To see the other types of publications on this topic, follow the link: Technology Interaction analysis in education.
Journal articles on the topic 'Technology Interaction analysis in education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Technology Interaction analysis in education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Ziegler, Nicole, and Huy Phung. "Technology-mediated task-based interaction." Technology-mediated feedback and instruction 170, no. 2 (October 8, 2019): 251–76. http://dx.doi.org/10.1075/itl.19014.zie.
Full textAbstract:
Abstract This exploratory study examines the extent to which mode differentially impacts the quantity and quality of interactional features in second language (L2) task-based interaction. Following a within-subject, repeated measures design, intermediate adult learners (n = 20) completed four (counter-balanced) tasks with a confederate interlocutor in the following conditions: audio-chat, video-chat, text-chat, and multimodal chat (in which participants could interact using more than one form of communication). Quantitative analyses examined the quality of learners’ interactions, including negotiation, recasts, and LREs. Data regarding learners’ perceptions of type of technology were also collected to provide a more holistic perspective. The results demonstrate differences in terms of interactional features and learners’ preference based on mode of technology.
2
Akyeampong, Albert, Teresa Franklin, and Jared Keengwe. "Technology and Teacher Education." International Journal of Information and Communication Technology Education 6, no. 2 (April 2010): 1–10. http://dx.doi.org/10.4018/jicte.2010040101.
Full textAbstract:
This study explored one primary question: To what extent do student perceptions of various forms of instructional technology tools predict instructional quality? Participants for the study were drawn from a teacher education program in a large Midwest public university. Data were collected using a web-based survey with a total of 121 responses used in the final analysis. A multiple regression analysis was conducted to evaluate how well Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools predict Student Evaluation of Faculty Instructional Quality. The overall significant results of the regression model and the subsequent significant results of the t-test for Presentation Tools and Productivity Tools is an indication that Presentation and Productivity tools can be used by faculty to facilitate student and faculty interaction, promote cooperation among students, promote active learning techniques, give prompt feedback, emphasize time on task, communicate high expectation and respect diverse talents and ways of learning.
3
Lv, Kaiyue, Zhong Sun, and Min Xu. "Artificial Intelligent Based Video Analysis on the Teaching Interaction Patterns in Classroom Environment." International Journal of Information and Education Technology 11, no. 3 (2021): 126–30. http://dx.doi.org/10.18178/ijiet.2021.11.3.1500.
Full textAbstract:
Recently, the development of technology has enriched the form of classroom interaction. Exploring the characteristics of current classroom teaching interaction forms can clarify the deficiencies of teaching interactions, thereby improving teaching. Based on the existing classroom teaching interactive coding system, this paper adopted ITIAS coding system, and took classroom with interactive whiteboard, interactive television or mobile terminals as research scene, selected 20 classroom videos of teaching cases in this environment as research objects. Computer vision, one of the artificial intelligent technologies was applied for video analysis from four aspects: the classroom teaching atmosphere, the teacher-student interaction, the student-student interaction, the interaction between human and technology. Through cluster analysis, three clusters of sample’s behavioral sequences were found. According to the analysis on the behavioral sequences and the behavioral transition diagram of each cluster, three classroom teaching interaction patterns were identified, including immediate interaction pattern, waiting interaction pattern and shallow interaction pattern.
4
Wayne, Kathryn Ross, and Maggie McBride. "Information Technology and the Language of Education." Bulletin of Science, Technology & Society 18, no. 5 (October 1998): 365–73. http://dx.doi.org/10.1177/027046769801800508.
Full textAbstract:
In this article, the authors explore the interaction of language and culture through a metaphorical analysis of the ideas written of in Gregory Stock's book, Metaman, as well as explain how education shares the implicit assumptions of Metaman, thus perpetuating and strengthening a modern-day discourse that embeds a technological manifest destiny enveloped in deficiency as a guiding metaphor.
5
Kiss-de-Alejandro, Diana, and Eduardo Castro-Ríos. "Communicative interaction with computer technology." Comunicar 12, no. 24 (March 1, 2005): 143–49. http://dx.doi.org/10.3916/c24-2005-21.
Full textAbstract:
New technologies in education have changed the ways people know and think, the mechanisms of apprehension of the reality. In communication terms, the «receptive» use is added to the «interactional» use. This paper analyses the degrees or levels of interaction with computer technology resources settled down by students for a teaching degree from the University of Los Lagos. This is the real impact of the incorporation of the computer technology language and its appropiation in curricular and «extracurricular» contexts, motivated by students and teachers acess to computer technology. Las nuevas tecnologías en la educación han cambiado las formas de conocer y de pensar, los mecanismos de aprehensión de la realidad. En términos de comunicación, al uso «receptivo» se agrega el «interaccional». El trabajo analiza los grados o niveles de interacción que estudiantes de pedagogía de la Universidad de Los Lagos (Osorno, Chile) establecen con los recursos de la informática e identifican los factores que determinarían la naturaleza de los procesos de comunicación. Esto es, el impacto real que ha tenido la incorporación del lenguaje informático y su apropiación en contextos curriculares y extracurriculares, motivados éstos por el acceso a la tecnología informática en el ambiente educativo.
6
Mohamed, Mustafa M. A., Hatem A. M. Darabee, and Emrah Soykan. "HUMAN-COMPUTER INTERACTION IN MEDICAL EDUCATION." Near East University Online Journal of Education 4, no. 1 (February 13, 2021): 23–38. http://dx.doi.org/10.32955/neuje.v4i1.282.
Full textAbstract:
Background: As a pivotal and critical constituent of medical education, notable human-computer interaction (HCI) conduct emphasizes attention for building a domain in which each and every employee develops and excels. HCI, as is always an essential partner in medical field, is here understood as the central idea or the thematic statement of the study.
Aim: The aim is to summarize the analysis of the selected sample into a compound article that move within the circle of human-computer interaction in medical education.
Sample: The study was conducted as a review of 55 articles selected from refined 250 ones, within the concept of technology in medicine in a period of 3 years (2016-2019).
Design and methods: descriptive approach is used through an evaluative analysis, where literature review is considered as a tool for data collection.
7
Chen, Yu (April), and Soko S. Starobin. "Formation of Social Capital for Community College Students: A Second-Order Confirmatory Factor Analysis." Community College Review 47, no. 1 (December 7, 2018): 3–30. http://dx.doi.org/10.1177/0091552118815758.
Full textAbstract:
Objective: This quantitative study constructed a statistical model to measure family social capital and college social capital among community college students. The authors also examined influences of these two types of social capital constructs on degree aspiration. Method: This study utilized the STEM (Science, Technology, Engineering and Mathematics) Student Success Literacy Survey (SSSL) to collect data in all 15 community college districts in Iowa. With more than 5,000 responses, the authors conducted descriptive analysis, exploratory and confirmatory factor analysis, and structural equation modeling (SEM) analysis. Results: College social capital was measured by three latent variables such as interaction with advisors, interaction with faculty members, and transfer capital. The three latent variables were further measured by 14 survey items. Family social capital was measured by six survey items that described parent–child interaction in high school. The SEM results indicated that college social capital had stronger direct influences on degree aspiration compared with family social capital. The impact of family social capital was delivered through the mediation of college social capital. Contributions: Findings contributed to the literature by emphasizing the important role of institutional agents in promoting degree aspiration. Intervention programs should be implemented to encourage interactions between institutional agents and underrepresented and disadvantaged students.
8
Di, Guo Qiang, Wen Li Cao, Rui Luo, and Xiang Qi Zeng. "Analysis Twitter Management Platform of College Enrollment and Employment Services." Advanced Materials Research 627 (December 2012): 903–6. http://dx.doi.org/10.4028/www.scientific.net/amr.627.903.
Full textAbstract:
Enrollment and employment service is an essential organic component of the higher education teaching process, In this IT era ,with computer popularization and the network technology rapid development, using the advanced technology of computer science to design and manage plays an important role in the development of universities. Twitter is a new Internet media today which attracts the abnormal attention among the world. It has many features, such as interaction, community, immediacy, convenience, originality and back to face and so on. Based on the features of Twitter, it will have great potential to apply Twitter to the modern education of universities, enrollment and employment services, etc. Twitter Management Platform of Enrollment and Employment Services is mainly to provide employment services for college students and do the preparatory work for the recruit of the students who are about to enter the college. Meanwhile it also provides convenience for the interaction among teachers, the interaction among students, the interaction among teachers and students.
9
Mayende, Godfrey, Andreas Prinz, Ghislain Maurice Norbert Isabwe, and Paul Birevu Muyinda. "Learning Groups in MOOCs: Lessons for Online Learning in Higher Education." International Journal of Engineering Pedagogy (iJEP) 7, no. 2 (May 19, 2017): 109. http://dx.doi.org/10.3991/ijep.v7i2.6925.
Full textAbstract:
when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC) run in 2015 and 2016. Qualitative (interaction on the platform) and quantitative (survey) methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.
10
Pujarama, Widya, and Arif Budi Prasetya. "Whatsapp Group as a Communication Technology in Higher Education Internationalization." JURNAL ILMU KOMUNIKASI, no. 2 (December 10, 2018): 46–53. http://dx.doi.org/10.33005/jkom.v0i2.23.
Full textAbstract:
Individual adaptability towards communication media in Higher Education institutions as organizational entities could be reviewed from social semiotic perspective. Following Kress, social semiotic is a theory focuses on how semiotic resources in a varied social situation and locations become meaningful signs regulating human interaction. The theory was adapted in this research to translate patterns and activities of communication occurred in internationalization initiatives recorded in Whatsapp Group PSIK FISIP Universitas Brawijaya, as an artefact of communication. Non-participant observation was conducted towards series of 7 months conversations on Whatsapp Group as sequences of communicative act, and then analysed using Van Leeuwen’s four Dimension of Semiotic Analysis. Results indicate that there were distinction between administrative staff and lecturers with added function in the way they post their messages, indexing “doers” and “thinkers” that further conforming to their offline interaction standpoints when collaborating for internationalization activities.
11
Shen, Chien-wen, and Jung-tsung Ho. "Technology-enhanced learning in higher education: A bibliometric analysis with latent semantic approach." Computers in Human Behavior 104 (March 2020): 106177. http://dx.doi.org/10.1016/j.chb.2019.106177.
Full text
12
Borokhovski, Eugene, Robert M. Bernard, Rana M. Tamim, Richard F. Schmid, and Anna Sokolovskaya. "Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments." Computers & Education 96 (May 2016): 15–28. http://dx.doi.org/10.1016/j.compedu.2015.11.004.
Full text
13
Islam, A. Y. M. Atiquil. "Validation of the Technology Satisfaction Model (TSM) Developed in Higher Education." International Journal of Technology and Human Interaction 10, no. 3 (July 2014): 44–57. http://dx.doi.org/10.4018/ijthi.2014070104.
Full textAbstract:
This project validates the Technology Satisfaction Model (TSM) developed. While Technology Acceptance Model (TAM) developed by Davis (1989) ignored the issue of computer self-efficacy and satisfaction. TSM incorporates both. While TAM is used for measuring the acceptance of technology in general; TSM examines the satisfaction on wireless internet usage with a particular focus to the students studying in Higher Education. To develop and validate the TSM, data gained through a survey conducted with 285 students studying in five faculties of a comprehensive public university in Malaysia. Quota sampling technique was used. Instrument reliability and validity were performed by Rasch analysis using Winsteps version 3.49. The results of the study were analyzed by Structural Equation Modeling (SEM) using AMOS version 18.0. The findings showed that perceived ease of use and perceived usefulness had a statistically significant positive direct influence on satisfaction. Subsequently, computer self-efficacy discovered a significant positive direct influence on perceived usefulness and perceived ease of use. Moreover, the results also demonstrated that computer self-efficacy had a significant indirect influence on satisfaction mediated by perceived usefulness. Eventually, computer self-efficacy also revealed a statistically significant indirect influence on satisfaction mediated by perceived ease of use of wireless internet.
14
Ouyang, Yankun, Yu-Sheng Su, and Chenqi Li. "System-Based Coaching Technology Mechanism for the Development of Educational Systems." Sustainability 11, no. 3 (February 12, 2019): 927. http://dx.doi.org/10.3390/su11030927.
Full textAbstract:
In order to further explore the performance of coaching technology in promoting the overall development of the education system, this paper applies the idea of system theory to deconstruct the five key elements and their interaction relations in the education system which affects the effect of education and training objectives. Meanwhile, the present situation and existing problems of each element are discussed including their influences for the system goal. The key analysis and exposition are made with the input and output of the core elements of the system to promote the overall coordinated development of the education system and improve the effectiveness. Based on the system theory we could conclude that this paper is of practical guiding value to promote the coordinated development of the key elements of the education system by using coaching technology, further to promote the overall evolution of the educational system and to promote the effective promotion of the overall goal of education and educating people.
15
Lichy, Jessica, and Maher Kachour. "Understanding How Students Interact With Technology For Knowledge-Sharing." International Journal of Technology and Human Interaction 12, no. 1 (January 2016): 83–104. http://dx.doi.org/10.4018/ijthi.2016010106.
Full textAbstract:
The context of this enquiry is the rapid evolution of Internet technology. The aim is to explore the extent to which young adults exchange information and share knowledge within the sphere of French higher education, public and private. The enquiry uses a two-phase approach: survey methodology followed by depth interviews to examine technology usage and preferences in the learning process - from a student perspective. An analysis of the data provides an insight into the culture of Internet usage in France; a widening chasm between students and tutors in the use of technology within communities of learners. The study focuses on the French higher education system; more research would be needed to compare cross-culturally. It is nevertheless instructive for tutors and academic managers within higher education to be aware of the findings to rethink the role of technology in learning and knowledge-sharing. This enquiry contributes to the body of literature on the evolution of Internet user behaviour and our understanding of contemporary trends.
16
Barkhi, Reza, and John Brozovsky. "An Analysis of the Dynamics of a Distance Course." Journal of Educational Technology Systems 28, no. 4 (June 2000): 311–25. http://dx.doi.org/10.2190/fcmb-hun8-651v-lue9.
Full textAbstract:
The recent developments in telecommunications have created low-cost facilities for remote communication and interaction. Academic institutions are investigating the potential of this technology for distance education to create virtual classrooms. In a virtual classroom, students are dispersed geographically and their interaction with the course professor and other students is facilitated via electronic screen monitors that facilitate two-way audio-video interaction. Although this technology is being promoted to reach students who cannot be residents on campus, the dynamics of this technology on education is not well understood. This article reports the results of a study that compares the dynamics of a traditional classroom with a virtual classroom facilitated by two-way audio-video technology. The results indicate the Video-Mediated ( VM) students are not more inhibited to ask questions in class than are their Face-to-Face ( FtF) counterparts. The VM students use e-mail to ask questions while the FtF students ask questions more by visiting the professor's office. Both VM and FtF students rate the way lectures are delivered to be equally appropriate. Finally, FtF students interact with their group members to work on group projects in a face-to-face mode while students in a VM class use e-mail and phone to interact with their group members to work on collaborative joint projects. Although on most measures FtF and VM students do not differ substantially, both VM and FtF students perceive FtF interaction to be more appropriate for resolving conflicts on group projects. We also investigated outcome measures between the two FtF and VM groups. The Face-to-Face students did as well as Video-Mediated Students on midterms but the overall performance that consists of midterm grades, assignments, and group projects was better for FtF students than for VM students. Implications of the findings will be discussed.
17
Kazakeviciute, Agne, Renata Urbone, and Monika Petraite. "Curriculum development for technology-based entrepreneurship education." Industry and Higher Education 30, no. 3 (June 2016): 202–14. http://dx.doi.org/10.1177/0950422216656050.
Full textAbstract:
University-based entrepreneurship education is facing a paradigm shift between the classical ‘business school’ and the contemporary cross-disciplinary ‘technology venturing’ approach, mainly advocated by engineering schools and other communities outside business schools. The conflict is between structured ‘business planning and executing’ following a tradition of management education, and ‘opportunity search and exploitation’, following Schumpeterian entrepreneurial thought and reflecting the method common to cross-disciplinary discoveries in science, thus reflecting the nature of entrepreneurship. In the latter approach, the entrepreneurship curriculum is built as a platform for the interaction of a variety of disciplines to enhance cross-disciplinary thinking. Based on a comparative analysis of internationally acknowledged entrepreneurship education programmes, this article presents the cross-disciplinary and cross-cultural approach to the technology entrepreneurship curriculum development for undergraduates at Kaunas University of Technology in Lithuania. The method relies on the sequential development of individual, team-based and business skills. These three levels of competence development build the framework for the curriculum design and course didactics, which focus on mixed group work, international curriculum design and teaching, and participation in international innovation challenges. The efficiency of the method was assessed using student entrepreneurial attitude testing (at the start and end of the course) and international student achievement testing (achievements in the international business idea contest). The article offers an insight into the development of a technology-based entrepreneurship curriculum which is relevant to universities in Europe and worldwide.
18
Erkan, Akyürek. "Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning." World Journal of Education 9, no. 4 (July 17, 2019): 30. http://dx.doi.org/10.5430/wje.v9n4p30.
Full textAbstract:
This paper aims to investigate the teachers’ and students' views on using technology and its effect oncommunication/interaction. As noteworthy results have been succeeded in educational technology in recent years,evaluating the effects of technology integration on communication is now possible. Moreover, the impact oftechnology on the teachers' and students' communication is considered important. The present study examines thefactors or the impact of using technology between teacher-student communication/interaction in Turkey. This paperproposes both innovation diffusion theory (IDT) and integrating technology acceptance model (TAM) fromeducational communication perspectives. The case study method was used in the research. Case study is one of thequalitative approaches and requires in-depth analysis of a case resulting in a narrative description of behaviour orexperience of a person or a group. The sample of this study consists of 95 participants (77 students and 18 teachers)from a secondary school in Bursa/Turkey. Semi-Structured interviews were carried out with the participants includingissues; "using education technology on teacher and student technologies, the effect of using education technology andto improve teacher-student communication should be used asolution proposals for technologies in classrooms".Maxqda 11 program was used for the analysis of the interviews. As a result of the interviews, participants have beensuggested to use tablets in classrooms, sound insulation, use of never ending pen and no ringtones. The findings showthat the choice of educational technology is related to teachers’ perception which is communication/interaction withthe student can be enhanced using technology. However, the opposite is true for students.
19
Yue, Ming Yu, Xiao Hong Liu, and Yong Xiang Lang. "Digital Campus Construction and Key Element Analysis." Advanced Materials Research 756-759 (September 2013): 1441–45. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.1441.
Full textAbstract:
Today, we are using the Information technology of education to promote the modernization of education, digital campus as an advanced form of educational information was more and more attached by school. In particular, digital campus construction is more than a chasing times by each other and forming their own characteristics. This paper focus on the digital construction of the university campus, analyzes the system architecture and the key elements of its construction that should be paid attention to in the process and their roles. For example: planning and design; hardware platform of digital campus construction; the interaction between teachers and students for the purpose of application, build its own property rights of teaching resources library; key technology and application of digital campus. Look forward to these ways have a certain reference role to some school.
20
Islam, A. Y. M. Atiquil. "Development and Validation of the Technology Adoption and Gratification (TAG) Model in Higher Education." International Journal of Technology and Human Interaction 12, no. 3 (July 2016): 78–105. http://dx.doi.org/10.4018/ijthi.2016070106.
Full textAbstract:
The prime objective of this study was to develop and validate the Technology Adoption and Gratification (TAG) Model to evaluate the adoption and gratification of lecturers in using ICT facilities for their teaching and research purposes in higher education. The second objective of this study was to evaluate the cross-cultural validation of the causal structure of the TAG model. A total of 396 lecturers were collected from two public universities, namely, University of Malaya in Malaysia and Jiaxing University in China using stratified random sampling procedure. The questionnaire's validity was established through Exploratory Factor Analysis (EFA) using SPSS version 21.0. The data was analyzed applying Structural Equation Modeling (SEM) using AMOS version 18. The findings of the research using the TAG model discovered that the computer self-efficacy of the lecturers had a positive direct impact on their perceived usefulness and ease of use, while the latter two factors also had a significant direct impact on gratification and intention to use, separately. Meanwhile, gratification and actual use of ICT facilities were directly affected by intention to use. Moreover, computer self-efficacy had a positive and significant indirect impact on gratification and intention to use mediated by perceived usefulness and ease of use, respectively. In addition to lecturers' perceived ease of use and usefulness had a significant indirect effect on their gratification mediated by intention to use. The results of the invariance analysis of the TAG model also demonstrated that the model was valid for measuring lecturers' adoption and gratification in using ICT facilities. However, the TAG model works differently in cross-cultural settings. The findings contribute to the existing body of knowledge in the field of ICT by developing and validating the applicability of the TAG Model within institutions of higher education. Once validated the model could then be applied by future researchers, academicians and practitioners in the diverse context of education.
21
Addessi, Anna Rita, and François Pachet. "Experiments with a musical machine: musical style replication in 3 to 5 year old children." British Journal of Music Education 22, no. 1 (March 2005): 21–46. http://dx.doi.org/10.1017/s0265051704005972.
Full textAbstract:
The relationship between new technology and learning is gaining increasing relevance in the field of music education (Webster, 2002; Folkestad et al., 1998). However, only a few studies have considered the nature of the interaction between children and musical machines. This article describes an observation study of children aged 3–5 years confronting a particular interactive musical system, the Continuator, which is able to produce music in the same style as a human playing the keyboard (Pachet, 2003). The analysis of two case studies suggests that the Continuator is able to develop interesting child/machine interactions and creative musical processes in young children. It was possible to observe a ‘life cycle’ of interaction, as well as micro-processes similar to those observed in child/adult interactions (Stern, 1985; Imberty, 2002). The ability of the system to attract and hold the attention of children has been interpreted through Csikszentmihalyi's (1990) ‘flow theory’.
22
Mohammad Nassr, Rasheed, Alia Ahmed Aldossary, and Haidawati Mohamad Nasir. "STUDENTS’ INTENTION TO USE EMOTION-AWARE VIRTUAL LEARNING ENVIRONMENT: DOES A LECTURER’S INTERACTION MAKE A DIFFERENCE?" Malaysian Journal of Learning and Instruction 18, Number 1 (January 31, 2021): 183–218. http://dx.doi.org/10.32890/mjli2021.18.1.8.
Full textAbstract:
Purpose – This study explored students’ perspective of using emotion-aware Vertual Learning Environment (VLE) in Malaysia’s higher education institutions. The purpose is to investigate the relationships among dimensions of Technology Readiness Index (TRI), attitude, intention to use VLE, and lecturer interaction. The outcomes concerned the emotions involved in the educational process of Malaysia’s higher education institutions. Methodology – Quantitative data were collected via an online survey from 260 students. An empirical analysis was then conducted using structural equation modelling (Smart PLS) in two phases: (1) examining the direct effect of students’ attitude on VLE adoption intention and (2) examining the indirect effect of constructs using lecturer interaction as a mediator. Findings – The findings revealed a significant mediating role of lecturer interaction on the relationship between attitude and intention to use VLE across the student cohort. Inhibitors, such as insecurity and discomfort, were less significant in affecting students’ attitude towards emotion-aware VLE. The results indicate that students are motivated to use VLE when lecturers understand their emotions and react accordingly. Significance – This is one of the studies pertaining to emotions in VLE and lecturer interaction in higher education institutions. The results facilitate an understanding of the pedagogical role of lecturer interaction as a practical learning motivation. It is of particular interest to curriculum and e-learning stakeholders looking to improve students’ interactions with the VLE systems. Apart from extending the current literature, this study has significant practical implications for education management in higher learning institutions. Keywords: Emotion-Aware VLE, Technology Readiness Index (TRI), Attitude, Intention to Use, Lecturer Interaction, online learning, Smart PLS, Higher Education.
23
Scalabrin Bianchi, Isaías, Rui Dinis Sousa, and Ruben Pereira. "Information Technology Governance for Higher Education Institutions: A Multi-Country Study." Informatics 8, no. 2 (April 13, 2021): 26. http://dx.doi.org/10.3390/informatics8020026.
Full textAbstract:
Information Technology governance (ITG) calls for the definition and implementation of formal practices at the highest level in the organization, involving structures, processes and relational practices for the creation of business value from IT investments. However, determining the right ITG practices remains a complex endeavor. Previous studies identify IT governance practices used in the health and financial sectors. As universities have many unique characteristics, it is highly unlikely that the ITG experiences of the financial and health industry can be directly applied to universities. This study, using Design Science Research (DSR), develops a baseline with advised practices for the university sector. The analysis of thirty-four case studies from the literature review provides a set of practices as a starting point for the development of the baseline model proposal through multiple case studies involving interviews with IT directors, in ten universities in five countries: eight new practices emerge in this study. The model proposed was evaluated by experts. The result is a baseline model with adequate practices for IT governance in universities as well as a set of guidelines for its implementation. Findings revealed that is possible to extend the ITG practices’ baseline when looking at specific contexts.
24
Woolf, Beverly Park, H. Chad Lane, Vinay K. Chaudhri, and Janet L. Kolodner. "AI Grand Challenges for Education." AI Magazine 34, no. 4 (December 15, 2013): 66–84. http://dx.doi.org/10.1609/aimag.v34i4.2490.
Full textAbstract:
This article focuses on contributions that AI can make to address long-term educational goals. It describes five challenges that would support: (1) mentors for every learner; (2) learning twenty-first century skills; (3) interaction data to support learning; (4) universal access to global classrooms; and (5) lifelong and life-wide learning. A vision and brief research agenda are described for each challenge along with goals that lead to access to global educational resources and the reuse and sharing of digital educational resources. Instructional systems with AI technology are described that currently support richer experiences for learners and supply researchers with new opportunities to analyze vast data sets of instructional behavior from big databases, containing elements of learning, affect, motivation, and social interaction. Personalized learning is described using computational tools that enhance student and group experience, reflection, and analysis, and supply data for development of novel theory development.
25
Ahrens, Andreas, Martin Foerster, Jelena Zascerinska, and Iring Wasser. "EUROPEAN ACCREDITATION AGENCY’S VIEW ON KAZAKHSTAN’S ENGINEERING AND INFORMATION TECHNOLOGY HIGHER EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 15. http://dx.doi.org/10.17770/sie2020vol1.4861.
Full textAbstract:
In the era of digital economy, there is an urgent need in highly qualified engineering and Information Technology (IT) specialists in Kazakhstan. The aim of the research is to analyse the needs of higher education in the field of engineering and IT in Kazakhstan underpinning elaboration of implications for higher education in the field of engineering and IT in Kazakhstan. The empirical study was carried out in October 2019. Exploratory study was implemented. Interpretive paradigm was employed in the present work. Non-structured interview served as the basis for data collection. Content analysis was performed for data analysis. Findings of theoretical analysis allow extending three-component model on needs analysis, namely experts’ perspective, educators’ perspective, and students’ perspective by the fourth component, namely community perspective. Implications for higher education in Kazakhstan are formulated as following: universities delivering higher education in the field of engineering and IT in Kazakhstan need to balance academic and practical components in their study programmes; interaction between educators and students, on the one side, as well as enterprises, companies and industry, on the other side, should be enhanced in higher education in the field of engineering and IT in Kazakhstan. Directions of future work are proposed.
26
Aladsani, Hibah Khalid. "University Students’ Use and Perceptions of Telegram to Promote Effective Educational Interactions: A Qualitative Study." International Journal of Emerging Technologies in Learning (iJET) 16, no. 09 (May 4, 2021): 182. http://dx.doi.org/10.3991/ijet.v16i09.19281.
Full textAbstract:
Student interaction is a pivotal element in any educational environment. Accordingly, employing technologies to increase these educational interactions has attracted both instructors’ and students’ attention. This qualitative paper investigated the means of employing Telegram, a social network site (SNS), to increase students’ educational interactions and explore their perceptions of using it as an interactional medium in a university course. A thematic analysis was applied to assess data collected from the posts of 77 university students in three Telegram groups created for this course and the students’ reflection papers required at the end of the course. This study’s findings identified several instructional activities that can be employed on Telegram to enhance students’ interactions, as well as presented how students interact with their instructor and each other on Telegram. The findings also highlighted the students’ perceptions of Telegram as a technology to enhance their course interactions, including the advantages and disadvantages of using Telegram in this course. Implications of this study can allow university instructors and policymakers to reconsider their teaching methods and even encourage using Telegram or similar SNSs to aid students’ learning.
27
Ali Amer Jid Almahri, Fatima, David Bell, and Mahir Arzoky. "Personas Design for Conversational Systems in Education." Informatics 6, no. 4 (October 21, 2019): 46. http://dx.doi.org/10.3390/informatics6040046.
Full textAbstract:
This research aims to explore how to enhance student engagement in higher education institutions (HEIs) while using a novel conversational system (chatbots). The principal research methodology for this study is design science research (DSR), which is executed in three iterations: personas elicitation, a survey and development of student engagement factor models (SEFMs), and chatbot interaction analysis. This paper focuses on the first iteration, personas elicitation, which proposes a data-driven persona development method (DDPDM) that utilises machine learning, specifically the K-means clustering technique. Data analysis is conducted using two datasets. Three methods are used to find the K-values: the elbow, gap statistic, and silhouette methods. Subsequently, the silhouette coefficient is used to find the optimal value of K. Eight personas are produced from the two data analyses. The pragmatic findings from this study make two contributions to the current literature. Firstly, the proposed DDPDM uses machine learning, specifically K-means clustering, to build data-driven personas. Secondly, the persona template is designed for university students, which supports the construction of data-driven personas. Future work will cover the second and third iterations. It will cover building SEFMs, building tailored interaction models for these personas and then evaluating them using chatbot technology.
28
McLay, Katherine Frances, and Peter David Renshaw. "Making ‘us’ visible: Using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology." British Educational Research Journal 46, no. 1 (August 2, 2019): 44–57. http://dx.doi.org/10.1002/berj.3565.
Full text
29
Svela, Alexander, Jalal Nouri, Olga Viberg, and Lechen Zhang. "A Systematic Review of Tablet Technology in Mathematics Education." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 08 (August 2, 2019): 139. http://dx.doi.org/10.3991/ijim.v13i08.10795.
Full textAbstract:
<p class="0abstract">In 2019, the mobile learning body of knowledge is extensive and much is known about the technology impacts and affordances of mobile devices in educational settings. A particular focus has now shifted toward specific technologies in specific subjects. Mathematics is one such subject and tablets are one such technology that is gaining attention. This systematic review representing the latest generation of tablet technology within the tablet-mediated learning in mathematics body of knowledge sought to derive evidence that supported questions into (a) what math sub-disciplines were covered, (b) what technology (application/hardware) was utilized, and (c) what pedagogical approaches were deployed in educational settings. This included analysis of the (d) advantages and (e) disadvantages present in those elements. Thirty-nine relevant articles were collected from various academic technology and educational databases. The results demonstrate that tablets are being predominantly deployed in various sub-disciplines such as Arithmetic, Computation, and Geometry with the iPad as the dominant choice for tablet hardware/applications. Pedagogical approaches lean heavily on game-based learning, environment interaction, and special needs support. Technological advantages include increased collaboration and mathematics engagement enabled by tablet mobility and a high potential for customization of solutions. Developers, teachers, and researchers need to be informed of potential challenges in designing content for tablet technology deployments in mathematics.</p>
30
Yildiz, Ezgi Pelin, Metin Cengel, and Ayse Alkan. "Current trends in education technologies research worldwide: Meta-analysis of studies between 2015-2020." World Journal on Educational Technology: Current Issues 12, no. 3 (July 30, 2020): 192–206. http://dx.doi.org/10.18844/wjet.v12i3.5000.
Full textAbstract:
The interaction of education and technology affects the developments occurring in two areas and the development in education increases the speed of technological developments. Educational technology is the functionalization of the scientific knowledge produced in educational sciences and its application into practice. In this research, the content analysis of the studies conducted in Turkey and other countries in the last 5 years is presented in order to determine the current trends in Educational Technology Research Studies. Within the scope of the purposive sample, the studies published between 2015 and 2020 in the field of Educational Technology Research Studies and included in the databases and journals were examined and interpretations were made. Fifteen research criteria were determined within the context of content analysis. These criteria are as follows: index, country, university, department, year of publication, number of authors, research area, method, educational level, sample group, sample number, data collection method, number of bibliographies, analysis techniques and research trends. SPSS 24 program was used in the analysis of the data and the obtained data were presented in the related tables. The data were interpreted based on percentage and frequency. After making general explanations under the tables, the similarities and differences in the studies were analyzed in detail using a meta-analysis method. As a result, it was revealed that the most emphasized issue within the scope of the research area is the adequacy of using Educational Technologies.
Keywords: Educational technology research, current trends, meta-analysis.
31
Liashenko, Olga, and Tetiana Bytenko. "Historical analysis of innovation paradigms in the education system." Academic Notes Series Pedagogical Science 1, no. 189 (August 2020): 142–47. http://dx.doi.org/10.36550/2415-7988-2020-1-189-142-147.
Full textAbstract:
The article analyzes various studies and publications of Ukrainian and foreign scholars-educators related to the organization of innovative activities in the education system. Innovations in pedagogical and music-pedagogical activity in the XX and XXI centuries are considered. The concepts of «technology» and «pedagogical technology» are defined. Attention is drawn to the pedagogical technologies used in the work of outstanding scientists-pedagogues: K. Ushinsky, B. Grinchenko, A. Makarenko, S. Shatsky, V. Shatskaya, V. Sukhomlinsky, O. Rostovsky, V. Shatalov, M. Shchetinin, E. Ilyin. There are also four stages in the development of the information technology of teaching in the field of view of the author, namely: verbal – audiovisual – programmable – multimedia and hypermedia. The approximate life of each of the four stages is determined. The modern pedagogical technologies of teaching in the higher educational establishments are characterized. First and foremost, it is computer and multimedia technologies that allow the use of a multifaceted field of information by means of technical means, first of all, of the computer, in the most optimal form of learning and information hypermedia environment. The historical analysis of paradigms of innovations in the education system conducted in the article allowed us to recognize that scientific and technological progress in the XX–XXI centuries not only led to the technologicalization of numerous industries. He also touched upon the sphere of culture, humanitarian branches of knowledge, in which the general idea is a humanistic worldview, which implies a rejection of authoritarian style of thinking, tolerance, compromise, respect for other people's opinions, other cultures, values and beliefs. At the heart of this process of technologicalization is the formation of a new methodology, the creation of innovative paradigms of teaching and education, the focus of which is the individual. Outstanding teachers of the twentieth century have left a valuable educational, theoretical and practical heritage, which continues to be relevant and needs deep knowledge and use in the modern pedagogical space. Assimilation of educational, scientific and pedagogical achievements accumulated by mankind over the centuries, allows to objectively assess the pedagogical phenomena of today and on this basis to formulate the conceptual foundations of modern innovative pedagogical technologies related to the interaction of science, art and human values.
32
Bismala, Lila, and Yayuk Hayulina Manurung. "Student satisfaction in e-learning along the COVID-19 pandemic with importance performance analysis." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 753. http://dx.doi.org/10.11591/ijere.v10i3.21467.
Full textAbstract:
<p>The COVID-19 pandemic caused learning to be done with an online system, one of which is by using e-learning. The use of e-learning received a lot of reactions, both from the student and lecturer side. Lecturers should be able to make the best preparation, both in terms of materials, media, content, interaction and flexibility in the use of e-learning, so that students do not have difficulty in distance learning done. While students should prepare themselves as best as possible, both in terms of technology, ability, interaction with colleagues and lecturers, as well as motivation in conducting distance learning using e-learning. This study aimed to investigate student satisfaction in using e-learning as a method of distance learning during the COVID-19 pandemic, using Importance Performance Analysis (IPA). The number of respondents in this study was 132 students. The results showed that there are several factors that need to be improved, such as materials presented in e-learning, interaction with lecturers, availability of facilities, and lecturers. Factors that should be maintained included flexibility, assessment in e-learning that is felt to be appropriate, the benefits of e-learning, and students' ability to allocate time. Meanwhile, factors that are considered less important and do not obtain priorities include peers, easy-to-understand materials, ability to learn independently and understand tasks. In addition, students consider there are several factors that are considered too excessive, namely self-motivation, ability to understand the use of e-learning, independent learning process.</p>
33
Thormann, Joan, Samuel Gable, Patricia Seferlis Fidalgo, and George Blakeslee. "Interaction, critical thinking, and social network analysis (SNA) in online courses." International Review of Research in Open and Distributed Learning 14, no. 3 (July 5, 2013): 294. http://dx.doi.org/10.19173/irrodl.v14i3.1306.
Full textAbstract:
<p>This study tried to ascertain a possible relationship between the number of student moderators (1, 2, and 3), online interactions, and critical thinking of K-12 educators enrolled in an online course that was taught from a constructivist approach. The course topic was use of technology in special education. Social network analysis (SNA) and measures of critical thinking (Newman, Webb, & Cochrane, 1995) were used to research and assess if there was a difference in interaction and critical thinking between 1, 2, or 3 student moderators who facilitated a forum discussion of an assignment in an online course. The same course was repeated over three years. Each year either 1, 2, or 3 students moderated. The analysis indicated more discussion per non-moderating student with the three student moderated group. Using SNA we found that there was only one noticeable difference among the three groups which was in the value of network centralization. Using critical thinking measures the three student moderator group scored higher in five of the eight critical thinking categories. Variations in instructor presence in the online courses may have influenced these findings.</p>
34
Sidorova, Alexandra A. "University-business cooperation: directions of interaction." RUDN Journal of Economics 27, no. 2 (December 15, 2019): 290–302. http://dx.doi.org/10.22363/2313-2329-2019-27-2-290-302.
Full textAbstract:
The article is devoted to the analysis of promising areas of university-business cooperation (UBC) based on the study of modern Russian and foreign experience. It justifies the relevance of the broad approach to the interpretation of UBC within which it is proposed to consider cooperation between universities and business not as a set of isolated transactions within a limited range of areas of interaction, but as a system of long-term mutually beneficial relations with a wide range of possible types of cooperation that can also include the state and community organizations. The article analyzes 14 types of joint activities of universities and business within four main blocks - education, research, valorization (knowledge and technology commercialization) and management, which can serve as a basis for developing a system of indicators for assessing the effectiveness of UBC. The conclusion is made about the need to adjust the state policy in the field of science and education in order to reduce the imbalance in the development of these areas of cooperation both in Russia and in Europe.
35
Gatcho, Al Ryanne Gabonada, and Bonjovi Hassan Hajan. "“Check Your Face(Book) on Page…”: Unpacking the Pedagogical Potentialities of English Teachers’ Wall Posts." Lingua Cultura 13, no. 1 (February 11, 2019): 1. http://dx.doi.org/10.21512/lc.v13i1.5253.
Full textAbstract:
This research aimed to show an increasingly digitized world where technology continued to revolutionize how human interactions were enacted, so the teachers must transcend educational boundaries to provide quality education that was responsive to the needs of the 21st-century society. This research examined the Facebook wall postings of selected English senior high school teachers in Metro Manila, Philippines. Using thematic analysis, the research investigated and analyzes these Facebook posts (wall posts) to identify whether teachers; (1) could potentially initiate communication (student-teacher interaction, in particular online/via Facebook) and (2) used such social network site for academic/instructional purposes. Main themes identify in the student-teacher interaction are gratitude and appreciation, longing, interest, and status, while those that are recorded in the teachers’ wall posts are announcements, student activity documentation, and extra-curricular activities. The findings of this research help establish the importance of technology integration in the field of teaching and learning English as a second language. Moreover, the research is pivotal in the resurfacing of constructivism in education and the emergence of new communication norms brought about by technological innovations.
36
Daniels, Nicola, Patricia Gillen, Karen Casson, and Iseult Wilson. "STEER: Factors to Consider When Designing Online Focus Groups Using Audiovisual Technology in Health Research." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691988578. http://dx.doi.org/10.1177/1609406919885786.
Full textAbstract:
Technological advancements and ease of Internet accessibility have made using Internet-based audiovisual software a viable option for researchers conducting focus groups. Online platforms overcome any geographical limitations placed on sampling by the location of potential participants and so enhance opportunities for real-time discussions and data collection in groups that otherwise might not be feasible. Although researchers have been adopting Internet-based options for some time, empirical evaluations and published examples of focus groups conducted using audiovisual technology are sparse. It therefore cannot yet be established whether conducting focus groups in this way can truly mirror face-to-face discussions in achieving the authentic interaction to generate data. We use our experiences to add to the developing body of literature by analyzing our critical reflections on how procedural aspects had the potential to influence the data we collected using audiovisual technology to conduct synchronous focus groups. As part of a mixed methods study, we chose to conduct focus groups in this way to access geographically dispersed populations and to enhance sample variation. We conducted eight online focus groups using audiovisual technology with both academic researchers and health-care practitioners across the four regions of the United Kingdom. A reflexive journal was completed throughout the planning, conduct and analysis of the focus groups. Content analysis of journal entries was carried out to identify procedural factors that had the potential to affect the data collected during this study. Five themes were identified ( Stability of group numbers, Technology, Environment, Evaluation, and Recruitment), incorporating several categories of issues for consideration. Combined with the reflections of the researcher and published experiences of others, suggested actions to minimize any potential impacts of issues which could affect interactions are presented to assist others who are contemplating this method of data collection.
37
Yildiz, Ezgi Pelin, Ayse Alkan, and Metin Cengel. "Current trends in education technologies research worldwide: Meta-analysis of studies between 2015 and 2020." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 1 (July 2, 2020): 47–62. http://dx.doi.org/10.18844/prosoc.v7i1.4867.
Full textAbstract:
The interaction between education and technology affects the developments occurring in two areas and the developments in education increase the speed of technological developments. Educational technology is the functionalisation of the scientific knowledge produced in educational sciences and its application in practice. In this research, the content analysis of the studies conducted in Turkey and abroad in the last 5 years, in order to determine the current trends in educational technology researches, is presented. Within the scope of the purposive sample, the studies published in 2015–2020 in the field of educational technology researches, included in the databases and journals, were examined and interpretations were made. A total of 15 research criteria were determined within the context of content analysis. These criteria are index, country, university, department, year of publication, number of authors, research area, method, educational level, sample group, sample number, data collection method, number of bibliography, analysis techniques and research trends. SPSS 24 program was used in the analysis of the data and the obtained data are presented in the related tables. The data were interpreted based on percentage and frequency. After making general explanations below the tables, the similarities and differences seen in the studies were analysed in detail by using the meta-analysis method. As a result, it was revealed that the most emphasised issue within the scope of the research area was the adequacy of using educational technologies.
Keywords: Educational technology research, current trends, meta-analysis.
38
Li, Shang Hong. "Research on the Establishment of Psychology Teaching Mode Based on IT Multidimensional Interaction." Applied Mechanics and Materials 380-384 (August 2013): 4488–93. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.4488.
Full textAbstract:
with the rapidly development of modern education, the degree of integration of information and modern education has been strengthen continually. The new education model of information technology and modern education is related with traditional education. They are complete and mutually promote in the teaching process. This paper analyzes the basic connotation of psychology teaching. Based on the principle of teaching and research mission of the psychology, this paper profiles psychology teaching feedback and coupled revelation of information communication model. This paper establishes psychology teaching multi-dimensional interactive model of the IT environment using the qualitative analysis method. This paper determines the effectiveness of teaching effectiveness through the effectiveness of the computer information entropy which provides a theoretical basis and practical guidance for the psychology teaching reform and innovation.
39
Romanova, Ekaterina A., Marina A. Volkova, and Li Baohun. "Comparative analysis of international students' preferences in the use of modern information technologies in Russian and Chinese universities." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 276–88. http://dx.doi.org/10.32744/pse.2021.1.19.
Full textAbstract:
Introduction. The actual problem of organizing the process of foreign language teaching in modern conditions is the selection and application of appropriate information technologies to increase students' motivation, form an interest in learning a foreign language, implement pedagogical tasks, optimize the learning process and carry out regular interaction with students within the educational process. At the same time, it is important to take into account the preference of the students themselves to choose one or another technology, since a significant part of Chinese students who learn Russian in China then continue studying it in Russian universities. The purpose of this study was to conduct a comparative analysis between foreign students studying in Russian and Chinese universities on the preferences in the use of modern information technology, as well as the way of interaction with the teacher when studying Russian. Research methods. The study involved 417 foreign students from Russian and Chinese universities. The main methods of research: analysis of scientific and methodological literature, survey method, comparative analysis method. The φ-Fisher's test was used to establish statistically significant differences between the two groups. Results. International students from Russian universities use educational videos on the Russian language more often than students from Chinese universities (φemp = 3.591; p < 0.01). The educational platform Coursera is more often used by students studying at Chinese universities (φemp = 3.632; p < 0.01). Mobile applications were more frequently used by Chinese university students (φemp = 4.048; p < 0.01). There were no significant differences between the two groups in the frequency of use of voice assistants, online excursions and virtual travel services, educational environments, web quests, and educational podcasts during the study. The study of students' preferences in choosing a method of interaction with the teacher showed that 70% like to communicate with the teacher via messengers and 52% of respondents are ready to communicate with the teacher via videoconferencing. However, on average 85% responded that they prefer to study Russian in the classroom. Conclusion. The results of the study can be taken into account by teachers working with Chinese students when choosing modern information technologies, as well as ways of interaction with students in the framework of Russian language teaching.
40
Azmi, Farah Syazreena, Norfadzilah Abdul Razak, and Ayu Rohaidah Ghazali. "Digital Learning Platform and Students Satisfaction: Regression Analysis." Journal of International Business, Economics and Entrepreneurship 3, SI (December 15, 2018): 44. http://dx.doi.org/10.24191/jibe.v3isi.14425.
Full textAbstract:
Technology has no boundary, people made technology as their primary routine in daily task. Technology also mainly being used worldwide and provide many outcomes towards the education system. The transformation of industrial revolution 4.0 brings the education system one step forward to meet the worldwide demand. Students nowadays are Z-generation that live in modern and digital lifestyle. Thus, the digital platform such as E-Learning has been applied in recent of teaching and learning in most of the university. However, the application and usage of elearning in university did not well used and applied by students. Hence, there is a need for e-learning platform to transform and improve the system so that student can be more interest to use E-learning and ultimately result in better academic performance. A theory of Technology Acceptance Model (TAM) applied as the fundamental of this study. Hence this study aims to investigate the perception of 152 students in selected of the local university towards the application of e-learning platform. Data collection further analysed using regression analysis and found perceive usefulness, perceived ease of use, behavioural intention and system usage predict significantly towards student satisfaction. The finding implies that the application of e-learning among students was satisfied. The improvement of the interaction system and attraction of the system can promote and encourage students active to use e-learning.
41
Karagozlu, Damla. "Creating a Sustainable Education Environment with Augmented Reality Technology." Sustainability 13, no. 11 (May 23, 2021): 5851. http://dx.doi.org/10.3390/su13115851.
Full textAbstract:
As the COVID-19 epidemic caused new requirements in education, the use of various technologies and materials in science education has gained more importance for sustainability. Among other objectives, the subject of science aims to help students gain skills such as identifying problems, doing research, forming hypotheses, completing experiments, conducting analyses, and reporting the findings. Some of the problems experienced in science education are caused by the lack of tools and equipment. Through augmented reality (AR), a developing technology that is also used in the field of education, a digital layer is superimposed over authentic world images. The main aim of this study is to determine the views of students and teachers regarding augmented reality content developed for science education. The study group consists of 80 seventh-grade students and 4 science teachers. The study adopted a qualitative data collection method so the researchers developed and used semi-structured interview forms for the students and the teachers during the interviews. Both the students and the teachers reported the positive effects of AR practices on improving the understanding of science topics, offering a visual topic introduction, and contributing to the in-class interaction during class hours.
42
Brega, Olga N., and Galina V. Kruglyakova. "Video podcast technology for distant ESP teaching in team work." Perspectives of Science and Education 50, no. 2 (May 1, 2021): 459–71. http://dx.doi.org/10.32744/pse.2021.2.32.
Full textAbstract:
Introduction. The current situation in the higher education system is characterized by a rethinking of the applied learning technologies and forms of interaction of its participants. The purpose of this study is the theoretical validation and empirical evaluation of the video podcast technology reliability in distance Learning, the central idea of which is the thematic video podcasts creation by students in team work with the teacher’s tuition in the LMS Moodle, H5P. Materials and methods. The study involved 100 students of Togliatti State University majoring 23.05.01 "Land transport technological complexes" (level of specialist). Main research methods: the method of theoretical analysis and modeling, experimental training, the method of mathematical statistics and graphical representation of data. Evaluation of the reliability and the effectiveness of the developed technology were carried out using the Wilcoxon T-test. Results of the study. This technology includes a set of psychological and pedagogical principles; a bank of interactive tasks and methodological recommendations for students to create a video podcast; technical equipment for feedback and online teacher-students interactive team work. Referring to the CEFR, we have developed the Scale of controlled skills: linguistic aspect (Range, Accuracy, Coherence), pragmatic aspect (Interaction, Technical skill, Timemanagmen skill), sociolinguistic aspect (Fluency, Mediation) mastered with the Video podcast technology in distance ESP teaching, and designated their descriptors. The semester experimental training showed: linguistic skills of students increased by 38 %; pragmatic skills by 58%, sociolinguistic skills by 42%. The application of the Wilcoxon T-test under the condition p < 0,05 and Texp < Tcr (in our case Texp= 2,5, Tcr = 3, i.e. Texp < Tcr) proves the obtained results reliability and indicates the technology effectiveness. Conclusion. The developed technology is applicable at any stage of ESP teaching and enhances the organization process of the students’ activities in a distance education.
43
Faisal, Piliang, and Zainul Kisman. "Information and communication technology utilization effectiveness in distance education systems." International Journal of Engineering Business Management 12 (January 1, 2020): 184797902091187. http://dx.doi.org/10.1177/1847979020911872.
Full textAbstract:
Learning by using online application facilities through the Internet is a new service for all users. However, there are many problems and obstacles faced by users, both by students and by lecturers in utilizing online application services via the Internet. The development of a distance education service management software application model provides facilities for academics to facilitate interaction between students and lecturers with using online-based information technology communication services through the Internet. In addition, the management of distance education services is able to provide reports desired by students and lecturers using online-based information technology communication services through the Internet. This study used a descriptive–analytic method by presenting a summary of interviews and survey results in the form of a questionnaire to the faculty member. The method used is a qualitative method because it provides an explanation using analysis. This research uses Moodle application as a Distance Education System. The distance learning model used in the Trilogi University is considered sufficient, in terms of learning goals, learning materials, interactivity, and rules. The results also show that both lecturers and students argue that learning with a distance education system can simplify work, speed up work, accurate work, and be more efficient because it is interactive and user-friendly. This research can be applied to other school units or universities so that distance education services can help academics interact easily, quickly, and accurately. For its development, it can be applied using cellular-based applications.
44
Goncharenko, Iryna. "CONCEPTUAL MODEL OF THE HACKATHON ECOSYSTEM OF TECHNOLOGY TRANSFER IN AN INSTITUTION OF HIGHER EDUCATION." Management 33, no. 1 (August 27, 2021): 74–84. http://dx.doi.org/10.30857/2415-3206.2021.1.7.
Full textAbstract:
BACKGROUND AND OBJECTIVES. The strategy of innovation development in Ukraine envisages the creation of innovative ecosystem of higher education institutions. Analysis of the current state of interaction between science, business and the state in Ukraine shows that most of the technologies and developments created as a result of scientific and technical activities of higher education institutions have not yet been implemented in the real economy. Communication interaction between representatives of higher school and enterprises involves the initiation of the innovation ecosystem. Practical implementation of conceptual model of Hackathon-ecosystem of technology transfer in higher education institution will allow to move to a new level of innovative development of higher education institution.METHODS. The study used: the DFD method for constructing a context diagram and diagram 1 level of functioning of the Hackathon ecosystem of technology transfer in higher education institution; information and technological approaches to the project management of HETT creation in the university to ensure effective management of project data flow; qualitative and operational communication between the project stakeholders.FINDINGS. The developed conceptual model of Hackathon-ecosystem of technology transfer in higher education institutions allows to take into account the specifics of functioning of higher education. The proposed block diagram of the initialization project of the creation of the Hackathon-ecosystem of technology transfer consists of 7 stages, which allows to take into account the specifics of the university. The optimal composition of stakeholders of the Hackathon-ecosystem of technology transfer in higher education institutions is defined: initiator, manager, team, customer, curator, owner, competitors, sponsor, authorities, community groups, consumers, organizations, suppliers and contractors.CONCLUSION. Practical implementation of the developed conceptual model of Hackathon-ecosystem of technology transfer in higher education institutions allows to generate ideas in accordance with market requirements and implement the most effective; to determine the needs and interests in establishing cooperation between representatives of higher education and business; to determine the compliance of the prototypes created with the needs of stakeholders and will provide feedback regarding the functioning of Hackathon-ecosystem of technology transfer.
45
Sert, Olcay, and Ufuk Balaman. "Orientations to negotiated language and task rules in online L2 interaction." ReCALL 30, no. 3 (February 2, 2018): 355–74. http://dx.doi.org/10.1017/s0958344017000325.
Full textAbstract:
AbstractRecent research shows that negotiation of meaning in online task-oriented interactions can be a catalyst for L2 (second/foreign/additional language) development. However, how learners undertake such negotiation work and what kind of an impact it has on interactional development in an L2 are still largely unknown mainly due to a lack of focus on task engagement processes. A conversation analytic investigation into negotiation of meaning (NoM) in task-oriented interactions can bring evidence to such development, as conversation analysis (CA), given its analytic tools, allows us to see how participant orientations in interaction evolve over time. Based on an examination of screen-recorded multiparty online task-oriented interactions, this study aimed to describe how users (n=8) of an L2 (1) negotiate and co-construct language and task rules and (2) later show orientations to these rules both in the short term (50 minutes) and in the long term (8 weeks). The findings showed that in addition to negotiating existing rules, the learners co-constructed new rules around an action called policing, which occurred when the learners attended to the breach of language and task rules. Furthermore, even after the negotiation work was completed, they oriented to negotiated rules through policing their own utterances (i.e. self-policing). Overall, this interactional continuum (from other-repairs to self-repairs) brought longitudinal evidence to bear on the role of NoM in the development of L2 interactional competence. These findings bring new insights into NoM, technology-mediated task-based language teaching (TBLT), and CA for second language acquisition (SLA).
46
Aitsiselmi, Farid. "Second language acquisition through email interaction." ReCALL 11, no. 2 (September 1999): 4–11. http://dx.doi.org/10.1017/s0958344000004900.
Full textAbstract:
This paper deals with the analysis of a communicative activity involving English learners of French, its advantages and drawbacks as well as the outcome that teachers can expect of such an activity. The first part examines some reasons, both theoretical and practical for using communication technology, particularly electronic mail, for promoting language acquisition and developing learner autonomy. The second pan of the paper deals with the theoretical framework within which the activity was carried out, that Is, Stephen Krashen's language acquisition theory which establishes a distinction between language acquisition and language learning. Email interaction offers the possibility of addressing both processes.
47
Norrie, Christopher S., Annalu Waller, and Elizabeth F. S. Hannah. "Establishing Context." ACM Transactions on Computer-Human Interaction 28, no. 2 (April 2021): 1–30. http://dx.doi.org/10.1145/3446205.
Full textAbstract:
Current mechanisms for adopting and supporting high-tech augmentative and alternative communication (AAC) within special-education appear limited in their success, despite recognition of the potential benefits they represent for young emerging communicators. Prior research in this field has been restricted to discrete survey or interview methodologies. We present a five-month mixed-methods ethnographic study in a special-education school to explore the facilitators and barriers experienced by those using technology, with children who have little or no functional speech, to stimulate communication and language comprehension. Our analysis supports the outcomes of earlier studies, but also furnishes novel insights into the scale and urgency of addressing the problem—with implications for user-centred design within this community. We highlight infrastructure, policy, and recruitment deficits, and propose a two-fold solution: (i) an increase in engagement with this population through the provision of enhanced, user-centred support; and (ii) induction of the cross-disciplinary role of Assistive Technologist, to serve as mediator between teacher, aided communicator, and their assistive technology. This work represents a contribution towards establishing more effective operational, interactional, and pedagogical support for learners using high-tech communication devices.
48
Qi, Shiyuan, Shoubang Li, and Jing Zhang. "Designing a Teaching Assistant System for Physical Education Using Web Technology." Mobile Information Systems 2021 (June 5, 2021): 1–11. http://dx.doi.org/10.1155/2021/2301411.
Full textAbstract:
An efficient and effective management is mandatory for the success of every organization, especially educational institutes. Following the course curriculum and completing it in time are beneficial for the students and the colleges’ reputation in educational institutes. In this paper, intelligent management of physical education curriculum is designed using a Web-based teaching assistant system. The multilayer designed system provides convenience for teachers and students of health and physical education. The data layer collects input data from users and transmits it to the storage layer after being compiled by the decoder. The layer uses memory to save the transmitted data and integrate the saved data into the expansion chip and transmit it to the transmission layer. The Web server at this layer outputs the transmitted data in the form of an HTML structure file through a CGI program and feeds back the output to the browser of the application layer. The man-machine interaction interface of the application layer uses a large-scale hierarchical information visualization method to show data on the browser to users. The experimental results show that the system has comprehensive functions, fast processing speed, and low energy consumption. It has a good page display effect, which is in line with the user’s visual cognition; the recall rate of curriculum scheduling data and curriculum selection data is always higher than 96%, and the data analysis ability is excellent.
49
Natarajan, R. "The Nature and Scope of Industry—Institute Interaction in India." Industry and Higher Education 12, no. 5 (October 1998): 303–12. http://dx.doi.org/10.1177/095042229801200505.
Full textAbstract:
One of the most important functions of a modern research university is interaction with industry in order to establish a close link between education, research, and professional practice. This paper examines relevant issues with special reference to the Indian context: Indian industry's perceptions of the curricula offered by the universities; the prerequisites for an institution if it is to develop successful cooperation with industry; the interaction between scientific and industrial research organizations and industry; and basic differences and contentious issues that arise between the higher education and industrial sectors in terms of roles, goals and perceptions. An analysis is also presented of some barriers or inhibitors to cooperation, and strategies to overcome them are suggested. Against this background, the author offers a case study of current initiatives designed to promote interaction with industry at the Indian Institute of Technology, Madras.
50
Zhang, Ying. "Design and Development of WEB-based Remote Network Physical Education Teaching Platform in Colleges and Universities." International Journal of Emerging Technologies in Learning (iJET) 13, no. 04 (March 30, 2018): 150. http://dx.doi.org/10.3991/ijet.v13i04.8478.
Full textAbstract:
Web-based remote education mainly depends on computer network and multime-dia technology supplemented with geographically dispersed teachers and stu-dents, making teachers and students carry out teaching information interaction through the Internet. Compared with other disciplines, remote education is rarely applied in Physical Education (PE) discipline. However, PE discipline is a bilat-eral teaching activity, featured with strong practicalness and participation. Thus, remote PE teaching can make full use of teaching resources, improve the efficien-cy of teaching management, and more effectively complete PE teaching activities. This paper first introduces the research background, carries out applied analysis of key technologies, such as WEB technology, streaming media technology and database technology, designs the overall structure model and functional module of the system, and then completes design and development of remote network PE teaching platform in colleges and universities.