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Does a pedagogical agent’s gesture frequency assist advanced foreign language users with learning declarative knowledge? Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-04-20 Robert O. Davis, Joseph Vincent, Lili Wan
Since the conception of pedagogical agents in multimedia environments, researchers have advocated for agents to be designed to exhibit social cues that prime the social interaction of the target audience. One powerful social cue has been agent gesturing. While most agents are created only to use deictic (pointing) gestures, there is recent evidence that agents that perform all gesture types (iconic
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Deep learning elements in maritime simulation programmes: a pedagogical exploration of learner experiences Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-04-12 Md Golam Jamil, Zakirul Bhuiyan
In this paper, we explore the learning and teaching of a maritime simulation programme to understand its deep learning elements. We followed the mixed methods approach and collected student perception data from a maritime school, situated within a UK university, using reflection-based survey (n = 112) and three focus groups with eleven students. Findings include the needs for defining clear learning
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Use of live chat in higher education to support self-regulated help seeking behaviours: a comparison of online and blended learner perspectives Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-04-06 Jaclyn Broadbent, Jason Lodge
Help-seeking is an essential self-regulatory and metacognitive skill. In the online learning environment, much of the learning is self-directed and there are generally less opportunities to receive help in real time. The uses of email and discussion boards are the most common method of seeking help in these environments. The current study explored students’ perceptions of the use of live chat technology
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The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-04-02 Zhonggen Yu
With the rampant pandemic of COVID-19, an increasing number of people are acquiring knowledge through online learning approaches. This study aims to investigate how to improve online learning effectiveness during this special time. Through a mixed design, this study revealed the effect of educational levels, gender, and personality traits on online learning outcomes. It was concluded that postgraduates
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Explaining persistence in online courses in higher education: a difference-in-differences analysis Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-03-30 Sawsen Lakhal, Hager Khechine, Joséphine Mukamurera
The aim of this study was to verify if the UTAUT model, enriched with anxiety and factors relating to students characteristics and to the specificities of online courses, influences persistence in online courses. A theoretical model encompassing 13 variables was tested. Three moderating variables (gender, age and prior online course experience) were taken into account in the analyses. Data was collected
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Factors affecting cyberloafing in computer laboratory teaching settings Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-03-26 Sacip Toker, Meltem Huri Baturay
This correlational study investigated the factors affecting cyberloafing behavior in an educational environment, specifically that of a computer laboratory teaching setting. A total of 272 students selected using convenience sampling responded to a questionnaire that collected data about cyberloafing behavior and student demographics, personality type, sense of belonging, motivation, locus of control
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Gamification and active learning in higher education: is it possible to match digital society, academia and students' interests? Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-03-17 Luis R. Murillo-Zamorano, José Ángel López Sánchez, Ana Luisa Godoy-Caballero, Carmen Bueno Muñoz
This study aims to examine whether it is possible to match digital society, academia and students interests in higher education by testing to what extent the introduction of gamification into active learning setups affects the skills development demanded by the workplace of the digital society of the twenty-first century, the academic achievement standards claimed by the academia, and the satisfaction
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Attitudes and awareness of regional Pacific Island students towards e-learning Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-03-11 Joel B. Johnson, Pritika Reddy, Ronil Chand, Mani Naiker
The rise of online modes of content delivery, termed e-learning, has increased student convenience and provided geographically remote students with more options for tertiary education. However, its efficacy relies upon student access to suitable technology and the internet, and the quality of the online course material. With the COVID-19 outbreak, education providers worldwide were forced to turn to
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Diogene-CT: tools and methodologies for teaching and learning coding Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-03-05 Giansalvatore Mecca, Donatello Santoro, Nazzareno Sileno, Enzo Veltri
Computational thinking is the capacity of undertaking a problem-solving process in various disciplines (including STEM, i.e. science, technology, engineering and mathematics) using distinctive techniques that are typical of computer science. It is nowadays considered a fundamental skill for students and citizens, that has the potential to affect future generations. At the roots of computational-thinking
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Research and application of online SPOC teaching mode in analog circuit course Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-02-27 Yuchen Jia, Limei Zhang
With the development of information technology and the advent of Massive Open Online Course (MOOC) and Small Private Online Course (SPOC), various online courses which include a lot of new resources and new teaching methods have appeared. The application of advanced teaching resources and educational concepts can improve students' learning experiences. This paper proposes a hybrid closed-loop teaching
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What are the key themes associated with the positive learning experience in MOOCs? An empirical investigation of learners’ ratings and reviews Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-02-26 Ruiqi Deng, Pierre Benckendorff
Past MOOC research has tended to focus on learning outcomes valued in traditional higher education settings, such as achievement and retention. This study recognises that student ratings are an important alternative outcome measure in MOOCs. This paper adopted a semiautomatic text mining approach to collect and analyse 8475 ratings and reviews submitted for 1794 MOOCs. The analysis revealed six important
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Correction to: Prerequisites for artificial intelligence in further education: identification of drivers, barriers, and business models of educational technology companies Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-02-24 André Renz, Romy Hilbig
An amendment to this paper has been published and can be accessed via the original article.
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The influence of teacher annotations on student learning engagement and video watching behaviors Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-02-18 Sheng-Shiang Tseng
While course videos are powerful teaching resources in online courses, students often have difficulty sustaining their attention while watching videos and comprehending the content. This study adopted teacher annotations on videos as an instructional support to engage students in watching course videos. Forty-two students in an undergraduate course at a university in Taiwan were randomly divided into
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Technology acceptance of four digital learning technologies (classroom response system, classroom chat, e-lectures, and mobile virtual reality) after three months’ usage Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-02-09 David A. Sprenger, Adrian Schwaninger
Digital technologies have gained much popularity in education thanks to the cost efficiency they gain through scalability. While the acceptance of some of these new digital technologies has been investigated, there are few direct comparisons. The most established model for measuring acceptance is the technology acceptance model, which can predict the behavioral intention to use the technology. We compared
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Investigating feedback implemented by instructors to support online competency-based learning (CBL): a multiple case study Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-02-05 Huanhuan Wang, Ahmed Tlili, James D. Lehman, Hang Lu, Ronghuai Huang
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Understanding students’ behavior in online social networks: a systematic literature review Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-01-30 Maslin Binti Masrom, Abdelsalam H. Busalim, Hassan Abuhassna, Nik Hasnaa Nik Mahmood
The use of online social networks (OSNs) has increasingly attracted attention from scholars’ in different disciplines. Recently, student behaviors in online social networks have been extensively examined. However, limited efforts have been made to evaluate and systematically review the current research status to provide insights into previous study findings. Accordingly, this study conducted a systematic
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Exploring the impact of Artificial Intelligence and robots on higher education through literature-based design fictions Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-01-18 A. M. Cox
Artificial Intelligence (AI) and robotics are likely to have a significant long-term impact on higher education (HE). The scope of this impact is hard to grasp partly because the literature is siloed, as well as the changing meaning of the concepts themselves. But developments are surrounded by controversies in terms of what is technically possible, what is practical to implement and what is desirable
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Past, present, and future of smart learning: a topic-based bibliometric analysis Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-01-15 Xieling Chen, Di Zou, Haoran Xie, Fu Lee Wang
Innovative information and communication technologies have reformed higher education from the traditional way to smart learning. Smart learning applies technological and social developments and facilitates effective personalized learning with innovative technologies, especially smart devices and online technologies. Smart learning has attracted increasing research interest from the academia. This study
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Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-01-12 Merja Laamanen, Tarja Ladonlahti, Sanna Uotinen, Alexandra Okada, David Bañeres, Serpil Koçdar
Trust-based e-assessment systems are increasingly important in the digital age for both academic institutions and students, including students with special educational needs and disabilities (SEND). Recent literature indicates a growing number of studies about e-authentication and authorship verification for quality assurance with more flexible modes of assessment. Yet understanding the acceptability
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Examining the key influencing factors on college students’ higher-order thinking skills in the smart classroom environment Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2021-01-08 Kaili Lu, Harrison H. Yang, Yinghui Shi, Xuan Wang
To understand the development of students’ higher-order thinking skills (HOTS) in the smart classroom environment, a structural equation modeling analysis was used to examine the relationships between key factors that influence students’ learning and their HOTS within a smart classroom environment. A sample of 217 first-year Chinese college students, who studied in a smart classroom environment for
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Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-12-21 Khe Foon Hew, Chengyuan Jia, Donn Emmanuel Gonda, Shurui Bai
The COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of lessons. Many instructors, however, have found developing effective online lessons in a very short period of time very stressful and difficult. This study describes how we successfully addressed this crisis by transforming two conventional flipped classes into fully online flipped classes with the
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A quasi-qualitative analysis of flipped classroom implementation in an engineering course: from theory to practice Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-12-18 Shahid Hussain, Prashant K. Jamwal, Muhammad T. Munir, Aigerim Zuyeva
Students have different learning approaches and acquire knowledge in different ways owing to their varied perceptions and grasping abilities. Treating students equally, following the traditional teacher-cantered approach, may not be effective and calls for innovations in knowledge dissemination. This article takes a student-centric approach to implement a ‘flipped classroom’ model in an engineering
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Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-12-17 Noria Saeed Baanqud, Hosam Al-Samarraie, Ahmed Ibrahim Alzahrani, Osama Alfarraj
Many universities, especially in low-income countries, have considered the potential of cloud-supported collaborative learning in planning and managing students’ learning experiences. This is because cloud tools can offer students the necessary skills for collaboration with one another and improving communication between all users. This study examined how cloud tools can help students engage in reflective
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An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-12-09 Chih-Yueh Chou, Nian-Bao Zou
In self-regulated learning (SRL), students organize, monitor, direct, and regulate their learning. In SRL, monitoring plays a critical role in generating internal feedback and thus adopting appropriate regulations. However, students may have poor SRL processes and performance due to their poor monitoring. Researchers have suggested providing external feedback to facilitate better student SRL. However
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Integrating students’ perspectives about online learning: a hierarchy of factors Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-12-02 Montgomery Van Wart, Anna Ni, Pamela Medina, Jesus Canelon, Melika Kordrostami, Jing Zhang, Yu Liu
This article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online
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Benefits of immersive collaborative learning in CAVE-based virtual reality Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-11-16 Tycho T. de Back, Angelica M. Tinga, Phong Nguyen, Max M. Louwerse
How to make the learning of complex subjects engaging, motivating, and effective? The use of immersive virtual reality offers exciting, yet largely unexplored solutions to this problem. Taking neuroanatomy as an example of a visually and spatially complex subject, the present study investigated whether academic learning using a state-of-the-art Cave Automatic Virtual Environment (CAVE) yielded higher
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Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-11-15 Kingsley Okoye, Arturo Arrona-Palacios, Claudia Camacho-Zuñiga, Nisrine Hammout, Emilia Luttmann Nakamura, Jose Escamilla, Samira Hosseini
Today, modern educational models are concerned with the development of the teacher-student experience and the potential opportunities it presents. User-centric analyses are useful both in terms of the socio-technical perspective on data usage within the educational domain and the positive impact that data-driven methods have. Moreover, the use of information and communication technologies (ICT) in
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Negotiating growth of online education in higher education Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-11-09 Neil P. Morris, Mariya Ivancheva, Taryn Coop, Rada Mogliacci, Bronwen Swinnerton
Universities are facing growing internal and external pressures to generate income, educate a widening continuum of learners, and make effective use of digital technologies. One response has been growth of online education, catalysed by Massive Open Online Courses, availability of digital devices and technologies, and notions of borderless global education. In growing online education, learning and
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Identifying and characterizing students suspected of academic dishonesty in SPOCs for credit through learning analytics Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-11-04 Daniel Jaramillo-Morillo, José Ruipérez-Valiente, Mario F. Sarasty, Gustavo Ramírez-Gonzalez
Massive Open Online Massive Open Online Courses (MOOCs) have been transitioning slowly from being completely open and without clear recognition in universities or industry, to private settings through the emergence of Small and Massive Private Online Courses (SPOCs and MPOCs). Courses in these new formats are often for credit and have clear market value through the acquisition of competencies and skills
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Big data in education: a state of the art, limitations, and future research directions Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-11-02 Maria Ijaz Baig, Liyana Shuib, Elaheh Yadegaridehkordi
Big data is an essential aspect of innovation which has recently gained major attention from both academics and practitioners. Considering the importance of the education sector, the current tendency is moving towards examining the role of big data in this sector. So far, many studies have been conducted to comprehend the application of big data in different fields for various purposes. However, a
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Recommender systems to support learners’ Agency in a Learning Context: a systematic review Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-10-21 Michelle Deschênes
Recommender systems for technology-enhanced learning are examined in relation to learners’ agency, that is, their ability to define and pursue learning goals. These systems make it easier for learners to access resources, including peers with whom to learn and experts from whom to learn. In this systematic review of the literature, we apply an Evidence for Policy and Practice Information (EPPI) approach
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How stakeholders’ data literacy contributes to student success in higher education: a goal-oriented analysis Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-10-16 Nan Yang, Tong Li
Student success is becoming a shared vision for quality in higher education. Majority data in higher education have not been transformed into actionable insights for quality enhancement. Data are dispersed among stakeholders, and stakeholders’ data literacy influences the effectiveness of using data for student success. However, existing studies mainly focus on students’ data literacy; the analysis
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Gamifying learning for learners Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-10-08 Christo Dichev, Darina Dicheva, Keith Irwin
The majority of user models in gamification are based on user’s gamer personality. However, the motivations driving individuals’ learning behavior differ from their motivations when playing. There is no evidence that learners’ experiences in gamified activities are described by these models. Thus, an alternative model capturing learners’ motivational experiences and relating them to the motivational
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Impact of using learning analytics in asynchronous online discussions in higher education Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-10-07 Juan Pedro Cerro Martínez, Montse Guitert Catasús, Teresa Romeu Fontanillas
Following asynchronous online discussion activities as a complex communication process is a demanding task for teachers. In this paper, the authors have explored the potential in supporting such activity through learning analytics. From the beginning, the authors acknowledged the limitations of technology to support the complexities of a pedagogical activity. Therefore, the methodology used was participatory
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Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-10-02 Hassan Abuhassna, Waleed Mugahed Al-Rahmi, Noraffandy Yahya, Megat Aman Zahiri Megat Zakaria, Azlina Bt. Mohd Kosnin, Mohamad Darwish
This research aims to explore and investigate potential factors influencing students’ academic achievements and satisfaction with using online learning platforms. This study was constructed based on Transactional Distance Theory (TDT) and Bloom’s Taxonomy Theory (BTT). This study was conducted on 243 students using online learning platforms in higher education. This research utilized a quantitative
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The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-09-30 Kendall Hartley, Lisa D. Bendixen, Dan Gianoutsos, Emily Shreve
This two-part observational and intervention study addressed the role of the smartphone in self-regulated learning (SRL) and student success as measured by achievement. Smartphone usage among students has been identified as contributing to lower academic achievement in a variety of settings. What is unclear is how smartphone usage contributes to lower outcomes. This study surveyed participants’ self-regulated
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Teaching undergraduate mathematics fully online: a review from the perspective of communities of practice Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-09-24 Sven Trenholm, Julie Peschke
The use of fully online (FO) mathematics teaching has been increasing worldwide. Despite claims and findings that mathematics is more challenging to teach FO than face-to-face (F2F), we know little about FO mathematics teaching. In this paper, we address this gap by working to elucidate the differences between teaching in the FO and F2F modalities. We do this by examining FO and F2F teaching from the
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Investigating the use of a lecture capture system within pharmacy education: Lessons from an undergraduate pharmacy program at Qatar University Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-09-18 Farhat Naz Hussain, Reem Al-Mannai, Mohammad Issam Diab, Abdelali Agouni
Video lecture capture is one of the most attractive e-tools that has been introduced to support students learning and assist with grasping difficult concepts. A variety of benefits is offered through this system introduced at our institution nearly a decade ago. We evaluated lecture capture viewings for professional undergraduate pharmacy courses in the Fall and Spring semesters over three academic
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Enhancing the roles of information and communication technologies in doctoral research processes Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-09-10 Sarah J. Stein, Kwong Nui Sim
While information and communication technologies (ICT) are prominent in educational practices at most levels of formal learning, there is relatively little known about the skills and understandings that underlie their effective and efficient use in research higher degree settings. This project aimed to identify doctoral supervisors’ and students’ perceptions of their roles in using ICT. Data were gathered
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Topic tracking model for analyzing student-generated posts in SPOC discussion forums Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-09-02 Xian Peng, Chengyang Han, Fan Ouyang, Zhi Liu
Due to an overwhelming amount of student-generated forum posts in small private online courses (SPOCs), students and instructors find it time-consuming and challenging to effectively navigate and track valuable information, such as the evolution of topics, emotional and behavioral changes in relation to topics. For solving this problem, this study analyzed plenty of discussion posts using an improved
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Technology-supported management education: a systematic review of antecedents of learning effectiveness Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-08-28 Fabian Alexander Müller, Torsten Wulf
This paper provides a systematic, multidisciplinary review of antecedents of the effectiveness of technology-supported management learning and highlights potential directions for future research. Passive knowledge acquisition in physical classrooms is no longer the hallmark of higher education. Instead, the introduction of new technologies allows for active knowledge construction in increasingly virtual
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Challenges and contexts in establishing adaptive learning in higher education: findings from a Delphi study Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-08-26 Victoria Mirata, Franziska Hirt, Per Bergamin, Christo van der Westhuizen
Higher education institutions are increasingly interested in using adaptive learning as an innovative data-driven approach to teaching. The actual use of adaptive learning in courses remains, however, low. This is despite positive attitudes of institutional leaders towards its adoption and promising results of early studies on its effectiveness.This study examines the challenges that prevent higher
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Big and open linked data analytics: a study on changing roles and skills in the higher educational process Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-08-19 Martin Lnenicka, Hana Kopackova, Renata Machova, Jitka Komarkova
The concept of openness and information sharing (linking) together with increasing amounts of data available significantly affect the current educational system. Institutions as well as other stakeholders are facing challenges how to successfully deal with them and potentially profit from them. In this regard, this paper explores opportunities of big and open linked data analytics in the educational
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Technological innovation in architecture and engineering education - an investigation on three generations from Turkey Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-08-07 Hasan Gokberk Bayhan, Ece Karaca
The developments in technology have caused many radical changes in the curriculum of architecture and engineering (a/e) disciplines. At the same time, generations and their personal characteristics are in continuous change that is shaping newer education techniques. In this context, this study is aimed to compare the educational perceptions of generations X, Y and Z for the advancements in the curriculum
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The implementation of Small Private Online Courses (SPOC) as a new approach to education Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-08-03 Julio Ruiz-Palmero, José-María Fernández-Lacorte, Enrique Sánchez-Rivas, Ernesto Colomo-Magaña
This article presents a study of the participants of a Small Private Online Course (SPOC) entitled “The Didactic Programming: Elements and Process of Elaboration” at the University of Málaga (Spain). Since the concept was first introduced in 2013, SPOCs have been progressively implemented in higher education. They were conceived to succeed where Massive Open Online Courses (MOOCs) failed, namely in
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Testing of support tools for plagiarism detection Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-07-27 Tomáš Foltýnek, Dita Dlabolová, Alla Anohina-Naumeca, Salim Razı, Július Kravjar, Laima Kamzola, Jean Guerrero-Dib, Özgür Çelik, Debora Weber-Wulff
There is a general belief that software must be able to easily do things that humans find difficult. Since finding sources for plagiarism in a text is not an easy task, there is a wide-spread expectation that it must be simple for software to determine if a text is plagiarized or not. Software cannot determine plagiarism, but it can work as a support tool for identifying some text similarity that may
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Evaluating the effectiveness of a preservice teacher technology training module incorporating SQD strategies Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-07-15 Yu-Yin Hsu, Chin-Hsi Lin
Preparation to use information and communication technology (ICT) is an important component of preservice language teachers’ training, and various existing teacher training models propose a range of strategies for increasing their technology knowledge and technology adoption rates. However, the relative effectiveness of these strategies remains unclear. Based on Tondeur et al.’s (2012) Synthesis of
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Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-07-09 Vysakh Kani Kolil, Sharanya Muthupalani, Krishnashree Achuthan
Self-efficacy is an important determinant in successfully attempting a task. In the area of education, self-efficacy plays a crucial role in causing behavioral changes, resulting in enhanced performance over the course of learning. In chemistry education, students often develop anxiety towards performing experiments due to the perceived negative outcomes resulting from lack of understanding and improper
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A qualitative exploration of teachers’ perspective on smartphones usage in higher education in developing countries Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-07-06 Shakeel Iqbal, Zeeshan Ahmed Bhatti
Recently, Smartphone sales have surpassed the sales of all other computing devices including desktops, laptops and tablet PCs. Moreover, Smartphones have become a primary device to access the Internet as well as the most commonly used infotainment gadget among the Generations Y and Z (those born in 80s and 90s). Despite this widespread adoption of Smartphones among the youth, its usage in higher education
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Interaction in computer supported collaborative learning: an analysis of the implementation phase Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-07-01 Núria Hernández-Sellés, Pablo-César Muñoz-Carril, Mercedes González-Sanmamed
There is extensive research on interaction frameworks in distance education and studies in Computer Supported Collaborative Learning (CSCL) have also focused on establishing interaction models. There is still research to be done, though, in order to identify the elements that configure interaction to build up a framework for their integration, aligned with the learning goals. The purpose of this study
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Teaching analytics, value and tools for teacher data literacy: a systematic and tripartite approach Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-06-22 Ifeanyi Glory Ndukwe, Ben Kei Daniel
Teaching Analytics (TA) is a new theoretical approach, which combines teaching expertise, visual analytics and design-based research to support teacher’s diagnostic pedagogical ability to use data and evidence to improve the quality of teaching. TA is now gaining prominence because it offers enormous opportunities to the teachers. It also identifies optimal ways in which teaching performance can be
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Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-06-16 Martine Schophuizen, Marco Kalz
Understanding the process of initiation, design, implementation and embedding of educational innovations in higher education is necessary to develop better strategies for sustainable, large-scale educational innovation. Often early initiated educational innovation projects are not evaluated well enough, making it hard to identify lessons learned. The aim of this study is to investigate how project
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Towards Understanding Online Question & Answer Interactions and their effects on student performance in large-scale STEM classes Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-06-11 David H Smith IV, Qiang Hao, Vanessa Dennen, Michail Tsikerdekis, Bradly Barnes, Lilu Martin, Nathan Tresham
Online question & answer (Q & A) is a distinctive type of online interaction that is impactful on student learning. Prior studies on online interaction in large-scale classes mainly focused on online discussion and were conducted mainly in non-STEM fields. This research aims to quantify the effects of online Q & A interactions on student performance in the context of STEM education. 218 computer science
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Exploring the key influencing factors on college students’ computational thinking skills through flipped-classroom instruction Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-06-08 Di Gong, Harrison H. Yang, Jin Cai
To better understand students’ computational thinking skills (CTS) within the context of flipped-classroom instruction, a structural equation modeling analysis is employed to examine the key factors that influence student learning and students’ CTS when learning through flipped-classroom instruction. A total of 406 first-year college students responded to the survey. The results of this study show
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Can emotional design really evoke emotion in multimedia learning? Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-05-27 Jiansheng Li, Chuanlan Luo, Qi Zhang, Rustam Shadiev
The aim of this study was to investigate the effects of emotional design on learners’ performance and emotions. If emotional design has any effects on learners’ performance and emotions, then we attempted to explore dimensions that are accounted for such effects. 316 Chinese university students participated in this study. The students were divided into two groups: NED group - students in this group
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Students’ perceptions on distance education: A multinational study Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-05-20 Patricia Fidalgo, Joan Thormann, Oleksandr Kulyk, José Alberto Lencastre
Many universities offer Distance Education (DE) courses and programs to address the diverse educational needs of students and to stay current with advancing technology. Some Institutions of Higher Education (IHE) that do not offer DE find it difficult to navigate through the steps that are needed to provide such courses and programs. Investigating learners’ perceptions, attitudes and willingness to
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Turnitin peer feedback: controversial vs. non-controversial essays Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-05-13 Mohammed Abdullah Alharbi, Ali H. Al-Hoorie
Although an important goal of learner peer feedback is promoting critical thinking, little attention has been paid to the nature of the topic, particularly whether it is controversial. In this article, we report on a study where 52 English majors were asked to comment on essays written by their peers using the PeerMark module of Turnitin. Half of the essays were about controversial topics in the Saudi
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Does sociability quality of web-based collaborative learning information system influence students’ satisfaction and system usage? Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-05-08 Maimoona Salam, Muhammad Shoaib Farooq
The use of collaborative learning technologies is a stimulating element of collaborative learning process, where social interaction and collaboration are key factors. This research examines the impact of sociability quality on the usage of web-based collaborative learning information system (WBCLIS) and user satisfaction. We propose a theoretical model by integrating the construct of ‘sociability quality’
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Improving online video lectures: learning challenges created by media Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-05-05 Christopher Lange, Jamie Costley
The use of media within online university courses has been shown to aid the learning process with the delivery of information through various formats. However, issues that inhibit learning have been found when media are used inappropriately. Based on an examination of extant media research, this study arranges common media delivery problems into five main categories: pace, intelligibility, quality
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A balancing act: a window into online student engagement experiences Int. J. Educ. Technol. High. Educ. (IF 3.08) Pub Date : 2020-04-29 Orna Farrell, James Brunton
This article reports on a qualitative study which explored online student engagement experiences in a higher education institution. There are very few studies providing in-depth perspectives on the engagement experiences of online students. The project adopted a case study approach, following 24 online students over one academic year. The setting for the study was an undergraduate online Humanities