Pub Date : 2023-07-31DOI: 10.3991/ijet.v18i14.40935
Othman Abu Khurma, Naglaa Ali, Reem Hashem
Purpose: This study aims to critically review the new AI-based tool ChatGPT in UAE education and evaluate its impact on students and their learning. The study maintains a specific focus on the issues of equity and governance to allow educators in UAE to ensure that the AI-based tool is used ethically, and safely and does not restrict students’ academic development. Design/methodology/approach: This paper is a conceptual paper presenting the critical reflection of authors working in the Emirates College of Advanced Education in UAE (Author 1: Dr. Othman Abu Khurma, Author 2: Dr. Nagla Ali, and Author 3: Dr. Reem Hashem). Consequently, the study reflects the authors’ evaluation of the issues of equity and governance that maximize the potential benefit of how ChatGPT is used by students in UAE schools and higher education institutions and their thoughts on how it might be improved. Findings: The findings of this study indicate that there are both benefits and drawbacks associated with the use of ChatGPT. The authors made some recommendations to the educators in UAE regarding the ethical and fair use of ChatGPT which does not hinder student learning. Practical implications: The findings of this reflective study can raise educators’ and policymakers’ awareness regarding the potential risks and benefits of the use of ChatGPT by students. Moreover, the study offers guidance to educators and policymakers in UAE to ensure ethical and effective learning and the safe adoption of this and similar AI-tools by students. Originality/value: The study is a critical reflection of the equity and governance issue related to the use of ChatGPT by students and offers new practical insights regarding how ChatGPT can be adopted safely by students in UAE. The reflection is based on a conceptual analysis of authors’ personal and professional experiences and test usage and is thus different from previous studies.
目的:本研究旨在批判性地回顾阿联酋教育中新的基于人工智能的工具ChatGPT，并评估其对学生及其学习的影响。该研究特别关注公平和治理问题，使阿联酋的教育工作者能够确保基于人工智能的工具得到道德、安全的使用，并且不会限制学生的学业发展。设计/方法/方法:本文是一篇概念性论文，介绍了在阿联酋高等教育学院工作的作者(作者1:Othman Abu Khurma博士，作者2:Nagla Ali博士，作者3:Reem Hashem博士)的批判性反思。因此，该研究反映了作者对公平和治理问题的评估，这些问题最大限度地提高了阿联酋学校和高等教育机构学生使用ChatGPT的潜在效益，以及他们对如何改进ChatGPT的想法。研究结果:本研究的结果表明，使用ChatGPT既有好处，也有缺点。作者对阿联酋的教育工作者提出了一些关于道德和公平使用ChatGPT不妨碍学生学习的建议。实际意义:这一反思性研究的发现可以提高教育工作者和政策制定者对学生使用ChatGPT的潜在风险和收益的认识。此外，该研究为阿联酋的教育工作者和政策制定者提供了指导，以确保道德和有效的学习，以及学生安全采用这种和类似的人工智能工具。原创性/价值:该研究是对与学生使用ChatGPT相关的公平和治理问题的重要反映，并为阿联酋学生如何安全地采用ChatGPT提供了新的实践见解。这种反思是基于对作者个人和专业经验以及测试使用的概念分析，因此与以往的研究不同。
{"title":"Critical Reflections on ChatGPT in UAE Education: Navigating Equity and Governance for Safe and Effective Use","authors":"Othman Abu Khurma, Naglaa Ali, Reem Hashem","doi":"10.3991/ijet.v18i14.40935","DOIUrl":"https://doi.org/10.3991/ijet.v18i14.40935","url":null,"abstract":"Purpose: This study aims to critically review the new AI-based tool ChatGPT in UAE education and evaluate its impact on students and their learning. The study maintains a specific focus on the issues of equity and governance to allow educators in UAE to ensure that the AI-based tool is used ethically, and safely and does not restrict students’ academic development. Design/methodology/approach: This paper is a conceptual paper presenting the critical reflection of authors working in the Emirates College of Advanced Education in UAE (Author 1: Dr. Othman Abu Khurma, Author 2: Dr. Nagla Ali, and Author 3: Dr. Reem Hashem). Consequently, the study reflects the authors’ evaluation of the issues of equity and governance that maximize the potential benefit of how ChatGPT is used by students in UAE schools and higher education institutions and their thoughts on how it might be improved. Findings: The findings of this study indicate that there are both benefits and drawbacks associated with the use of ChatGPT. The authors made some recommendations to the educators in UAE regarding the ethical and fair use of ChatGPT which does not hinder student learning. Practical implications: The findings of this reflective study can raise educators’ and policymakers’ awareness regarding the potential risks and benefits of the use of ChatGPT by students. Moreover, the study offers guidance to educators and policymakers in UAE to ensure ethical and effective learning and the safe adoption of this and similar AI-tools by students. Originality/value: The study is a critical reflection of the equity and governance issue related to the use of ChatGPT by students and offers new practical insights regarding how ChatGPT can be adopted safely by students in UAE. The reflection is based on a conceptual analysis of authors’ personal and professional experiences and test usage and is thus different from previous studies.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41336845","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 : 2023-07-31DOI: 10.3991/ijet.v18i14.40397
Hongbing Lin, Dongdong Lin
Since the traditional evaluation system of learning focuses only on the summative evaluation of learners’ test scores, ignoring the process evaluation of learners in learning process, the evaluation system should not only consider the content of the online learning process but also that of face-to-face classroom teaching process to evaluate learners’ learning performance in multiple dimensions and levels. This approach evaluates online learning more reasonably, operably and feasibly. To overcome limitation of using more than one method in the evaluation of learning performance, the learning performance of online learners was first evaluated using the principal component analysis method, entropy method, comprehensive indicator method, and TOPSIS method. Based on these four evaluation results, a combination evaluation model of online learners’ learning performance was constructed. The Fuzzy Borda method was used to evaluate nine administrative classes of accounting majors in three colleges and universities in Hainan. The results show that simply using a single evaluation method to evaluate the learning performance of online learners has defects, and the evaluation results are too biased. By using the Fuzzy Borda method, multiple evaluation methods can be combined, allowing a single evaluation method to realize complementary advantages and obtain more comprehensive and credible evaluation results. Using the Fuzzy Borda method to systematically evaluate the learning performance of online learners improves the scientificity of evaluation results and provides a new idea and method for the evaluation of online learning performance. The results of this study have significant reference value for using scientific evaluation methods and objective data to evaluate online learning performance, rank online learners scientifically, and summarize teaching experience to improve online learning performance.
{"title":"Evaluation of Online Learners’ Learning Performance Based on Fuzzy Borda Method","authors":"Hongbing Lin, Dongdong Lin","doi":"10.3991/ijet.v18i14.40397","DOIUrl":"https://doi.org/10.3991/ijet.v18i14.40397","url":null,"abstract":"Since the traditional evaluation system of learning focuses only on the summative evaluation of learners’ test scores, ignoring the process evaluation of learners in learning process, the evaluation system should not only consider the content of the online learning process but also that of face-to-face classroom teaching process to evaluate learners’ learning performance in multiple dimensions and levels. This approach evaluates online learning more reasonably, operably and feasibly. To overcome limitation of using more than one method in the evaluation of learning performance, the learning performance of online learners was first evaluated using the principal component analysis method, entropy method, comprehensive indicator method, and TOPSIS method. Based on these four evaluation results, a combination evaluation model of online learners’ learning performance was constructed. The Fuzzy Borda method was used to evaluate nine administrative classes of accounting majors in three colleges and universities in Hainan. The results show that simply using a single evaluation method to evaluate the learning performance of online learners has defects, and the evaluation results are too biased. By using the Fuzzy Borda method, multiple evaluation methods can be combined, allowing a single evaluation method to realize complementary advantages and obtain more comprehensive and credible evaluation results. Using the Fuzzy Borda method to systematically evaluate the learning performance of online learners improves the scientificity of evaluation results and provides a new idea and method for the evaluation of online learning performance. The results of this study have significant reference value for using scientific evaluation methods and objective data to evaluate online learning performance, rank online learners scientifically, and summarize teaching experience to improve online learning performance.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49152056","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 : 2023-07-31DOI: 10.3991/ijet.v18i14.40395
Jianmeng Ou, Dongdong Lin
Improving the quality of project-based teaching can have several benefits for students, including the development of hands-on skills, expanded thinking abilities, a better understanding of real life situations, building connection between individuals and society, and internalizing knowledge. Therefore, conducting a scientific evaluation of quality of project-based teaching is crucial. In this study, the focus was on the process of project-based teaching, involving 120 computer science and technology students from four universities in Hainan Province. The researchers utilized the slacks-based measure and data envelopment analysis (SBM-DEA) model to measure learning efficiency of these students. Additionally, the study analyzed the insufficient investment in project-based teaching in the four universities and identified the process factors affecting quality of project-based teaching. The results show that out of the 120 students, only 24 students achieved a learning efficiency of 1, accounting for only 20% of the total. This indicates that although project-based teaching is implemented in the surveyed schools, the comprehensive improvement of students’ learning efficiency has not been achieved. The two main factors contributing to the low quality of were identified as project-based teaching aids (X-2) and project-based teaching experience (X-3). The findings of this study hold important reference value for optimizing the project-based teaching process, identifying key factors of project-based teaching quality, and promoting the adoption of project-based teaching in higher engineering education to accelerate teaching mode reform.
{"title":"Evaluation of Project-based Teaching Quality Based on SBM-DEA","authors":"Jianmeng Ou, Dongdong Lin","doi":"10.3991/ijet.v18i14.40395","DOIUrl":"https://doi.org/10.3991/ijet.v18i14.40395","url":null,"abstract":"Improving the quality of project-based teaching can have several benefits for students, including the development of hands-on skills, expanded thinking abilities, a better understanding of real life situations, building connection between individuals and society, and internalizing knowledge. Therefore, conducting a scientific evaluation of quality of project-based teaching is crucial. In this study, the focus was on the process of project-based teaching, involving 120 computer science and technology students from four universities in Hainan Province. The researchers utilized the slacks-based measure and data envelopment analysis (SBM-DEA) model to measure learning efficiency of these students. Additionally, the study analyzed the insufficient investment in project-based teaching in the four universities and identified the process factors affecting quality of project-based teaching. The results show that out of the 120 students, only 24 students achieved a learning efficiency of 1, accounting for only 20% of the total. This indicates that although project-based teaching is implemented in the surveyed schools, the comprehensive improvement of students’ learning efficiency has not been achieved. The two main factors contributing to the low quality of were identified as project-based teaching aids (X-2) and project-based teaching experience (X-3). The findings of this study hold important reference value for optimizing the project-based teaching process, identifying key factors of project-based teaching quality, and promoting the adoption of project-based teaching in higher engineering education to accelerate teaching mode reform.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46599105","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 : 2023-07-31DOI: 10.3991/ijet.v18i14.41725
Mohammad Mahyoob, J. Algaraady, A. Alblwi
The study proposed a framework for analyzing and measuring the ChatGPT capabilities as a generic language model. This study aims to examine the capabilities of the emerging technological Artificial Intelligence tool (ChatGPT) in generating effective academic writing. The proposed framework consists of six principles (Relatedness, Adequacy, Limitation, Authenticity, Cognition, and Redundancy) related to Artificial Language Processing which would explore the accuracy and proficiency of this algorithm-generated writing. The researchers used ChatGPT to obtain some academic texts and paragraphs in different genres as responses to some textbased academic queries. A critical analysis of the content of these academic texts was conducted based on the proposed framework principles. The results show that despite ChatGPT’s exceptional capabilities, its serious defects are evident, as many issues in academic writing are raised. The major issues include information repetition, nonfactual inferences, illogical reasoning, fake references, hallucination, and lack of pragmatic interpretation. The proposed framework would be a valuable guideline for researchers and practitioners interested in analyzing and evaluating recently emerging machine languages of AI language models.
{"title":"Proposed Framework for Human-like Language Processing of ChatGPT in Academic Writing","authors":"Mohammad Mahyoob, J. Algaraady, A. Alblwi","doi":"10.3991/ijet.v18i14.41725","DOIUrl":"https://doi.org/10.3991/ijet.v18i14.41725","url":null,"abstract":"The study proposed a framework for analyzing and measuring the ChatGPT capabilities as a generic language model. This study aims to examine the capabilities of the emerging technological Artificial Intelligence tool (ChatGPT) in generating effective academic writing. The proposed framework consists of six principles (Relatedness, Adequacy, Limitation, Authenticity, Cognition, and Redundancy) related to Artificial Language Processing which would explore the accuracy and proficiency of this algorithm-generated writing. The researchers used ChatGPT to obtain some academic texts and paragraphs in different genres as responses to some textbased academic queries. A critical analysis of the content of these academic texts was conducted based on the proposed framework principles. The results show that despite ChatGPT’s exceptional capabilities, its serious defects are evident, as many issues in academic writing are raised. The major issues include information repetition, nonfactual inferences, illogical reasoning, fake references, hallucination, and lack of pragmatic interpretation. The proposed framework would be a valuable guideline for researchers and practitioners interested in analyzing and evaluating recently emerging machine languages of AI language models.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48746632","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 : 2023-07-07DOI: 10.3991/ijet.v18i13.41913
Peijie Lou
Many learning path recommendation methods of intelligent education have been proposed and implemented. However, many of them have problems or limitations, which may result in unsatisfactory recommendation results. Therefore, this research aimed to study the learning path recommendation method of intelligent education based on cognitive diagnosis. Combined with a cognitive diagnostic model (CDM), personalized and accurate learning paths were recommended to students. This study fully considered the multidimensional features of interaction between students and knowledge when designing the CDM, described the cognitive process, and provided a comprehensive ability modeling method based on cognitive rules. A neural matrix decomposition model was constructed, which incorporated the personality features of students’ comprehensive ability level based on cognitive rules, thus obtaining their predicted scores in various knowledge and skills learned. The model consisted of three parts, namely, the generalized matrix decomposition part, the multi-layer perceptron part and the NeuMF layer. Finally, the experimental results verified that the constructed model was effective.
{"title":"Learning Path Recommendation of Intelligent Education Based on Cognitive Diagnosis","authors":"Peijie Lou","doi":"10.3991/ijet.v18i13.41913","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.41913","url":null,"abstract":"Many learning path recommendation methods of intelligent education have been proposed and implemented. However, many of them have problems or limitations, which may result in unsatisfactory recommendation results. Therefore, this research aimed to study the learning path recommendation method of intelligent education based on cognitive diagnosis. Combined with a cognitive diagnostic model (CDM), personalized and accurate learning paths were recommended to students. This study fully considered the multidimensional features of interaction between students and knowledge when designing the CDM, described the cognitive process, and provided a comprehensive ability modeling method based on cognitive rules. A neural matrix decomposition model was constructed, which incorporated the personality features of students’ comprehensive ability level based on cognitive rules, thus obtaining their predicted scores in various knowledge and skills learned. The model consisted of three parts, namely, the generalized matrix decomposition part, the multi-layer perceptron part and the NeuMF layer. Finally, the experimental results verified that the constructed model was effective.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49652140","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 : 2023-07-07DOI: 10.3991/ijet.v18i13.39021
Soraia Oueida, Pauly Awad, C. Mattar
Several advances in technology have touched the educational sector, where improvements and enhancements are always a surge for innovative learning. Augmented Reality (AR) is considered an efficient and promising technology capable of enhancing the educational sector. AR is a visualization technology that allows human interaction by providing users with a perception of reality using virtual information. In other words, AR adds to the existing real-world environment some extra virtual information generated by computer techniques that can enhance the overall experience. This promising technology can be applied in different sectors such as education, healthcare, banks, tourism, etc. Despite the great work available in the literature about this topic, deep insights and extensive research are still needed before the actual implementation in the real world. The aim of this work is to highlight the importance of AR in improving the educational sector and increase awareness of using such an approach. A review is conducted to prove the validity of AR in increasing learning outcomes, students’ motivation, and engagement in classrooms, as well as improving the understanding level. Several papers were analyzed based on different application areas under various interdisciplinary databases. As a result, the papers were collected in a table-based format to provide researchers with better and easier insights on how to improve the use of AR in education before real implementation. This study helped in highlighting potential future work, discussing limitations, advantages, disadvantages, and the latest advances in this technology.
{"title":"Augmented Reality Awareness and Latest Applications in Education: A Review","authors":"Soraia Oueida, Pauly Awad, C. Mattar","doi":"10.3991/ijet.v18i13.39021","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.39021","url":null,"abstract":"Several advances in technology have touched the educational sector, where improvements and enhancements are always a surge for innovative learning. Augmented Reality (AR) is considered an efficient and promising technology capable of enhancing the educational sector. AR is a visualization technology that allows human interaction by providing users with a perception of reality using virtual information. In other words, AR adds to the existing real-world environment some extra virtual information generated by computer techniques that can enhance the overall experience. This promising technology can be applied in different sectors such as education, healthcare, banks, tourism, etc. Despite the great work available in the literature about this topic, deep insights and extensive research are still needed before the actual implementation in the real world. The aim of this work is to highlight the importance of AR in improving the educational sector and increase awareness of using such an approach. A review is conducted to prove the validity of AR in increasing learning outcomes, students’ motivation, and engagement in classrooms, as well as improving the understanding level. Several papers were analyzed based on different application areas under various interdisciplinary databases. As a result, the papers were collected in a table-based format to provide researchers with better and easier insights on how to improve the use of AR in education before real implementation. This study helped in highlighting potential future work, discussing limitations, advantages, disadvantages, and the latest advances in this technology.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45850318","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 : 2023-07-07DOI: 10.3991/ijet.v18i13.39905
M. Leshchenko, Yuliana Lavrysh, K. Halatsyn, A. Feshchuk, D. Prykhodko
The paper presents the analysis of strategies and challenges of technology-enhanced personalized language learning at technical universities. The authors specify the meaning of the “personalization” concept in terms of language learning and characteristics of technologyenhanced learning. Skills of personalized learning contribute to the development of learner autonomy and equip students with flexibility and adaptability to the changing demands of today’s labor market. The empirical study was carried out among 101 students from two universities. The questionnaire was aimed at measuring the level of personalized learning skills and digital resources that promote the personalized learning. Students were suggested three questionnaires: one survey on personalized learning skills was performed before and after the experiment, reflection questionnaire and on digital resources ranking were suggested after the experiment. After the introduction of technology-enhanced personalized learning strategies into the educational process, the level of personalized learning skills increased as well as students’ perception of this educational phenomena. There was no significant difference between the results of students from different universities in terms of personalized learning skills. It means that the problem of personalized learning is relevant to the majority of students and requires solutions. The paper provides examples of digital resources’ practical application that intensify the personalization with a promising transition to selfimprovement and successful professional self-realization.
{"title":"Technology-Enhanced Personalized Language Learning: Strategies and Challenges","authors":"M. Leshchenko, Yuliana Lavrysh, K. Halatsyn, A. Feshchuk, D. Prykhodko","doi":"10.3991/ijet.v18i13.39905","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.39905","url":null,"abstract":"The paper presents the analysis of strategies and challenges of technology-enhanced personalized language learning at technical universities. The authors specify the meaning of the “personalization” concept in terms of language learning and characteristics of technologyenhanced learning. Skills of personalized learning contribute to the development of learner autonomy and equip students with flexibility and adaptability to the changing demands of today’s labor market. The empirical study was carried out among 101 students from two universities. The questionnaire was aimed at measuring the level of personalized learning skills and digital resources that promote the personalized learning. Students were suggested three questionnaires: one survey on personalized learning skills was performed before and after the experiment, reflection questionnaire and on digital resources ranking were suggested after the experiment. After the introduction of technology-enhanced personalized learning strategies into the educational process, the level of personalized learning skills increased as well as students’ perception of this educational phenomena. There was no significant difference between the results of students from different universities in terms of personalized learning skills. It means that the problem of personalized learning is relevant to the majority of students and requires solutions. The paper provides examples of digital resources’ practical application that intensify the personalization with a promising transition to selfimprovement and successful professional self-realization.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49131952","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 : 2023-07-07DOI: 10.3991/ijet.v18i13.39825
I. Kostikova, Liudmyla Holubnycha, Yuliia Sytnykova, Tetiana Shchokina, N. Soroka, Svitlana Tarasova
Online education is a world need. Many universities continue providing online education. The first stress from pandemic and online teaching went on and university teachers managed to cope it. The next stress from wartime in Ukraine came and online teaching goes on, so university teachers manage to cope it again. The purpose of the research is to show university teachers’ psychological state during online education after pandemic in wartime in Ukraine. For achieving the stated purpose, we applied the methods of analysis and synthesis, questionnaire, calculating methods, in particular, MS Excel. The questionnaire consisted of questions help to describe the psychological teachers state, fear, stress, anxiety. The participants of the research became 49 university teachers from Ukraine. The results are as follows. The most common negative impacts on mental health are depression, isolation, family danger, possibility of being attacked, pressure from the war, lack of social life. The most constructive impacts on mental health are morale, social media, chatting, good war news. It is recommended to use different resources to overcome university teachers’ stress. They are faith, feelings, socialization, imagination, thinking, physiological activity. The conclusion is online education after pandemic in Ukraine is still stressful because of wartime. It is recommended to use different resources to overcome university teachers’ stress.
{"title":"University Teachers’ Psychological State During the Stress of Online Education after Pandemic in Wartime in Ukraine","authors":"I. Kostikova, Liudmyla Holubnycha, Yuliia Sytnykova, Tetiana Shchokina, N. Soroka, Svitlana Tarasova","doi":"10.3991/ijet.v18i13.39825","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.39825","url":null,"abstract":"Online education is a world need. Many universities continue providing online education. The first stress from pandemic and online teaching went on and university teachers managed to cope it. The next stress from wartime in Ukraine came and online teaching goes on, so university teachers manage to cope it again. The purpose of the research is to show university teachers’ psychological state during online education after pandemic in wartime in Ukraine. For achieving the stated purpose, we applied the methods of analysis and synthesis, questionnaire, calculating methods, in particular, MS Excel. The questionnaire consisted of questions help to describe the psychological teachers state, fear, stress, anxiety. The participants of the research became 49 university teachers from Ukraine. The results are as follows. The most common negative impacts on mental health are depression, isolation, family danger, possibility of being attacked, pressure from the war, lack of social life. The most constructive impacts on mental health are morale, social media, chatting, good war news. It is recommended to use different resources to overcome university teachers’ stress. They are faith, feelings, socialization, imagination, thinking, physiological activity. The conclusion is online education after pandemic in Ukraine is still stressful because of wartime. It is recommended to use different resources to overcome university teachers’ stress.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43498040","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 : 2023-07-07DOI: 10.3991/ijet.v18i13.40391
Ran Huang
The COVID-19 pandemic posed a considerable challenge to education and teaching. The concept of “Internet + Education” accelerated the construction and popularization of a large number of online teaching platforms, accompanied by the emergence of various massive open online courses and online classroom teaching platforms. Thus, evaluating the teaching quality of online courses has become essential. Diversified scientific evaluations of traditional teaching fail owing to problems such as single evaluation subjects, imperfect evaluation standards, and low evaluation efficiency. In this study, first, documents on evaluation index systems and evaluation methods for identifying the teaching effect of online courses are classified, and observation points of an online course teaching effect evaluation in 16 aspects before, during, and after class are proposed. Second, the index weights are determined based on analytic hierarchy process, and a fuzzy comprehensive evaluation model is established to evaluate the online course teaching effect in six application-oriented universities in Henan Province, China. Results show that the observation points of the online course teaching effect evaluation proposed in this study are scientific and reasonable. Specifically, among the observation point indices, X-16, X-2, and X-3 have substantial weight, and the overall average score of the online course teaching effect of the case study subjects is 3.756, with a –24.88% room for improvement compared with the full score of 5. The method can effectively evaluate the teaching quality of online courses scientifically and accurately. The results also have important reference value for elevating the quality assurance standards of online teaching, thereby perfecting the dynamic process of online teaching quality assurance and realizing the effectiveness of online teaching results.
{"title":"Teaching Quality Evaluation of Online Courses Based on AHP-FCE Evaluation Technology","authors":"Ran Huang","doi":"10.3991/ijet.v18i13.40391","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.40391","url":null,"abstract":"The COVID-19 pandemic posed a considerable challenge to education and teaching. The concept of “Internet + Education” accelerated the construction and popularization of a large number of online teaching platforms, accompanied by the emergence of various massive open online courses and online classroom teaching platforms. Thus, evaluating the teaching quality of online courses has become essential. Diversified scientific evaluations of traditional teaching fail owing to problems such as single evaluation subjects, imperfect evaluation standards, and low evaluation efficiency. In this study, first, documents on evaluation index systems and evaluation methods for identifying the teaching effect of online courses are classified, and observation points of an online course teaching effect evaluation in 16 aspects before, during, and after class are proposed. Second, the index weights are determined based on analytic hierarchy process, and a fuzzy comprehensive evaluation model is established to evaluate the online course teaching effect in six application-oriented universities in Henan Province, China. Results show that the observation points of the online course teaching effect evaluation proposed in this study are scientific and reasonable. Specifically, among the observation point indices, X-16, X-2, and X-3 have substantial weight, and the overall average score of the online course teaching effect of the case study subjects is 3.756, with a –24.88% room for improvement compared with the full score of 5. The method can effectively evaluate the teaching quality of online courses scientifically and accurately. The results also have important reference value for elevating the quality assurance standards of online teaching, thereby perfecting the dynamic process of online teaching quality assurance and realizing the effectiveness of online teaching results.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42474417","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 : 2023-07-07DOI: 10.3991/ijet.v18i13.39819
S. Aderibigbe, Emran Alotaibi, Khadeegha Alzouebi
Research indicates that peer mentoring supports students learning and emotional stability. However, its usability and impact in Computer-Supported collaborative (CSCL) learning activities that enhance students’ learning in and outside the classroom require contextual exploration. Hence, this study examined the usability and impacts of peer mentoring in CSCL among undergraduate students using a mixed-methods research approach. Data collection was conducted by administering a questionnaire with both qualitative and quantitative elements. Data analyses started with thematic coding of the nuanced texts collected through open-ended questions, and structural equation modelling (SEM) was used to analyze the quantitative data. Findings show that students have a different understanding of collaborative learning, but a common acknowledgment is that peer mentoring is beneficial in CSCL. Importantly, student views are impacted by gender, college affiliations, and CSCL experience. Drawing on the findings, we conclude that peer mentoring’s acceptability in CSCL is feasible and can affect students’ learning positively. However, it should be planned effectively and deployed based on contextual data showing students’ preference for CSCL and their peculiar need for peer mentoring.
{"title":"Exploring the Impact of Peer Mentoring on Computer-Supported Collaborative Learning among Undergraduate Students","authors":"S. Aderibigbe, Emran Alotaibi, Khadeegha Alzouebi","doi":"10.3991/ijet.v18i13.39819","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.39819","url":null,"abstract":"Research indicates that peer mentoring supports students learning and emotional stability. However, its usability and impact in Computer-Supported collaborative (CSCL) learning activities that enhance students’ learning in and outside the classroom require contextual exploration. Hence, this study examined the usability and impacts of peer mentoring in CSCL among undergraduate students using a mixed-methods research approach. Data collection was conducted by administering a questionnaire with both qualitative and quantitative elements. Data analyses started with thematic coding of the nuanced texts collected through open-ended questions, and structural equation modelling (SEM) was used to analyze the quantitative data. Findings show that students have a different understanding of collaborative learning, but a common acknowledgment is that peer mentoring is beneficial in CSCL. Importantly, student views are impacted by gender, college affiliations, and CSCL experience. Drawing on the findings, we conclude that peer mentoring’s acceptability in CSCL is feasible and can affect students’ learning positively. However, it should be planned effectively and deployed based on contextual data showing students’ preference for CSCL and their peculiar need for peer mentoring.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48109795","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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