12 remote teaching contexts Educ. Inf. Technol. (IF 3.666) Pub Date : 2024-02-23 Simon Skog, Fanny Pettersson, Jörgen From
The use of a facilitator is a growing phenomenon in K-12 remote teaching contexts. The aim of this study is to analyse aspects of facilitating students’ learning and interaction, with a special focus on the role of the facilitator. Frame factor theory was used as an analytical framework, including different educational conditions. The following research questions were posed: (1) How do different frame