Pub Date : 2023-07-07DOI: 10.3991/ijet.v18i13.41907
Lijun Wang, Liping Qu, Shanshan Wang
College students often lack entrepreneurial experience and business skills, which makes them face many difficulties in the process of starting a business, in such case, a supportive educational environment can play an important role, but current research pays little attention on the coupling correlation between the support of educational environment and the transformation of student entrepreneurs’ achievements. In fact, a thorough understanding of this coupling correlation could provide effective support for colleges and policy makers to formulate educational policies and strategies, thereby increasing the success rate of student entrepreneurs. To fill in this research blank, this paper aims to study the coupling correlation between the support of educational environment and the transformation of student entrepreneurs’ achievements. At first, a College Student Entrepreneurship (CSE) network under the support of educational environment was created, and the cooperation mode of student entrepreneurs under the support of educational environment was presented. Then, the transformation ability of student entrepreneurs’ achievements was measured based on the Stochastic Block Model (SBM), a model for measuring the coupling between the support of educational environment and the transformation of student entrepreneurs’ achievements was constructed, and the modeling steps were introduced in detail. At last, the validity of the proposed network and models was verified by experimental results.
{"title":"Coupling Correlation between the Support of Educational Environment and the Transformation of Students’ Entrepreneurial Achievements","authors":"Lijun Wang, Liping Qu, Shanshan Wang","doi":"10.3991/ijet.v18i13.41907","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.41907","url":null,"abstract":"College students often lack entrepreneurial experience and business skills, which makes them face many difficulties in the process of starting a business, in such case, a supportive educational environment can play an important role, but current research pays little attention on the coupling correlation between the support of educational environment and the transformation of student entrepreneurs’ achievements. In fact, a thorough understanding of this coupling correlation could provide effective support for colleges and policy makers to formulate educational policies and strategies, thereby increasing the success rate of student entrepreneurs. To fill in this research blank, this paper aims to study the coupling correlation between the support of educational environment and the transformation of student entrepreneurs’ achievements. At first, a College Student Entrepreneurship (CSE) network under the support of educational environment was created, and the cooperation mode of student entrepreneurs under the support of educational environment was presented. Then, the transformation ability of student entrepreneurs’ achievements was measured based on the Stochastic Block Model (SBM), a model for measuring the coupling between the support of educational environment and the transformation of student entrepreneurs’ achievements was constructed, and the modeling steps were introduced in detail. At last, the validity of the proposed network and models was verified by experimental results.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43241060","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.v18i13.39919
Min Zhang, Gengsheng Xiao
Despite a growing body of research on online learning emotions, few studies have been committed to systematic reviews of the scientific publications in this area using bibliometric methods. Assisted by CiteSpace software, the present study aims to dissect the scientific production of this subject from 2006 to 2023 based on the database of WOS, revealing development trends and hotspots. The following findings are obtained from the bibliometric analysis. Firstly, the number of articles published has increased exponentially from only one in 2006 to 209 in 2022, demonstrating upside potential. Secondly, the United States, China and England are the most contributing countries, while Kruk, Pawlak, Kim and Artino are the most prolific authors and Cao (2020), Loderer (2020), Pekrun (2017), Li (2018), Jiang (2019), Dewaele (2018) are recognized as the most-cited articles. Lastly, studies concerning the COVID-19 pandemic and foreign language enjoyment have taken the academic high ground in the area of online learning emotions in recent years, and the research focus has shifted from negative emotions to positive ones. The findings may have implications for educators and practitioners in online learning and teaching in the future.
{"title":"Bibliometric Analysis of Online Learning Emotions from 2006 to 2023","authors":"Min Zhang, Gengsheng Xiao","doi":"10.3991/ijet.v18i13.39919","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.39919","url":null,"abstract":"Despite a growing body of research on online learning emotions, few studies have been committed to systematic reviews of the scientific publications in this area using bibliometric methods. Assisted by CiteSpace software, the present study aims to dissect the scientific production of this subject from 2006 to 2023 based on the database of WOS, revealing development trends and hotspots. The following findings are obtained from the bibliometric analysis. Firstly, the number of articles published has increased exponentially from only one in 2006 to 209 in 2022, demonstrating upside potential. Secondly, the United States, China and England are the most contributing countries, while Kruk, Pawlak, Kim and Artino are the most prolific authors and Cao (2020), Loderer (2020), Pekrun (2017), Li (2018), Jiang (2019), Dewaele (2018) are recognized as the most-cited articles. Lastly, studies concerning the COVID-19 pandemic and foreign language enjoyment have taken the academic high ground in the area of online learning emotions in recent years, and the research focus has shifted from negative emotions to positive ones. The findings may have implications for educators and practitioners in online learning and teaching in the future.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42763486","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.v18i13.39329
Wijdane Kaiss, K. Mansouri, F. Poirier
Intelligent learning systems provide relevant learning materials to students based on their individual pedagogical needs and preferences. However, providing personalized learning objects based on learners’ preferences, such as learning styles which are particularly important for the recommendation of learning objects, re-mains a challenge. Recommending the most appropriate learning objects for learners has always been a challenge in the field of e-learning. This challenge has driven educators and researchers to implement new ideas to help learners improve their learning experience and knowledge. New solutions use artificial intelligence (AI) techniques such as machine learning (ML) and natural language processing (NLP). In this paper, we propose and develop a new personalization approach for recommendation that implements the adaptation of learning objects according to the learners’ learning style mainly focused on the use of a chatbot, named LearningPartnerBot, which will be integrated into the Moodle platform. We use the Felder-Silverman Learning Styles Model to determine learners’ learning styles in order to recommend learning objects, and also to overcome the cold start problem. A chatbot is an automated communication tool that attempts to imitate a conversation by detecting the intentions of its user. The proposed LearningPartnerBot should be able to answer learners’ questions in real time and provide a relevant set of suggestions according to their needs.
{"title":"Effectiveness of an Adaptive Learning Chatbot on Students’ Learning Outcomes Based on Learning Styles","authors":"Wijdane Kaiss, K. Mansouri, F. Poirier","doi":"10.3991/ijet.v18i13.39329","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.39329","url":null,"abstract":"Intelligent learning systems provide relevant learning materials to students based on their individual pedagogical needs and preferences. However, providing personalized learning objects based on learners’ preferences, such as learning styles which are particularly important for the recommendation of learning objects, re-mains a challenge. Recommending the most appropriate learning objects for learners has always been a challenge in the field of e-learning. This challenge has driven educators and researchers to implement new ideas to help learners improve their learning experience and knowledge. New solutions use artificial intelligence (AI) techniques such as machine learning (ML) and natural language processing (NLP). In this paper, we propose and develop a new personalization approach for recommendation that implements the adaptation of learning objects according to the learners’ learning style mainly focused on the use of a chatbot, named LearningPartnerBot, which will be integrated into the Moodle platform. We use the Felder-Silverman Learning Styles Model to determine learners’ learning styles in order to recommend learning objects, and also to overcome the cold start problem. A chatbot is an automated communication tool that attempts to imitate a conversation by detecting the intentions of its user. The proposed LearningPartnerBot should be able to answer learners’ questions in real time and provide a relevant set of suggestions according to their needs.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43302816","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.v18i13.39763
Fadi Bani Ahmad, Sabah Jamil Al-Nawaiseh, Asmaa Jameel Al-Nawaiseh
The research investigates the degree of receptivity level of faculty members in Jordanian universities using digital learning tools from a UTAUT perspective. To achieve the research objectives, the descriptive-analytical approach is used. The research sample consists of (387) faculty members selected by the purposeful random method. An electronic questionnaire is developed as a research instrument, and its validity and reliability are checked. The results show that the unified theory of acceptance and usage of technology’s conceptions and the use of digital learning are both highly significant. (UTAUT). The findings also show a strong positive and medium correlation among the constructs: performance expectations, effort expectations, and social influences and receptivity level. Besides, the results demonstrate a positive and weak correlation between the facilitating conditions construct and the degree of receptivity. The research recommends working on creating conditions that enhance the use of artificial intelligence in Jordanian public and private universities.
{"title":"Receptivity Level of Faculty Members in Universities Using Digital Learning Tools: A UTAUT Perspective","authors":"Fadi Bani Ahmad, Sabah Jamil Al-Nawaiseh, Asmaa Jameel Al-Nawaiseh","doi":"10.3991/ijet.v18i13.39763","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.39763","url":null,"abstract":"The research investigates the degree of receptivity level of faculty members in Jordanian universities using digital learning tools from a UTAUT perspective. To achieve the research objectives, the descriptive-analytical approach is used. The research sample consists of (387) faculty members selected by the purposeful random method. An electronic questionnaire is developed as a research instrument, and its validity and reliability are checked. The results show that the unified theory of acceptance and usage of technology’s conceptions and the use of digital learning are both highly significant. (UTAUT). The findings also show a strong positive and medium correlation among the constructs: performance expectations, effort expectations, and social influences and receptivity level. Besides, the results demonstrate a positive and weak correlation between the facilitating conditions construct and the degree of receptivity. The research recommends working on creating conditions that enhance the use of artificial intelligence in Jordanian public and private universities.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47048887","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.v18i13.41201
Yunru Liao
In the digital information era, such information technologies (ITs) as the Internet, big data, artificial intelligence (AI), and virtual reality (VR) are changing people’s production and lifestyle. Moreover, ITs have exerted significant influences on the thinking modes and learning styles of people. On the bases of such characteristics as sensory immersion, roaming, and manipulation, immersive VR (IVR) can support learners to pursue contextualized learning, promote their embodied cognition, improve their emotional experience, and solve problems of traditional classrooms, such as poor interaction, poor contextualization, and unreal immersion. This study used existing associated research as basis in analyzing the influences of IVR factors on degree of concentration, sense of traversing, emotional engagement, and sense of enjoyment on online learning outcome. Moreover, differences in learning outcomes under different contact periods IVR technology were analyzed. Research results are as follows. The overall Cronbach’s α, KMO value, and P value of the questionnaire are 0.905, 0.870, and 0.01, respectively. Degree of concentration, emotional engagement, and sense of enjoyment of IVR technology can promote online learning outcome significantly. Contact period with IVR technology has significant influences on learning outcome at the 0.01 level (F=3.895, p=0.009). Lastly, research conclusions provide important references in exploring the complicated relationship between sense of immersion and learning outcome in IVR environment, and in improving emotional experience and knowledge transfer based on IVR technology.
{"title":"Effects of Immersive Virtual Reality Technology on Online Learning Outcomes","authors":"Yunru Liao","doi":"10.3991/ijet.v18i13.41201","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.41201","url":null,"abstract":"In the digital information era, such information technologies (ITs) as the Internet, big data, artificial intelligence (AI), and virtual reality (VR) are changing people’s production and lifestyle. Moreover, ITs have exerted significant influences on the thinking modes and learning styles of people. On the bases of such characteristics as sensory immersion, roaming, and manipulation, immersive VR (IVR) can support learners to pursue contextualized learning, promote their embodied cognition, improve their emotional experience, and solve problems of traditional classrooms, such as poor interaction, poor contextualization, and unreal immersion. This study used existing associated research as basis in analyzing the influences of IVR factors on degree of concentration, sense of traversing, emotional engagement, and sense of enjoyment on online learning outcome. Moreover, differences in learning outcomes under different contact periods IVR technology were analyzed. Research results are as follows. The overall Cronbach’s α, KMO value, and P value of the questionnaire are 0.905, 0.870, and 0.01, respectively. Degree of concentration, emotional engagement, and sense of enjoyment of IVR technology can promote online learning outcome significantly. Contact period with IVR technology has significant influences on learning outcome at the 0.01 level (F=3.895, p=0.009). Lastly, research conclusions provide important references in exploring the complicated relationship between sense of immersion and learning outcome in IVR environment, and in improving emotional experience and knowledge transfer based on IVR technology.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45624694","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.v18i13.41915
Jia Zhou, Dongling Liang
Accurate knowledge point sequences and clear learning paths are the compass for learners to travel in the sea of massive knowledge, they can point out the way for learners and improve their learning experience. Generating knowledge point sequences and learning paths based on knowledge reasoning is conductive to optimizing the allocation of educational resources and improving the quality of higher education, and this has a profound influence on the reform of the entire educational field. In view of this, this study explored the generation of knowledge point sequences and the recommendation of learning paths based on knowledge reasoning. At first, the learning behavior of learners was subjected to collaborative analysis based on three aspects of knowledge points: learning frequency, learning duration, and pause/ skip frequency, and the specific method of generating subject knowledge point sequences based on the metrics of difficulty differences was given. Then, a sequence sampling method that matches the features of Entity-Relationship (ER) diagram was proposed, which enables the system to dynamically adjust the recommended knowledge points and learning paths according to learners’ learning progress with the help of biased random walks, thereby giving personalized and dynamic learning recommendations. At last, the validity of the proposed method was verified by experimental results.
{"title":"A New Methodology of Knowledge Point Sequence Generation and Learning Path Recommendation by Knowledge Reasoning","authors":"Jia Zhou, Dongling Liang","doi":"10.3991/ijet.v18i13.41915","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.41915","url":null,"abstract":"Accurate knowledge point sequences and clear learning paths are the compass for learners to travel in the sea of massive knowledge, they can point out the way for learners and improve their learning experience. Generating knowledge point sequences and learning paths based on knowledge reasoning is conductive to optimizing the allocation of educational resources and improving the quality of higher education, and this has a profound influence on the reform of the entire educational field. In view of this, this study explored the generation of knowledge point sequences and the recommendation of learning paths based on knowledge reasoning. At first, the learning behavior of learners was subjected to collaborative analysis based on three aspects of knowledge points: learning frequency, learning duration, and pause/ skip frequency, and the specific method of generating subject knowledge point sequences based on the metrics of difficulty differences was given. Then, a sequence sampling method that matches the features of Entity-Relationship (ER) diagram was proposed, which enables the system to dynamically adjust the recommended knowledge points and learning paths according to learners’ learning progress with the help of biased random walks, thereby giving personalized and dynamic learning recommendations. At last, the validity of the proposed method was verified by experimental results.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43003496","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.v18i13.39743
Miguel Ferrando-Rocher
The use of acronyms in many disciplines, particularly in today’s digital world, is large, and the knowledge behind each acronym is sometimes taken for granted. For example, common acronyms such as GPS, LCD, LED, SIM, Wi-Fi, PDF, HDMI, MPEG, IP, or HTML are used without considering what is behind each letter. The reality is that they are all acronyms. This work proposes an inverted classroom activity in the course Architecture and Telematic Networks of the Bachelor’s Degree in Telecommunication Engineering at the Escuela Politécnica Superior de Gandia of the Polytechnic University of Valencia, Spain. In this activity, once a week, the students, in groups of two or three people, must expose to the rest of their classmates through an elevator pitch the hidden meaning behind each acronym used in the contents of the subject. The acronyms in this course are more cryptic (ARP, ICMP, DHCP, NAT...), and in the end, their thoughtless use can be more of a problem than a help to understand the topic. So, this activity addresses two problems. First, they strive to understand what lies behind each acronym collectively, and second, they acquire the knowledge they will need for their professional careers in the future. In short, this classroom experience has demonstrated that providing a vital glossary of the course helps the students to delve into purely theoretical concepts differently and engagingly.
{"title":"Unveiling the Acronyms: A Flipped Classroom Activity for Building Theoretical Knowledge","authors":"Miguel Ferrando-Rocher","doi":"10.3991/ijet.v18i13.39743","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.39743","url":null,"abstract":"The use of acronyms in many disciplines, particularly in today’s digital world, is large, and the knowledge behind each acronym is sometimes taken for granted. For example, common acronyms such as GPS, LCD, LED, SIM, Wi-Fi, PDF, HDMI, MPEG, IP, or HTML are used without considering what is behind each letter. The reality is that they are all acronyms. This work proposes an inverted classroom activity in the course Architecture and Telematic Networks of the Bachelor’s Degree in Telecommunication Engineering at the Escuela Politécnica Superior de Gandia of the Polytechnic University of Valencia, Spain. In this activity, once a week, the students, in groups of two or three people, must expose to the rest of their classmates through an elevator pitch the hidden meaning behind each acronym used in the contents of the subject. The acronyms in this course are more cryptic (ARP, ICMP, DHCP, NAT...), and in the end, their thoughtless use can be more of a problem than a help to understand the topic. So, this activity addresses two problems. First, they strive to understand what lies behind each acronym collectively, and second, they acquire the knowledge they will need for their professional careers in the future. In short, this classroom experience has demonstrated that providing a vital glossary of the course helps the students to delve into purely theoretical concepts differently and engagingly.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49418648","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.v18i13.38379
Douglas MacKevett, M. Gutmann
COVID-19 has affected university assessment procedures on a large scale. This empirical study aims to understand the types of high-stakes exams delivered online at the Lucerne School of Business in Switzerland during the “Corona Semesters” of 2020 and 2021 and the decision-making factors that influenced their implementation. To do so, the authors conducted semi-structured interviews with eight faculty members across a variety of disciplines. Requirements from the exam workflow (preparation, proctoring, grading) were identified and analyzed by course type. Four factors emerged that significantly impacted design and delivery for high-stakes exams online: 1) Digital exam formats significantly impact the nature of exams for procedural subjects such as mathematics; 2) “Group Exams” are not the answer to preventing student collusion on online exams; 3) interrater reliability and low answer variance are considered a central factor for exam quality assurance; 4) second-order effects such as stable wifi and device compatibility will continue to hinder widescale adoption of digital exams. The findings suggest that online exam delivery significantly affects institutional exam practice beyond mere consideration of learning outcomes. The authors conclude by speculating that similar dynamics may have impacted other business schools during their Corona semesters and invite future research on whether the findings from this article can spark discussion and reflection for policy makers in other institutions on post-pandemic legacies.
{"title":"High-Stakes Online Exams","authors":"Douglas MacKevett, M. Gutmann","doi":"10.3991/ijet.v18i13.38379","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.38379","url":null,"abstract":"COVID-19 has affected university assessment procedures on a large scale. This empirical study aims to understand the types of high-stakes exams delivered online at the Lucerne School of Business in Switzerland during the “Corona Semesters” of 2020 and 2021 and the decision-making factors that influenced their implementation. To do so, the authors conducted semi-structured interviews with eight faculty members across a variety of disciplines. Requirements from the exam workflow (preparation, proctoring, grading) were identified and analyzed by course type. Four factors emerged that significantly impacted design and delivery for high-stakes exams online: 1) Digital exam formats significantly impact the nature of exams for procedural subjects such as mathematics; 2) “Group Exams” are not the answer to preventing student collusion on online exams; 3) interrater reliability and low answer variance are considered a central factor for exam quality assurance; 4) second-order effects such as stable wifi and device compatibility will continue to hinder widescale adoption of digital exams. The findings suggest that online exam delivery significantly affects institutional exam practice beyond mere consideration of learning outcomes. The authors conclude by speculating that similar dynamics may have impacted other business schools during their Corona semesters and invite future research on whether the findings from this article can spark discussion and reflection for policy makers in other institutions on post-pandemic legacies.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42658543","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.v18i13.41909
Q. Li
Recommending learning resources to students according to their respective learning style is conductive to improving learning efficiency, and the clustering and classification of learning resources conduce to reducing learning resource redundancy and duplication and increasing learning resource utilization. However, available methods of learning resource recommendation usually regard students’ learning styles as fixed and invariable, which apparently contradicts reality and may have a negative influence on students’ learning effect. In view of this matter, this paper aims to propose a novel methodology for clustering online learning resources based on student learning style. At first, the specific steps of the new clustering method were given, and a Sharpe model was adopted to analyze the invalid exposure of students’ learning effect and identify students’ learning styles. The learning style coefficient of students was regarded as a dynamic systemic state, which was estimated by the Kalman filter. Then, the Affinity Propagation Clustering (APC) algorithm was adopted to cluster learning resources based on a student learning style distance matrix, and a model of recommended online learning resource combinations was established based on the proposed method. At last, experimental procedures, including learning style evaluation, pretest exam score prediction, posttest exam score prediction, and data analysis, were described in detail, and the validity of the proposed method was verified by experimental results.
{"title":"A New Methodology for Clustering of Online Learning Resources Based on Students' Learning Styles","authors":"Q. Li","doi":"10.3991/ijet.v18i13.41909","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.41909","url":null,"abstract":"Recommending learning resources to students according to their respective learning style is conductive to improving learning efficiency, and the clustering and classification of learning resources conduce to reducing learning resource redundancy and duplication and increasing learning resource utilization. However, available methods of learning resource recommendation usually regard students’ learning styles as fixed and invariable, which apparently contradicts reality and may have a negative influence on students’ learning effect. In view of this matter, this paper aims to propose a novel methodology for clustering online learning resources based on student learning style. At first, the specific steps of the new clustering method were given, and a Sharpe model was adopted to analyze the invalid exposure of students’ learning effect and identify students’ learning styles. The learning style coefficient of students was regarded as a dynamic systemic state, which was estimated by the Kalman filter. Then, the Affinity Propagation Clustering (APC) algorithm was adopted to cluster learning resources based on a student learning style distance matrix, and a model of recommended online learning resource combinations was established based on the proposed method. At last, experimental procedures, including learning style evaluation, pretest exam score prediction, posttest exam score prediction, and data analysis, were described in detail, and the validity of the proposed method was verified by experimental results.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41359325","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.v18i13.40393
Ruining Li, Yichen Meng
With the informationization of higher education, colleges and universities can fully apply online teaching mode to education and teaching. Therefore, analysis of factors affecting teaching quality of college teachers in online teaching can effectively make evaluation object (teachers) have a sense of achievement and pride, so as to mobilize enthusiasm of evaluation object and to stimulate the consciousness of honor and shame and consciousness of competition. This study adopts application of DEMATEL and Cluster technology, conducts a questionnaire survey on 5 colleges and universities in Henan Province, analyzes and identifies the teachers’ factors among factors affecting teaching quality of E-commerce courses, and analyzes comprehensive influence index of teachers’ factors, namely impact degree, affected degree, cause degree and centrality degree. A cluster flight is carried out on evaluation results of students. Results show that X2-2, X2-4, X2-5, and X4-3 represent high degree of centrality and high degree of cause, that is high importance of factor and the cause factor. The results of teacher evaluation can be divided into three groups by the K-means clustering method, and the clustering group shows significant significance for all research items (p < 0.05). The weights of X2-2, X2-4, X2-5, and X4-3 in cluster analysis also rank the top four, which is highly consistent with the results of DEMATEL’s research, demonstrating that application of DEMATEL and Cluster technology proposed is very maneuverable and scientific. Research results have important reference value for improving online teaching strategy, improving the quality of online teaching, and regulating teaching activities as a whole through the use of online teaching quality evaluation.
{"title":"Factors Influencing the Quality of Online Teaching: Application of DEMATEL and Cluster Technology","authors":"Ruining Li, Yichen Meng","doi":"10.3991/ijet.v18i13.40393","DOIUrl":"https://doi.org/10.3991/ijet.v18i13.40393","url":null,"abstract":"With the informationization of higher education, colleges and universities can fully apply online teaching mode to education and teaching. Therefore, analysis of factors affecting teaching quality of college teachers in online teaching can effectively make evaluation object (teachers) have a sense of achievement and pride, so as to mobilize enthusiasm of evaluation object and to stimulate the consciousness of honor and shame and consciousness of competition. This study adopts application of DEMATEL and Cluster technology, conducts a questionnaire survey on 5 colleges and universities in Henan Province, analyzes and identifies the teachers’ factors among factors affecting teaching quality of E-commerce courses, and analyzes comprehensive influence index of teachers’ factors, namely impact degree, affected degree, cause degree and centrality degree. A cluster flight is carried out on evaluation results of students. Results show that X2-2, X2-4, X2-5, and X4-3 represent high degree of centrality and high degree of cause, that is high importance of factor and the cause factor. The results of teacher evaluation can be divided into three groups by the K-means clustering method, and the clustering group shows significant significance for all research items (p < 0.05). The weights of X2-2, X2-4, X2-5, and X4-3 in cluster analysis also rank the top four, which is highly consistent with the results of DEMATEL’s research, demonstrating that application of DEMATEL and Cluster technology proposed is very maneuverable and scientific. Research results have important reference value for improving online teaching strategy, improving the quality of online teaching, and regulating teaching activities as a whole through the use of online teaching quality evaluation.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42344560","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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