Search results for: active learning approach

Authors: Aqeel Zeid, Hasna Anees, Mohamed Adheeb, Mohamed Rifan, Kalpani Manathunga

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To achieve constructive alignment in a higher education program, a clear set of learning outcomes must be defined. Traditional learning outcome definition techniques such as Bloom’s taxonomy are not written to be utilized by the student. This might be disadvantageous for students in student-centric learning settings where the students are expected to formulate their own learning strategies. To solve the problem, we propose the learning outcome relation and aggregation (LORA) model. To achieve alignment, we developed learning outcome, assessment, and resource authoring tools which help teachers to tag learning outcomes during creation. A pilot study was conducted with an expert panel consisting of experienced professionals in the education domain to evaluate whether the LORA model and tools present an improvement over the traditional methods. The panel unanimously agreed that the model and tools are beneficial and effective. Moreover, it helped them model learning outcomes in a more student centric and descriptive way.

Keywords: learning design, constructive alignment, Bloom’s taxonomy, learning outcome modelling

Procedia PDF Downloads 187

Authors: Seema Saini, Arsh Shikalgar, Neelam Tejani, Tushar J. Palekar

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This study introduces and evaluates a gait assessment system device as an educational model for healthcare students. The system aims to enhance learning through active experimentation with educators, focusing on teaching fundamental concepts like torque, potential energy, and kinetic movements. A total of 80 fourth-year healthcare students specializing in physiotherapy participated in this study. The study utilized a pre-post multiple-choice question (MCQ) examination format to evaluate the student's learning outcomes. Post-test performance significantly improved compared to pre-test scores (mean difference p<0.001, t=5.96). Participants reported that the gait assessment model effectively aided in achieving learning objectives, increasing topic understanding and interest, and enhancing comprehension of biomechanical events in gait.

Keywords: biomechanics, educational innovation, interactive learning, healthcare education

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Authors: Lihong Wu, Raymond Young

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The ability to learn is one of the most critical skills in the information age. However, many students do not have a clear understanding of what learning is, what they are learning, and why they are learning. Many students study simply to pass rather than to learn something useful for their career and their life. They have a misconception about learning and a wrong attitude towards learning. This research explores student attitudes to study in management education and explores how to intercede to lead students from shallow to deeper modes of learning.

Keywords: knowledge, surface learning, deep learning, education

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Authors: Emna Benmohamed, Hela Ltifi, Mounir Ben Ayed

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Bayesian Network (BN) is one of the most efficient classification methods. It is widely used in several fields (i.e., medical diagnostics, risk analysis, bioinformatics research). The BN is defined as a probabilistic graphical model that represents a formalism for reasoning under uncertainty. This classification method has a high-performance rate in the extraction of new knowledge from data. The construction of this model consists of two phases for structure learning and parameter learning. For solving this problem, the K2 algorithm is one of the representative data-driven algorithms, which is based on score and search approach. In addition, the integration of the expert's knowledge in the structure learning process allows the obtainment of the highest accuracy. In this paper, we propose a hybrid approach combining the improvement of the K2 algorithm called K2 algorithm for Parents and Children search (K2PC) and the expert-driven method for learning the structure of BN. The evaluation of the experimental results, using the well-known benchmarks, proves that our K2PC algorithm has better performance in terms of correct structure detection. The real application of our model shows its efficiency in the analysis of the phosphate laundry effluents' impact on the watershed in the Gafsa area (southwestern Tunisia).

Keywords: Bayesian network, classification, expert knowledge, structure learning, surface water analysis

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Authors: Shubhakar K., Nachamma S., Judy T., Jacob S. C., Melvin Lee, Kenneth Lo

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In recent years, technological advancements have ushered in a new era of education characterized by the integration of technology-enabled devices and online tools. The cyber-physical learning environment (CPLE) is a prime example of this evolution, merging remote cyber participants with in-class learners through immersive technology, interactive digital whiteboards, and online communication platforms like Zoom and MS Teams. This approach transforms the teaching and learning experience into a more seamless, immersive, and inclusive one. This paper outlines the design principles and key features of CPLE that support both teaching and group-based activities. We also explore the key characteristics and potential impact of such environments on educational practices. By analyzing user feedback, we evaluate how technology enhances teaching and learning in a cyber-physical setting, its impact on learning outcomes, user-friendliness, and areas for further enhancement to optimize the teaching and learning environment.

Keywords: cyber-physical class, hybrid teaching, online learning, remote learning, technology enabled learning

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Authors: Yi-Hsiang Pan, Ching-Hsiang Chen, Wei-Ting Hsu

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The purpose of this study was to compare the learning effects of the sports education model (SEM) to those of the traditional teaching model (TTM) in physical education classes in terms of students learning motivation, action control, learning strategies, and learning performance. A quasi-experimental design was utilized in this study, and participants included two physical educators and four classes with a total of 94 students in grades 5 and 6 of elementary schools. Two classes implemented the SEM (n=47, male=24, female=23; age=11.89, SD=0.78) and two classes implemented the TTM (n=47, male=25, female=22, age=11.77; SD=0.66). Data were collected from these participants using a self-report questionnaire (including a learning motivation scale, action control scale, and learning strategy scale) and a game performance assessment instrument, and multivariate analysis of covariance was used to conduct statistical analysis. The findings of the study revealed that the SEM was significantly better than the TTM in promoting students learning motivation, action control, learning strategies, and game performance. It was concluded that the SEM could promote the mechanics of students self-regulated learning process, and thereby improve students movement performance.

Keywords: self-regulated learning theory, learning process, curriculum model, physical education

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Authors: Kenneth N. Ohei, Roelien Brink

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For decades, teaching and learning processes have centered on the traditional approach (Web 1.0) that promoted teacher-directed pedagogical practices. Currently, there is a realization that the traditional approach is not adequate to effectively address and improve all student-learning outcomes. The subsequent incorporation of social software, Information, and Communication Technology (ICT) tools in universities may serve as complementary to support educational goals, offering students the affordability and opportunity to educational choices and learning platforms. Consequently, educators’ inability to incorporate these instructional ICT tools in their teaching and learning practices remains a challenge. This will signify that educators still lack the ICT skills required to administer lectures and bridging learning gaps. This study probes a methodological concept with the aim of developing a framework towards the adoption of social software in HES to help facilitate business processes and can build social presence among students. A mixed method will be appropriate to develop a comprehensive framework needed in Higher Educational System (HES). After research have been conducted, the adoption of social software will be based on the developed comprehensive framework which is supposed to impact positively on education and approach of delivery, improves learning experience, engagement and finally, increases educational opportunities and easy access to educational contents.

Keywords: blended and integrated learning, learning experience and engagement, higher educational system, HES, information and communication technology, ICT, social presence, Web 1.0, Web 2.0, Web 3.0

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Authors: Amira Khelil, Habib Affes

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The XXIst century is characterized by promoting teamwork as one of the main drivers of firms` performance. Collective competence is becoming crucial in developing and maintaining a firm’s competitive advantage, as well as its contributions to organizational innovation. In other words, the improvement of collective competence for a firm is no longer a choice, but rather an obligation. Learning capabilities of a firm in the context of knowledge management are assumed to be the main drivers of collective competence. Although there are some efforts to consider these concepts together; they are mostly discussed separately in the management theory. Thus, this paper aims to offer a holistic approach for development collective competence on the basis of Knowledge Management and Organizational Learning Capabilities. A theoretical model that defines a relationship between knowledge management, organizational learning and collective competence is presented at the end of this paper.

Keywords: collective competence, exploitation learning, exploration learning, knowledge management, organizational learning capabilities

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Authors: Fabrice Setephin Atedjio, Jean-Pierre Lienou, Frederica F. Nelson, Sachin S. Shetty

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Malicious users exploit vulnerabilities in computer systems, significantly disrupting their performance and revealing the inadequacies of existing protective solutions. Even machine learning-based approaches, designed to ensure reliability, can be compromised by adversarial attacks that undermine their robustness. This paper addresses two critical aspects of enhancing model reliability. First, we focus on improving model performance and robustness against adversarial threats. To achieve this, we propose a strategy by harnessing deep reinforcement learning. Second, we introduce an approach leveraging generative adversarial networks to counter adversarial attacks effectively. Our results demonstrate substantial improvements over previous works in the literature, with classifiers exhibiting enhanced accuracy in classification tasks, even in the presence of adversarial perturbations. These findings underscore the efficacy of the proposed model in mitigating intrusions and adversarial attacks within the machine learning landscape.

Keywords: machine learning, reliability, adversarial attacks, deep-reinforcement learning, robustness

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Authors: Edward W. Staley, Corban G. Rivera, Ashley J. Llorens

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Advances in reinforcement learning (RL) have resulted in recent breakthroughs in the application of artificial intelligence (AI) across many different domains. An emerging landscape of development environments is making powerful RL techniques more accessible for a growing community of researchers. However, most existing frameworks do not directly address the problem of learning in complex operating environments, such as dense urban settings or defense-related scenarios, that incorporate distributed, heterogeneous teams of agents. To help enable AI research for this important class of applications, we introduce the AI Arena: a scalable framework with flexible abstractions for distributed multi-agent reinforcement learning. The AI Arena extends the OpenAI Gym interface to allow greater flexibility in learning control policies across multiple agents with heterogeneous learning strategies and localized views of the environment. To illustrate the utility of our framework, we present experimental results that demonstrate performance gains due to a distributed multi-agent learning approach over commonly-used RL techniques in several different learning environments.

Keywords: reinforcement learning, multi-agent, deep learning, artificial intelligence

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Authors: Sol Girouard, Zona Kostic

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A home is often the largest and most expensive purchase a person makes. Whether the decision leads to a successful outcome will be determined by a combination of critical factors. In this paper, we propose a method that efficiently handles all the factors in residential real estate and performs predictions given a feature space with high dimensionality while controlling for overfitting. The proposed method was built on gradient descent and boosting algorithms and uses a mixed optimizing technique to improve the prediction power. Usually, a single model cannot handle all the cases thus our approach builds multiple models based on different subsets of the predictors. The algorithm was tested on 3 million homes across the U.S., and the experimental results demonstrate the efficiency of this approach by outperforming techniques currently used in forecasting prices. With everyday changes on the real estate market, our proposed algorithm capitalizes from new events allowing more efficient predictions.

Keywords: real estate prediction, gradient descent, boosting, ensemble methods, active learning, training

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Authors: B.J. Khoza, B. Kembo

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Global socioeconomic developments and ever-growing technological advancements of the art and design industry indicate the pivotal importance of lifelong learning. There exists a discrepancy between competencies, personal ambition, and workplace requirements. There are few , if at all, institutions of higher learning in South Africa which offer Short Learning Programmes (SLP) in Art and Design Education. Traditionally, Art and Design education is delivered face to face via a hands-on approach. In this way the enduring perception among educators is that art and design education does not lend itself to online delivery. Short Learning programmes (SLP) are a concentrated approach to make revenue and lure potential prospective students to embark on further education study, this is often of weighted value to both students and employers. SLPs are used by Higher Education institutions to generate income in support of the core academic programmes. However, there is a gap in terms of the translation of art and design studio pedagogy into SLPs which provide quality education, are adaptable and delivered via a blended mode. In our paper, we propose a conceptual framework drawing on secondary research to analyse existing research to SLPs for arts and design education. We aim to indicate a new dimension to the process of using a design-based research approach for short learning programmes in art and design education. The study draws on a conceptual framework, a qualitative analysis through the lenses of Herrington, McKenney, Reeves and Oliver (2005) principles of the design-based research approach. The results of this study indicate that design-based research is not only an effective methodological approach for developing and deploying arts and design education curriculum for 1st years in Higher Education context but it also has the potential to guide future research. The findings of this study propose that the design-based research approach could bring theory and praxis together regarding a common purpose to design context-based solutions to educational problems.

Keywords: design education, design-based research, digital literacies, multi-literacies, short learning programme

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Authors: Roseline Unoma Chidobi

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The purpose of this study is to identify the extent of Information Communication Technology (ICT) application in record management and some factors militating against the utilization of e-learning in the universities in Enugu state. The study was a survey research the quantitative data were collected through a 30 – item questionnaire title extent of ICT Application in Record management and militating Factors in the utilization of e-learning (EIARMMFUE). This was administered on a population of 603 respondents made up of university academic staff and senior administrative staff. The data were analyzed using mean, standard deviation and t-test statistics on a modified 4 point rating scale. Findings of the study revealed among others that ICT are not adequately applied in the management of records in the Universities in Nigeria. Factors like wrong notion or superstitious believe hinder the effective utilization of e – learning approach. The study recommended that the use of ICT in record management should be enhanced in order to achieve effective school management. All the factors militating against the effective utilization of e-learning approach should be addressed for the maximum realization of teaching and learning.

Keywords: e-learning, information communication, teaching, technology, tertiary institution

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Authors: P. Jayashree, S. Rajkumar

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With the trend of virtual and augmented reality environments booming to provide a life like experience, gaming is a major tool in supporting such learning environments. In this work, a variant of Voronoi heuristics, employing supervised learning for the TRON game is proposed. The paper discusses the features that would be really useful when a machine learning bot is to be used as an opponent against a human player. Various game scenarios, nature of the bot and the experimental results are provided for the proposed variant to prove that the approach is better than those that are currently followed.

Keywords: artificial Intelligence, automation, machine learning, TRON game, Voronoi heuristics

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Authors: Kai Qian, Lixin Tao

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Mobile devices such as smartphones are getting more and more popular in our daily lives. The security vulnerability and threat attacks become a very emerging and important research and education topic in computing security discipline. There is a need to have an innovative mobile security hands-on laboratory to provide students with real world relevant mobile threat analysis and protection experience. This paper presents an authentic teaching and learning mobile security approach with smartphone devices which covers most important mobile threats in most aspects of mobile security. Each lab focuses on one type of mobile threats, such as mobile messaging threat, and conveys the threat analysis and protection in multiple ways, including lectures and tutorials, multimedia or app-based demonstration for threats analysis, and mobile app development for threat protections. This authentic learning approach is affordable and easily-adoptable which immerse students in a real world relevant learning environment with real devices. This approach can also be applied to many other mobile related courses such as mobile Java programming, database, network, and any security relevant courses so that can learn concepts and principles better with the hands-on authentic learning experience.

Keywords: mobile computing, Android, network, security, labware

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Authors: Mark Edward S. Paulo

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This study was conducted to determine the extent of constructivist learning in science classes of the college department of Southville International School and Colleges. This explores the students’ assessment of their learning when professors would give lecture and various activities in the classroom and at the same time their perception on how their professors maintain a constructivist learning environment. In this study, a total of 185 students participated. These students were enrolled in Science courses offered in the first semester of AY 2014 to 2015. Descriptive correlational method was used in this study while simple random sampling technique was utilized in getting the number of target population. The results revealed that student often observed that their professors apply constructivist approach when teaching sciences. A positive correlation was found between students’ level of learning and extent of constructivism.

Keywords: college teaching, constructivism, pedagogy, student-centered approach

Procedia PDF Downloads 251

Authors: Albert Amagyei, Julia Carroll, Amanda R. Amorim Adegboye, Laura Strumidlo, Rosie Kneafsey

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Introduction: Classroom-based learning has persisted as the mainstream model of pre-registration nurse education. This model is often rigid, teacher-centered, and unable to support active learning and the practical learning needs of nursing students. Health Education England (HEE), a public body of the Department of Health and Social Care, hypothesises that blended learning (BL) programmes may address health system and nursing profession challenges, such as nursing shortages and lack of digital expertise, by exploring opportunities for providing predominantly online, remote-access study which may increase nursing student recruitment, offering alternate pathways to nursing other than the traditional classroom route. This study will provide evidence for blended learning strategies adopted in nursing education as well as examine nursing student learning experiences concerning the challenges and opportunities related to using blended learning within nursing education. Objective: This review will explore the challenges and opportunities of BL within pre-registration nurse education from the student's perspective. Methods: The search was completed within five databases. Eligible studies were appraised independently by four reviewers. The JBI-convergent segregated approach for mixed methods review was used to assess and synthesize the data. The study’s protocol has been registered with the International Register of Systematic Reviews with registration number// PROSPERO (CRD42023423532). Results: Twenty-seven (27) studies (21 quantitative and 6 qualitative) were included in the review. The study confirmed that BL positively impacts nursing students' learning outcomes, as demonstrated by the findings of the meta-analysis and meta-synthesis. Conclusion: The review compared BL to traditional learning, simulation, laboratory, and online learning on nursing students’ learning and programme outcomes as well as learning behaviour and experience. The results show that BL could effectively improve nursing students’ knowledge, academic achievement, critical skills, and clinical performance as well as enhance learner satisfaction and programme retention. The review findings outline that students’ background characteristics, BL design, and format significantly impact the success of the BL nursing programme.

Keywords: nursing student, blended learning, pre-registration nurse education, online learning

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Authors: I. Tiahi

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The aim of the current paper is to explore educational practices in contemporary Algeria. Researches explain such practices bear traditional approach and the overlooks modern teaching methods such as mobile learning. That is why the research output of examining student engagement in respect of mobile learning was obtained from the following objectives: (1) To evaluate the current practice of English language teaching within Algerian higher education institutions, (2) To explore how social constructivism theory and m-learning help students’ engagement in the classroom and (3) To explore the feasibility and acceptability of m-learning amongst institutional leaders. The methodology underpins a case study and action research. For the case study, the researcher engaged with 6 teachers, 4 institutional leaders, and 30 students subjected for semi-structured interviews and classroom observations to explore the current teaching methods for English as a foreign language. For the action research, the researcher applied an intervention course to investigate the possibility and implications for future implementation of mobile learning in higher education institutions. The results were deployed using thematic analysis. The research outcome showed that the disengagement of students in English language learning has many aspects. As seen from the interviews from the teachers, the researcher found that they do not have enough resources except for using ppt for some teacher. According to them, the teaching method they are using is mostly communicative and competency-based approach. Teachers informed that students are disengaged because they have psychological barriers. In classroom setting, the students are conscious about social approval from the peer, and thus if they are to face negative reinforcement which would damage their image, it is seen as a preventive mechanism to be scared of committing mistakes. This was also very reflective in this finding. A lot of other arguments can be given for this claim; however, in Algerian setting, it is usual practice where teachers do not provide positive reinforcement which is open up students for possible learning. Thus, in order to overcome such a psychological barrier, proper measures can be taken. On a conclusive remark, it is evident that teachers, students, and institutional leaders provided positive feedback for using mobile learning. It is not only motivating but also engaging in learning processes. Apps such as Kahoot, Padlet and Slido were well received and thus can be taken further to examine its higher impact in Algerian context. Thus, in the future, it will be important to implement m-learning effectively in higher education to transform the current traditional practices into modern, innovative and active learning. Persuasion for this change for stakeholder may be challenging; however, its long-term benefits can be reflective from the current research paper.

Keywords: Algerian context, mobile learning, social constructivism, student engagement

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Authors: Wilma Coetzee

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Statistics lecturers experience that many students who are taking a service course in statistics do not like statistics. Students in these courses tend to struggle and do not perform well. This research takes a look at the student’s perspective, with the aim to determine how to change the teaching of statistics so that students will enjoy it more and perform better. Questionnaires were used to determine the perspectives of first year service statistics students at a South African university. Factors addressed included motivation to study, attitude toward statistics, statistical anxiety, mathematical abilities and tendency to procrastinate. Logistic regression was used to determine what contributes to students performing badly in statistics. The results show that the factors that contribute the most to students performing badly are: statistical anxiety, not being motivated and having had mathematical literacy instead of mathematics in secondary school. Two open ended questions were included in the questionnaire: 'I will enjoy statistics more if…' and 'I will perform better in statistics if…'. The answers to these questions were analyzed using qualitative methods. Frequent themes were identified for each of the questions. A simulation study incorporating bootstrapping was done to determine the saturation of the themes. The majority of the students indicated that they would perform better in statistics if they studied more, managed their time better, had a flare for mathematics and if the lecturer was able to explain difficult concepts better. They also want more active learning. To ensure that students enjoy statistics more, they want an active learning experience. They want fun activities, more interaction with the lecturer and with one another, more computer based problems, and more challenges. They want a better understanding of the subject, want to understand the relevance of statistics to their future career and want excellent lecturers. These findings can be used to direct the improvement of the tuition of statistics.

Keywords: active learning, performance in statistics, statistical anxiety, statistics education

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Authors: Lee Bih Ni

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This paper discusses that good learning involves all academic groups in the school. Blended learning is learning outside the classroom. Google Classroom is a free service learning app for schools, non-profit organizations and anyone with a personal Google account. Facilities accessed through computers and mobile phones are very useful for school teachers and students. Blended learning classrooms using both traditional and technology-based methods for teaching have become the norm for many educators. Using Google Classroom gives students access to online learning. Even if the teacher is not in the classroom, the teacher can provide learning. This is the supervision of the form of the teacher when the student is outside the school.

Keywords: blended learning, learning app, google classroom, schools

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Authors: Hisyam Hidayatullah

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Utilization game on a lesson needs to be done in order to provide proper motoric learning model to improve students' skills. Approach to the game, as one of the models of a motoric learning, is intended to improve student learning outcomes math trigonometry materials generally that prioritize a Memory or rote. The purpose of this study is producting innovation to improve a cognitive abilities of students in the field, to improve student performance, and ultimately to improve student understanding in determining a value of trigonometry in various quadrants, and it apply a approach to the game Domino "Cassava H154M" who is adopted from cassava game and it has made total revised in cassava content. The game is divided into 3 sessions: sine cassava, cosine cassava and cassava tangent. Researchers using action of research method, which consists of several stages such as: planning, implementation, observation, reporting and evaluation. Researchers found that a game approaches can improve student learning outcomes, enhance students' creativity in terms of their motoric learning, and creating a supportive learning environment.

Keywords: cassava "H154M", motoric, value of trigonometry, quadrant

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Authors: M. A. Barros, M. V. Barros

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The aim of this work is to analyze the discursive dynamics of preservice teachers during the implementation of a didactic sequence on topics of Quantum Mechanics for High School. Our research methodology was qualitative, case study type, in which we selected two prospective teachers on the Physics Teacher Training Course of the Sao Carlos Institute of Physics, at the University of Sao Paulo/Brazil. The set of modes of communication analyzed were the intentions and interventions of the teachers, the established communicative approach, the patterns and the contents of the interactions between teachers and students. Data were collected through video recording, interviews and questionnaires conducted before and after an 8 hour mini-course, which was offered to a group of 20 secondary students. As teaching strategy we used an active learning methodology, called: Peer Instruction. The episodes pointed out that both future teachers used interactive dialogic and authoritative communicative approaches to mediate the discussion between peers. In the interactive dialogic dimension the communication pattern was predominantly I-R-F (initiation-response-feedback), in which the future teachers assisted the students in the discussion by providing feedback to their initiations and contributing to the progress of the discussions between peers. Although the interactive dialogic dimension has been preferential during the use of the Peer Instruction method the authoritative communicative approach was also employed. In the authoritative dimension, future teachers used predominantly the type I-R-E (initiation-response-evaluation) communication pattern by asking the students several questions and leading them to the correct answer. Among the main implications the work contributes to the improvement of the practices of future teachers involved in applying active learning methodologies in classroom by identifying the types of communicative approaches and communication patterns used, as well as researches on curriculum innovation in physics in high school.

Keywords: curricular innovation, high school, physics teaching, discursive dynamics

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Authors: Ibrahim Abubakar Mikugi

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Nigerian graduates could only be self-employed and marketable if they acquire relevant skills and knowledge for successful establishment in various occupation and gainful employment. Research has shown that entrepreneurship education will be successful through developing individual entrepreneurial attitudes, raising awareness of career options by integrating and inculcating a positive attitude in the mind of students through skill acquisition. This paper examined the student- led entrepreneurship education through skill acquisition with specific emphasis on analysis of David Kolb experiential learning cycle. This Model allows individual to review their experience through reflection and converting ideas into action by doing. The methodology used was theoretical approach through journal, internet and Textbooks. Challenges to entrepreneurship education through skill acquisition were outlined. The paper concludes that entrepreneurship education is recognised by both policy makers and academics; entrepreneurship is more than mere encouraging business start-ups. Recommendations were given which include the need for authorities to have a clear vision towards entrepreneurship education and skill acquisition. Authorities should also emphasise a periodic and appropriate evaluation of entrepreneurship and to also integrate into schools academic curriculum to encourage practical learning by doing.

Keywords: entrepreneurship, entrepreneurship education, active learning, Cefe methodology

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Authors: Chika Ethel Esege

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Electronic learning is learning facilitated by technology which has basically altered approaches globally, including the field of education. This trend is compelling educators to focus on approaches that improve classroom practices in order to enhance students’ learning and participation in a global digital society. However, e-learning is not fully utilized across subject disciplines particularly in the field of humanities, in the context of Nigerian secondary education. This study focused on the use of e-learning to enhance the development of digital skills, particularly, collaboration and communication in secondary school students in Nigeria. The study adopted an ‘action research’ involving 210 students and 7 teachers, who utilised the e-learning platform designed by the researcher for the survey. Mixed methods- qualitative and quantitative- were used for data collection including questionnaire, observation, interview, and analysis of statutory documents. The data were presented using frequency counts for questionnaire responses and figures of screenshots for learning tasks. The VOD Burner software was also used to analyse interviews and video recordings. The study showed that the students acquired collaboration and communication skills through e-learning intervention lesson, and demonstrated satisfaction with this approach. However, the study further revealed that the traditional teaching approach could not provide digital education or develop the digital skills of the students. Based on these findings, recommendations were made that the Nigerian Government should incorporate digital content across subject disciplines into secondary school education curricular and provide adequate infrastructure in order to enable educators to adopt relevant approaches necessary for the enhancement of students’ learning especially in a technologically evolving and advancing world.

Keywords: developing collaboration and communication skills, electronic learning, improving classroom teaching, secondary schools in Nigeria

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Authors: Pimploi Tirastittam, Suppara Charoenpoom

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Nowadays the asynchronous learning has granted the permission to the anywhere and anything learning via the technology and E-media which give the learner more convenient. This research is about the design of the blended and online learning for the asynchronous learning of the process management subject in order to create the prototype of this subject asynchronous learning which will create the easiness and increase capability in the learning. The pattern of learning is the integration between the in-class learning and online learning via the internet. This research is mainly focused on the online learning and the online learning can be divided into 5 parts which are virtual classroom, online content, collaboration, assessment and reference material. After the system design was finished, it was evaluated and tested by 5 experts in blended learning design and 10 students which the user’s satisfaction level is good. The result is as good as the assumption so the system can be used in the process management subject for a real usage.

Keywords: blended learning, asynchronous learning, design, process management

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Authors: Lorena Blasco-Arcas, Francesca Pucciarelli

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Business contexts have become globalised and digitalised, which requires that managers develop a strong sense of cross-cultural intelligence while working in geographically distant teams by means of digital technologies. How to better equip future managers on these kinds of skills has been put forward as a critical issue in Business Schools. In pursuing these goals, higher education is shifting from a passive lecture approach, to more active and experiential learning approaches that are more suitable to learn skills. For example, through the use of case studies, proposing plausible business problem to be solved by students (or teams of students), these institutions have focused for long in fostering learning by doing. Though, case studies are no longer enough as a tool to promote active teamwork and experiential learning. Moreover, digital advancements applied to educational settings have enabled augmented classrooms, expanding the learning experience beyond the class, which increase students’ engagement and experiential learning. Different authors have highlighted the benefits of digital engagement in order to achieve a deeper and longer-lasting learning and comprehension of core marketing concepts. Clickers, computer-based simulations and business games have become fairly popular between instructors, but still are limited by the fact that are fictional experiences. Further exploration of real digital platforms to implement real, live projects in the classroom seem relevant for marketing and business education. Building on this, this paper describes the development of an experiential learning activity in class, in which students developed a communication campaign in teams using the BuzzFeed platform, and subsequently implementing the campaign by using other social media platforms (e.g. Facebook, Instagram, Twitter…). The article details the procedure of using the project for a marketing module in a Bachelor program with students located in France, Italy and Spain campuses working on multi-campus groups. Further, this paper describes the project outcomes in terms of students’ engagement and analytics (i.e. visits achieved). the project included a survey in order to analyze and identify main aspects related to how the learning experience is influenced by the cultural competence developed through working in geographically distant and culturally diverse teamwork. Finally, some recommendations to use project-based social media tools while working with virtual teamwork in the classroom are provided.

Keywords: cultural competences, experiential learning, social media, teamwork, virtual group work

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Authors: Majda Ibrahim Aljaroudi, Jwaher Alburake

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The study aimed to identify the active role of the teacher in the management of the effective classroom environment for high school students from the viewpoint of the teachers, and to identify whether there were statistically significant differences between the averages of the respondents regarding the active role of the high school teachers in managing effective classroom environment in Riyadh, and also the total score depending on the variables of the study (qualifications, years of experience, training and development programs). This study used the descriptive survey approach where a questionnaire has been built and consisted of (35) items about five areas as a tool to measure the teacher's role in the management of effective classroom environment for high school students. The study population consisted of (1313) high school teachers in the government schools in south of Riyadh. It consisted of (70) teachers who were selected randomly. It used the appropriate statistical methods to analyze data by using statistical packages (SPSS). The study found the following results: • Most of the study sample members agreed on their role in the effective classroom environment management for high school students in government schools in Riyadh with an average (3.91 out of 5), which falls in the fifth category of Quintet scale (from 3.41 to 4.20) that refers to the option "often". • There are statistically significant differences between the mean responses of the study sample about the active role of the teacher in the effective classroom environment management for high school students regarding the concept of order in the classroom depending on the variable of years of experience for the benefit of teachers who have over 10 years of experience. There are statistically significant differences between the mean responses of the study sample about the teacher's active role in the effective classroom environment management for high school students regarding the educational process for maintaining the order in the classroom depending on the variable of training and development programs for the benefit of the teachers who have more than (5) courses. Due to the results of the study the researcher recommended a number of recommendations to improve the teacher's role in the effective classroom environment management for high school students.

Keywords: effective management, active learning, educational sciences, pedagogical sciences

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Authors: J. Kontoleon, D.Gall, M.Pidskalny

Abstract:

FisherONE offers a distinct pedagogic model for senior secondary education that integrates advanced technology to meet the learning needs of Year 11 and 12 students across Catholic schools in Queensland. As a fully online platform, FisherONE employs pedagogy that combines flexibility with personalized, data-driven learning. The model leverages tools like the MaxHub hybrid interactive system and AI-powered learning assistants to create tailored learning pathways that promote student autonomy and engagement. This paper examines FisherONE’s success in employing pedagogic strategies through technology. Initial findings suggest that students benefit from the blended approach of virtual assessments and real-time support, even as AI-assisted tools remain in the proof-of-concept phase. The study outlines how FisherONE plans to continue refining its educational methods to better serve students in distance learning environments, specifically in challenging subjects like physics. The integration of technology in FisherONE enhances the effectiveness of teaching and learning, addressing common challenges in online education by offering scalable, individualized learning experiences. This approach demonstrates the future potential of technology in education and the role it can play in fostering meaningful student outcomes.

Keywords: AI-assisted learning, innovative pedagogy, personalized learning, senior education, technology in education

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Authors: Heesuk Seo, Yongtae Kim

Abstract:

Online learning started in the 1990s, the spread of the Internet has been through the era of e-learning paradigm of online education in the era of smart learning change. Reflecting the different nature of the mobile to anywhere anytime, anywhere was also allows the form of learning, it was also available through the learning content and interaction. We are developing a cloud system, 'TLINKS CLOUD' that allows you to configure the environment of the smart learning without the need for additional infrastructure. Using the big-data analysis for e-learning contents, we provide an integrated solution for e-learning tailored to individual study.

Keywords: authority tool, big data analysis, e-learning, HTML5

Procedia PDF Downloads 406

Authors: Muhammad Yasir Babar, Ebrahim Panah

Abstract:

Over the past 20 years, internet has seen continual advancement and with the advent of online technology, various types of web-based games have been developed. Games are frequently being used among different age groups from baby boomers to generation Z. Games are not only used for entertainment but also utilized as a learning approach transmitting education to a level that is more interesting and effective for students. One of the popular web-based education games is Kahoot with growing popularity and usage, which is being used in different fields of studies. However, little knowledge is available on university students’ perception of Kahoot environment and application for learning subjects. Hence, the objective of the current study is to investigate students’ perceptions of Kahoot application and environment as a learning tool. The study employed a survey approach by distributing Google Forms –created questionnaire, with high level of reliability index, to 62 students (11 males and 51 females). The findings show that students have positive attitudes towards Kahoot application and its environment for learning. Regarding Kahoot application, it was indicated that activities created using Kahoot are more interesting for students, Kahoot is useful for collaborative learning, and Kahoot enhances interest in learning lesson. In terms of Kahoot environment, it was found that using this application through mobile is easy for students, its design is simple and useful, Kahoot-created activities can easily be shared, and the application can easily be used on any platform. The findings of the study have implications for instructors, policymakers and curriculum developers.

Keywords: application, environment, Kahoot, learning tool

Procedia PDF Downloads 133