Search results for: exploratory learning

Authors: Matthew Montebello

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The way e-learning effectiveness has been notoriously measured within an academic setting is by comparing the e-learning medium to the traditional face-to-face teaching methodology. In this paper, a simple yet innovative comparison methodology is introduced, whereby the effectiveness of next generation e-learning systems are assessed in contrast not only to the face-to-face mode, but also to the classical e-learning modality. Ethical and logistical issues are also discussed, as this three-way approach to compare teaching methodologies was applied and documented in a real empirical study within a higher education institution.

Keywords: e-learning effectiveness, higher education, teaching modality comparison

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Authors: Yee-May Chan

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In recent decades, it is observed that social work agencies have participated actively, and thus, have gradually been more influential in social work education in Hong Kong. The neo-liberal welfare ideologies and changing funding mode have transformed the landscape in social work practice and have also had a major influence on the fieldwork environment in Hong Kong. The aim of this research is to explore the educational role of social work agencies and examine in particular whether they are able to enhance or hinder critical reflective learning in fieldwork. In-depth interviews with 15 frontline social workers and managers in different social work agencies were conducted to collect their views and experience in helping social work students in fieldwork. The overall findings revealed that under the current social welfare context most social workers consider that the most important role of social work agencies in fieldwork is to help students prepare to fit-in the practice requirements and work within agencies’ boundary. The fit-for-purpose and down-to-earth view of fieldwork practice is seen as prevalent among most social workers. This narrow perception of agency’s role seems to be more favourable to competence-based approaches. In contrast, though critical reflection has been seen as important in addressing the changing needs of service users, the role of enhancing critical reflective learning has not been clearly expected or understood by most agency workers. The notion of critical reflection, if considered, has been narrowly perceived in fieldwork learning. The findings suggest that the importance of critical reflection is found to be subordinate to that of practice competence. The lack of critical reflection in the field is somehow embedded in the competence-based social work practice. In general, social work students’ critical reflection has not been adequately supported or enhanced in fieldwork agencies, nor critical reflective practice has been encouraged in fieldwork process. To address this situation, the role of social work agencies in fieldwork should be re-examined. To maximise critical reflective learning in the field, critical reflection as an avowed objective in fieldwork learning should be clearly stated. Concrete suggestions are made to help fieldwork agencies become more prepared to critical reflective learning. It is expected that the research can help social work communities to reflect upon the current realities of fieldwork context and to identify ways to strengthen agencies’ capacities to enhance critical reflective learning and practice of social work students.

Keywords: competence-based social work, critical reflective learning, fieldwork agencies, neo-liberal welfare

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Authors: Leena Alfarani

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Although mobile devices are ubiquitous on university campuses, teacher-readiness for mobile learning has yet to be fully explored in the non-western nations. This study shows that two main factors affect the adoption and use of m-learning among female teachers within a university in Saudi Arabia—resistance to change and perceived social culture. These determinants of the current use and intention to use of m-learning were revealed through the analysis of an online questionnaire completed by 165 female faculty members. This study reveals several important issues for m-learning research and practice. The results further extend the body of knowledge in the field of m-learning, with the findings revealing that resistance to change and perceived social culture are significant determinants of the current use of and the intention to use m-learning.

Keywords: blended learning, mobile learning, technology adoption, devices

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Authors: Willem J. A. Louw

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The wave of new advanced computing technology that has been developed during the recent past has significantly changed the way we communicate, collaborate and collect information. It has created a new technology environment and paradigm in which our children and students grow-up and this impacts on their learning. Research confirmed that Generation Y students have a preference for learning in the new technology environment. The challenge or question is: How do we adjust our teaching and learning to make the most of these changes. The complexity of effective and efficient teaching and learning must not be underestimated and changes must be preceded by proper objective research to prevent any haphazard developments that could do more harm than benefit. A blended learning approach has been used in the Forestry department for a few numbers of years including the use of electronic-peer assisted learning (e-pal) in a fixed-computer set-up within a learning management system environment. It was decided to extend the investigation and do some exploratory research by using a range of different Tablet devices. For this purpose, learning activities or assignments were designed to cover aspects of communication, collaboration and collection of information. The Moodle learning management system was used to present normal module information, to communicate with students and for feedback and data collection. Student feedback was collected by using an online questionnaire and informal discussions. The research project was implemented in 2013, 2014 and 2015 amongst first and third-year students doing a forestry three-year technical tertiary qualification in commercial plantation management. In general, more than 80% of the students alluded to that the device was very useful in their learning environment while the rest indicated that the devices were not very useful. More than ninety percent of the students acknowledged that they would like to continue using the devices for all of their modules whilst the rest alluded to functioning efficiently without the devices. Results indicated that information collection (access to resources) was rated the highest advantageous factor followed by communication and collaboration. The main general advantages of using Tablets were listed by the students as being mobility (portability), 24/7 access to learning material and information of any kind on a user friendly device in a Wi-Fi environment, fast computing process speeds, saving time, effort and airtime through skyping and e-mail, and use of various applications. Ownership of the device is a critical factor while the risk was identified as a major potential constraint. Significant differences were reported between the different types and quality of Tablets. The preferred types are those with a bigger screen and the ones with overall better functionality and quality features. Tablets significantly increase the collaboration, communication and information collection needs of the students. It does, however, not replace the need of a computer/laptop because of limited storage and computation capacity, small screen size and inefficient typing.

Keywords: tablets, teaching, blended learning, tablet quality

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Authors: Muhammad Nawaz, Sandeep N. Kundu, Farha Sattar

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Augmented reality sandbox adds new dimensions to education and learning process. It can be a core component of geoscience teaching and learning to understand the geographic contexts and landform processes. Augmented reality sandbox is a useful tool not only to create an interactive learning environment through spatial visualization but also it can provide an active learning experience to students and enhances the cognition process of learning. Augmented reality sandbox can be used as an interactive learning tool to teach geomorphic and landform processes. This article explains the augmented reality sandbox and the constructivism approach for geoscience teaching and learning, and endeavours to explore the ways to teach the geographic processes using the three-dimensional digital environment for the deep learning of the geoscience concepts interactively.

Keywords: augmented reality sandbox, constructivism, deep learning, geoscience

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Authors: Jingyu Hou

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This paper proposes a new teaching and learning approach-project and Module Based Teaching and Learning (PMBTL). The PMBTL approach incorporates the merits of project/problem based and module based learning methods, and overcomes the limitations of these methods. The correlation between teaching, learning, practice, and assessment is emphasized in this approach, and new methods have been proposed accordingly. The distinct features of these new methods differentiate the PMBTL approach from conventional teaching approaches. Evaluation of this approach on practical teaching and learning activities demonstrates the effectiveness and stability of the approach in improving the performance and quality of teaching and learning. The approach proposed in this paper is also intuitive to the design of other teaching units.

Keywords: computer science education, project and module based, software engineering, module based teaching and learning

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Authors: Nassim Dennouni, Yvan Peter, Luigi Lancieri, Zohra Slama

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The objective of this article is to make a bibliographic study on the recommendation of mobile learning activities that are used as part of the field trip scenarios. Indeed, the recommendation systems are widely used in the context of mobility because they can be used to provide learning activities. These systems should take into account the history of visits and teacher pedagogy to provide adaptive learning according to the instantaneous position of the learner. To achieve this objective, we review the existing literature on field trip scenarios to recommend mobile learning activities.

Keywords: mobile learning, field trip, mobile learning activities, collaborative filtering, recommendation system, point of interest, ACO algorithm

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Authors: Kelvin Tang

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As the world is approaching global warming of 1.5°C above pre-industrial levels, more atrocious consequences of climate change are projected to occur in the future. Consequently, it is today’s adolescents who will encounter the grand consequences of climate change. Therefore, nurturing adolescents that are well-informed, emotionally engaged, and motivated to take actions for combating climate change may be pivotal. Climate change education has a role in not only raising awareness, but also promoting behaviour change for climate change mitigation and adaptation. However, what kind of climate change education is suitable for whom? Requiring a learner-centred approach, tailoring climate change education requires a comprehensive understanding of the audience and their preconditions. In Japan, where climate change education has yet to be recognised as a field of environmental education, understanding climate change conceptions possessed by early adolescents is critical for a better design and more impactful implementation of climate change education. This exploratory study aims to investigate climate change conceptions among Japanese early adolescents from the perspective of cognition, affective, and conative dimensions. Questionnaire surveys were conducted targeting 423 students aged 12–14 in three public junior high schools located in Kashiwa City and Oita City. Findings suggest that the majority of Japanese early adolescents belong to groups that exhibit lower levels of cognition, affect, and conation in relation to climate change. The relationships among those dimensions were found to be positive and bidirectional. Moreover, several misconceptions about climate change and the effectiveness of its solutions were identified among the sample.

Keywords: climate change conceptions, climate change education, environmental education, adolescents, three learning dimensions, Japan

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Authors: Kherafa Abdennasser

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The application of Information and Communication Technologies (ICT) to the training area led to the creation of this new reality called E-learning. That last one is described like the marriage of multi- media (sound, image and text) and of the internet (diffusion on line, interactivity). Distance learning became an important totality for training and that last pass in particular by the setup of a distance learning platform. In our memory, we will use an open source platform named Dokeos for the management of a distance training of GPS called e-GPS. The learner is followed in all his training. In this system, trainers and learners communicate individually or in group, the administrator setup and make sure of this system maintenance.

Keywords: ICT, E-learning, learning plate-forme, Dokeos, GPS

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Authors: Fatima Ezzahra Ouboutaib, Abdellatif Aitheda, Soumiya Mekkaoui

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Marketing research is starting to focus on authenticity to position an offer, especially local products. However, its use remains more problematic with the internet for cooperatives. This paper investigates how digitalization impacts the satisfaction of the quest for authenticity. On the theoretical level, it explains authenticity in online and offline contexts in the postmodernism era. Then, an exploratory qualitative study tries to understand the contribution of digitization to the satisfaction of the search for authenticity. Therefore, cooperatives selling terroir products on the Internet are advised to keep also direct contact which tends to show a traditional manner of production to enhance customers’ perception of terroir product authenticity.

Keywords: authenticity, terroir product, online authenticity, postmodernism

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Authors: Wong Seng Yue

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Game dynamics and game mechanics are the two main components that used in gamification to engage and encourage students to learn. The advantages of gamified classroom are engaging students, increasing students interest, preserving students focus and remain a positive behaviour. However, the empirical studies on gamification are still at early stage, especially the effectiveness of various gamification components have not been evaluated. Thus, this study is aimed to conduct a user experience (UX) evaluation on gamified classroom through Prezi, which focused on learning experience, gaming experience, adaptivity, and gameplay experience. This study is a further study extended from the previous exploratory study to explore more on UX of gamified classroom via Prezi by interview. A focus group study, which involves 22 students from a foundation course has been conducted for the study. Besides the empirical data from the previous study, this focus group study has significantly found that 90.9% respondents show their positive perceptions on gaming experience via Prezi. They are interested, feel fresh, good, and highly motivated of the contents of Prezi. 95.5% participants have had a positive learning experience from the gamified classroom via Prezi, which can engage them, made them concentrate on learning and easy to remember what they have learned if compared to the traditional classroom slides. The adaptivity of the gamified classroom also high due to its zooming user interface, narrative, rewards and engagement features. This study has uncovered on how far the impact of gamification components in the classroom, especially UX that implemented in gamified classroom.

Keywords: user experience (UX), gamification, gamified classroom, Prezi

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Authors: Nitin Shravan, Sudarsun Santhiappan, B. Sivaselvan

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Subsection identification, in the context of Electronic Health Records (EHRs), is identifying the important sections for down-stream tasks like auto-coding. In this work, we classify the text present in EHRs according to their information, using machine learning and deep learning techniques. We initially describe briefly about the problem and formulate it as a text classification problem. Then, we discuss upon the methods from the literature. We try two approaches - traditional feature extraction based machine learning methods and deep learning methods. Through experiments on a private dataset, we establish that the deep learning methods perform better than the feature extraction based Machine Learning Models.

Keywords: deep learning, machine learning, semantic clinical classification, subsection identification, text classification

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Authors: Mohamed Bendahmane, Brahim Elfalaki, Mohammed Benattou

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One of the major sources of learners' professional difficulties is their heterogeneity. Whether on cognitive, social, cultural or emotional level, learners being part of the same group have many differences. These differences do not allow to apply the same learning process at all learners. Thus, an optimal learning path for one, is not necessarily the same for the other. We present in this paper a model-oriented service to offer to each learner a personalized learning path to acquire the targeted skills.

Keywords: learning path, web service, trace analysis, personalization

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Authors: Omran Alharbi

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It is difficult to find an aspect of our modern lives that has been untouched by mobile technology. Indeed, the use of mobile learning in Saudi Arabia may enhance students’ learning and increase overall educational standards. However, within tertiary education, the success of e-learning implementation depends on the degree to which students and educators accept mobile learning and are willing to utilise it. Therefore, this research targeted the factors that influence Hail University instructors’ intentions to use mobile learning. An online survey was completed by eighty instructors and it was found that their use of mobile learning was heavily predicted by performance experience, effort expectancy, social influence, and facilitating conditions; the multiple regression analysis revealed that 67% of the variation was accounted for by these variables. From these variables, effort expectancy was shown to be the strongest predictor of intention to use e-learning for instructors.

Keywords: acceptance, faculty member, mobile learning, KSA

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Authors: Marina Vicario, Amadeo Argüelles, Pilar Gómez, Carlos Hernández

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In this paper, the Computer Research Network of the National Polytechnic Institute of Mexico proposes a paradigmatic model for the inference of cognitive patterns in digital learning systems. This model leads to metadata architecture useful for analysis and prediction in online learning systems; especially on MOOc's architectures. The model is in the design phase and expects to be tested through an institutional of courses project which is going to develop for the MOOc.

Keywords: cognitive footprints, learning analytics, predictive learning, digital learning, educational computing, educational informatics

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Authors: Flavio Campos, Patricia Masmo, Fernanda Yamamoto

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The report presents a research about teaching professional competencies through projects, considering the student as an active learner and curriculum development. Considering project based-learning, the report articulate the result of research about curriculum development for professional competencies and teaching-learning strategies to help the development of professional competencies in learning environments in the courses of National Learning Service in São Paulo, Brazil. There so, intend to demonstrate fundamentals to elaborate curriculum to learning environment, specific about teaching methodologies to enrich student-learning process, using projects. The practice that has been taking place since 2013 indicates the needs of rethinking knowledge and practice in courses that prepared students to labor.

Keywords: curriculum design, active learning, professional competencies, project based-learning

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Authors: Wiem Ben Khalifa, Dalila Souilem, Mahmoud Neji

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The evolutions of Social Web and Semantic Web lead us to ask ourselves about the way of supporting the personalization of learning by means of intelligent filtering of educational resources published in the digital networks. We recommend personalized courses of learning articulated around a first educational course defined upstream. Resuming the context and the stakes in the personalization, we also suggest anchoring the personalization of learning in a community of interest within a group of learners enrolled in the same training. This reflection is supported by the display of an active and semantic system of learning dedicated to the constitution of personalized to measure courses and in the due time.

Keywords: Semantic Web, semantic system, ontology, evaluation, e-learning

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Authors: Sitthichai Laisema, Panita Wannapiroon

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This study is a research and development which is intended to: 1) design ubiquitous collaborative learning activities with virtual teams using CPS processes to develop creative thinking and collaboration skills, and 2) assess the suitability of the ubiquitous collaborative learning activities. Its methods are divided into 2 phases. Phase 1 is the design of ubiquitous collaborative learning activities with virtual teams using CPS processes, phase 2 is the assessment of the suitability of the learning activities. The samples used in this study are 5 professionals in the field of learning activity design, ubiquitous learning, information technology, creative thinking, and collaboration skills. The results showed that ubiquitous collaborative learning activities with virtual teams using CPS processes to develop creative thinking and collaboration skills consist of 3 main steps which are: 1) preparation before learning, 2) learning activities processing and 3) performance appraisal. The result of the learning activities suitability assessment from the professionals is in the highest level.

Keywords: ubiquitous learning, collaborative learning, virtual team, creative problem solving

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Authors: Özge Özsoy

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Teachers usually complain that their students do not study enough to further practice the subjects they have covered in class. Teachers tend to focus on how often and hard they should study rather than finding out the main reasons why most students avoid doing any extra work to improve their skills. In this study, with the use of exploratory practice method, 40 English preparatory class students at Anadolu University will discuss this puzzle through an in-class discussion and create posters describing the reasons for and solutions to it. The overlapping data from the posters will be categorized in two sections as reasons and solutions in a final poster. The study aims at revealing the student perspective of a common puzzle that troubles many teachers.

Keywords: exploratory practice, extra work, puzzle, students, teachers

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Authors: Pimploi Tirastittam, Sawanath Treesathon, Amornrath Ongkawat

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Learning Management System (LMS) is the system which uses to manage the learning in order to grouping the content and learning activity between the lecturer and learner including online examination and evaluation. Nowadays, it is the borderless learning era so the learning activities can be accessed from everywhere in the world and also anytime via the information technology and media. The learner can easily access to the knowledge so the different in time and distance is not a constraint for learning anymore. The learning pattern which was used in this research is the integration of the in-class learning and online learning via internet and will be able to monitor the progress by the Learning management system which will create the fast response and accessible learning process via the social media. In order to increase the capability and freedom of the learner, the system can show the current and history of the learning document, video conference and also has the chat room for the learner and lecturer to interact to each other. So the objectives of the “The Design and Applied of Learning Management System via Social Media on Internet: Case Study of Operating System for Business Subject” are to expand the opportunity of learning and to increase the efficiency of learning as well as increase the communication channel between lecturer and student. The data of this research was collect from 30 users of the system which are students who enroll in the subject. And the result of the research is in the “Very Good” which is conformed to the hypothesis.

Keywords: Learning Management System, social media, Operating System, information technology

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Authors: R. W. C. Devindi, S. M. Buddika Harshanath

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E-learning is a widely used technology for learning in the modern world. With the pandemic situation the popularity of using e-learning has been increased in a larger capacity. The e-learning educational systems require software resources as well as hardware usually but it is hard for most of the education institutions to afford those resources. Also with the massive user load e-learning has to broaden the server side resources as well. Therefore, in the present cloud computing was implemented in order to make the e – learning systems more efficient. The researcher has analyzed the quality of the e-learning systems on the perception of the learners and the teachers with the aid of hypothesis and has given the analyzed results and the discussion in this report. Therefore, the future research will be able to get some steps to increase the quality of the online learning systems furthermore. In the case of e-learning, quality assurance and cost effectiveness are essential. A complex quality assurance system is used in the stated project. There are no well-defined standard evaluation measures in this field. As a result, accurately assessing the e-learning system's overall quality is challenging. The researcher has done the analysis with the aid of standard methods and software.

Keywords: LMS–learning management system, SPSS–statistical package for social sciences (software), eigen value, hypothesis

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Authors: Farhad Shafiepour Motlagh, Narges Salehi

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Purpose: The purpose of this study was to support student strategies for virtual learning in the learning management system. Methodology: The research method was based on grounded theory. The statistical population included all the articles of the ten years 2022-2010, and the sampling method was purposeful to the extent of theoretical saturation (n=31 ). Data collection was done by referring to the authoritative scientific databases of Emerald, Springer, Elsevier, Google Scholar, Sage Publication, and Science Direct. For data analysis, open coding, axial coding, and selective coding were used. Results: The results showed that causal conditions include cognitive empowerment (comprehension, analysis, composition), emotional empowerment (learning motivation, involvement in the learning system, enthusiasm for learning), psychomotor empowerment (learning to master, internalizing learning skills, creativity in learning). Conclusion: Supporting students requires their empowerment in three dimensions: cognitive, emotional empowerment, and psychomotor empowerment. In such a way that by introducing them to enter the learning management system, the capacities of the system, the toolkit of learning in the system, improve the motivation to learn in them, and in such a case, by learning more in the learning management system, they will reach mastery learning.

Keywords: student support, virtual education, learning management system, electronic

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Authors: Chris Landorf, Stephen Ward

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This paper addresses a virtual environment approach to work integrated learning for students in construction-related disciplines. The virtual approach provides a safe and pedagogically rigorous environment where students can apply theoretical knowledge in a simulated real-world context. The paper describes the development of a 4-dimensional digital construction environment and associated learning activities funded by the Australian Office for Learning and Teaching. The environment was trialled with over 1,300 students and evaluated through questionnaires, observational studies and coursework analysis. Results demonstrate a positive impact on students’ technical learning and collaboration skills, but there is need for further research in relation to critical thinking skills and work-readiness.

Keywords: architectural education, construction industry, digital learning environments, immersive learning

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Authors: Shamie Kumar

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Background: Radiologists and radiographers (RR) need to educate themselves and their colleagues to ensure that AI is integrated safely, useful, and in a meaningful way with the direction it always benefits the patients. AI education and training are fundamental to the way RR work and interact with it, such that they feel confident using it as part of their clinical practice in a way they understand it. Methodology: This exploratory research will outline the current educational and training gaps for radiographers and radiologists in AI radiology diagnostics. It will review the status, skills, challenges of educating and teaching. Understanding the use of artificial intelligence within daily clinical practice, why it is fundamental, and justification on why learning about AI is essential for wider adoption. Results: The current knowledge among RR is very sparse, country dependent, and with radiologists being the majority of the end-users for AI, their targeted training and learning AI opportunities surpass the ones available to radiographers. There are many papers that suggest there is a lack of knowledge, understanding, and training of AI in radiology amongst RR, and because of this, they are unable to comprehend exactly how AI works, integrates, benefits of using it, and its limitations. There is an indication they wish to receive specific training; however, both professions need to actively engage in learning about it and develop the skills that enable them to effectively use it. There is expected variability amongst the profession on their degree of commitment to AI as most don’t understand its value; this only adds to the need to train and educate RR. Currently, there is little AI teaching in either undergraduate or postgraduate study programs, and it is not readily available. In addition to this, there are other training programs, courses, workshops, and seminars available; most of these are short and one session rather than a continuation of learning which cover a basic understanding of AI and peripheral topics such as ethics, legal, and potential of AI. There appears to be an obvious gap between the content of what the training program offers and what the RR needs and wants to learn. Due to this, there is a risk of ineffective learning outcomes and attendees feeling a lack of clarity and depth of understanding of the practicality of using AI in a clinical environment. Conclusion: Education, training, and courses need to have defined learning outcomes with relevant concepts, ensuring theory and practice are taught as a continuation of the learning process based on use cases specific to a clinical working environment. Undergraduate and postgraduate courses should be developed robustly, ensuring the delivery of it is with expertise within that field; in addition, training and other programs should be delivered as a way of continued professional development and aligned with accredited institutions for a degree of quality assurance.

Keywords: artificial intelligence, training, radiology, education, learning

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Authors: Abdiwahab Guled

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Autism spectrum disorder (ASD) is a neurodevelopmental disorder that emanates from a broad range of conditions, which affect the communication skills, social skills. It causes restrictive and repetitive behaviors to individuals. The number of children with ASD is an increasing prevalence around the world. Virtual reality (VR) is an assistive technology, which puts the learner in an immersive learning environment. It allows the learner to interact with that environment in a seemingly real or physical way using special electronic equipment, such as headsets. This exploratory study examines the potential benefits that VR may provide to improving the communication skills of children with ASD. Educating a child with ASD is challenging because access to services, resources, and support for autistic children is inadequate. Therefore, this study intends to investigate the challenges of teaching children with ASD and how VR might help teachers to improve the communication skills of these children with ASD. Online research and literature review were used as a method to gather previously published studies to identify the research gap and provide the groundwork for future studies. Results show that VR offers potential benefits to improving the communication skills of children with ASD but there is a gap in our understanding of the functionalities of all the features of VR technology and how we can utilize it to improve the communication skills of children with ASD. Communication is a broad subject and it is impossible for one study to evidently define the speech challenges of autistic children and provide an irrefutable solution. Therefore, this study proposes further research to dissect how can VR be used to improve the different communication challenges that impede the everyday functioning of autistic children.

Keywords: Autism spectrum disorder (ASD), autistic, Asperger, Disorder-Not Otherwise Specified (PDD-NOS), virtual reality (VR).

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Authors: Fatemeh Keivanifard

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E-learning is becoming increasingly prominent in higher education, with universities increasing provision and more students signing up. This paper examines factors that predict students' attitudes to adapt e-learning at the Khuzestan province Iran. Understanding the nature of these factors may assist these universities in promoting the use of information and communication technology in teaching and learning. The main focus of the paper is on the university students, whose decision supports effective implementation of e-learning. Data was collected through a survey of 300 post graduate students at the University of dezful, shooshtar and chamran in Khuzestan. The technology adoption model put forward by Davis is utilized in this study. Two more independent variables are added to the original model, namely, the pressure to act and resources availability. The results show that there are five factors that can be used in modeling students' attitudes to adapt e-learning. These factors are intention toward e-learning, perceived usefulness of e-learning, perceived ease of e-learning use, pressure to use e-learning, and the availability of resources needed to use e-learning.

Keywords: e-learning, intention, ease of use, pressure to use, usefulness

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Authors: Yara Bajnaid, Malak Zaidan, Eman Dakkak

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This research explores the use of Artificial Intelligence in Duolingo, a popular mobile application for language learning. Duolingo's success hinges on its gamified approach and adaptive learning system, both heavily reliant on AI functionalities. The research also analyzes user feedback regarding Duolingo's AI functionalities. While a significant majority (70%) consider Duolingo a reliable tool for language learning, there's room for improvement. Overall, AI plays a vital role in personalizing the learning journey and delivering interactive exercises. However, continuous improvement based on user feedback can further enhance the effectiveness of Duolingo's AI functionalities.

Keywords: AI, Duolingo, language learning, application

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Authors: John Zanetich

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This paper uses a pragmatic research approach to investigate the relationships between Active Development of Tacit Knowledge (ADTK), social media (Facebook) and classroom learning communities. This paper investigates the use of learning communities and social media as the context and means for changing tacit knowledge to explicit and presents a dynamic model of the development of a classroom learning community. The goal of this study is to identify the point that explicit knowledge is converted to tacit knowledge and to test a way to quantify the exchange using social media and learning communities.

Keywords: tacit knowledge, knowledge management, college programs, experiential learning, learning communities

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Authors: Gabrielle Brand, Christopher Etherton-Beer

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The learning landscape of higher education environment is changing, with an increased focus over the past decade on how educators might begin to cultivate reflective skills in health professions students. In addition, changing professional requirements demand that health professionals are adequately prepared to practice in today’s complex Australian health care systems, including responding to changing demographics of population ageing. To counteract a widespread perception of health professions students’ disinterest in caring for older persons, the authors will report on an exploratory, mixed method research study that used photographs, narrative and small group work to enhance medical and nursing students’ reflective learning experience. An innovative photo-elicitation technique and reflective questioning prompts were used to increase engagement, and challenge students to consider new perspectives (around ageing) by constructing shared storylines in small groups. The qualitative themes revealed how photographs, narratives and small group work created learning spaces for reflection whereby students could safely explore their own personal and professional values, beliefs and perspectives around ageing. By providing the space for reflection, the students reported how they found connection and meaning in their own learning through a process of self-exploration that often challenged their assumptions of both older people and themselves as future health professionals. By integrating cognitive and affective elements into the learning process, this research demonstrates the importance of embedding visual methodologies that enhance reflection and transformative learning. The findings highlight the importance of integrating the arts into predominantly empirically driven health professional curricula and can be used as a catalyst for individual and/or collective reflection which can potentially enhance empathy, insight and understanding of the lived experiences of older patients. Based on these findings, the authors have developed ‘Depth of Field: Exploring Ageing’ an innovative, interprofessional, digital reflective learning resource that uses Prezi Inc. software (storytelling tool that presents ideas on a virtual canvas) to enhance students’ reflective capacity in the higher education environment.

Keywords: narrative, photo-elicitation, reflective learning, qualitative research

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Authors: Khaled Halimi, Hassina Seridi-Bouchelaghem

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The purpose of this paper is to describe how learning analytics approaches based on social semantic web techniques can be applied to enhance the lifelong learning experiences in a connectivist perspective. For this reason, a prototype of a system called SoLearn (Social Learning Environment) that supports this approach. We observed and studied literature related to lifelong learning systems, social semantic web and ontologies, connectivism theory, learning analytics approaches and reviewed implemented systems based on these fields to extract and draw conclusions about necessary features for enhancing the lifelong learning process. The semantic analytics of learning can be used for viewing, studying and analysing the massive data generated by learners, which helps them to understand through recommendations, charts and figures their learning and behaviour, and to detect where they have weaknesses or limitations. This paper emphasises that implementing a learning analytics approach based on social semantic web representations can enhance the learning process. From one hand, the analysis process leverages the meaning expressed by semantics presented in the ontology (relationships between concepts). From the other hand, the analysis process exploits the discovery of new knowledge by means of inferring mechanism of the semantic web.

Keywords: connectivism, learning analytics, lifelong learning, social semantic web

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