25 research outputs found
The continuous intention to use e-learning, from two different perspectives
During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachersâ and studentsâ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructorsâ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas studentsâ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously
2018 Scholarly Productivity Report
https://scholarsmine.mst.edu/care-scholarly_productivity_reports/1001/thumbnail.jp
Good GUIs, Bad GUIs: Affective Evaluation of Graphical User Interfaces
peer reviewedAffective computing has potential to enrich the development lifecycle of Graphical User Interfaces (GUIs) and of intelligent user interfaces by incorporating emotion-aware responses. Yet, affect is seldom considered to determine whether a GUI design would be perceived as good or bad. We study how physiological signals can be used as an early, effective, and rapid affective assessment method for GUI design, without having to ask for explicit user feedback. We conducted a controlled experiment where 32 participants were exposed to 20 good GUI and 20 bad GUI designs while recording their eye activity through eye tracking, facial expressions through video recordings, and brain activity through electroencephalography (EEG). We observed noticeable differences in the collected data, so we trained and compared different computational models to tell good and bad designs apart. Taken together, our results suggest that each modality has its own âperformance sweet spotâ both in terms of model architecture and signal length. Taken together, our findings suggest that is possible to distinguish between good and bad designs using physiological signals. Ultimately, this research paves the way toward implicit evaluation methods of GUI designs through user modeling
The Contribution of Cereal Grains to Food Security and Sustainability in Africa: Potential Application of UAV in Ghana, Nigeria, Uganda, and Namibia
Africa is a net importer of food, especially cereal grains, despite the importance of agriculture in the continent. The agricultural growth in Africa has been undermined by low investment in agriculture, poor infrastructure, high population growth rate, and low adoption of technologies. The agri-food value chain in many African countries will benefit from the adoption of appropriate technologies that are available in the digital landscape to leverage the agricultural sector, make it more attractive to the teeming youth population, and to reverse rural-urban migration. Attention to indigenous cereal grains and other crops that are grown locally and processed into different local foods would ensure food security. However, the availability of these crops in the market is often reduced due to damage before harvest by pests and predators leading to economic losses for farmers. In this article, we review the literature from a multidisciplinary perspective on the relevance of African indigenous food grains to food security in general and we highlight the potential application of drones to increase the yield of cereal grains in three regions of the continentâeastern, western, and southern Africa</p
Machine Learning-Driven Decision Making based on Financial Time Series
L'abstract eÌ presente nell'allegato / the abstract is in the attachmen
Natural Language Processing: Emerging Neural Approaches and Applications
This Special Issue highlights the most recent research being carried out in the NLP field to discuss relative open issues, with a particular focus on both emerging approaches for language learning, understanding, production, and grounding interactively or autonomously from data in cognitive and neural systems, as well as on their potential or real applications in different domains
Advances in Sensors and Sensing for Technical Condition Assessment and NDT
The adequate assessment of key apparatus conditions is a hot topic in all branches of industry. Various online and offline diagnostic methods are widely applied to provide early detections of any abnormality in exploitation. Furthermore, different sensors may also be applied to capture selected physical quantities that may be used to indicate the type of potential fault. The essential steps of the signal analysis regarding the technical condition assessment process may be listed as: signal measurement (using relevant sensors), processing, modelling, and classification. In the Special Issue entitled âAdvances in Sensors and Sensing for Technical Condition Assessment and NDTâ, we present the latest research in various areas of technology
Assessment and evaluation in higher education
This book compiles relevant research on studentsâ learning processes in Higher Education.
It presents different dimensions and forms of learning, crucial to understand and tackle diversity
and integration regarding more sustainable and inclusive goals.
Major challenges have taken place recently considering assessment within higher
education and its known impact on studentsâ learning processes. The application of different
assessment methods, considering a general public desire to focus on more skills development
and assessment has brought higher education challenges regarding students learning processes
and its assessment that are bringing severe changes towards academia. Higher education
institutions should act as knowledge and research drivers, and the consideration about the
learning processes and assessment methods are key.
Special attention is given to assessment methods and purposes, assessment rubrics and the
assessment of learning outcomes (knowledge and skills). Research on the challenges, strengths,
and opportunities of online and virtual assessment, as well as best practices and
recommendations for assessment and evaluation in higher education, are also explored and
discussed in this book. This book, which consists of 15 articles written by research experts in their
topic of interest, reports the most recent research concerning assessment and evaluation in higher
education. The book includes changes in education and higher education that can lead to a
systematic modification of higher education.
Topic oneâPedagogical innovation
Jung Hee Park, Woo Sok Han, Jinkyung Kim and Hyunjung LeeâStrategies for Flipped
Learning in the Health Professions Education in South Korea and Their Effects: A
Systematic Review; https://doi.org/10.3390/educsci11010009.
William Swart and Ken MacLeodâEvaluating Learning Space Designs for Flipped and
Collaborative Learning: A Transactional Distance Approach; https://doi.org/10.3390/
educsci11060292.
JiĆĂ BeÄica and Roman VavrekâA Qualitative Assessment of the Pedagogical Process at
Czech Public Universities; https://doi.org/10.3390/educsci11080389.
Salleh Amat, Harizah Izyan Samsudin, Abu Yazid Abu Bakar, Mohd Izwan Mahmud and
Mohd Hasrul KamarulzamanâNeeds Analysis of Psychosocial Module Development
Based on Psychoeducation Approach for Public University Students in Malaysia;
https://doi.org/10.3390/educsci11100604.
Humberto Arruda and Ădison Renato SilvaâAssessment and Evaluation in Active
Learning Implementations: Introducing the Engineering Education Active Learning
Maturity Model; https://doi.org/10.3390/educsci11110690.
We begin the book by introducing the reader to a very interesting work in which Park et al.
develops a student-centred approach considering the real advantages in developing students
learning abilities. The effect and strategies of flipped learning in the health professions education
xii
were assessed through a Participantâintervention-comparator-outcome (PICO). Findings
suggests that implementing flipped learning design based on class characteristics and
appropriate post-class activities can enhance studentsâ learning abilities.
The topic continues with the work from Swart et al. where they evaluate Learning Space
Designs for Flipped and Collaborative Learning. A highly revealing study considering the
relevance of the classroomÂŽs design as a relevant mainframe for collaborative work. They
developed a very interesting study where they present that from a student perspective the
investment in high-tech classrooms is not necessarily directly associated with more student
engagement.
Amat and colleagues presents a research which showed a highly positive response from
the students toward the development of a psychosocial module in order to strengthen the
assertiveness, social skills, and psychological well-being.
Assessment and Evaluation in Active Learning Implementations has been widely worked
on engineering Education. Arruda and colleagues present a paper where they propose a
framework that assesses the maturity of Active Learning implementation in a program or a
course. A valuable tool to be implemented and replicated, on diagnosis and practical
improvements in real settings.
Topic TwoâAssessment
Fidel Salas Vicente, Ăngel Vicente Escuder, Miguel Ăngel PĂ©rez Puig and Francisco Segovia
LĂłpezâEffect on Procrastination and Learning of Mistakes in the Design of the Formative
and Summative Assessments: A Case Study; https://doi.org/10.3390/educsci11080428.
Eddy Sutadji, Herawati Susilo, Aji Prasetya Wibawa, Nidal A.M. Jabari and Syaiful Nur
RohmadâAuthentic Assessment Implementation in Natural and Social Science;
https://doi.org/10.3390/educsci11090534
Jurgita LenkauskaitÄ, Remigijus Bubnys, Erika MasiliauskienÄ and Daiva MalinauskienÄâ
Participation in the Assessment Processes in Problem-Based Learning: Experiences of the
Students of Social Sciences in Lithuania; https://doi.org/10.3390/educsci11110678.
Tatiana Baranova, Dmitriy Mokhorov, Aleksandra Kobicheva and Elena Tokarevaâ
Assessment of the Application of Content and Language Integrated Learning in a
Multilingual Classroom; https://doi.org/10.3390/educsci11120808.
Another interesting research is the one presented by Vicent et al. where we are guided
through studentsâ procrastination processes, the formative assessments and the summative
evaluation. This case study presents the unexpected and undesirable effects of both on the
behavior of students and on both grading and learning.
Authentic assessment is another pedagogical approach based on real world impact. Sutadji
and colleagues presented a research paper where they debate epistemological and scientific
constructions to social and natural sciences.
LenkauskaitÄ and colleagues explored the idea of change in the higher educational process
using a problem-based learning strategy. The need we have in education institutions to empower
students is reflected in this study that shows empowerment and enhancement of critical thinking
from students when they assess and are involved in the assessment strategy.
xi
To end this topic Baranova and colleagues present a research based on the introduction of
content and language into classes with a multilingual approach, which will allow students to use
several foreign languages in the process of professional communication. The purpose of the paper
is to evaluate the efficiency of a newly introduced integrated learning model from the perspective
of students and to understand its impact on students.
Topic threeâDigitalization- and peer-support-technology-based
Rana Saeed Al-Maroof, Khadija Alhumaid and Said SalloumâThe Continuous Intention
to Use E-Learning, from Two Different Perspectives; https://doi.org/10.3390/educsci
11010006.
Isabel LĂłpez-TocĂłnâMoodle Quizzes as a Continuous Assessment in Higher Education:
An Exploratory Approach in Physical Chemistry; https://doi.org/10.3390/educsci11090500.
Mehdi Berriri, Sofiane Djema, GaĂ«tan Rey and Christel Dartigues-PallezâMulti-Class
Assessment Based on Random Forests.; https://doi.org/10.3390/educsci11030092.
In Topic 3, the book presents relevant pos pandemic strategies like e-learning methods. The
paper by Al-Maroof et al. show that teachersâ and studentsâ perceived technology self-efficacy,
ease of use and usefulness are the main factors directly affecting the continuous intention to use
technology.
Their relevant findings also bring about intrinsic and extrinsic motivation associated and
developed throughout the process of learning. Considered the key factors that support the use of
technology continuously.
The chapter continues with LĂłpez-TocĂłn and colleagues work on Moodle Quizzes as a
Continuous Assessment. Moodle quizzes were explored in this study, and they acted as a reliable
practice for teaching and learning.
This topic regards crucial aspects that intend to enhance the need for higher education
institutions to support additional student-centred dynamics not based on the teacher and its role
as the main actor in the classroom or even as main facilitator of knowledge. In this chapter it is
explored by the work of Berriri, a novel study that tried to provide relevant information regarding
counseling processes. Additionally, it is explored how teaching staff can propose training courses
adapted to students by anticipating their possible difficulties using new technologies, a machine
learning algorithm called Random Forest, allowing for the classification of the students
depending on their results.
Topic fourâOrganizations and governance
Cristina Checa-Morales, Carmen De-Pablos-Heredero, Angela Lorena Carreño, Sajid
Haider and AntĂłn GarcĂaâOrganizational Differences among Universities in Three
Socioeconomic Contexts: Finland, Spain and Ecuador. Relational Coordination Approach;
https://doi.org/10.3390/educsci11080445.
Hue Thi Truong, Hung Manh Le, Duc Anh Do, Duc Anh Le, Huyen Thi Nguyen and Thanh
Kim NguyenâImpact of Governance Factors over Lecturersâ Scientific Research Output:
An Empirical Evidence; https://doi.org/10.3390/educsci11090553.
xii
CecĂlia Guerra and Nilza CostaâCan Pedagogical Innovations Be Sustainable? One
Evaluation Outlook for Research Developed in Portuguese Higher Education;
https://doi.org/10.3390/educsci11110725.
The book also presents institutional research, conducted in a macro level approach that can
be very helpful to the reader that is interested in more information regarding the assessment of
pedagogical innovation at an institutional level. BeÄica and colleagues present a relevant
qualitative Assessment of the Pedagogical Process at Czech Public Universities. This work
increments the debate towards more quality-based measures considering that the monitoring and
quantification of quality in education is a very demanding and controverse topic.
Checa-Morales and colleagues presented an institutional study that focus on
organizational differences Universities in Three Socioeconomic Contexts: Finland, Spain and
Ecuador. Results show that shared goals with among faculty members and problem-solving
communication among students were key. Organizational practices show relevant differences
among the three universities.
Truong and colleagues analysed governance factors that influence the scientific research
output of lecturers. The results reveal that resources for scientific research have the most impact
on lecturersâ scientific research output, followed by policies for lecturers, support for scientific
research activities, scientific research objectives of HEIs, and finally, leadership.
Pedagogical innovation is key in order to develop society. Guerra and colleagues introduce
a very interesting and critical approach to the topic, conducting research that focused on the
extent to which funded national research-based education projects, developed in public
Portuguese higher education institutions (universities and polytechnic institutes), have
considered the sustainability of research results (e.g., pedagogical innovations), after funding
ends.
We believe there is a need for this book to provide clear and relevant scientific research
which takes into consideration pedagogical innovation, assessment processes and institutional
models. The aim of this book is to provide the reader with key and updated research on the
information necessary to understand students learning and teaching, innovation at assessment,
the need to assess involving the students and also to understand global macro level research,
national level and institutional level. Therefore, we hope to reach policy makers, educators,
researchers, teachers, students and a global community of people that are interested and
concerned with the research agenda, acting in studentâs empowerment, knowledge and updated
skills.info:eu-repo/semantics/publishedVersio