Artificial intelligent based teaching and learning approaches: A comprehensive review

The goal of this study is to investigate the potential effects that Artificial intelligence (AI) could have on education. The narrative and framework for investigating AI that emerged from the preliminary research served as the basis for the study’s emphasis, which was narrowed down to the use of AI and its effects on administration, instruction, and student learning. According to the findings, artificial intelligence has seen widespread adoption and use in education, particularly by educational institutions and in various contexts and applications. The development of AI began with computers and technologies related to computers; it then progressed to web-based and online intelligent education systems; and finally, it applied embedded computer systems in conjunction with other technologies, humanoid robots, and web-based chatbots to execute instructor tasks and functions either independently or in partnership with instructors. By utilizing these platforms, educators have been able to accomplish a variety of administrative tasks. In addition, because the systems rely on machine learning and flexibility, the curriculum and content have been modified to match the needs of students. This has led to improved learning outcomes in the form of higher uptake and retention rates

Asynchronous Course Delivery: Instructor and Student Views

Accompanying the projected growth in computers, bandwidth improvements will make Internet use a more satisfying experience, leading to increased usage. It follows that faculty in higher education will explore strategies that increase student achievement and satisfaction in asynchronous teaching and learning. Use of the Internet for course and program delivery will increase. The potential of the Web as both a set of tools and a medium for course delivery offers limitless possibilities for creating innovative course design that can be more effective than some classroom experiences (Hafner & Oblinger, 1998). There is evidence that building an online community begins with establishing good online program administration. Central to this is the infrastructure to support online delivery coupled with the faculty who create, deliver, and manage the courses. The debate continues among educators as to the effectiveness of asynchronous teaching and learning in higher education. Some argue it provides a new context for teaching and learning, chiefly because it removes the constraints of time and physical presence

Confronting the Illusion of Technological Expertise Among College and University Students

Over the past 20 years, the faculty and administration of colleges and universities have been debating how technology will change the face of higher education in delivering content to students. Associated with the discussion is research on the acceptability of various devices (e.g. desk-top computers, laptop computers, e-readers, tablets) as replacements for paper textbooks. In most studies, students report their preference for paper textbooks over digital materials for studying and learning. A recent Canadian study examined the preference for paper textbooks. In this study, we repeat key areas of that study with Israeli students and collect comparison data using an online survey. Students in both countries believe that paper textbooks better support their learning and studying processes and are more likely to lead to academic success. However, we note some differences in terms of the Israeli students being less distracted when online, and reporting greater comfort using digital content when searching for information. What has been overlooked in the change from paper to digital delivery of information is how students will make the transition from learning and studying on paper to digital only or simultaneous use of both paper and digital. This study provides ideas as to how educators can better support students and areas where additional research is needed

Competences possessed and required by European graduates. REFLEX Report to HEFCE No 4

The report is based on the results of a major international study of graduate employment some five years after graduation. It presents an analysis of graduates' perceptions of what competences they need to do their current jobs and whether they possess these competences

ICT in schools survey 2004

This document is the presentation and analysis of the findings of the ICT in schools survey in 2004 with attention given to computer-pupil ratios, staff use of ICT, e-confidence, e-safety and utilisation of specific technologies such as digital projectors

Becta Review 2005. Evidence on the progress of ICT in education.

Drawing on Becta national surveys of ICT use and implementation within the education system, the Becta Review identified the ways in which ICT could be used to support the DfES 5 year strategy, to introduce greater efficiencies in educational provision and more choice/personalisation of content and delivery

Influence of computer use on schools' curriculum: Limited integration

In the literature many claims are formulated about what might be accomplished in actual teaching practice when computers are used in a proper and intensive way. Therefore, in this study we analyse how three leading schools in the lower general secondary education sector in The Netherlands are using computers in their curriculum. The results show that these schools have hardly passed the stage of grassroot developments. To validate and possibly generalize these results we did, as a follow up study, a telephone survey with a larger group of leading schools. The survey confirmed the outcomes of the case studies

The learner centric ecology of resources: a framework for using technology to scaffold learning

This paper is based upon a Keynote presentation at CAL07 and extends previous introductory descriptions of the Ecology of Resources model of educational contexts. The relationships between the elements in the Ecology of Resources are a particular focus for discussion here. In particular, we consider how we might use the Ecology of Resources model to scaffold learning so that a wide range of the resources available to a learner within their context can be used to best support their learning needs. Resources here include people, technologies and artifacts. We look for ways in which they can be linked and marshaled in a learner centric manner and draw on the HOMEWORK and VeSEL projects as practical examples of the way the Ecology of Resources framework can be used

Students valuation of the use of computers in education

Two schools for general secondary education in Enschede, The Netherlands took part in a 4-yr Technology-enriched Schools project. One of the research questions in this project was the valuation by the students of the use of computers in education. It was hypothesized that this valuation would be influenced by factors which deal with the perception of the student, the use of computers in teachinglearning situations, the circumstances in which the computers are used, and background information on the students. It was also hypothesized that the frequent use of computers in education could make the students less enthusiastic about computers.\ud \ud The research questions were investigated by means of two instruments with identical content: a paper-and-pencil questionnaire and a computerized questionnaire. The questionnaire was administered to 816 students. About 20% of the students had had considerable experience with computers outside of school-hours.\ud \ud Results show that some students had used the computer at school very frequently. There was no evidence found in this study that students with much computer experience at school valued the use of computers in education differently than did students who had little experience. The intensity with which the computers were used by the teachers of the technology-enriched schools did not have a restraining influence on the enthusiasm and the motivation of the students