Facilitating social collaboration in mobile cloud-based learning: a teamwork as a service (TaaS) approach

Mobile learning is an emerging trend that brings many advantages to distributed learners, enabling them to achieve collaborative learning, in which the virtual teams are usually built to engage multiple learners working together towards the same pedagogical goals in online courses. However, the socio-technical mechanisms to enhance teamwork performance are lacking. To meet this gap, we adopt the social computing to affiliate learners’ behaviors and offer them computational choices to build a better collaborative learning context. Combining the features of the cloud environment, we have identified a learning flow based on Kolb team learning experience to realize this approach. Such novel learning flow can be executed by our newly designed system, Teamwork as a Service (TaaS), in conjunction with the cloud-hosting learning management systems. Following this learning flow, learners benefit from the functions provided by cloud-based services when cooperating in a mobile environment, being organized into cloud-based teaching strategies namely “Jigsaw Classroom”, planning and publishing tasks, as well as rationalizing task allocation and mutual supervision. In particular, we model the social features related to the collaborative learning activities, and introduce a genetic algorithm approach to grouping learners into appropriate teams with two different team formation scenarios. Experimental results prove our approach is able to facilitate teamwork, while learners’ capabilities and preferences are taken into consideration. In addition, empirical evaluations have been conducted to show the improvement of collaborative learning brought by TaaS in real university level courses

Quality of service acceptance model for cloud service in Palestinian higher education institutions

Cloud computing service has been found to be effective in increasing the capacity of Higher Education Institutions (HEIs) since it delivers services through enhanced information technology capabilities. Quality of Service (QoS) in cloud service is considered a rapidly growing phenomenon to guarantee a high level of service and is identified as an essential aspect of service provision. Despite the importance of QoS, identifying the QoS acceptance factors by decision-makers for cloud based services in HEIs in Palestine has been a critical challenge. There are limited studies conducted on QoS acceptance factors from Technological, Organizational, Environmental and Human aspects, hence, this study addressed this gap and investigated potential factors influencing QoS acceptance by decision makers in the context of HEIs in Palestine. This study proposed a research model by combining Technological Organizational Environmental (TOE) framework and Human Organizational Technology (HOT) fit framework. The research model was developed through the factors identified through a comprehensive literature review. Seventeen hypotheses were developed and the significance of the relationship between the factors were investigated using a quantitative approach. A survey method using a paper-based questionnaire was employed to collect data from 267 decision makers in the target higher education institutions. The data were analysed using Structural Equation Modelling (SEM) with Partial Least Squares (PLS) technique. The finding used to develop the QoS acceptance model facilitated the understanding of factors impacting QoS acceptance by the HEIs in Palestine. The results that indicated the most significant factors for QoS acceptance by HEIs in Palestine were Availability (P= 0.046, p-value = 0.002), Compatibility (P= 0.043, p-value= 0.001), Security Concern (P= 0.037, p-value= 0.006), and Relative Advantage (P= 0.046, p-value= 0.001), Vendor Support (P= 0.037, p-value= 0.025), Legal Issues (P= 0.068, p-value= 0.027) and Competitive Pressure (P= 0.064, p-value= 0.028). The results of this study and the proposed model would assist the practitioners in HEIs to better understand the importance of QoS acceptance in cloud service

An Exploration of Teacher, School and District Leaders\u27 Perspectives Regarding the Integration of Instructional Technology in an Alternative Middle School: A Descriptive Case Study

The promise of using instructional technology to enhance student learning has been a dream and a goal for more than 30 years. During these past few decades, the reasoning has shifted from providing word processing, to supporting information access, to preparing students to become global citizens in our continually evolving technological world. While many educators are successful in these endeavors, there is still a disparity across the spectrum of consistent, intentional technology integration for learning. This varies not only from school district to school district, but between schools within districts, as well as from classroom to classroom. There has been an exponential increase in the number of devices available to students, even more so recently due to online state assessment requirements. However, the mere availability and accessibility of devices does not necessarily correlate to technology use in classrooms, or increased student achievement. This descriptive case study sought to explore educator perspectives regarding the integration of instructional technology in one alternative middle school. Through participant observations and interviews, several themes emerged answering this inquiry. The most prevalent themes included having purposeful/intentional use of technology with a focus on content, being cognizant of the amount of students\u27 screen time and making sure there is balance, the importance of personal human connections, and ensuring an equitable, culturally responsive system where every student has access to technology. However, perceptions of the realization of these themes differ based on the educator\u27s job role. Based on the evidence and discussion regarding this specific case study, the shared perceptions included a district-wide vision and intentional purpose for using technology to enhance content learning, a district-wide commitment to providing both technical and professional development supports, and a district-wide mission to provide learning environments that support students\u27 needs. Evidence also brought to light discrepancies between perceptions and the reality of equity and access for students, as well as how the alternative school students are included in the district\u27s mission to educate all students for the future