Bo Sichterman, Stan Van Ginkel, Melanie Van Halteren, Richard Van Tilborg, Omid Noroozi
Although previous research on Virtual Reality (VR) demonstrated the effects of particular learning environment characteristics on learning, none of these studies constructed their virtual learning environment from a constructive alignment perspective. Therefore, this experimental study aims to investigate the impact of a constructively aligned virtual classroom setting, adopting an Artificial Intelligence (AI) training, on professionals’ knowledge on AI. This experimental condition was compared with a control condition, consisting of a similar constructively aligned AI-training within a traditional face-to-face setting. Learning outcomes were measured using a pre-test post-test validated multiple-choice test. Additionally, motivation and perceptions, which are considered as crucial intermediate variables, were assessed using questionnaires. Results revealed significant improvements in learning from pre-test to post-test with no statistical difference between the conditions. Following the principle of constructive alignment, professionals perceived the VR classroom environment as motivating as the traditional setting. As a result, professionals perceived the VR classroom setting to the same extent as the traditional learning environment. These findings reveal that improvements in learning outcomes of professionals can be realized if environments are designed based on the principle of constructive alignment irrespective of the VR or traditional settings.
{"title":"The Effects of a Constructively Aligned Virtual Reality Setting on Professionals' Knowledge, Motivation and Perceptions","authors":"Bo Sichterman, Stan Van Ginkel, Melanie Van Halteren, Richard Van Tilborg, Omid Noroozi","doi":"10.46328/ijte.462","DOIUrl":"https://doi.org/10.46328/ijte.462","url":null,"abstract":"Although previous research on Virtual Reality (VR) demonstrated the effects of particular learning environment characteristics on learning, none of these studies constructed their virtual learning environment from a constructive alignment perspective. Therefore, this experimental study aims to investigate the impact of a constructively aligned virtual classroom setting, adopting an Artificial Intelligence (AI) training, on professionals’ knowledge on AI. This experimental condition was compared with a control condition, consisting of a similar constructively aligned AI-training within a traditional face-to-face setting. Learning outcomes were measured using a pre-test post-test validated multiple-choice test. Additionally, motivation and perceptions, which are considered as crucial intermediate variables, were assessed using questionnaires. Results revealed significant improvements in learning from pre-test to post-test with no statistical difference between the conditions. Following the principle of constructive alignment, professionals perceived the VR classroom environment as motivating as the traditional setting. As a result, professionals perceived the VR classroom setting to the same extent as the traditional learning environment. These findings reveal that improvements in learning outcomes of professionals can be realized if environments are designed based on the principle of constructive alignment irrespective of the VR or traditional settings.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"14 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This mixed-methods study examines high school students' self-confidence, social media use, and internet addiction. The data were collected from 340 high school students in Samsun during the 2019-2020 academic year. Participants completed self-confidence, internet addiction, and social media use scales, and interviews. Descriptive analyses, t-tests, ANOVA, and Pearson correlation tests were used. Results showed that self-confidence levels varied among participants, and 6.5% of participants were addicted to the Internet. Self-confidence levels were higher among 9th-grade students, while social media use differed significantly among 11th-grade students. No significant differences were found by gender. Internet addiction increased as social media use and self-confidence levels decreased. Qualitative findings revealed that participants use the internet and social media for various purposes, and some struggle to control their internet use. These results suggest that social media use, self-confidence levels, and age predict internet addiction. Future studies could explore these variables in more detail.
{"title":"An Investigation of High School Students' Social Media Use, Internet Addiction and Self-Confidence Levels","authors":"Omer Duzenli, Feray Ugur-Erdogmus, Ozgen Korkmaz, Recep Cakir","doi":"10.46328/ijte.521","DOIUrl":"https://doi.org/10.46328/ijte.521","url":null,"abstract":"This mixed-methods study examines high school students' self-confidence, social media use, and internet addiction. The data were collected from 340 high school students in Samsun during the 2019-2020 academic year. Participants completed self-confidence, internet addiction, and social media use scales, and interviews. Descriptive analyses, t-tests, ANOVA, and Pearson correlation tests were used. Results showed that self-confidence levels varied among participants, and 6.5% of participants were addicted to the Internet. Self-confidence levels were higher among 9th-grade students, while social media use differed significantly among 11th-grade students. No significant differences were found by gender. Internet addiction increased as social media use and self-confidence levels decreased. Qualitative findings revealed that participants use the internet and social media for various purposes, and some struggle to control their internet use. These results suggest that social media use, self-confidence levels, and age predict internet addiction. Future studies could explore these variables in more detail.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"309 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nie Hui Ling, Chwen Jen Chen, Chee Siong Teh, Dexter Sigan John, Looi Chin Ch’ng, Yoon Fah Lay
Educational data mining (EDM) in online learning involves data mining techniques to analyze data from online environments to gain insights into student behavior, performance, and engagement. This study explored EDM in online learning publication trends and focuses. It involved a bibliometric analysis of 615 scholarly works related to EDM in online learning as recorded in Scopus, the largest peer-reviewed citation database, on February 1, 2023. The study examined EDM in online learning publications regarding its evolution and distribution, key focus areas, impact and performance, and prominent authors and collaborations in the last decade, in which the timespan is the period from 2012 to 2022. This bibliometric analysis shows that EDM in online learning is a dynamic area of scientific research as related publications grow steadily throughout the years and involve worldwide collaborations. The study reveals current research trends, offering valuable insights for future researchers to guide their investigations in this field.
{"title":"Global Trends of Educational Data Mining in Online Learning","authors":"Nie Hui Ling, Chwen Jen Chen, Chee Siong Teh, Dexter Sigan John, Looi Chin Ch’ng, Yoon Fah Lay","doi":"10.46328/ijte.558","DOIUrl":"https://doi.org/10.46328/ijte.558","url":null,"abstract":"Educational data mining (EDM) in online learning involves data mining techniques to analyze data from online environments to gain insights into student behavior, performance, and engagement. This study explored EDM in online learning publication trends and focuses. It involved a bibliometric analysis of 615 scholarly works related to EDM in online learning as recorded in Scopus, the largest peer-reviewed citation database, on February 1, 2023. The study examined EDM in online learning publications regarding its evolution and distribution, key focus areas, impact and performance, and prominent authors and collaborations in the last decade, in which the timespan is the period from 2012 to 2022. This bibliometric analysis shows that EDM in online learning is a dynamic area of scientific research as related publications grow steadily throughout the years and involve worldwide collaborations. The study reveals current research trends, offering valuable insights for future researchers to guide their investigations in this field.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"17 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to ascertain how potential Turkish language and literature and Turkish teacher candidates tend to mobile learning. In this context, it investigates whether there are any notable differences in these aspiring teachers' attitudes toward mobile learning based on elements like gender, age, major field of study, grade level, personal tablet ownership, computer ownership, income level, social media usage, and enrollment in computer courses. A relational survey model, a quantitative research method, is used in this study. 209 females and 65 males who willingly joined the study at a university in Turkey's east comprise its participant pool. The findings reveal that prospective teachers of Turkish language and literature, as well as Turkish language teaching, strongly endorse the statements in the Mobile Learning Attitude Scale. Furthermore, their attitudes towards mobile learning do not exhibit significant variations concerning variables such as gender, major field of study, grade level, personal tablet ownership, possession of a computer, income level, social media usage, and participation in a computer course. Nevertheless, a noteworthy difference is identified in attitudes towards mobile learning across different age groups. The outcomes imply that while substantial distinctions exist among age groups, the attitudes of prospective teachers in the aforementioned fields do not significantly differ in terms of demographic or technological aspects. These results underscore the importance of integrating mobile learning into teaching and learning. Encouraging positive attitudes towards mobile learning and conducting additional research on this subject are strongly recommended.
{"title":"An Examination of the Attitudes of Teacher Candidates towards Mobile Learning","authors":"Abdulkadir Kirbas, Mesut Bulut","doi":"10.46328/ijte.663","DOIUrl":"https://doi.org/10.46328/ijte.663","url":null,"abstract":"This study aims to ascertain how potential Turkish language and literature and Turkish teacher candidates tend to mobile learning. In this context, it investigates whether there are any notable differences in these aspiring teachers' attitudes toward mobile learning based on elements like gender, age, major field of study, grade level, personal tablet ownership, computer ownership, income level, social media usage, and enrollment in computer courses. A relational survey model, a quantitative research method, is used in this study. 209 females and 65 males who willingly joined the study at a university in Turkey's east comprise its participant pool. The findings reveal that prospective teachers of Turkish language and literature, as well as Turkish language teaching, strongly endorse the statements in the Mobile Learning Attitude Scale. Furthermore, their attitudes towards mobile learning do not exhibit significant variations concerning variables such as gender, major field of study, grade level, personal tablet ownership, possession of a computer, income level, social media usage, and participation in a computer course. Nevertheless, a noteworthy difference is identified in attitudes towards mobile learning across different age groups. The outcomes imply that while substantial distinctions exist among age groups, the attitudes of prospective teachers in the aforementioned fields do not significantly differ in terms of demographic or technological aspects. These results underscore the importance of integrating mobile learning into teaching and learning. Encouraging positive attitudes towards mobile learning and conducting additional research on this subject are strongly recommended.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"339 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The support of academics, professionals, and researchers from the most diverse scientific areas to STEAM education is due to the strong impact it has on preparing citizens for a world of continuous scientific and technological development. Among its benefits, we highlight the improvement of critical, innovative, and creative thinking; the development of problem-solving, collaborative, cooperative, and communication skills; the gain of self-confidence, self-motivation, empathy, and resilience. However, the pace of implementation is not the same in all world regions. Developing and less developed countries have limitations of assorted nature in almost all areas of scientific-technological knowledge. With a consensus on the impact of STEAM Education on the progress of any society, its implementation in developing countries becomes fundamental and urgent. The study described here focuses on Cape Verdean teachers' perception of STEAM education and its integration into their pedagogical practices. It includes the analysis of data collected via a questionnaire adapted from one developed by the community for science education in Europe, SCIENTIX, and reported information on official documents. The findings reflect not only teachers' ideas and beliefs about STEAM education, but also their pedagogical approaches, the resources they (do not) use, and the obstacles they face.
{"title":"Teachers’ Perceptions of STEAM Education","authors":"Ana Breda, Vanelson Garcia, Nelson Santos","doi":"10.46328/ijte.563","DOIUrl":"https://doi.org/10.46328/ijte.563","url":null,"abstract":"The support of academics, professionals, and researchers from the most diverse scientific areas to STEAM education is due to the strong impact it has on preparing citizens for a world of continuous scientific and technological development. Among its benefits, we highlight the improvement of critical, innovative, and creative thinking; the development of problem-solving, collaborative, cooperative, and communication skills; the gain of self-confidence, self-motivation, empathy, and resilience. However, the pace of implementation is not the same in all world regions. Developing and less developed countries have limitations of assorted nature in almost all areas of scientific-technological knowledge. With a consensus on the impact of STEAM Education on the progress of any society, its implementation in developing countries becomes fundamental and urgent. The study described here focuses on Cape Verdean teachers' perception of STEAM education and its integration into their pedagogical practices. It includes the analysis of data collected via a questionnaire adapted from one developed by the community for science education in Europe, SCIENTIX, and reported information on official documents. The findings reflect not only teachers' ideas and beliefs about STEAM education, but also their pedagogical approaches, the resources they (do not) use, and the obstacles they face.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mary Rose Briones, Maricar Prudente, Denis Dyvee Errabo
The COVID-19 pandemic stimulated education system worldwide to employ online learning to support learning despite difficult times. To respond to this challenge and to promote Sustainable Development Goal (SDG) 4, advocating quality education, a virtual learning material (VLM) for Biology was articulated in Google Classroom. Accordingly, this study aimed to evaluate its acceptability and conformity to the international standards for online courses using the Open SUNY Course Quality Review (OSCQR) rubric as the questionnaire. Respondents (N=40) involved four stakeholders: Senior High School Students, Pre-service Science Teachers, High School Teachers, and Science Instructors/Professors, with n=10 representatives each group. Their perspectives of the VLM acceptability in terms of Overview and Information, Technology and Tool, Design and Layout, Content and Activities, Interaction, and Assessment and Feedback were obtained through a Google Form by rating the 50-item questionnaire on a 4-point Likert scale together with two open-ended questions. With a grand mean of 3.81(SD=0.40), the findings revealed highly acceptable results. The qualitative responses also substantiated this result. Significant differences in the responses are also discussed, while the Cronbach alpha reliability test is high (α=0.923). Significantly, the VLM conforms with the international standards for online course design, suggesting it can be implemented among target students.
{"title":"Stakeholders’ Perspective on the Quality of Virtual Learning Material in Google Classroom","authors":"Mary Rose Briones, Maricar Prudente, Denis Dyvee Errabo","doi":"10.46328/ijte.571","DOIUrl":"https://doi.org/10.46328/ijte.571","url":null,"abstract":"The COVID-19 pandemic stimulated education system worldwide to employ online learning to support learning despite difficult times. To respond to this challenge and to promote Sustainable Development Goal (SDG) 4, advocating quality education, a virtual learning material (VLM) for Biology was articulated in Google Classroom. Accordingly, this study aimed to evaluate its acceptability and conformity to the international standards for online courses using the Open SUNY Course Quality Review (OSCQR) rubric as the questionnaire. Respondents (N=40) involved four stakeholders: Senior High School Students, Pre-service Science Teachers, High School Teachers, and Science Instructors/Professors, with n=10 representatives each group. Their perspectives of the VLM acceptability in terms of Overview and Information, Technology and Tool, Design and Layout, Content and Activities, Interaction, and Assessment and Feedback were obtained through a Google Form by rating the 50-item questionnaire on a 4-point Likert scale together with two open-ended questions. With a grand mean of 3.81(SD=0.40), the findings revealed highly acceptable results. The qualitative responses also substantiated this result. Significant differences in the responses are also discussed, while the Cronbach alpha reliability test is high (α=0.923). Significantly, the VLM conforms with the international standards for online course design, suggesting it can be implemented among target students.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jennifer Head, Larysa Lysenko, Anne Wade, Philip C. Abrami
Good teachers are a major predictor of students’ success in school and beyond it. Finding ways to increase the quality of teaching has been a concern for educational systems across various income contexts and, particularly, in the Global South. This paper discusses the iterative design of an online teacher professional development program geared to improving teachers’ English language instruction by means of implementing early literacy software. The program was implemented in various modes (face-to-face, blended and online) with early primary teachers scattered throughout Kenya during the pandemic school closures and after reopening. Relying on the blended learning approach, a potentially effective technology-driven TPD offers multifaceted content, has adaptive and flexible design, and is ongoing until mastery of core concepts is achieved. Further, such solution develops motivational dispositions of teachers about teaching with early literacy software so that its perceived value and the likelihood of success are high, and the benefits outweigh the costs of implementation. The next step of this research is to learn about the specific outcomes of the blended TPD, including changes in literacy instruction and subsequent improvements in student literacy skills.
{"title":"Scaling up a Technology-Based Literacy Innovation: Evolution of the Teacher Professional Development Course","authors":"Jennifer Head, Larysa Lysenko, Anne Wade, Philip C. Abrami","doi":"10.46328/ijte.541","DOIUrl":"https://doi.org/10.46328/ijte.541","url":null,"abstract":"Good teachers are a major predictor of students’ success in school and beyond it. Finding ways to increase the quality of teaching has been a concern for educational systems across various income contexts and, particularly, in the Global South. This paper discusses the iterative design of an online teacher professional development program geared to improving teachers’ English language instruction by means of implementing early literacy software. The program was implemented in various modes (face-to-face, blended and online) with early primary teachers scattered throughout Kenya during the pandemic school closures and after reopening. Relying on the blended learning approach, a potentially effective technology-driven TPD offers multifaceted content, has adaptive and flexible design, and is ongoing until mastery of core concepts is achieved. Further, such solution develops motivational dispositions of teachers about teaching with early literacy software so that its perceived value and the likelihood of success are high, and the benefits outweigh the costs of implementation. The next step of this research is to learn about the specific outcomes of the blended TPD, including changes in literacy instruction and subsequent improvements in student literacy skills.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"75 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online courses for the professional development of workers in service is ever pervasive and continually growing. However, studies of teaching with technology are mostly conducted in K-12, pre-service, or higher education settings resulting in a lack of attention given to the professional development context. In addition, most studies tend to investigate learners instead of instructors, even though the latter are reportedly struggling in conducting online teaching. One of the struggles instructors face includes choosing effective technologically enhanced course types in line with the learning content. This study aims to alleviate the issue by investigating online courses in a professional development context, particularly one in a government institution namely the Financial Education and Training Agency (FETA) under the Indonesian Ministry of Finance. By analyzing curriculum documents followed by interviewing online instructors, the present study aimed to uncover practice-based considerations to guide the selection of course types for online courses. There were essentially three main course types at FETA: distance learning, web-based learning, and webinar courses, each suitable for various kinds of learning content.
{"title":"Choosing Relevant Internet Assisted Course Types for Professional Development","authors":"Lili Mutiary, Christina Ratnam-Lim","doi":"10.46328/ijte.557","DOIUrl":"https://doi.org/10.46328/ijte.557","url":null,"abstract":"Online courses for the professional development of workers in service is ever pervasive and continually growing. However, studies of teaching with technology are mostly conducted in K-12, pre-service, or higher education settings resulting in a lack of attention given to the professional development context. In addition, most studies tend to investigate learners instead of instructors, even though the latter are reportedly struggling in conducting online teaching. One of the struggles instructors face includes choosing effective technologically enhanced course types in line with the learning content. This study aims to alleviate the issue by investigating online courses in a professional development context, particularly one in a government institution namely the Financial Education and Training Agency (FETA) under the Indonesian Ministry of Finance. By analyzing curriculum documents followed by interviewing online instructors, the present study aimed to uncover practice-based considerations to guide the selection of course types for online courses. There were essentially three main course types at FETA: distance learning, web-based learning, and webinar courses, each suitable for various kinds of learning content.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"308 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1186/s41239-023-00423-4
Rabia Maqsood, Paolo Ceravolo, Muhammad Ahmad, Muhammad Shahzad Sarfraz
Abstract The heterogeneous data acquired by educational institutes about students’ careers (e.g., performance scores, course preferences, attendance record, demographics, etc.) has been a source of investigation for Educational Data Mining (EDM) researchers for over two decades. EDM researchers have primarily focused on course-specific data analyses of students’ performances, and rare attempts are made at the domain level that may benefit the educational institutes at large to gauge and improve their institutional effectiveness. Our work aims to fill this gap by examining students’ transcripts data for identifying similar groups of students and patterns that might associate with these different cohorts of students based on: (a) difficulty level of a course category, (b) formation of course trajectories, and, (c) transitioning of students between different performance groups. We have exploited descriptive data mining and visualization methods to analyze transcript data of 1398 undergraduate Computer Science students of a private university in Pakistan. The dataset includes students’ transcript data of 124 courses from nine distinct course categories. In the end, we have discussed our findings in detail, challenges, and, future work directions.
{"title":"Examining students’ course trajectories using data mining and visualization approaches","authors":"Rabia Maqsood, Paolo Ceravolo, Muhammad Ahmad, Muhammad Shahzad Sarfraz","doi":"10.1186/s41239-023-00423-4","DOIUrl":"https://doi.org/10.1186/s41239-023-00423-4","url":null,"abstract":"Abstract The heterogeneous data acquired by educational institutes about students’ careers (e.g., performance scores, course preferences, attendance record, demographics, etc.) has been a source of investigation for Educational Data Mining (EDM) researchers for over two decades. EDM researchers have primarily focused on course-specific data analyses of students’ performances, and rare attempts are made at the domain level that may benefit the educational institutes at large to gauge and improve their institutional effectiveness. Our work aims to fill this gap by examining students’ transcripts data for identifying similar groups of students and patterns that might associate with these different cohorts of students based on: (a) difficulty level of a course category, (b) formation of course trajectories, and, (c) transitioning of students between different performance groups. We have exploited descriptive data mining and visualization methods to analyze transcript data of 1398 undergraduate Computer Science students of a private university in Pakistan. The dataset includes students’ transcript data of 124 courses from nine distinct course categories. In the end, we have discussed our findings in detail, challenges, and, future work directions.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136077604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.1186/s41239-023-00424-3
Ahmed Tlili, Juan Garzón, Soheil Salha, Ronghuai Huang, Lin Xu, Daniel Burgos, Mouna Denden, Orna Farrell, Robert Farrow, Aras Bozkurt, Tel Amiel, Rory McGreal, Aída López-Serrano, David Wiley
Abstract While several studies have investigated the various effects of open educational resources (OER) and open educational practices (OEP), few have focused on its connection to learning achievement. The related scientific literature is divided about the effects of OER and OEP with regards to their contribution to learning achievement. To address this tension, a meta-analysis and research synthesis of 25 studies ( N = 119,840 participants) was conducted to quantitatively investigate the effects of OER and OEP on students’ learning achievement. The analysis included course subject, level of education, intervention duration, sample size, geographical distribution, and research design as moderating variables of the obtained effects. The findings revealed that OER and OEP have a significant yet negligible ( g = 0.07, p < 0.001) effect. Additionally, the analysis found that the obtained effect can be moderated by several variables, including course subject, level of education and geographical distribution. The study findings can help various stakeholders (e.g., educators, instructional designers or policy makers) in understanding what might hinder OER and OEP effect on learning achievement, hence accommodating better learning outcomes and more effective interventions.
虽然有一些研究调查了开放教育资源(OER)和开放教育实践(OEP)的各种影响，但很少有人关注其与学习成就的联系。关于OER和OEP对学习成就的贡献，相关的科学文献存在分歧。为了解决这种紧张关系，我们对25项研究(N = 119,840名参与者)进行了荟萃分析和研究综合，以定量调查OER和OEP对学生学习成绩的影响。分析包括课程科目、教育水平、干预持续时间、样本量、地理分布和研究设计作为获得效果的调节变量。结果显示OER和OEP有显著但可忽略的差异(g = 0.07, p <0.001)的效果。此外，分析发现，所获得的效果可以被几个变量调节，包括课程科目，教育水平和地理分布。研究结果可以帮助不同的利益相关者(如教育工作者、教学设计师或政策制定者)了解什么可能阻碍OER和OEP对学习成绩的影响，从而适应更好的学习成果和更有效的干预措施。
{"title":"Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis","authors":"Ahmed Tlili, Juan Garzón, Soheil Salha, Ronghuai Huang, Lin Xu, Daniel Burgos, Mouna Denden, Orna Farrell, Robert Farrow, Aras Bozkurt, Tel Amiel, Rory McGreal, Aída López-Serrano, David Wiley","doi":"10.1186/s41239-023-00424-3","DOIUrl":"https://doi.org/10.1186/s41239-023-00424-3","url":null,"abstract":"Abstract While several studies have investigated the various effects of open educational resources (OER) and open educational practices (OEP), few have focused on its connection to learning achievement. The related scientific literature is divided about the effects of OER and OEP with regards to their contribution to learning achievement. To address this tension, a meta-analysis and research synthesis of 25 studies ( N = 119,840 participants) was conducted to quantitatively investigate the effects of OER and OEP on students’ learning achievement. The analysis included course subject, level of education, intervention duration, sample size, geographical distribution, and research design as moderating variables of the obtained effects. The findings revealed that OER and OEP have a significant yet negligible ( g = 0.07, p < 0.001) effect. Additionally, the analysis found that the obtained effect can be moderated by several variables, including course subject, level of education and geographical distribution. The study findings can help various stakeholders (e.g., educators, instructional designers or policy makers) in understanding what might hinder OER and OEP effect on learning achievement, hence accommodating better learning outcomes and more effective interventions.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135805741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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