Pub Date : 2023-08-15DOI: 10.3991/ijet.v18i15.40711
Chi Pham Kim, Nhi Nguyen Ngoc Tuyet, Anh Nguyen Thi Tuong, Nhi Phan Yen, Han Nguyen Huynh Kha
English, as a foreign language education, requires students to be taught in the classroom and participate in additional hands-on activities outside the classroom using technology resources or non-technology. However, language learners rarely use technology to learn outside the classroom, and types of technology have been limited. Therefore, it is crucial to provide language learners with various technology resources to enhance their learning experience and motivate them to continue practicing outside the classroom. The study aimed to provide insights into factors influencing students’ self-directed technology use for language learning. The study findings can help design effective language-learning programs integrating technology and enhancing self-directed learning. The study, which included 167 English major students, employed quantitative methods and an adapted questionnaire. Multiple Linear Regression, Pearson Correlation, and descriptive statistics helped quantitatively analyze the data. The findings show that the three factors—attitude toward an act or behavior, subjective norm, and perceived behavioral control—are highly correlated. Furthermore, the subjective norm was the most significant influence, and attitude toward action or behavior was the least. Teachers should focus on creating a positive social norm around self-directed technology use for language learning and encourage students to perceive it as socially desirable. Additionally, they can work on improving students’ attitudes toward technology by highlighting its benefits and providing opportunities for hands-on practice.
{"title":"Exploring English Major Students’ Self-Directed Technology Use for Language Learning","authors":"Chi Pham Kim, Nhi Nguyen Ngoc Tuyet, Anh Nguyen Thi Tuong, Nhi Phan Yen, Han Nguyen Huynh Kha","doi":"10.3991/ijet.v18i15.40711","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.40711","url":null,"abstract":"English, as a foreign language education, requires students to be taught in the classroom and participate in additional hands-on activities outside the classroom using technology resources or non-technology. However, language learners rarely use technology to learn outside the classroom, and types of technology have been limited. Therefore, it is crucial to provide language learners with various technology resources to enhance their learning experience and motivate them to continue practicing outside the classroom. The study aimed to provide insights into factors influencing students’ self-directed technology use for language learning. The study findings can help design effective language-learning programs integrating technology and enhancing self-directed learning. The study, which included 167 English major students, employed quantitative methods and an adapted questionnaire. Multiple Linear Regression, Pearson Correlation, and descriptive statistics helped quantitatively analyze the data. The findings show that the three factors—attitude toward an act or behavior, subjective norm, and perceived behavioral control—are highly correlated. Furthermore, the subjective norm was the most significant influence, and attitude toward action or behavior was the least. Teachers should focus on creating a positive social norm around self-directed technology use for language learning and encourage students to perceive it as socially desirable. Additionally, they can work on improving students’ attitudes toward technology by highlighting its benefits and providing opportunities for hands-on practice.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48389977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.3991/ijet.v18i15.40901
Carlos R. Jaimez-González, Javier Erazo-Palacios, Betzabet García-Mendoza
This paper presents BlockCode, a web application developed to create board games that support the learning of computer programming logic. The goal of the games created with BlockCode is to move a bunny around a board using block-based programming in order to collect all the carrots that are placed on the board. In every game, the bunny has to deal with obstacles, represented by rocks and holes, which have to be avoided using the commands available. BlockCode was designed for teachers and students: teachers can create games, specifying the arrangement of the boards; and students play the games, specifying the sequence of commands with the aim of collecting all the carrots.
{"title":"BlockCode: A Web Application to Create Games that Support the Learning of Computer Programming Logic","authors":"Carlos R. Jaimez-González, Javier Erazo-Palacios, Betzabet García-Mendoza","doi":"10.3991/ijet.v18i15.40901","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.40901","url":null,"abstract":"This paper presents BlockCode, a web application developed to create board games that support the learning of computer programming logic. The goal of the games created with BlockCode is to move a bunny around a board using block-based programming in order to collect all the carrots that are placed on the board. In every game, the bunny has to deal with obstacles, represented by rocks and holes, which have to be avoided using the commands available. BlockCode was designed for teachers and students: teachers can create games, specifying the arrangement of the boards; and students play the games, specifying the sequence of commands with the aim of collecting all the carrots.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48248104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.3991/ijet.v18i15.42383
L. Wang, Weifeng Deng
It is subjective, time consuming and labor intensive to evaluate students’ compositions. Use of natural language processing (NLP) technology effectively improves the evaluation efficiency and reduces the burden on teachers. In order to overcome the problems of traditional models, such as over-fitting and poor generalization ability, this research studied a students’ composition evaluation model based on an NLP algorithm. A students’ composition evaluation model based on a multi-task learning framework was proposed, which completed three sub-tasks simultaneously using the NLP algorithm. Three different encoding methods were used; namely, convolutional neural network (CNN), recurrent neural network (RNN), and long short-term memory (LSTM), which captured text information from multiple perspectives. A new pairing pre-training mode was built, which aimed to help build an NLP-based students’ composition evaluation model based on the multi-task learning framework, thus alleviating the deviation caused by excessive correlation. The experimental results verified that the constructed model and the proposed method were effective.
{"title":"Students’ Composition Evaluation Model Based on Natural Language Processing Algorithm","authors":"L. Wang, Weifeng Deng","doi":"10.3991/ijet.v18i15.42383","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.42383","url":null,"abstract":"It is subjective, time consuming and labor intensive to evaluate students’ compositions. Use of natural language processing (NLP) technology effectively improves the evaluation efficiency and reduces the burden on teachers. In order to overcome the problems of traditional models, such as over-fitting and poor generalization ability, this research studied a students’ composition evaluation model based on an NLP algorithm. A students’ composition evaluation model based on a multi-task learning framework was proposed, which completed three sub-tasks simultaneously using the NLP algorithm. Three different encoding methods were used; namely, convolutional neural network (CNN), recurrent neural network (RNN), and long short-term memory (LSTM), which captured text information from multiple perspectives. A new pairing pre-training mode was built, which aimed to help build an NLP-based students’ composition evaluation model based on the multi-task learning framework, thus alleviating the deviation caused by excessive correlation. The experimental results verified that the constructed model and the proposed method were effective.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45648776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.3991/ijet.v18i15.40919
Michael Pilz, Martin Ebner, Josef Wachtler
This work deals with the maintenance of information systems—specifically, with the maintenance of information systems that have a focus on teaching and learning. Depending on the context of an information system, there are different influencing factors for the maintenance of these systems. This work clarifies how the maintenance activities and their influencing factors differ in an information system for teaching and learning from other information systems, or why some influencing factors are particularly more important. The first step is to understand what maintenance means, why there is a need for maintenance, and which maintenance strategies can be used. Finally, the defined factors of influencing the maintenance of information systems for teaching and learning are evaluated during interviews with experts in order to be able to determine their relevance. A further part of this document is the influence of the General Data Protection Regulation (GDPR) guidelines on information systems maintenance, which came into force on May 25, 2018. These guidelines of the GDPR affect a large part of all information systems that process data—in particular, the processing of personal data. The GDPR regulates, among other things, the rights and obligations of data processing.
{"title":"Information Systems Maintenance","authors":"Michael Pilz, Martin Ebner, Josef Wachtler","doi":"10.3991/ijet.v18i15.40919","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.40919","url":null,"abstract":"This work deals with the maintenance of information systems—specifically, with the maintenance of information systems that have a focus on teaching and learning. Depending on the context of an information system, there are different influencing factors for the maintenance of these systems. This work clarifies how the maintenance activities and their influencing factors differ in an information system for teaching and learning from other information systems, or why some influencing factors are particularly more important. The first step is to understand what maintenance means, why there is a need for maintenance, and which maintenance strategies can be used. Finally, the defined factors of influencing the maintenance of information systems for teaching and learning are evaluated during interviews with experts in order to be able to determine their relevance. A further part of this document is the influence of the General Data Protection Regulation (GDPR) guidelines on information systems maintenance, which came into force on May 25, 2018. These guidelines of the GDPR affect a large part of all information systems that process data—in particular, the processing of personal data. The GDPR regulates, among other things, the rights and obligations of data processing.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42725031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.3991/ijet.v18i15.39641
Leticja Gusho, Arjana Muçaj, Menada Petro, M. Vampa
This paper aims to identify the main topics on which scientific research has been oriented, from 2019 through 2022, about the use of educational technology in teaching and learning. The methodological approach used was qualitative. The sample size was n = 92 (scientific articles from Web of Science, Scopus, Eric, and Google Scholar databases). Thematic analysis was used for data analysis. From the analysis of the data, it has been established that the main topics on which scientific research is oriented are the use of educational technology (1) for the learning environment, (2) as a pedagogical approach, (3) for student assessment, and (4) in support of students with special needs. Some perspectives are also given regarding the orientation of scientific research in this field.
本文旨在确定从2019年到2022年，关于在教学和学习中使用教育技术的科学研究的主要主题。使用的方法方法是定性的。样本量为n = 92(来自Web of Science、Scopus、Eric和谷歌Scholar数据库的科学文章)。数据分析采用专题分析。通过对数据的分析，已经确定了科学研究的主要主题是教育技术的使用(1)学习环境，(2)作为教学方法，(3)用于学生评估，(4)支持有特殊需要的学生。并对该领域的科学研究方向提出了一些看法。
{"title":"Use of Educational Technology to Improve the Quality of Learning and Teaching: A Systematic Research Review and New Perspectives","authors":"Leticja Gusho, Arjana Muçaj, Menada Petro, M. Vampa","doi":"10.3991/ijet.v18i15.39641","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.39641","url":null,"abstract":"This paper aims to identify the main topics on which scientific research has been oriented, from 2019 through 2022, about the use of educational technology in teaching and learning. The methodological approach used was qualitative. The sample size was n = 92 (scientific articles from Web of Science, Scopus, Eric, and Google Scholar databases). Thematic analysis was used for data analysis. From the analysis of the data, it has been established that the main topics on which scientific research is oriented are the use of educational technology (1) for the learning environment, (2) as a pedagogical approach, (3) for student assessment, and (4) in support of students with special needs. Some perspectives are also given regarding the orientation of scientific research in this field.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44534542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.3991/ijet.v18i15.40673
Miko Nuñez, X. Palmer, Lucas Potter, Chris Jordan G. Aliac, Lemuel Clark Velasco
Higher education institutions (HEIs) are increasingly relying on digital technologies for classroom and organizational management, but this puts them at higher risk for information and communication (ICT security attacks. Recent studies show that HEIs have experienced more security breaches in ICT security composed of both cybersecurity an information security. A literature review was conducted to identify common ICT security practices in HEIs over the last decade. 11 journal articles were profiled and analyzed, revealing threats to HEIs’ security and protective measures in terms of organizational security, technological security, physical security, and standards and frameworks. Security tools and techniques were grouped into categories with specific ways to protect ICT security. HEIs also implement general security standards and guidelines, such as the ISO 27000-series and Center for Internet Security (CIS) controls, in their framework. Through synthesis and analysis of ICT security tools and techniques among HEIs, this critical review hopes to provide research directions on IT governance that academic and technical administrators can further explore to secure their information resources.
{"title":"ICT Security Tools and Techniques among Higher Education Institutions: A Critical Review","authors":"Miko Nuñez, X. Palmer, Lucas Potter, Chris Jordan G. Aliac, Lemuel Clark Velasco","doi":"10.3991/ijet.v18i15.40673","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.40673","url":null,"abstract":"Higher education institutions (HEIs) are increasingly relying on digital technologies for classroom and organizational management, but this puts them at higher risk for information and communication (ICT security attacks. Recent studies show that HEIs have experienced more security breaches in ICT security composed of both cybersecurity an information security. A literature review was conducted to identify common ICT security practices in HEIs over the last decade. 11 journal articles were profiled and analyzed, revealing threats to HEIs’ security and protective measures in terms of organizational security, technological security, physical security, and standards and frameworks. Security tools and techniques were grouped into categories with specific ways to protect ICT security. HEIs also implement general security standards and guidelines, such as the ISO 27000-series and Center for Internet Security (CIS) controls, in their framework. Through synthesis and analysis of ICT security tools and techniques among HEIs, this critical review hopes to provide research directions on IT governance that academic and technical administrators can further explore to secure their information resources.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42212294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.3991/ijet.v18i15.42381
Shi-jun Yang
Art-training courses are an important form of practical education, with cultivating students’ innovative thinking and practical skills as their primary objective. In classroom teaching, teachers have a vital influence on students’ learning results. However, conventional methods for evaluating teachers of art-training courses generally have few dimensions and thus are unable to comprehensively and accurately reflect teachers’ leading role in art-training courses. To fill in this blank, this study created a multi-dimensional evaluation index system (EIS) for assessing teachers’ leading role in art-training courses and built a multi-dimensional model based on a satisfaction function and using a cobweb chart. The proposed model can be used to evaluate the overall performance of teachers and analyze the relationship and balance between each evaluation index. The model can output more equitable evaluation results, increasing the trust of evaluation objects for the evaluation process. Lastly, validity of the model was verified by empirical analysis.
{"title":"Multi-Dimensional Evaluation of Teachers’ Leading Role in Art-Training Courses","authors":"Shi-jun Yang","doi":"10.3991/ijet.v18i15.42381","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.42381","url":null,"abstract":"Art-training courses are an important form of practical education, with cultivating students’ innovative thinking and practical skills as their primary objective. In classroom teaching, teachers have a vital influence on students’ learning results. However, conventional methods for evaluating teachers of art-training courses generally have few dimensions and thus are unable to comprehensively and accurately reflect teachers’ leading role in art-training courses. To fill in this blank, this study created a multi-dimensional evaluation index system (EIS) for assessing teachers’ leading role in art-training courses and built a multi-dimensional model based on a satisfaction function and using a cobweb chart. The proposed model can be used to evaluate the overall performance of teachers and analyze the relationship and balance between each evaluation index. The model can output more equitable evaluation results, increasing the trust of evaluation objects for the evaluation process. Lastly, validity of the model was verified by empirical analysis.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46830295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.3991/ijet.v18i15.42379
Man Peng
Practical-course blended learning based on virtual reality (VR) technology combines VR with traditional practical teaching, which provides students with a more diverse and personalized learning experience. The existing evaluation and analysis methods of teaching model implementation effects have shortcomings. Although VR technology plays an important role in practical-course blended learning, excessive reliance on technical means may lead to limitations in evaluation methods. Therefore, this study aimed to explore the evaluation and analysis of implementation effects of VR-based practical-course blended learning. Different types of teaching models were represented. A robust multi-target collaborative tracking method based on variational Bayesian inference was applied to track and evaluate the implementation effects of practical-course blended learning. The experimental results verified the effectiveness of the proposed method and explored the impact of different teaching models on the average scores and score stability of evaluation methods. Analysis results of score data showed that the assisted-teaching model improved the homework performance of students and the blended-learning model improved the performance of students in tests and final exams, while the complete teaching model performed more balanced in all aspects.
{"title":"Evaluation and Analysis of the Implementation Effects in Practical-Course Blended Learning Based on Virtual Reality Technology","authors":"Man Peng","doi":"10.3991/ijet.v18i15.42379","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.42379","url":null,"abstract":"Practical-course blended learning based on virtual reality (VR) technology combines VR with traditional practical teaching, which provides students with a more diverse and personalized learning experience. The existing evaluation and analysis methods of teaching model implementation effects have shortcomings. Although VR technology plays an important role in practical-course blended learning, excessive reliance on technical means may lead to limitations in evaluation methods. Therefore, this study aimed to explore the evaluation and analysis of implementation effects of VR-based practical-course blended learning. Different types of teaching models were represented. A robust multi-target collaborative tracking method based on variational Bayesian inference was applied to track and evaluate the implementation effects of practical-course blended learning. The experimental results verified the effectiveness of the proposed method and explored the impact of different teaching models on the average scores and score stability of evaluation methods. Analysis results of score data showed that the assisted-teaching model improved the homework performance of students and the blended-learning model improved the performance of students in tests and final exams, while the complete teaching model performed more balanced in all aspects.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47023053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.3991/ijet.v18i15.40601
Mohamed Kosrane, Mohamed Gharzouli
This article proposes a context-aware course-planning model for pervasive learning environments. The model considers learners’ preferences, including their learning styles, locations, activities, and devices. The model generates four-dimensional contexts based on these preferences, each dimension being a weighted vector of visual, aural, read/write, and kinesthetic (VARK) features. Using a content-based similarity algorithm, the model adapts the course content to each learner’s context. The courses are created in a sequence of rings, each containing all possible learning materials (LMs) that have the same content in different formats. Each LM is represented by a vector with weights like those of the learners’ context dimensions. The model generates all possible plans based on the predefined contexts of the learner, detects the learner’s actual context, and adapts the content accordingly. The goal of the model is to enable learners to learn what they want, in the way they prefer, and to complete courses efficiently, at any time, place, and during any activity, in the appropriate format.
{"title":"Toward a Context-Aware Course-Planning Model in Pervasive Learning Environments","authors":"Mohamed Kosrane, Mohamed Gharzouli","doi":"10.3991/ijet.v18i15.40601","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.40601","url":null,"abstract":"This article proposes a context-aware course-planning model for pervasive learning environments. The model considers learners’ preferences, including their learning styles, locations, activities, and devices. The model generates four-dimensional contexts based on these preferences, each dimension being a weighted vector of visual, aural, read/write, and kinesthetic (VARK) features. Using a content-based similarity algorithm, the model adapts the course content to each learner’s context. The courses are created in a sequence of rings, each containing all possible learning materials (LMs) that have the same content in different formats. Each LM is represented by a vector with weights like those of the learners’ context dimensions. The model generates all possible plans based on the predefined contexts of the learner, detects the learner’s actual context, and adapts the content accordingly. The goal of the model is to enable learners to learn what they want, in the way they prefer, and to complete courses efficiently, at any time, place, and during any activity, in the appropriate format.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41586853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.3991/ijet.v18i15.42251
Yuzihe Zheng
Internet teaching space requires teachers to be skilled in new technological platforms and tools and use new teaching interaction modes and evaluation means. Moreover, most front-line teachers have no online teaching experience before and bear the great pressure of online teaching. Hence, the evaluation of online teaching is challenge that has to be solved. A total of 169 teachers from six vocational colleges in Zhejiang Province were chosen as the research subjects in this study to improve the poor accuracy of the simple linear evaluation results of traditional classroom teaching. The relative efficacy of the online teaching quality of 169 teachers was estimated through the technique for order of preference by similarity to ideal solution (TOPSIS) technology. Next, the causal relationship between excellent achievement in online teaching training and the teaching effect of teachers with different titles was analyzed using the hierarchical chi-square model. Research results demonstrated that 12 level-2 indexes used in this study could depict the online teaching effect of university teachers comprehensively. The TOPSIS method calculated the scientific and reasonable ranking and evaluation values of 169 teachers. The Cochran–Mantel– Haenszel conditional independence test of the chi-square test presented significance. Our study of the instruments used to evaluate teacher success in online teaching shows that significant differences exist between evaluation grades for online teaching training and excellent achievement in online teaching training. This study can provide important references to comprehensively guide teachers to understand the value orientation of the new online teaching mode.
{"title":"Evaluation of Online Teaching Effect of Vocational College Teachers Based on TOPSIS Technology and the Hierarchical Chi-Square Model","authors":"Yuzihe Zheng","doi":"10.3991/ijet.v18i15.42251","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.42251","url":null,"abstract":"Internet teaching space requires teachers to be skilled in new technological platforms and tools and use new teaching interaction modes and evaluation means. Moreover, most front-line teachers have no online teaching experience before and bear the great pressure of online teaching. Hence, the evaluation of online teaching is challenge that has to be solved. A total of 169 teachers from six vocational colleges in Zhejiang Province were chosen as the research subjects in this study to improve the poor accuracy of the simple linear evaluation results of traditional classroom teaching. The relative efficacy of the online teaching quality of 169 teachers was estimated through the technique for order of preference by similarity to ideal solution (TOPSIS) technology. Next, the causal relationship between excellent achievement in online teaching training and the teaching effect of teachers with different titles was analyzed using the hierarchical chi-square model. Research results demonstrated that 12 level-2 indexes used in this study could depict the online teaching effect of university teachers comprehensively. The TOPSIS method calculated the scientific and reasonable ranking and evaluation values of 169 teachers. The Cochran–Mantel– Haenszel conditional independence test of the chi-square test presented significance. Our study of the instruments used to evaluate teacher success in online teaching shows that significant differences exist between evaluation grades for online teaching training and excellent achievement in online teaching training. This study can provide important references to comprehensively guide teachers to understand the value orientation of the new online teaching mode.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48270113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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