Showing papers in "Technology, Knowledge, and Learning in 2019"

Factors Affecting Students’ Performance in Higher Education: A Systematic Review of Predictive Data Mining Techniques

Abstract: Predicting the students’ performance has become a challenging task due to the increasing amount of data in educational systems. In keeping with this, identifying the factors affecting the students’ performance in higher education, especially by using predictive data mining techniques, is still in short supply. This field of research is usually identified as educational data mining. Hence, the main aim of this study is to identify the most commonly studied factors that affect the students’ performance, as well as, the most common data mining techniques applied to identify these factors. In this study, 36 research articles out of a total of 420 from 2009 to 2018 were critically reviewed and analyzed by applying a systematic literature review approach. The results showed that the most common factors are grouped under four main categories, namely students’ previous grades and class performance, students’ e-Learning activity, students’ demographics, and students’ social information. Additionally, the results also indicated that the most common data mining techniques used to predict and classify students’ factors are decision trees, Naive Bayes classifiers, and artificial neural networks.

Predicting High School Teacher Use of Technology: Pedagogical Beliefs, Technological Beliefs and Attitudes, and Teacher Training

Abstract: The current study aims to explore predictors that independently contribute to high school teacher use of technology in general and for different teaching purposes (student-centered and traditional). High school teachers (N = 928) responded to a survey that consisted of measures in several categories: (1) teachers’ background variables, (2) teachers’ pedagogical beliefs, (3) teachers’ attitudes or beliefs towards technology, (4) teachers’ perceived training effectiveness. A series of multilevel models were used to explore the independent effects of these factors on teacher use of technology in general and for different teaching purposes. The results showed that teachers’ technology self-efficacy was a significant predictor of teacher use of technology. More importantly, teachers’ instructional approach, openness towards technology, and perceived teaching training effectiveness were more salient when predicting teacher use technology to support student-centered teaching than when predicting teacher use technology to support traditional teaching. Our findings suggest that teachers’ pedagogical readiness is as important as technological readiness for teachers to integrate technology in teaching to serve more advanced teaching purposes. This study has important implications for organizing professional learning experiences for teachers.

Educational Robotics for Inclusive Education

Abstract: It has been quite a long time since S. Papert introduced the idea that children should be involved in the use of computers in the learning process to support the development of computational thinking. Nowadays, educational robotics is introduced in different dimensions of education, but mostly it is used as part of a compulsory educational process in nonformal educational activities, in activities to reduce the risks of early school leaving, and in initiatives introduced by some projects where different aspects of educational robotics are tested in activities with students who have diverse special needs. But till now robotics has mostly been associated with the field of Science, Technology, Engineering, and Mathematics, and outcomes of educational robotics are measured through the prism of improved knowledge in STEM subjects. In this special issue, journal researchers provide results on ER in the context of inclusive education.

Designing a Virtual Learning Environment System for Teaching Twenty-First Century Skills to Higher Education Students in ASEAN

Abstract: The proliferation of digital media now allows for learning to take place anywhere and anytime. The use of mobile devices and 3D virtual classrooms provides an integrated environment for effective learning. This study aims to examine the necessary factors for developing an effective virtual learning environment (VLE) system and to examine the effectiveness of the VLE system developed to enhance the range of twenty-first century skills of higher education students in the Association of Southeast Asian Nations (ASEAN) community. As a part of this study, four hundred higher education instructors completed questionnaires which were analyzed statistically using Exploratory Factor Analysis to determine the core factors which were then incorporated into the development of a VLE system. The system was tested on a sample of 90 volunteer undergraduate students from 5 ASEAN member countries. Data analysis using dependent t test indicated that there was a statistical difference between pre and post self-assessment scores of the twenty-first century skills in learning and innovation at the 0.05 level of significance. The finding and result were consistent with and could be supported by the results of behavior and trace observations and project assignments. In this paper, the 7 elements of the VLE system and 7 steps involved in its development are discussed, in addition to proposals for further implementation.

Group Formation Techniques in Computer-Supported Collaborative Learning: A Systematic Literature Review

Abstract: Group formation is an essential process for group development lifecycle. It has been a growing concern to many researchers to be applied automatically in collaborative learning contexts. Forming a group is an atomic process that is affected by various factors. These factors differ depending on the group members characteristics, the context of the grouping process and the techniques used to form the group(s). This paper surveys the recently published work in group formation process providing a systematic literature review in which 30 relevant studies were analyzed. The findings of this review propose two taxonomies. The first one is for the attributes of group formation while the second is for the grouping techniques. Furthermore, we present the main findings and highlight the limitations of existing approaches in computer supported collaborative learning environment. We suggest some potential directions for future research with group formation process in both theoretical and practical aspects. In addition, We emphasize other improvements that may be inter-related with other computing areas such as cloud computing and mobility.

Social network analysis: a framework for identifying communities in higher education online learning

Abstract: This paper presents the Integrated Methodological Framework (IMF) which uses social network analysis (SNA) to structurally identify communities in higher education online learning (HEOL). Decades of research speaks for the value of community-based learning albeit in traditional, blended, or online environments. The communities of practice (CoP) and community of inquiry (CoI) are well-established, empirically tested frameworks that have been effectively used for exploration of community-based learning in professional and educational contexts. Typically, research using these frameworks has required extensive qualitative analysis making it tedious and time-consuming. Pivoting on structural similarities between networks and communities, the IMF embeds SNA constructs in structural components of the CoP and CoI frameworks. By structurally identifying a CoP and CoI, the IMF allows targeted, selective qualitative analysis thus reducing the extent of qualitative analysis required previously in research using the CoP and CoI frameworks. Application of the IMF is demonstrated in a case study on an online blogging network. The study substantiates the IMF as an effective framework for structural identification of a CoP and CoI. The validity and robustness of the IMF is being further tested in ongoing research.

Dropping Out or Dropping In? A Connectivist Approach to Understanding Participants’ Strategies in an e-Learning MOOC Pilot

Abstract: Targeting faculties and external mentors in the teacher-training unit, The Norwegian University of Science and Technology in Trondheim, Norway opened up a Massive Open Online Course (MOOC) pilot on digital learning in the fall of 2014. A main objective was to encourage these to use digital media more actively and hence, also to become role models for their own students’ future digital practice. However, research has shown that a main concern with MOOC programs is attrition. In line with those findings, and according to the course platform data, none of the MOOC participants completed the course material. As the course progressed, less and less pages were opened and obligatory assignments were only rarely submitted. The participants may thus be described as dropouts. Five of these participants were then interviewed about their MOOC experiences and activities. The interviews were transcribed and analyzed according to Grounded theory procedures. A general finding was that the informants would in fact put some of the material and ideas from the MOOC to use. Even if they dropped out, this indicates a gain from the course. In fact, some of the material that was introduced significantly changed these informants’ digital practices when they tested out new ideas in their own teaching. Frame-factors, such as lack of financial compensation or a nonstop flow of competing tasks, however, led the informants to down-prioritize the formal demands in the MOOC pilot. The informants selectively picked the material that suited their own purpose and therefore qualified as “drop-ins” rather than “drop-outs”. Rather than quitters who could not keep up with the pace in the MOOC we met media literate participants who remixed and redefined the MOOC content into a Web 2.0 resource and a stepping stone for self-directed online learning.

Health Care Gamification: A Study of Game Mechanics and Elements

Abstract: Internet users are searching for healthcare-related information at unprecedented rates. However, health researchers and providers have only just begun to utilize new technologies to deliver medical education online and through smartphone-based applications. Gamification, an increasingly popular method to produce positive behavioral change, has become a source of interest for private industry as well as academic researchers. In this review, we conducted literature searches to provide an initial framework for researchers to classify gamification studies. We provide a short list of popular gamification elements to help develop a definition for gamification in healthcare.

Teachers’ Perceptions of the Use of Moodle Activities and Their Learning Impact in Secondary Education

Abstract: Moodle has become popular worldwide in all levels of education. Although several studies have focused on analyzing the use of the Moodle platform as a whole, few contributions have examined the use of each activity included in Moodle, and its potential impact in learning. The survey collected data from 132 teachers in 43 secondary schools in Catalonia (Spain), considering teachers’ individual information, teachers’ frequency of use of Moodle activities, and teachers’ perception of how the use of Moodle impacts learning. Findings from all teachers suggest that assignment, quiz, forum, lesson, and external tool are the activities used most by teachers, and providing new educational scenarios is the main perceived learning impact. Moreover, only teachers as users of a narrow range of activities perceived the teaching and learning impact of Moodle as significantly higher: database (creation and sharing information tool), forum (communication tool), glossary (collaboration tool), and quiz and survey (assessment tools).

A Pedagogical Perspective on Big Data and Learning Analytics: A Conceptual Model for Digital Learning Support.

Abstract: The increasing prevalence of learner-centred forms of learning as well as an increase in the number of learners actively participating on a wide range of digital platforms and devices give rise to an ever-increasing stream of learning data. Learning analytics (LA) can enable learners, teachers, and their institutions to better understand and predict learning and performance. However, the pedagogical perspective and matters of learning design have been underrepresented in research thus far. In our paper, we propose a general design framework that includes critical dimensions of LA and assists in creating LA services that support educational practice. On the basis of a two-dimensional framework (individual vs. social, reflection vs. prediction), we then identify four generic approaches to LA aimed at improving learning process and learning outcomes. To demonstrate the application, four use cases are outlined that are based on four previously elaborated generic approaches to LA. Finally, we discuss the validation of the model and close with an outlook on relevant future research.

Implementation and Assessment Methodologies of Teachers’ Training Courses for STEM Activities

Abstract: Educational Robotics is rapidly gaining attention as an effective methodology to develop skills and engage students preserving their peculiar style of learning. It is often tied together with two other methodologies, Coding and Tinkering, characterized by a similar hands-on approach. In order to fully exploit their inclusive features, teachers need to be prepared to introduce them into classroom. It is often noticed that in service teachers are not yet fully prepared to face this challenge. Many actions have been established to recover this situation, but a proper method for assessing whether these actions are successful or not is not yet developed. This paper presents a methodology for introducing in-service teachers to Educational Robotics, Coding and Tinkering and for assessing the outcomes. 184 in-service teachers were assessed and results analysed. Final considerations draw a picture of the situation amongst the sample chosen for the present study, observing that the intervention seemed to be successful in providing key notions and examples, and improving teachers’ self-confidence.

Quality of Life as a Predictor of Smartphone Addiction Risk Among Adolescents

Abstract: The aim of the present study was to investigate quality of life (QL) as a predictor of smartphone addiction risk among Turkish adolescents. In line with this purpose, a total of 352 high school students (153 males and 199 females) completed the Pediatric Quality of Life Inventory and a Smartphone Addiction Scale during the 2015–2016 academic year. Simple and multiple linear regression analysis was used to examine the association between QL and smartphone addiction risk. The results of this study suggested that the dimensions of physical and psychosocial health, as well as overall QL, negatively correlated with smartphone addiction in Turkish high school students. Therefore, school counselors should help their clients to improve their QL in order to effectively prevent smartphone addiction risk among high school students.

Educational Robotics in Down Syndrome: A Feasibility Study

Abstract: Educational robotics (ER) uses robotic kits as a channel for education and collaborative learning in a play setting. Thanks to adaptability of robots, ER could facilitate inclusion of special-needs children, such as children with Down syndrome (DS), in learning programs. In a previous study, we provided evidence that ER could promote superior cognitive functions, such as executive functions, which are involved in problem solving, reasoning and planning in typically developing preschool children. In this preliminary study, we aimed to evaluate ER training feasibility, adapting methodology and previously experimented activities to promote executive functions in DS children. Eight DS children carried out 45-min weekly group sessions for 8 weeks in an ER laboratory (ER-Lab) using the Bee-Bot. Training setting was generally well-suited for this small sample of DS children. Due to sample heterogeneity, qualitative results of only two exemplificative children are presented and discussed. Results indicate that Bee-Bot is a very significant device for promoting interest, attention and interaction with adults and peers. Promotion of executive functions seemed to be possible in one child, who eagerly participated in ER-Lab activities.

Teacher Training in Educational Robotics: The ROBOESL Project Paradigm

Abstract: This paper presents the training curriculum for teachers developed in the context of the ERASMUS+ project, ROBOESL (2015–2017). The paper focuses on the robotics-based learning methodologies inspired by constructivism and project-based learning principles and implemented within the framework of the ROBOESL training and learning activities. The ROBOESL project ( www.roboesl.eu ) is an innovative one in educational robotics (ER) in the sense that it introduces ER as a learning tool for children at risk of school failure and early school leaving (ESL). The ambition of the project is to engage students at risk of school failure in an attractive learning environment that can rebuild confidence, self-esteem and social skills and eventually offer a pathway to further schooling. Based on the belief that the role of teachers is crucial for the success of this endeavor, we developed a training curriculum that aims in enabling teachers to master the technical and pedagogical skills that are necessary in order to use the robotic technologies in school, enrich their teaching and learning activities in classrooms with robotics and, finally, become able to develop their own robotics activities by using innovative, student-centered and constructivist pedagogical approaches with a focus on preventing school failure and ESL. The paper presents the main innovative characteristics of the training curriculum and concludes with exemplary training activities for teachers in the form of ready to use worksheets.

The Effect of Flipped Classroom on Students’ Engagement

Abstract: This study investigated the effect of flipped classroom on computer science students’ engagement level among pre-university students. Computer science students were observed to be less engaged during the lecture of information system topic. Students fail to answer questions which need them to apply information system concepts into the real world situation. Hence, the flipped classroom approach is explored to solve the problem. With the increase in the usage of smart phones among students in higher learning institutions, cheaper prices of smart phones, mobile data plan and ready availability of instructional videos on the internet, the flipped classroom approach seems to be a perfect practice to be implemented. Therefore this research made use of the flipped classroom approach to gauge its efficacy on college students. Quasi experimental posttest only design was used in this research. Students were divided into two groups, namely a control group (didactic classroom) consisting of 41 students and an experimental group (flipped classroom) consisting of 43 students. These samples were chosen using purposive sampling. Students in the experimental group were required to watch a micro-lecture prior to coming to class and were involved in engaging activities in the classroom. After the intervention, both groups were measured in terms of their engagement level in class using a four-level Likert scale questionnaire which consisted of four engagement constructs namely behavioral, agentic, cognitive and emotional engagement constructs. Flipped classroom students’ behavioral mean was 3.04, agentic mean was 3.06, cognitive mean was 3.16 and emotional mean 3.42. Findings showed that from the questionnaire, it was clear that the students in the experimental group (flipped classroom) were highly engaged. However, there was not much difference in terms of student engagement in the flipped classroom when compared to the didactic classroom.

Students Multimodal Literacy and Design of Learning During Self-Studies in Higher Education

Abstract: Information and communication technologies have increasingly been integrated in our everyday lives, and as many would say changed how we acquire knowledge and how we learn. It is against such a background this paper will describe how higher education students engage with technology during self-studies and how they in particular utilize different semiotic affordances of information and communication technologies in order to learn course content. Consequently, focus is put on how university students design their learning during self-studies through exploiting multimodal literacy and by constructing knowledge through different modes and media. The paper reports on a mixed-method study and presents findings that points to that (1) students are becoming active designers of learning due to access to new modes and media that can be tailored to their needs, (2) that students have developed a multimodal digital literacy to various degrees, and (3) that students are provided opportunities for enhanced and more effective learning than before because of the availability of affordances of contemporary technology. Thus the paper calls for a pedagogical shift that take departure from a design-oriented, multimodal understanding of learning.

Promoting Learners’ Voice Productions Using Chatbots as a Tool for Improving the Learning Process in a MOOC

Abstract: The globally widespread instant messaging (IM) mobile applications such as WhatsApp or Telegram were not originally educational tools, but they have become platforms for peer to peer assessment (P2P). The IM applications offer “chatbots” or “virtual assistant bots” that help students by providing them a multitude of services in the form of text or voice dialogs. A new method for integrating P2P assessment using voice recordings with the help of a chatbot is proposed. By using this system we can effectively improve both the typical learning and the P2P evaluation process of a massive open on-line course (MOOC). After a 2-month experiment, with 77 students that recorded 737 voice answers with a Telegram based chatbot, we describe in detail how to use a chatbot and the way to design voice-based challenges to perform a new kind of assignment in a MOOC, with 90% of the learners encouraging us to use chatbots in future courses.

A Wide View on Gamification

Abstract: This paper presents an overview of gamification research. It introduces a panoramic research map that comprises a research map and keyword maps for each year of publication of research on gamification. The panoramic research map resulted in a detailed view of gamification research: covered areas, types of published papers, gaps, and most researched themes. The main area of research on gamification is related to the education and training domain, showing a strong connection to the use of game design elements and game experience to improve educational scenarios among students. Knowing the panoramic research map aids the development of future research on gamification, helping in the identification of important papers, gaps in the knowledge, and relevant papers for future research. As an additional outcome, the panoramic research map might also be used to understand other fields of research or specific themes besides gamification.

Designing Robots for Special Needs Education

Abstract: In 1969, Seymour Papert invented the first educational robot called a Turtle. It was an addition to the computer language Logo, which he’d designed in 1965 specifically for educating children. Papert did not simply invent some technology, he offered a revolutionary way of educating children. He gave teachers practical tools to realise constructionist developmental theories in the classroom. We will show that Papert’s work forms a Kuhnian Paradigm which has endured for nearly 50 years and provides the foundation for all work with educational robots. The use of educational robots in special needs education was one of many benefits that grew out of the resulting environment. The early robots designs didn’t pay attention the needs of this area of education. So early researchers used the available robots and started to ask and seek answers to relevant questions. We analyse this historical research and report on their findings. We find modern research simply confirms the original work. We will introduce the Papert Paradigm and show how it empathised with the changing attitudes towards special needs education. We look at a deepening understanding of the technology provided by the Educational Robot Application Principles. And by combining this information with the Universal Design for Learning ideas we find a set of guidelines to help create better robots for special needs education.

Twenty-First Century Skills for All: Adults and Problem Solving in Technology Rich Environments

Abstract: The current Information Society requires new skills for personal, labor and social inclusion. Among the so-called Twenty-First Century Skills (Care et al. (eds) in Assessment and teaching of 21st century skills, Springer, New York, 2018) is Problem Solving in Technology Rich Environments (PS-TRE) competence evaluated in PISA and PIAAC tests (OECD in Survey of adult skills (PIAAC). Retrieved from https://goo.gl/cpb3fQ (2016)). This skill, although currently receiving considerable attention in compulsory education, has not received the same level of thought in the case of adult education. In this article, the presence of the PS-TRE skill among adults of working age (25–65 years) in Europe is analysed in relation to the factors that potentially affect a higher score in this skill. This analysis is carried out using structural equations modelling, taking into account socio-personal and educational factors, as well as the use of different skills in work and daily life. The results indicate that educational level and the use of different skills (reading, numerical, related to ICT) at home and at work, as well as participation in non-formal education activities, decisively relate to a higher level of PS-TRE. This result is positively mediated through risk factors such as being older or being a woman. This study concludes that it is necessary to reinforce these skills, not only in children, but also in the adult population, in order to avoid social and labour exclusion.

Cyberloafing in Higher Education: Reasons and Suggestions from Students’ Perspectives

Abstract: The main goals of the current study are (1) college students’ cyberloafing behaviors during a lab session, (2) reasons that students cyberloaf, and (3) possible solutions to prevent this behavior from the students’ perspectives. A total of 184 students registered for lab hours at a public university in Turkey were recruited to participate in this qualitative study. They reported what type of cyberloafing behaviors they showed during lab hours. Data analysis were completed based on four main themes contributing to learners’ cyberloafing: instructor, student, course content, and learning environment. In addition, participants were asked to provide suggestions. Once researchers understand the causes and preventative measures for cyberloafing at the college level, educators can provide better learning opportunities. Thus, the findings of this study can be applied to future research to diminish cyberloafing behaviors during lab sessions.

Flip, Slide, or Swipe? Learning Outcomes from Paper, Computer, and Tablet Flashcards

Abstract: The present study compared the effectiveness of paper and digital flashcards. College students learned vocabulary from paper, computer, or tablet flashcards that were self-created or ready-made. Students then completed a memory recall test and answered questions on cognitive load, perceived control, satisfaction, and several individual difference variables. Results showed that students learned equally well from paper and tablet but less well from computer flashcards. They were less satisfied with, and felt less in control of, computer-based flashcards. Students also felt more satisfied with paper than either digital card set. Despite these differences, cognitive load was equivalent across platforms. In addition, students recalled more words and reported expelling more effort on ready-made over self-created flashcards. The individual difference variables did not relate to recall or satisfaction. Overall, students’ satisfaction, as well as perceived difficulty and level of control over the cards, meaningfully related to performance. This research suggests that paper and digital flashcards are equally viable options for students but platform matters. Mobile technologies like tablets might be especially advantageous. Furthermore, perceptions matter. Students may be inclined towards different cards based on their perceptions of difficulty level and the like, and thus flashcards should be available in a multitude of formats.

Metapholio: A Mobile App for Supporting Collaborative Note Taking and Reflection in Teacher Education

Abstract: Mobile technologies open up new ways of fostering reflection in teacher education. With the intention of tying reflection closer to the actions in the classroom, facilitating multimedia recordings, providing prompts for reflection and fostering discussions between pre-service teachers, experienced teachers and university mentors, we developed the “Metapholio” app and tested it in the context of teaching internships. This app supports pre-service teachers in collecting noteworthy moments in the classroom by providing functionalities for individual and collaborative note taking. Notes can be created in the form of written text, photography, audio recordings and video recordings. Each note can be commented on and discussed with invited peers, experienced teachers and university mentors, who can also record moments themselves. Furthermore, the app makes it possible to select notes and attach them to more general written or spoken reflections on teaching and learning. Theoretical frameworks and writing prompts that are part of the app serve as scaffolds for such reflections. Peers, teachers and mentors can be invited to join the conversation on reflections. With the help of this app, pre-service teachers can, moreover, create their own multimedia mobile portfolio, which acts as a hybrid space for professional development in teacher education.

Overcoming the PBL Assessment Challenge: Design and Development of the Incremental Thesaurus for Assessing Causal Maps (ITACM)

Abstract: Because of the lack of tools available to assess problem-solving skills, teachers often revert to more traditional instructional approaches (e.g. lecture-based, memorization) that fail to prepare learners for the complexity of dynamic work environments. To overcome this challenge, technology solutions are needed that accurately and efficiently assess complex problem-solving skills such as causal reasoning. Moreover, these tools must be valid and reliable so instructors can accurately assess student learning. This emergent report details the design and development of Incremental Thesaurus for Assessing Causal Maps. As will be described, the software offers three unique features: (a) analysis of causal map with little or no manipulation of the original file; (b) a growing repository of terms that supports efficient assessment and (c) ability to codify the level of concept complexity using the structure–behavior–function framework.

Graphical Interface of Knowledge Structure: A Web-Based Research Tool for Representing Knowledge Structure in Text

Abstract: Since the initial recognition that human knowledge is structured in a relational manner, technologies have been developed for assessing and analyzing the structure of knowledge for a variety of purposes. A computer-based text analytic offline software system, ALA-Reader, that was developed to assess this knowledge structure (KS) reflected in a text has been modified and improved since its initial announcement (Clariana 2004) through a number of investigations in various kinds of learning environments across several languages. Based on the empirical evidence from the ALA-Reader, we have recently developed the online version of the ALA-Reader, called Graphical Interface of Knowledge Structure (GIKS), that can immediately convert students’ writings into visually represented KS network graphs to indicate specific areas of their knowledge strengths and weaknesses compared to the referent KS (e.g., a teacher), regardless of which language is used. This paper presents an overview of the ALA-Reader system and applications, as well as the implication of the GIKS system in online contexts.

How to Implement Educational Robotics’ Programs in Italian Schools: A Brief Guideline According to an Instructional Design Point of View

Abstract: Nowadays, children and teenagers use technology products in an increasingly passive way. As simple consumers they cannot benefit from the opportunities of designing technology, which has a learning value. Educational Robotics (ER) programs are particularly effective in delivering contents of difficult disciplines: they can re-establish a balance between the learners and the technological devices, because the learners act as programmers and can develop their computational thinking. Therefore, we believe the school should upgrade its teaching methods, through the implementation of ER programs. This could be done without introducing a new subject, since technology could be considered like an interdisciplinary application module within pre-existing subjects. In this paper, we provide an overview of ER programs to share a practical guidance with those who want to plan educational workshops in their institutes. First, we analyze ER theoretical and epistemological fundamentals: ER has roots in recent and classic disciplines (psychology, cybernetics, robotics, cognitive science…), but it is also consistent with the principles of widely recognized pedagogies. Then, we describe successful Italian projects with a focus on regulations concerning ER programs. As a result of this analysis, we propose a brief guideline on the following topics: (a) needs analysis, (b) target segmentation, (c) objectives, (d) laboratory setting, (e) contents definition, (f) activities, (g) evaluation tools. Finally, we show that designing learning paths according to this method could also promote a more rigorous (and not only qualitative) evaluation, and then enhance both research and practice in this field.

How Novices Use Expert Case Libraries for Problem Solving

Abstract: Proponents of problem-based learning suggest that learners should solve problems that are representative of the types of issues that practitioners face. However, this is challenging because novices lack the essential experiences that inform solutions. According to case-based reasoning, one way to overcome this gap is by providing a set of cases that depict how experts solved similar cases, also known as case libraries. While both qualitative and quantitative research has been done on case libraries, much of the available data focus on learning outcomes or post hoc reflections of cases. Therefore, it is still unclear the emergent cognitive processes that learners undergo as they interact with expert cases. To address this gap, we used think aloud and semi-structured interviews with five junior-level marketing students as a way to further understand their perceptions of the case library in supporting their problem solving. The results of the think aloud study indicate that learners engage in the following processes: index generation, index prioritization, alignment with prior knowledge, abstraction, and reuse. Results also show that learners seemed to especially struggle with the alignment to prior knowledge and reuse phases. Implications for practice are also discussed.

Advance in Detecting Key Concepts as an Expert Model: Using Student Mental Model Analyzer for Research and Teaching (SMART)

Abstract: While key concepts embedded within an expert’s textual explanation have been considered an aspect of expert model, the complexity of textual data makes determining key concepts demanding and time consuming. To address this issue, we developed Student Mental Model Analyzer for Teaching and Learning (SMART) technology that can analyze an expert’ textual explanation to elicit an expert concept map from which key concepts are automatically derived. SMART draws on four graph-based metrics (i.e., clustering coefficient, betweenness, PageRank, and closeness) to automatically filter key concepts from experts’ concept maps. This study investigated which filtering method extract key concepts most accurately. Using 18 expert textual data, we compared the accuracy levels of those four competing filtering methods by referring to four accuracy measures (i.e., precision, recall, F-measure, and N-similarity). The results showed the PageRank filtering method outperformed the other methods in all accuracy measures. For example, on average, PageRank derived 79% of key concepts as accurately as human experts. SMART’s automatic filtering methods can help human experts save time when building an expert model, and it can validate their decision making on a list of key concepts.

Flipping the Economics Class in a Teacher Education Course

Abstract: This investigation explores student teachers’ perceptions of and performance using flipped classroom pedagogy (FCP) as a teaching approach in a teacher education course at an Open Distance eLearning university An explanatory mixed methods design was used, and a pre-test and post-test online survey and Economics blog postings were employed to collect data for the study Only postgraduate certificate of education and bachelor of education (BEd: senior and further education and training phase) student teachers (n = 371) were purposively selected It is reported that the FCP group outperformed the direct instruction group in the final examination scores The results confirmed earlier studies that the FCP method enhanced the performance and perceptions of Economics students in an online open distance-learning environment in comparison with the direct instruction method Furthermore, FCP encouraged an engaging atmosphere and fostered a collaborative, interactive synergy among student teachers Finally, the findings revealed that the role of the teacher in the FCP design is crucial for promoting optimal learning experiences for student teachers Several implications for using the FCP approach as a driver for an alternative assessment strategy at institutions of higher education, and for teacher education programmes in particular, emerged

Determining Students’ Views about an Educational Game-Based Mobile Application Supported with Sensors

Abstract: The use of mobile applications which are developed for smartphones and tablets is increasing. They use special features of the devices such as integrated cameras, geopositioning, and location and orientation sensors. The purpose of this study is to examine students’ opinions on using an educational mobile application which is supported by sensors as a homework tool. In the scope of the study, we have examined the students’ opinions regarding the usage of sensors in mobile applications, their ideas on the usage of mobile applications for homework, and mobile applications’ scorekeeping feature. The overall findings indicated that most of the students preferred to use mobile applications with sensors and the sensor feature was the first thing they mentioned when they were asked to compare two mobile applications. In addition, almost all of the students stated that they would like to use mobile games for homework. All of the students stated that they like the highest score feature and they said that they enjoyed trying to beat their highest scores. Most students also reported that they liked to look at their friends’ highest scores.