This paper investigated the effect of big data analytics and its six sub-dimensions on the competitive advantage of healthcare service organisations. Big data analytics have six sub-dimensions: agility capability, data-driven decision making, business intelligence, information technology capability, Internet of Things (IoT) application software, and cloud computing. Big Data Analytics (BDA) refers to the advanced analytical techniques used to process and derive valuable knowledge from large datasets. While BDA has the potential to offer significant business insights and create immense value, many organisations struggle to fully capitalise on their BDA initiatives and gain a competitive advantage. Despite the opportunities presented by BDA, some firms face challenges in effectively leveraging and extracting value from their data analytics endeavours. The study adopted a survey research design. The population of the study comprised 3931 employees of accredited healthcare service firms in Lagos State. The study utilised mixed sampling techniques comprising purposive, proportionate, and random sampling techniques. A sample size of 676 participants was obtained using Cochran’s sample size formula (1977). An adapted questionnaire was used, and an 83.3% response rate was achieved. The Cronbach’s alpha reliability coefficients for various constructs ranged from 0.769 to 0.904. The data were analysed using inferential (regression) analysis. The findings revealed that big data analytics dimensions had a significant effect on competitive advantage (Adj.R2 = 0.937; (F (6, 556) = 0.937), p<0.05). The study concluded that big data analytics affected the competitive advantage of healthcare firms in Lagos State, Nigeria. Based on the findings of the study, it was recommended that the management of healthcare service organisations in Lagos State invest in the combination of Big Data Analytics (BDA) dimensions in order to achieve a long-term competitive advantage. Also, management should use BDA to support the operational activities of the firm to increase cost efficiencies and develop firm-specific BDA knowledge. Keywords: Big data analytics, Healthcare organisation, Competitive advantage, Internet of things application, Information technology capability, Lagos State
{"title":"Big Data Analytics and Competitive Advantage: Evidences from Healthcare Services Organistions in Lagos State, Nigeria","authors":"A. Ibidun","doi":"10.53819/81018102t4149","DOIUrl":"https://doi.org/10.53819/81018102t4149","url":null,"abstract":"This paper investigated the effect of big data analytics and its six sub-dimensions on the competitive advantage of healthcare service organisations. Big data analytics have six sub-dimensions: agility capability, data-driven decision making, business intelligence, information technology capability, Internet of Things (IoT) application software, and cloud computing. Big Data Analytics (BDA) refers to the advanced analytical techniques used to process and derive valuable knowledge from large datasets. While BDA has the potential to offer significant business insights and create immense value, many organisations struggle to fully capitalise on their BDA initiatives and gain a competitive advantage. Despite the opportunities presented by BDA, some firms face challenges in effectively leveraging and extracting value from their data analytics endeavours. The study adopted a survey research design. The population of the study comprised 3931 employees of accredited healthcare service firms in Lagos State. The study utilised mixed sampling techniques comprising purposive, proportionate, and random sampling techniques. A sample size of 676 participants was obtained using Cochran’s sample size formula (1977). An adapted questionnaire was used, and an 83.3% response rate was achieved. The Cronbach’s alpha reliability coefficients for various constructs ranged from 0.769 to 0.904. The data were analysed using inferential (regression) analysis. The findings revealed that big data analytics dimensions had a significant effect on competitive advantage (Adj.R2 = 0.937; (F (6, 556) = 0.937), p<0.05). The study concluded that big data analytics affected the competitive advantage of healthcare firms in Lagos State, Nigeria. Based on the findings of the study, it was recommended that the management of healthcare service organisations in Lagos State invest in the combination of Big Data Analytics (BDA) dimensions in order to achieve a long-term competitive advantage. Also, management should use BDA to support the operational activities of the firm to increase cost efficiencies and develop firm-specific BDA knowledge. Keywords: Big data analytics, Healthcare organisation, Competitive advantage, Internet of things application, Information technology capability, Lagos State","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87710425","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 : 2023-05-19DOI: 10.1108/ijilt-08-2022-0161
Meryem Amane, K. Aissaoui, M. Berrada
PurposeTogether, learning objects (LOs) and e-pedagogical practices have the potential to improve the performance of e-learning systems in several ways. They can make e-learning more personalised and adaptable, providing students with a more engaging and effective learning experience.Design/methodology/approachThe development of LOs and e-pedagogical practices have significantly influenced and changed the performance of e-learning systems. LOs are self-contained, reusable units of instructional content that create instructional materials, such as online courses, tutorials and assessments. They provide a flexible and modular approach to designing and delivering e-learning content, allowing educators to easily customise and adapt their materials to the needs of their students. e-pedagogical practices refer to the use of technology to enhance and support the teaching and learning process. They include strategies such as online collaboration, gamification and adaptive learning to improve student engagement, motivation and achievement.FindingsTo achieve this objective, this study consists of two main phases. First, the authors extract metadata from LOs using latent semantic analysis algorithms, which are considered a strong tool in web-mining exploration techniques. Second, they identify LOs according to a particular form of similarity using fuzzy c-means (FCM) algorithms. To improve classification accuracy, the FCM is used as a clustering algorithm.Originality/valueFinally, in order to assess the effectiveness of LOs with FCM, a series of experimental studies using a real-world dataset are conducted. The results of this study indicate that the proposed approach exceeds the traditional approach and produces good results.
{"title":"New perspective of learning objects in e-learning system","authors":"Meryem Amane, K. Aissaoui, M. Berrada","doi":"10.1108/ijilt-08-2022-0161","DOIUrl":"https://doi.org/10.1108/ijilt-08-2022-0161","url":null,"abstract":"PurposeTogether, learning objects (LOs) and e-pedagogical practices have the potential to improve the performance of e-learning systems in several ways. They can make e-learning more personalised and adaptable, providing students with a more engaging and effective learning experience.Design/methodology/approachThe development of LOs and e-pedagogical practices have significantly influenced and changed the performance of e-learning systems. LOs are self-contained, reusable units of instructional content that create instructional materials, such as online courses, tutorials and assessments. They provide a flexible and modular approach to designing and delivering e-learning content, allowing educators to easily customise and adapt their materials to the needs of their students. e-pedagogical practices refer to the use of technology to enhance and support the teaching and learning process. They include strategies such as online collaboration, gamification and adaptive learning to improve student engagement, motivation and achievement.FindingsTo achieve this objective, this study consists of two main phases. First, the authors extract metadata from LOs using latent semantic analysis algorithms, which are considered a strong tool in web-mining exploration techniques. Second, they identify LOs according to a particular form of similarity using fuzzy c-means (FCM) algorithms. To improve classification accuracy, the FCM is used as a clustering algorithm.Originality/valueFinally, in order to assess the effectiveness of LOs with FCM, a series of experimental studies using a real-world dataset are conducted. The results of this study indicate that the proposed approach exceeds the traditional approach and produces good results.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47883760","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 : 2023-05-16DOI: 10.1108/ijilt-12-2021-0188
R. Ross, Richard Hall, Sarah Ross
PurposeEscape room-based learning is a new educational game-based learning trend which embeds student learning within an exciting escape room scenario. Ordinarily these educational escape rooms are in a table-top format which involves learners decoding clues together around a table. In the age of a global pandemic [coronavirus disease 2019 (COVID-19)] with stringent social distancing and lock-downs, this normal game modality was not possible and so an alternate online approach was required. Thus, this paper aims to study escape room activities during global pandemics.Design/methodology/approachIn this paper, the authors outline how these escape room activities have been taken online, in an synchronous virtual environment and evaluate the student perception of these escape rooms, in contrast to previous cohorts of students who completed escape rooms together in person.FindingsThe authors' results indicate that although students enjoy the escape room game-based learning environment, the remote nature of the activity means the students take longer to solve the puzzles. The students are also more likely to struggle in the activity and find them less engaging than the in-person escape room challenges.Originality/valueAlthough educational escape rooms have been devised for a variety of subjects and can be run through several different modalities (table-top, full rooms and online), this study compares different modalities (online vs table-top) for identical puzzles taken over different cohorts of students.
{"title":"Conducting educational escape rooms during a global pandemic","authors":"R. Ross, Richard Hall, Sarah Ross","doi":"10.1108/ijilt-12-2021-0188","DOIUrl":"https://doi.org/10.1108/ijilt-12-2021-0188","url":null,"abstract":"PurposeEscape room-based learning is a new educational game-based learning trend which embeds student learning within an exciting escape room scenario. Ordinarily these educational escape rooms are in a table-top format which involves learners decoding clues together around a table. In the age of a global pandemic [coronavirus disease 2019 (COVID-19)] with stringent social distancing and lock-downs, this normal game modality was not possible and so an alternate online approach was required. Thus, this paper aims to study escape room activities during global pandemics.Design/methodology/approachIn this paper, the authors outline how these escape room activities have been taken online, in an synchronous virtual environment and evaluate the student perception of these escape rooms, in contrast to previous cohorts of students who completed escape rooms together in person.FindingsThe authors' results indicate that although students enjoy the escape room game-based learning environment, the remote nature of the activity means the students take longer to solve the puzzles. The students are also more likely to struggle in the activity and find them less engaging than the in-person escape room challenges.Originality/valueAlthough educational escape rooms have been devised for a variety of subjects and can be run through several different modalities (table-top, full rooms and online), this study compares different modalities (online vs table-top) for identical puzzles taken over different cohorts of students.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45442038","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 : 2023-05-10DOI: 10.1108/ijilt-12-2022-0229
N. Boyer, M. Griffith
PurposeAs the skills economy becomes the norm, learning focused on skills, learners who understand those skills and can iterate the learners to potential employers, and hiring personnel who prioritize skills when making personnel decisions create a visible currency that can be leveraged by all the stakeholders. This paper seeks to analyze those emergent skills, show the skills' impact on the self-organizing skills ecosystem and illustrate how the skills provide a conduit to wholesale global change by creating a talent pipeline designed to generate economic vitality.Design/methodology/approachThrough a system thinking lens and by exploring related skills ecosystem literature, this paper explores the concept of the self-organizing learn-earn skills ecosystem and the role technology plays in the development, implementation and continuation of the process. Tools such as customer, actor, transformation, worldview, owner and environment (CATWOE) and levers have been implemented to probe the maturity, challenges and opportunities the emerging ecosystem provides.FindingsAs the ecosystem evolves, there is much to be done to align stakeholders to reach the ecosystem's full potential. However, by applying a systems lens to the work in progress, greater clarity and definition can be achieved, thereby generating more forward momentum to propel the skills movement toward the intended outcomes.Originality/valueWhile there are many recent publications that define the elements, parameters and attributes of the referenced skills ecosystem, this article aggregates information, through a system thinking lens, to provide a deeper, more cohesive analysis.
{"title":"Technology enablement of the skills ecosystem","authors":"N. Boyer, M. Griffith","doi":"10.1108/ijilt-12-2022-0229","DOIUrl":"https://doi.org/10.1108/ijilt-12-2022-0229","url":null,"abstract":"PurposeAs the skills economy becomes the norm, learning focused on skills, learners who understand those skills and can iterate the learners to potential employers, and hiring personnel who prioritize skills when making personnel decisions create a visible currency that can be leveraged by all the stakeholders. This paper seeks to analyze those emergent skills, show the skills' impact on the self-organizing skills ecosystem and illustrate how the skills provide a conduit to wholesale global change by creating a talent pipeline designed to generate economic vitality.Design/methodology/approachThrough a system thinking lens and by exploring related skills ecosystem literature, this paper explores the concept of the self-organizing learn-earn skills ecosystem and the role technology plays in the development, implementation and continuation of the process. Tools such as customer, actor, transformation, worldview, owner and environment (CATWOE) and levers have been implemented to probe the maturity, challenges and opportunities the emerging ecosystem provides.FindingsAs the ecosystem evolves, there is much to be done to align stakeholders to reach the ecosystem's full potential. However, by applying a systems lens to the work in progress, greater clarity and definition can be achieved, thereby generating more forward momentum to propel the skills movement toward the intended outcomes.Originality/valueWhile there are many recent publications that define the elements, parameters and attributes of the referenced skills ecosystem, this article aggregates information, through a system thinking lens, to provide a deeper, more cohesive analysis.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47961542","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 : 2023-05-02DOI: 10.1108/ijilt-03-2022-0044
Saurabh Gupta, Nidhi Mathur
PurposeThe objective of this study was to analyse the effects of major determinants on VCT adoption intention among higher educational leaders. Also, this study aims to investigate how perceived risk and perceived benefits influence the educational leaders, VCT actual use intention.Design/methodology/approachThe authors used the online survey method to collect the 440 responses through purposive sampling procedure. Structural equation modelling (SEM) technique and Multi Group Analysis procedure were used to test the proposed model and moderating effects.FindingsThe findings revealed that all the four determinants (PE, EE, SI and FC) based on UTAUT model have positive and significant effects on intention to use VCT. Besides this there is a significant and positive effect of intention to use VCT on actual usage of VCT by the educational leaders. The moderating effect of perceived risk and perceived benefits on actual usage of virtual communication also found significant.Research limitations/implicationsThis paper makes its contribution to the literature related to virtual communication technology adoption by including two moderator variables (perceived risk and benefits) that are expected to affect educational leaders' actual usage of VCT. The results can also help researchers and practitioners better understanding the factors that influence higher educational leaders to adopt VCT.Originality/valueThis study proposed a model incorporating the perceived risk and perceived benefits in the UTAUT model to predict the actual use of VCT. The study endeavours to investigate the moderating effects of perceived risk and perceived benefits between ITUVCT and AUVCT in Indian educational context.
{"title":"Virtual communication adoption by educational leaders: moderating role of perceived risk and benefits","authors":"Saurabh Gupta, Nidhi Mathur","doi":"10.1108/ijilt-03-2022-0044","DOIUrl":"https://doi.org/10.1108/ijilt-03-2022-0044","url":null,"abstract":"PurposeThe objective of this study was to analyse the effects of major determinants on VCT adoption intention among higher educational leaders. Also, this study aims to investigate how perceived risk and perceived benefits influence the educational leaders, VCT actual use intention.Design/methodology/approachThe authors used the online survey method to collect the 440 responses through purposive sampling procedure. Structural equation modelling (SEM) technique and Multi Group Analysis procedure were used to test the proposed model and moderating effects.FindingsThe findings revealed that all the four determinants (PE, EE, SI and FC) based on UTAUT model have positive and significant effects on intention to use VCT. Besides this there is a significant and positive effect of intention to use VCT on actual usage of VCT by the educational leaders. The moderating effect of perceived risk and perceived benefits on actual usage of virtual communication also found significant.Research limitations/implicationsThis paper makes its contribution to the literature related to virtual communication technology adoption by including two moderator variables (perceived risk and benefits) that are expected to affect educational leaders' actual usage of VCT. The results can also help researchers and practitioners better understanding the factors that influence higher educational leaders to adopt VCT.Originality/valueThis study proposed a model incorporating the perceived risk and perceived benefits in the UTAUT model to predict the actual use of VCT. The study endeavours to investigate the moderating effects of perceived risk and perceived benefits between ITUVCT and AUVCT in Indian educational context.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42520852","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 : 2023-05-02DOI: 10.1108/ijilt-05-2022-0102
M. Bowles, B. Brooks, S. Curnin, H. Anderson
PurposeThe value of transverse skills, including human capabilities, has been acknowledged for a significant period of time by major organisations such as UNESCO and the World Economic Forum. This paper reports on the application of microcredentials linked to the Human Capability Framework in a major telecommunications organisation that has a vision to establish a baseline to develop the levels of capability for both individual employees and the entire workforce. In this case study, capability is evidenced through learning and applied performance specified in a microcredential that carries a credit-entry score into higher education qualifications. The value of the microcredentials lies not in recognising learning outcomes; rather, it lies in an individual's ability to validate their full potential, open sustainable employment opportunities and prepare for emergent new roles.Design/methodology/approachThis commentary offers a case study of how a major Australian telecommunications organisation implemented microcredentials that are aligned to the Human Capability Framework Standards reference model.FindingsThe approach in this case study demonstrates how a company that confidently invests in non-traditional learning approaches that increase the value of human capital can tangibly grow the capacity of the workforce to deliver not only its strategy but also its cultural values.Originality/valueThe multi-award-winning model described in this case study is novel and clearly informs current research and thinking addressing this topic.
{"title":"Application of microcredentials to validate human capabilities in a large telecommunications organisation: strategic transformation to a future-ready workforce","authors":"M. Bowles, B. Brooks, S. Curnin, H. Anderson","doi":"10.1108/ijilt-05-2022-0102","DOIUrl":"https://doi.org/10.1108/ijilt-05-2022-0102","url":null,"abstract":"PurposeThe value of transverse skills, including human capabilities, has been acknowledged for a significant period of time by major organisations such as UNESCO and the World Economic Forum. This paper reports on the application of microcredentials linked to the Human Capability Framework in a major telecommunications organisation that has a vision to establish a baseline to develop the levels of capability for both individual employees and the entire workforce. In this case study, capability is evidenced through learning and applied performance specified in a microcredential that carries a credit-entry score into higher education qualifications. The value of the microcredentials lies not in recognising learning outcomes; rather, it lies in an individual's ability to validate their full potential, open sustainable employment opportunities and prepare for emergent new roles.Design/methodology/approachThis commentary offers a case study of how a major Australian telecommunications organisation implemented microcredentials that are aligned to the Human Capability Framework Standards reference model.FindingsThe approach in this case study demonstrates how a company that confidently invests in non-traditional learning approaches that increase the value of human capital can tangibly grow the capacity of the workforce to deliver not only its strategy but also its cultural values.Originality/valueThe multi-award-winning model described in this case study is novel and clearly informs current research and thinking addressing this topic.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41525566","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 : 2023-05-01DOI: 10.1108/ijilt-03-2023-0043
Ilker Cingillioglu
PurposeWith the advent of ChatGPT, a sophisticated generative artificial intelligence (AI) tool, maintaining academic integrity in all educational settings has recently become a challenge for educators. This paper discusses a method and necessary strategies to confront this challenge.Design/methodology/approachIn this study, a language model was defined to achieve high accuracy in distinguishing ChatGPT-generated essays from human written essays with a particular focus on “not falsely” classifying genuinely human-written essays as AI-generated (Negative).FindingsVia support vector machine (SVM) algorithm 100% accuracy was recorded for identifying human generated essays. The author discussed the key use of Recall and F2 score for measuring classification performance and the importance of eliminating False Negatives and making sure that no actual human generated essays are incorrectly classified as AI generated. The results of the proposed model's classification algorithms were compared to those of AI-generated text detection software developed by OpenAI, GPTZero and Copyleaks.Practical implicationsAI-generated essays submitted by students can be detected by teachers and educational designers using the proposed language model and machine learning (ML) classifier at a high accuracy. Human (student)-generated essays can and must be correctly identified with 100% accuracy even if the overall classification accuracy performance is slightly reduced.Originality/valueThis is the first and only study that used an n-gram bag-of-words (BOWs) discrepancy language model as input for a classifier to make such prediction and compared the classification results of other AI-generated text detection software in an empirical way.
{"title":"Detecting AI-generated essays: the ChatGPT challenge","authors":"Ilker Cingillioglu","doi":"10.1108/ijilt-03-2023-0043","DOIUrl":"https://doi.org/10.1108/ijilt-03-2023-0043","url":null,"abstract":"PurposeWith the advent of ChatGPT, a sophisticated generative artificial intelligence (AI) tool, maintaining academic integrity in all educational settings has recently become a challenge for educators. This paper discusses a method and necessary strategies to confront this challenge.Design/methodology/approachIn this study, a language model was defined to achieve high accuracy in distinguishing ChatGPT-generated essays from human written essays with a particular focus on “not falsely” classifying genuinely human-written essays as AI-generated (Negative).FindingsVia support vector machine (SVM) algorithm 100% accuracy was recorded for identifying human generated essays. The author discussed the key use of Recall and F2 score for measuring classification performance and the importance of eliminating False Negatives and making sure that no actual human generated essays are incorrectly classified as AI generated. The results of the proposed model's classification algorithms were compared to those of AI-generated text detection software developed by OpenAI, GPTZero and Copyleaks.Practical implicationsAI-generated essays submitted by students can be detected by teachers and educational designers using the proposed language model and machine learning (ML) classifier at a high accuracy. Human (student)-generated essays can and must be correctly identified with 100% accuracy even if the overall classification accuracy performance is slightly reduced.Originality/valueThis is the first and only study that used an n-gram bag-of-words (BOWs) discrepancy language model as input for a classifier to make such prediction and compared the classification results of other AI-generated text detection software in an empirical way.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44910299","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 : 2023-04-28DOI: 10.1108/ijilt-12-2022-0227
Y. Rosen, Garrett J. Jaeger, M. Newstadt, Sara Bakken, I. Rushkin, Maneeza Dawood, C. Purifoy
PurposeDespite the fact that research on creativity and cognition have garnered the attention of researchers and practitioners for decades, there is a lack of valid, reliable, and accessible instruments for enhancing and measuring these critical skills. Leveraging research from The LEGO Foundation and in collaboration with BrainPOP and the Learning Economy Foundation, this paper introduces an assessment framework for holistic skills and reports evidence from the 2022 validation study.Design/methodology/approachThe complexities associated with both competencies such as multidimensionality, authenticity, and domain specificity pose a major issue for its measurement and credentialing. This paper provides evidence-based insights on promising ways to measure and provide actionable insights on holistic skills.FindingsPreliminary evidence supports the assessment framework for holistic skills.Research limitations/implicationsFuture directions for further development of the assessment are discussed.Practical implicationsThe framework should also be of help for practitioners looking for research-based guiding principles for the design of learning-through-play activities aimed to help develop holistic skills across a wide range of digital, physical, and hybrid modalities.Social implicationsThe framework provides new instruments and insights for evaluating the social and educational impact of learning-through-play programs and initiatives.Originality/valueThe learning progressions and formative assessment for holistic skills development are novel and clearly needed in research and practice of learning-through-play.
{"title":"A multidimensional approach for enhancing and measuring creative thinking and cognitive skills","authors":"Y. Rosen, Garrett J. Jaeger, M. Newstadt, Sara Bakken, I. Rushkin, Maneeza Dawood, C. Purifoy","doi":"10.1108/ijilt-12-2022-0227","DOIUrl":"https://doi.org/10.1108/ijilt-12-2022-0227","url":null,"abstract":"PurposeDespite the fact that research on creativity and cognition have garnered the attention of researchers and practitioners for decades, there is a lack of valid, reliable, and accessible instruments for enhancing and measuring these critical skills. Leveraging research from The LEGO Foundation and in collaboration with BrainPOP and the Learning Economy Foundation, this paper introduces an assessment framework for holistic skills and reports evidence from the 2022 validation study.Design/methodology/approachThe complexities associated with both competencies such as multidimensionality, authenticity, and domain specificity pose a major issue for its measurement and credentialing. This paper provides evidence-based insights on promising ways to measure and provide actionable insights on holistic skills.FindingsPreliminary evidence supports the assessment framework for holistic skills.Research limitations/implicationsFuture directions for further development of the assessment are discussed.Practical implicationsThe framework should also be of help for practitioners looking for research-based guiding principles for the design of learning-through-play activities aimed to help develop holistic skills across a wide range of digital, physical, and hybrid modalities.Social implicationsThe framework provides new instruments and insights for evaluating the social and educational impact of learning-through-play programs and initiatives.Originality/valueThe learning progressions and formative assessment for holistic skills development are novel and clearly needed in research and practice of learning-through-play.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48223887","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 : 2023-04-28DOI: 10.1108/ijilt-08-2022-0176
Abdullah Al Masud, Md. Alamgir Hossain, Sukanta Biswas, Afroza Parvin Ruma, K. Rahman, Saurabh Tagore
PurposeThe coronavirus disease 2019 (COVID-19) has a significant influence on many aspects of life, including education. As a result, the education system in emerging nations such as Bangladesh needs a rapid transition from conventional to technology-based distance learning. This study looks at the current state of higher education and how well online courses that use technology work.Design/methodology/approachThis study used a structural equation model (SEM) to analyze the 392 student records taken from several universities in Bangladesh.FindingsThis research showed that students are more likely to use a digital higher education system if faculty are willing, students are eager and the economy is stable. Students who have had a bad experience with digital learning should know that a virtual evaluation system is needed. The willingness of students to use technology also plays a significant role in whether or not the students will take online classes. The research shows that combining traditional classroom and online learning is the best way to create a long-term learning system.Originality/valueThe model suggested in this study has a big effect, and Bangladesh policymakers should consider this model when planning a new kind of technology-based education.
{"title":"The emergence of digital learning in higher education: a lesson from the COVID-19 pandemic","authors":"Abdullah Al Masud, Md. Alamgir Hossain, Sukanta Biswas, Afroza Parvin Ruma, K. Rahman, Saurabh Tagore","doi":"10.1108/ijilt-08-2022-0176","DOIUrl":"https://doi.org/10.1108/ijilt-08-2022-0176","url":null,"abstract":"PurposeThe coronavirus disease 2019 (COVID-19) has a significant influence on many aspects of life, including education. As a result, the education system in emerging nations such as Bangladesh needs a rapid transition from conventional to technology-based distance learning. This study looks at the current state of higher education and how well online courses that use technology work.Design/methodology/approachThis study used a structural equation model (SEM) to analyze the 392 student records taken from several universities in Bangladesh.FindingsThis research showed that students are more likely to use a digital higher education system if faculty are willing, students are eager and the economy is stable. Students who have had a bad experience with digital learning should know that a virtual evaluation system is needed. The willingness of students to use technology also plays a significant role in whether or not the students will take online classes. The research shows that combining traditional classroom and online learning is the best way to create a long-term learning system.Originality/valueThe model suggested in this study has a big effect, and Bangladesh policymakers should consider this model when planning a new kind of technology-based education.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43519160","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 : 2023-04-24DOI: 10.1108/ijilt-05-2022-0119
I.I. Nedeljkovic, Dragana Rejman Petrović
PurposeThe aim of this paper is to determine the differences in students' attitudes related to online and traditional teaching, then to determine the level of student satisfaction with online teaching, factors affecting it as well as to examine the problems students most often face during online teaching.Design/methodology/approachThe survey method is used to collect primary data. In the empirical research participate 312 students on the territory of the Republic of Serbia who used e-learning during the Covid-19 pandemic. Descriptive statistical analysis, paired samples t-test, reliability analysis, confirmatory factor analysis and structural equations modeling are applied in the paper.FindingsResearch has shown that students are generally more satisfied with traditional than online teaching. Then, the analysis shows that professors' activities and the quality of e-learning have ? Significant positive effects on student satisfaction with online teaching, as well as on student motivation, then perceived usefulness has a positive impact on motivation and intention to use e-learning and student motivation has statistically significant effects on satisfaction with online teaching. The biggest shortcomings of online teaching are: monotonous teaching, lack of interaction with professors, lack of interaction with other students as well as lack of socialization.Originality/valueAlthough a large number of studies have studied e-learning and student satisfaction, this paper has studied e-learning in the specific conditions of the Covid-19 pandemic. Of particular value to this paper is the comparison of student satisfaction with online teaching during the pandemic and student satisfaction with traditional teaching.
{"title":"Student satisfaction and intention to use e-learning during the Covid-19 pandemic","authors":"I.I. Nedeljkovic, Dragana Rejman Petrović","doi":"10.1108/ijilt-05-2022-0119","DOIUrl":"https://doi.org/10.1108/ijilt-05-2022-0119","url":null,"abstract":"PurposeThe aim of this paper is to determine the differences in students' attitudes related to online and traditional teaching, then to determine the level of student satisfaction with online teaching, factors affecting it as well as to examine the problems students most often face during online teaching.Design/methodology/approachThe survey method is used to collect primary data. In the empirical research participate 312 students on the territory of the Republic of Serbia who used e-learning during the Covid-19 pandemic. Descriptive statistical analysis, paired samples t-test, reliability analysis, confirmatory factor analysis and structural equations modeling are applied in the paper.FindingsResearch has shown that students are generally more satisfied with traditional than online teaching. Then, the analysis shows that professors' activities and the quality of e-learning have ? Significant positive effects on student satisfaction with online teaching, as well as on student motivation, then perceived usefulness has a positive impact on motivation and intention to use e-learning and student motivation has statistically significant effects on satisfaction with online teaching. The biggest shortcomings of online teaching are: monotonous teaching, lack of interaction with professors, lack of interaction with other students as well as lack of socialization.Originality/valueAlthough a large number of studies have studied e-learning and student satisfaction, this paper has studied e-learning in the specific conditions of the Covid-19 pandemic. Of particular value to this paper is the comparison of student satisfaction with online teaching during the pandemic and student satisfaction with traditional teaching.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46888130","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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