Changing Social Learning Theory Through Reliance on the Internet of Things and Artificial Intelligence

This paper examines the trend in the concept of the Internet of Things (IoT), Artificial Intelligence (AI), and related computer-mediated teaching and learning. Implications for social learning theory are examined based on the concept of “cyborg” education through a variety of scholarly and popular media sources with implications for schools and teacher educators. Recommendations for teacher education are posited as the topic of technological mediation between people continues to change in relation to how education will likely need to adapt to provide a prosocial environment through technological mediation, though the social learning itself operates in different ways

Student Engagement Online Pada Masa Pembelajaran Daring : Analisis Dimensi dan Faktor Demografi

This research aims to analyze the dimensions of online student engagement for students of the Faculty of Psychology, Padjadjaran University, during the online learning period and the demographic factors that influence it. The method used in this research was non-experimental with a quantitative approach. The research subjects were students of level one to level four of the Bachelor of Psychology Program at Padjadjaran University, totaling 94 people (level one = 26.6%, level two = 20.2%, level three = 25.5%, and level four = 27.7%), which was obtained using the method stratified random sampling. The instrument used was the Online Student Engagement Questionnaire (SEQ), totaling thirty-one items. The analysis technique used was descriptive analysis and t-test. The results of this study indicated that Psychology Undergraduate Program students had different levels of involvement in each online SEQ dimension. Students in this study showed high involvement in online engagement, active online learning, online teaching, online social interaction, online collaboration, and online contact with staff. However, they did not show involvement in the online academic relevance dimension. Moreover, the demographic factors affected student involvement in each online SEQ dimension in online learning, including class, gender, regional origin, learning facilities, study groups, and socioeconomic status

Factors Influencing Student Engagement

The purpose of this study was to assess and outline major factors influencing student engagement in the middle school context. In order to contribute to the existing body of research and to benefit students by outlining the particular aspects of learning experience that are related to engagement, a case study has been carried out, which sought to analyze the students’ schooling experience as a source of valuable data. Qualitative methods of data collection were applied during the study. The survey, focus-group interview, and observations allowed classifying the factors influencing the levels of engagement among the study participants into five major clusters: 1) communication, collaboration, active involvement into learning activities, and enriching educational experiences; 2) interactions between students and teachers; 3) levels of academic challenge; 4) supporting classroom environment; and 5) supporting family environment. These clusters unite factors that were found to produce the greatest influence on students’ eagerness to participate in in-class activities and on students’ perception of the importance of education, as well as desire to succeed academically

Comparing the College Persistence of Dual-Enrolled 11th and 12th Grade High School Students Based on Gender and Mode of Course Delivery

The purpose of this quantitative causal-comparative study was to determine if a statistically significant relationship exists between the level of postsecondary persistence (DV) of dual-enrolled students based on student gender (IV) and the mode of course delivery (IV). This study used Tinto’s and Bean’s Student Integration Theories to explain how gender and participation in the different modes of course delivery in a dual-enrollment program affects the college persistence of 11th and 12th grade high school students as measured using the College Persistence Questionnaire (CPQ). This study examined the relationship between a student’s gender and mode of course delivery and the college persistence of dual-enrolled 11th and 12th grade high school students. The problem addressed by this study was the uncertainty of how gender and mode of course delivery affects the college persistence of dual-enrolled high school students. Data from the CPQ was collected from a convenience sample of 101 dual-enrolled high school students taking courses in one of the three modes of delivery at a rural technical college in a southern U.S. state. The data was analyzed using a two-way ANOVA with two groups at an alpha \u3c 0.05 level to determine if a statistically significant relationship exists. The results of the ANOVA indicated a statistically significant difference in the college persistence scores of dual-enrolled high school students based on mode of course delivery, while the results for gender and the interaction between the two independent variables were not significant

Effectiveness of Technology in an English Grammar and Punctuation Course

As enrollment in online courses continues to climb, technology also continues to advance to provide students with course designs that promote optimal learning environments. New communication tools continually evolve that help improve learning outcomes in online course designs. The lack of physical class meetings in online classes necessitates a comprehensive focus on course design to optimize learning, including a focus on communication and collaboration opportunities. Much of the available current research regarding the outcomes of increased online learning investigates the effectiveness of this learning format primarily in the fields of healthcare, foreign language, and the study of English grammar as a second language. Although an abundance of literature exists analyzing online learning and online language learning, research focusing on students learning English grammar and punctuation in technical programs via online class formats was lacking. A quantitative research method utilizing descriptive statistics, specifically a correlation design, was used for addressing the research questions. A quantitative method was used because the phenomenon of interest could be analyzed objectively. Quantitative analyses utilized the collected numerical data to help explain the relationship between the course design that students chose and their abilities to comprehend and apply English grammar and punctuation based on the technology provided in the course design. In addition, data collected and analyzed using quantitative methods allowed the results to be generalized to a larger population, thus benefitting other educators who teach English grammar and punctuation in online formats. The statistical tests generated to answer the research questions were successful in providing useful information concerning the effectiveness of the technology used in the course design that was implemented in both class formats. The course design focused on 16 essential elements of communication and was found to be more effective in traditional face-to-face formats of the class. Effectiveness was measured by students’ abilities to write grammatically correct paragraphs and by final earned course grades. Traditional students were more likely to learn and effectively apply the 16 essential elements of communication to written paragraphs. Online students appeared to learn the 16 essential elements but had difficulty applying the elements to written communication

LMS Problem-Posing Academic Relationships Between Faculty and Students: A Post-Intentional Phenomenological Study of Dialogical Relationships in Asynchronous Online Courses

Drawing on Freire’s Engaged Pedagogy as a theoretical framework, I investigated the manifestation of dialogical relationships between faculty and students in fully asynchronous online courses. Employing a post-intentional phenomenological methodology, I examined how students and faculty held varying expectations for relationships in asynchronous online courses. The findings revealed that while students preferred transactional exchanges, faculty aspired to foster more profound and more enduring relationships with their students. This divergence can be partly attributed to the transactional exchange structure of Learning Management Systems (LMS), which heavily influences how faculty design and deliver courses and how students participate

Comparison of Course Grades Among Learning Modalities in Historically Black College and Universities

AbstractThe growth of online courses in higher education, combined with the distinct situational identity of historically Black colleges and universities (HBCUs) and their continued emphasis on face-to-face (F2F) instruction, provided an opportunity to learn more about learning modalities and student grades at HBCUs. The problem was previous research findings are contradictory regarding grades among modalities at HBCUs. The purpose of this study was to compare differences in grades among three learning modalities (F2F, hybrid, and online) for three student groups (African American, non-African American, and all students) at three public, 4-year HBCUs in one U.S. state. This cross-sectional, ex post facto, nonexperimental, comparative study was guided by the learning environment, learning processes, and learning outcomes framework. Secondary data consisting of 348,631-course grades were analyzed using Kruskal-Wallace H and Dunns statistics to test hypotheses. Very small statistically significant differences were found in mean rank student grades across the three modalities for all student groups. For the African American and all student groups, the mean rank for grades in hybrid courses was significantly higher than the mean rank in F2F and online courses. The mean rank for non-African American students’ course grades in online courses was significantly higher than the mean rank in F2F and hybrid courses. This study contributes to social change by showing that grades are not different among HBCU students who take courses in various modalities; thus, HBCU stakeholders can support course delivery among various modalities and increase educational access among diverse and traditionally marginalized students

Discovering teacher and student needs in online courses for improving the Learning Management System (LMS) of universities

The COVID-19 pandemic in 2020 caused a shift from traditional classroom learning to online learning in higher education institutions. This rapid environmental change confused teachers and students, due to their inadequate readiness and past experience with online learning. As synchronous learning had been the primary approach for universities, teachers encountered difficulties increasing asynchronous learning experiences for students, which occur in a Learning Management System (LMS). Therefore, it was apparent that LMSs should be further developed to help teachers ensure a high quality of education asynchronously. This thesis investigates challenges that teachers and students faced in online courses, particularly during the pandemic. Thus, an improved workflow with user-interfaces is proposed that could support teachers to enhance work efficiency and asynchronous interactions with students. Ultimately, teacher and student needs are discovered to help with the development of the LMS that could incorporate digital technologies into teaching practices in an asynchronous learning environment. The research adopts service design and user-centred approaches to collect and analyse qualitative data. The qualitative research methods include interviews and observations, and data analysis is conducted by affinity diagram. Moreover, the concept proposal is validated through a focus group with teachers. Hence, three gaps between teachers and students are identified, reflecting thirteen challenges of online learning. Thus, a workflow is designed based on a teaching process which follows the journey of online courses, and four features that need to be improved are suggested including efficiency, flexibility, compatibility, and learnability. The research is expected to impact on future studies about the development of an LMS that could provide students with high quality of asynchronous learning experiences in universities

Digital material: tracing new media in everyday life and technology

Three decades of societal and cultural alignment of new media have yielded a host of innovations, trials, and problems, accompanied by versatile popular and academic discourse. New Media Studies crystallized internationally into an established academic discipline, and this begs the question: where do we stand now? Which new questions are emerging now that new media are being taken for granted, and which riddles are still unsolved? Is contemporary digital culture indeed all about 'you', the participating user, or do we still not really understand the digital machinery and how this constitutes us as 'you'? The contributors to the present book, all employed in teaching and researching new media and digital culture, assembled their 'digital material' into an anthology, covering issues ranging from desktop metaphors to Web 2.0 ecosystems, from touch screens to blogging and e-learning, from role-playing games and cybergothic music to wireless dreams. Together the contributions provide a showcase of current research in the field, from what may be called a 'digital-materialist' perspective.Nieuwe media zijn vanaf hun opkomst begeleid door revolutionaire beloften en bedreigingen: hypertekst zou lezers veranderen in auteurs, digitale beelden zouden de waarheid en werkelijkheid ondermijnen, en online communicatie zou alle afstanden overbruggen. 'Cyberspace' werd gevierd dan wel gevreesd als immaterieel en autonoom, losgezongen van onze dagelijkse leefwereld. Na twee decennia 'cyberrevolutie' zijn nieuwe media vanzelfsprekend geworden en blijken zij allesbehalve immaterieel. Vanuit dat perspectief belicht de bundel Digital Material digitale culturen. De bijdragen onderzoeken onder meer computer games, mobiele communicatie, interfacemetaforen, weblogculturen, software ontwikkeling en digitale beeldproductie. Bij elkaar vormen zij een inspirerend theoretisch kader om de hedendaagse betekenis van nieuwe media te doorgronden

Digital Material

Three decades of societal and cultural alignment of new media have yielded a host of innovations, trials, and problems, accompanied by versatile popular and academic discourse. New Media Studies crystallized internationally into an established academic discipline, and this begs the question: where do we stand now? Which new questions are emerging now that new media are being taken for granted, and which riddles are still unsolved? Is contemporary digital culture indeed all about 'you', the participating user, or do we still not really understand the digital machinery and how this constitutes us as 'you'? The contributors to the present book, all employed in teaching and researching new media and digital culture, assembled their 'digital material' into an anthology, covering issues ranging from desktop metaphors to Web 2.0 ecosystems, from touch screens to blogging and e-learning, from role-playing games and cybergothic music to wireless dreams. Together the contributions provide a showcase of current research in the field, from what may be called a 'digital-materialist' perspective